A Collective Vision for a Connected Campus: Implementing SFT's Briefing and Evaluation Framework - Soo Darcy, Associate, Ryder Architecture & Tracey Mills, Service Manager - Corporate Property Assets, Stirling Council
As councils strive to develop education projects that address the National Performance Framework, Learning Estate Strategy principles and Net Zero commitments, they need to carefully consider the context of place and the communities their schools will serve. The voice of the stakeholder is critically important as schools become collaborative, multi-use places that provide a heart for the local community, yet education projects have increasingly complex stakeholder landscapes that can be hard to manage. The need to measure whether we have achieved our desired outcomes, and to learn from our mistakes and successes for the benefit of the next project, has never been more relevant. Yet it can be difficult for clients to know how best to traverse this important step in the project journey.
SFT, in collaboration with Ryder Architecture, recently launched the Briefing and Evaluation Framework. This provides guidance to help project teams organise their stakeholders, consider a place-based context, and articulate a clear vision and measurable outcomes at the outset of their project. As the project progresses, it will be continually validated against these outcomes and ultimately measured against them post occupancy. The Framework has been piloted successfully on a range of projects, and feedback from clients indicates that the process has been beneficial in helping them to bring stakeholders together to realise shared ambitions and values.
This will be a joint presentation alongside Stirling Council, which has successfully implemented the Framework on Callander Campus. With real life examples of the journey and outcomes, we will discuss the development of the Framework, how the approach helps to support collaboration and connectivity in an education setting, and what we have learnt from both Stirling Council and other local authorities who have followed the process.
A Deep Dive: How data can help schools balance air quality, thermal comfort and energy use - Becky Hayward, Associate Director, Buro Happold
Schools are facing an unprecedented air quality, thermal comfort, energy cost and carbon emissions challenge
The recent covid pandemic has presented a significant challenge - how can schools manage thermal comfort, and keep CO2 levels within acceptable limits while not using excessive amounts of energy in the process? Beyond timetabling and term-time considerations we do not currently understand how the spaces in schools and ELC environments are actually utilised. Without this understanding, effective planning and management to optimise space usage is not possible. This has the potential to detrimentally impact many aspects of the building’s performance – for example where a space is over-utilised air quality can be impacted, which will increase spread of airborne viruses and lower student’s concentration levels.
Scottish Futures Trust, Buro Happold, SmartViz and a group of willing local authority partners are collaboratively undertaking a “Deep Dive” study which runs in parallel with a national school CO2 monitoring study. Whereas insights from the national study have been drawn primarily from CO2 sensor data reported monthly, the Deep Dive study aimed to utilise a wider range of data inputs from a concentrated sample set to enable deeper insights to be drawn. The purpose of this Deep Dive study is to obtain a greater understanding of the different factors that influence the ability of schools to balance fresh air provision with thermal comfort, energy use and occupancy levels. Understanding these factors will allow local authorities across Scotland to make informed decisions, backed up by data, on what mitigation measures are likely to be the most effective.
The intention is that the findings of this study will help to shape future design and operational strategies and guidance across the learning estate.