| |
| |
Schools
|
|
| |
Building
regulations for new schools |
|
|
|
| |
Before 2003
the Building Regulations did not apply to new schools, but they are
now covered under requirement E4.
The normal way in which a new school
will meet its requirements for sound insulation, reverberation time
and internal ambient noise will be to meet the standards set out in
Building Bulletin (BB) 93 ÎThe Acoustic Design of Schoolsâ published
by the DfES (Department for Education and Science).
BB 93 has
a broader scope than previous bulletins covering acoustics. It contains
more guidance and specific detail, as well as computer-based tools
to assist in the design process.
The constructional standards for acoustics in new schools set out in part 1.1
of BB 93 (see
Tables 5 & 6) are also considerably tighter than previous requirements.
This reflects a general recognition that low ambient noise levels are desirable
in schools. |
|
Some
activities such as music and design technology lessons can be noisy
and there will be problems if there is inadequate sound insulation
between these areas and those set aside for quieter activities. Poor
acoustic conditions mean that teachers have difficulty being heard
and prolonged use of the voice at high volume can lead to strain Ð teachers
form a disproportionate percentage of voice clinic patients.
In the
past cost consideration often over-rode acoustic considerations Ð acoustic
design will now have a higher priority as it is subject to building
control.
|
|
| |
|
|
|
|
|
| |
| |
What is covered and what isn’t covered |
|
|
|
| |
The Building Regulations, and hence BB93, only apply to schools in
England and Wales, but they do apply to both LEA and independent schools.
Within schools the regulations only relate to teaching and learning
spaces. BB 93 is not intended to cover administration and ancillary
spaces except in so far as they affect conditions in neighbouring teaching
and learning spaces. BB 93 does however give guidelines on appropriate
performance standards for these areas.
Temporary buildings are exempt – but
in this case this means buildings that are not intended to remain in
place for longer than 28 days, rather than the ‘temporary’ pre-fabricated
buildings that can often be in place for many years. |
|
Part E (BB 93) also applies to rooms
used for nursery/community education within a school – but not
to nursery schools that are not part of a school, sixth form colleges
which have not been established as
schools, Universities or Colleges of Further or Higher Education.
In the case of a new sixth form college it will be necessary to contact
the LEA to find out whether it has been established as a school or
an Institute of Further Education. |
|
| |
|
|
|
|
| |
| |
| |
Overall considerations |
|
|
|
| |
The overall approach
of BB 93 is to recommend a structured approach to acoustic design at
each stage of the planning and design process. This starts with site
selection and carries right on through to approval by the Building
Control Body.
As part of this, BB 93 strongly recommends that the client requires
acoustic testing to be carried out as part of the building contract,
because, it says, testing of the completed construction is the best
practical means of ensuring that it achieves its design intent. |
|
BB 93 also advises
that, in all but the simplest of projects, a suitably qualified acoustic
consultant (usually a member of the Institute of Acoustics) should
be appointed at an early stage before the outline design has been decided.
They will also be needed to check the design details and onsite construction,
and to carry out acoustic tests to make sure that the building meets
its performance objectives. |
|
| |
|
|
|
|
| |
| |
| |
Disability Discrimination
Act |
|
|
|
| |
Appropriate sound
insulation is an important factor in the integration of children with
special needs in mainstream schools as required under Section IV of
the Disability Discrimination Act (DDA).
The DDA obliges all schools and LEAs to plan to increase the accessibility
of schools to disabled pupils. This includes improving access to the
physical environment, including acoustic improvements and aids for
hearing impaired pupils. |
|
When alterations
affect the acoustics of a space, then improvement of the acoustics
to promote better access for children with special needs, including
hearing impairments, should be considered. |
|
| |
|
|
|
|
| |
| |
| |
The Education (School
Premises) Regulations |
|
|
|
| |
The requirements
of The Education (School Premises) Regulations 1999, SI 1999 No 2,
which applies to new and existing school buildings, will also be met
by satisfying the acoustic performance standards set out in Section
1.1 of BB 93. |
|
|
|
| |
|
|
|
|
