the calibration of environmental design and mep services...
TRANSCRIPT
The calibration of
environmental design
and MEP services
Update - December 2017Richard Daniels
Environmental Engineer
Education and Skills
Funding Agency
The new Output Specification for use on the new
EFSA Contractors frameworks from November 2017.
This presentation provides an update on the revisions
to the environmental criteria and MEP requirements. It
also looks at the restructuring of the OS, ICT
requirements and the requirements for Building
Performance Evaluation
Restructuring of Output Specification
The Output specification has been re-structured into:
• A Generic Design Brief containing the overarching design
requirements and
• Technical Annexes giving the detailed performance
specifications for design
Plus supporting school specific documents:
• Area Data Sheets
• School Specific Brief
• Refurbishment Scope of Works Tool
• Schedule of Accommodation
2017 Output Specification
Keep what works:
• Design Brief priorities -
consistency of quality
standards, learnt from across
ESFA and school building
programmes
• provide a suite of documents -
ESFA’s client brief on design
quality – applicable to any
ESFA procurement route
Achievable within cost (cost
neutral against the current FOS)
Amend where needed:
• calibrate and clarify to be
clearer and easier to use
• cover partial school projects
and refurbishment
Technical Annexes:
• collate requirements for each
element of work
• incorporate key standards in
other ESFA documents
• align with construction industry
standards
The specification has been developed, as part of the new Framework, to:
Output Specification 2017 - suite of documents
The new suite of documents are
structured as:
Generic Design Brief (GDB)
containing overarching design
standards for school premises
+
Technical Annexes
containing more detailed
performance specifications
+
School specific Brief (SSB)
and Annexes
School-specific, with SoA and
other Annexes as required for
feasibility study
Part A: General Conditions
• including all deliverables,
from start of contract award
and beyond
Part B: Generic Design Brief
• and Technical Annexes,
incorporating tech guides
Part C: School-specific Brief
• Templates provided for SSB,
Schedule of Accommodation,
including area data, Refurb
Scope of Works, ICT, FF&E
2017 Output Specification
Generic Design Brief and Technical Annexes
Generic Design Brief Technical Annexes
Contents 1A Definitions of Spaces: Mainstream Schools
1B Definitions of Spaces: SEND and AP1 Context and
Key Principles 2A Sanitary ware
2B External Space and Grounds
2C External Fabric2 Buildings and
Grounds2D Internal Elements and Finishes
2E Daylight and Electric Lighting
2F Mechanical Services and Public Health Engineering
2G Electrical Services, Communications,
Fire & Security Systems
2H Energy
2I Controls
3 FF&E 3 Fittings, Furniture and Equipment (FF&E)
4 ICT Design 4 ICT Responsibility Matrix
Technical Annexes 1A and 1B: definitions
plus…
Space type description
he
igh
t
de
pth
Ext
do
ors
et
Int
do
ors
ets
fin
ish
es
ligh
tin
g
tem
pe
ratu
re
serv
ice
s
FF&
E
145 mainstream space types in 1A
As definition From GDB
Code from TA 2D
Code from TA 2E
See TA 3
With ‘parent’ ADS code
Info previously on ADSs
(sub-types listed in SoA Prog Assums)
space
typeindividual generic spaces Description of Area or Space
ceiling
height if
new
space
depthexternal doorset
main doorset
(e.g. from
circ)
second
doorsetfloor finish ceiling finish wall finish lighting
temp and
thermal
comfort
m
length
clear =
clear
height
m
length
x =
minimu
m
(x) =
preferr
ed
depth
Required =
shall be
provided
Optional = if
required for
design or in
SSB; CTS if
provided
Not Required
= not required
unless for fire
escape. CTS if
provided
As Technical
Annex 2D:
Internal elements,
Table 2 and 4
As
Technica
l Annex
2D:
Internal
elements
, Table 5
and 6
As
Technica
l Annex
2D:
Internal
elements
, Table 7
As
Technica
l Annex
2D:
Internal
elements
, Table 8
As
Technica
l Annex
2E:
Daylight
and
Electric
Lighting,
Table 2,
3 and 12
As
Technica
l Annex
2F:
Mechani
cal
Services
and
Public
Health
Engineer
ing,
Table 2
Common terms
restrictiveExisting space with a restrictive area, accommodating a
limited range of FF&E layout options or activities
extensive
Space with an extensive area per pupil, accommodating the
widest range of FF&E layout options or activities
basic teaching area
early years classroom/ playroom
nursery playroomPrimary school playroom for a range of FF&E layout options
and activities for 3 to 4 year olds2.7 (7.2) Required D1.1ev D1.1ev F3.2i C1.1 W1.1 L1.2a T5
reception classroomPrimary school classroom for a range of FF&E layout
options and activities for reception pupils2.7 (7.2) Required D1.1ev D1.1ev F3.2i C1.1 W1.1 L1.2a T5
primary classroom
infant classroomPrimary school classroom for a range of FF&E layout
options and activities for Key Stage 1 pupils2.7 (7.2) Required D1.1ev N/A F3.2i C1.1 W1.1 L1.2a T5
junior classroom (with sink)Primary school classroom for a range of FF&E layout
options and activities for Key Stage 2 pupils2.7 (7.2) Not required D1.1av N/A F1.1m C1.1 W1.1 L1.2a T5
primary classbase
classbase with sink
Primary school semi-open classbase for limited activities
including water-based, typically for infant (KS1), with easy
access to a shared teaching area without sink
2.7 (7.2) Required N/A N/A F3.2i C1.1 W1.1 L1.2a T5
shared teaching area
shared teaching area without
sink
Open plan teaching area shared by adjacent classbases
with sinks to enhance the range of activities2.7 2.7 Not required N/A N/A F1.1 C1.1 W1.1 L1.2a T5
shared teaching area with sinkOpen plan teaching area shared by adjacent classbases
without sinks to enhance the range of activities2.7 2.7 Not required N/A N/A F1.1m C1.1 W1.1 L1.2a T5
specialist practical /other
large group room (junior)Room for assistance with individuals and small groups, and
for table-based activities in larger groups2.7 (7.2) Not required D1.1av N/A F1.1 C1.1 W1.1 L1.2a T5
ICT-rich practical roomPrimary school classroom used for fixed ICT devices for all
workplaces with limited layout options2.7 CTS Not required D1.1av N/A F1.1m C1.1 W1.1 L1.2a T5
ICT-rich room (practical in
future)
Specialist space with fixed ICT devices for all workplaces,
sink and wet services for use as practical in future2.7 CTS Not required D1.1av N/A F1.1m C1.1 W1.1 L1.2a T5
food bay/ practical resourcesBay for primary food preparation with a small group and
pupil access to practical resources2.7 CTS Not required N/A N/A F3.4h C1.2 W1.1 L1.2a T5
food/ science/ DT areaSpecialist space for primary food preparation, science, art
and Design and Technology activities2.7 CTS Not required D2.2av N/A F3.4h C1.2 W1.1 L1.2a T5
art/ DT areaSpecialist space for primary art and Design and Technology
activities2.7 CTS Not required D2.2av N/A F3.4 C1.2 W1.1 L1.2a T5
Technical Annexe 1A
School-specific Requirements
School-specific Brief
School specific Annexes
(tools and templates where required)
contents SS 1 School-specific Schedule of Accommodation and
School-specific Area Data1 Introduction
SS 2 School-specific Refurbishment Scope
of Works (RSoW) 2 Strategic Brief
SS 3 School-specific Legacy Equipment Schedule
3 Project Brief
SS 4 School-specific Legacy FF&E Schedule
SS 5 School-specific ICT Equipment Summary
Refurb Scope of Works v6.0
• Aims to identify and communicate the works needed for any
refurbishment project, with a standardised, consistent approach
• In line with EFA policy to take more risk and more clearly identify
scope of works required in PSBP2 refurbishment schemes
• Requires more work (from TA), including surveys
Ref. Element headingElement
Description
Location and/or
occurrence
Condition
Grade and
priority
TA Condition [and fitness for
purpose) Assessment
Proposed
Works
Designation
Generic Summary of Work Required
related info
in response
to condition
need or issue
based on designation (EFA standard clause from M&E
works descriptors)
explanation
from lookup
list: Grade A
to D, Priority
1 to 3
By TA, based on further
survey(s), as listed in feasibility
study
no work,
retain,
repair,
replace or
renew
description of work, from lookup in arch works
descriptors (using headings in EFA Data Survey)
Overarching elements
AR1 1.1 Roof Structure Grade B [TA to insert] Replace Partial replacement of and/or major repairs to
roof structure, designed to be suitable for the
structural loading of the roofing and potential
snow-loading.
To comply with all relevant FOS GDB clauses from
Annex 2C: External Fabric and 2.5 to 2.14 in the
GDB.
Scope of Works format and process
The proposed format and process should:
• Give more certainty before ESFA go to contractors of scope
of work required (and what we are happy to leave alone)
• Give ESFA more cost certainty before we go to contractors,
by identifying the scope of work and estimating the costs and
risks involved
• Identify the output specification of the work, based on the
element and level of refurbishment required
• Ensure the specification requirements are set out in a
suitable form for the contract
• Inform EFA decisions on the right procurement route for each
project
Four levels of refurb for each element
(1) Renew
Entirely new element, designed to satisfy relevant outputs in OS GDB
(and by the code in the ADS where relevant), as listed in relevant
'works descriptors'.
(2) Replace
Replacement or major repairs to element, typically providing a similar
specification to the existing element, but to specification in relevant
'works descriptors'.
(3) Repair
Isolated repairs to element, to minimal specifications in 'arch works
descriptors' and requiremnts in project-specific drawing(s).
(4) RetainElement retained. No works required except decoration where required
(although Contractor should advise if work is needed to comply with
SPRs, safety, or work consequential to refurb of adjacent spaces).
06/12/2017 12
• Most elements will not require as high a spec as Output
Specification for new build
• But even this may be more than the current building provides
• e.g:
• Basic teaching area can be 10% smaller
• Non-teaching area can be split up
• Acoustic separation can be 5dB more
• Life expectancy can be less
Refurbishment specification
The proposed solution must:
• be in good condition:
• have an estimated life of at least 15 years,
• or at least 5 years if an element that can be easily updated
later as part of maintenance;
• be fit for purpose:
• Rooms may need to be swapped
• Remodelling and upgrading may be required
• TAs will need guidance to decide case-by-case
Refurbishment requirements
Environmental Design and MEP services
Focus on
• health and safety and
• indoor environmental quality
• good daylight, visual comfort, thermal comfort and fresh air
free from pollutants
Where possible the metrics for environmental design are
“performance in use” criteria that can be measured
• Temperature
• Carbon dioxide level
• Energy consumption
Technical Annexes
Annex 2E: Daylight and Electric Lighting
Annex 2F: Mechanical Services and Public
Health Engineering
Annex 2G: Electrical Services,
Communications, Fire and Security Systems
Annex 2H: Energy
Annex 2I: Controls
Acoustic Design (GDB, BB93)
To provide clear communication
between pupils and teacher and
with each other to support
learning activities
Acoustic standards to BB93
(2015) is a requirement of Part E
of the Building Regulations
Suitable indoor ambient noise
levels and reverberation times
Pre or post completion testing
required - remedial work where
BB93 not met
Daylight (Annex 2E)
Climate based daylight modelling
(CBDM) required for typical spaces
to prove criteria.
CBDM not required in refurb unless
changing the façade.
Room Type CBDM Daylight criteria
Basic Teaching area (excluding drama studios) and administration offices
To be met in 80% of spaces
Halls, dining and PE spaces; and libraries
To be met in 75% of spaces
Group rooms and study areas and staff areas
To be met in 60% of spaces
Circulation, kitchen preparation areas, changing rooms
Daylight access required in stairwells, and wherever possible elsewhere
Blinds (Annex 2E, Annex 3)
More detail on the design
of blinds for glare control.
Light transmission of blinds defined.
Electric lighting (Annex 2E)
• LED and fluorescent lighting criteria clarified and updated
• New requirement for LED lanterns in drama studio and hall
• Daylight & occupancy sensor numbers in classrooms reduced
• Lighting controls updated. Manual override of auto controls only
possible for 30 mins
• Emergency lighting updated for specific tasks i.e. DT rooms, high risk
areas workshops/science labs now covered, not whole room
Mechanical services (Annex 2F)
• Ventilation and thermal comfort requirements from 2016 draft
BB101 included in Annex 2F
• No single boiler installations: Minimum of 2 boilers @ 66%
• Cold water storage tank is required to provide 6 litres/person
nursery and primary, 10 litres/person secondary
• Weather station omitted
• Centralised AHU in plantroom
• Permanent access to roof plant
Thermal comfort (Annex 2F)
Categories of thermal comfort for different activities and types of
pupils, including:
• temperature range
• cold draughts. Window and damper draught calculation
criteria simpler to achieve
• radiant temperature difference. Radiant panel calculation
table included
• limits on floor surface temperatures, eg, for underfloor heating
[1]
Avoidance of summertime overheating
(Annex 2F)
Adaptive thermal comfort criteria for summertime overheating
for free running buildings (does not apply to air conditioned
spaces)
• Criterion 1 now is the only criteria for compliance
• Criteria 2 and 3 are to be presented for information and to describe the robustness of the design solution. This resolves the effect of one hot day making the design fail in some locations.
• Lunchtime break time period allowed with no occupancy heat load
• Working days defined
To achieve criterion 1 thermal mass and increased ventilation
rate will probably be needed in heat islands of central London
Annex 2F - Avoidance of summertime
overheating
“Buildings shall be assessed for overheating and
ventilation openings shall be sized using dynamic thermal
modelling and the CIBSE DSY1 2020 (50th. percentile
range) weather file most appropriate to the location of the
School building.”
See CIBSE Technical Briefing and Testing report on the
new weather files
http://www.cibse.org/getmedia/ce7a77e8-3f98-4b97-9dbc-
7baf0062f6c6/WeatherData_TechnicalBriefingandTesting
_Final.pdf.aspx
Design Brief priority - Ventilation design
• Single-sided natural ventilation is relatively ineffective
• Typical solutions use hybrid ventilation to provide draught
free ventilation in winter and to boost summertime
ventilation on still days.
A typical hybrid ventilation design
Ventilation - CO2 levels (Annex 2F)
Three criteria specified to ensure that there is sufficient outdoor air
for teaching and learning:
1. For Mechanical ventilation or hybrid system in mechanical ventilation
mode:
daily average CO2 concentration < 1000 ppm (when occupied)
max CO2 concentration < 1500 ppm (for more than 20 min, each)
2. For Natural ventilation or hybrid system in natural ventilation mode:
daily average CO2 concentration < 1500 ppm (when occupied)
max CO2 concentration < 2000 ppm (for more than 20 min each day)
3. Maximum CO2 level for the majority of the occupied time during the year
For new build:
CO2 concentration < 800 ppm above the outside
For refurbishments:
CO2 concentration < 1350ppm above the outside
Annex 2F - Specialist ventilation
Practical space ventilation rates - based on l/s/m2 not air
changes per hour – following ASHRAE 62-1 2014
methodology for calculation of minimum exhaust rates
Spaces where there are pollutants should be negatively
pressurised to prevent migration of pollutants to circulation
areas
Kitchen and food room vent/windows/doors - fly guards
included where naturally ventilated and there is no filtered
mechanical ventilation system
Annex 2F - Specialist ventilation
Science Labs and fume cupboards - Fume
cupboard extract - chimney heights increased
to 3m minimum
Local exhaust ventilation to practical spaces
clarified
LEV required from 3D printers/laser cutters
LEV and cooling may be required for
reprographics rooms
Section 2F: Gas Safety
Gas Safety requirements in Science, Food
Technology, Kitchens & Design and Technology
spaces aligned with revision of IGEM UP/11 to be
published in 2017
• Environmental carbon dioxide control as described
in IGEM UP19 is recommended as means of gas
safety interlocking for Type A appliances found in
food rooms and science labs
• Recommendation for CO detection systems to be
located in any occupied spaces through which or
adjacent to which chimneys/flues pass
Fire (Annex 2C, 2G)
• BS9999 & Building Bulletin 100 – makes clear can use
either approach
• Non combustible cladding specified (Annex 2C)
• Fire Safety Management Plan to be produced for
school at handover
• Specification for sprinklers included where they are
required - to be identified in the SSB at feasibility stage
Section 2G: Electrical Services,
Communications, Fire and Security
Systems
Basic level of security defined for all schools
Enhanced security the subject of a Security Risk
Assessment to be carried out at feasibility stage
A guide for TAs is being produced on how to carry out a
Security Risk Assessment
Annex 2G - Electrical
• 10% spare capacity on incoming main panel and dist
boards
• Double socket outlets – 1.2 per pupil
• Distribution boards – reduction in number of large
loads DBs, DBs to be located in riser cupboards not
corridors
• Preferred wiring systems remains as pvc singles in
conduit/trunking
• Handriers in toilets or power provision even if paper
towels provided
• Lifts – platform lifts acceptable with the following
specification: hold-down buttons not allowed, key
switch operation and normal lift controls on all lifts.
Section 2H: Energy
• Energy modelling remains as before – Concept energy model
and developed model – included as part of energy strategy
report.
• Refurb schemes to have energy survey in place of concept
energy model. Recent bills or energy monitoring records need
to be obtained from the school.
• Low and zero carbon viability/renewables assessment to be
carried out as part of feasibility study
• Energy efficiency metering and monitoring requirements
clarified. iSERV reporting - details included about K2n
database for national energy benchmarking. Benchmarks
from EFA energy efficiency guide included.
Section 2I: Controls
• Zoning of security and heating systems simplified to two areas
i.e. main hall and sports for out-of-hours use
• Clarification that BMS needed on nearly all schools, i.e. all
projects over 500m2 or 100kW thermal load
• Controls specification simplified and clarified. Summary table
of controls included
• Less sub-meters required. Meters to be connected for remote
monitoring or recording
OS – mechanical, electrical and public health
engineering – deliverables and key documents
* Strategic &
Project Brief
(Feasibility)
Design Development Technical Design Construction Handover In Use
Key
deliverables
• Feasibility
report including
options
appraisal
• Condition
surveys and
Test reports,
eg Electrical
Inspection and
test report
• Energy bills or
monitoring
reports for
refurb schemes
• Asbestos
survey
• Constraints
drawing
including
security, access
and site utilities
• Outline Engineering
proposals and
specifications
• Site plans showing
access and security
strategy and utility
connections and
• Elevations for each
orientation showing
ventilation grills,
proposed external
plant
• Access and Security
Strategy Drawing
• External works
• Design philosophy
• Concept energy model
• Environmental strategy
report
• Typical environmental
sections through
building
• Final Engineering
proposals and
specifications
• Site plan & sections
• GA floor plans 1:50
• Sections & elevations
• External works
• Co-ordinated ceiling plans
showing services
• Detailed Climate Based
Daylight Modelling,
Overheating Risk
Assessment and thermal
modelling
• Detailed energy model
• Commissioning proposals
and programme
• Strategy drawings
• For refurb - plans, section,
elevations RSoW
• Confirmation ERs &
planning approvals
• Building control &
fire engineer sign off
• Warranties
• Sample room
• Soak Test
monitoring
• Pre or post
completion acoustic
testing
• Controls testing
• K2n energy
monitoring first
upload
• End user training on
all building services
systems and
controls and alarms
systems and use of
K2n monitoring
• Video of training
• O&M manuals &
record drawings
(Part of H&S file)
• Test and
commissioning
certificates
• Building user guide
• Soft Landings,
BPE reports at
3-6 months and
12 months
• Monthly K2n
Energy
monitoring
reports during
defects period
• Ongoing end
user training
• Defects
OS documents • GDB, Annex
2H, SSB
• GDB + Annexes 1A/1B, 2E – 2I, SSB, annexes SS1 (&SS2)
• BPE Methodology
• Part A Employers Requirements - Deliverables
GDB, Annex 2H,
BPE Methodology
Commissioning,
Handover and
Performance in Use
Summary
• Works programming includes commissioning, testing, end user
training and the M&E “Soak Test”
• The programme for commissioning is required at CP stage
• Handover checklist of documents now a deliverable
• Soak test for M&E systems
• H&S file – outline structure now included
• Building User Guide – content and format guidance now
included
• iSERV energy reporting more details provided and K2n
national Database
• BPE to be undertaken at 3-6 months and 9-12 months post
handover following ESFA methodology and forming part of
soft landings
Commissioning
At the end of commissioning is a week long M&E “Soak
Test”
• To prove the mechanical and electrical systems run
reliably for a week
• This can be done at the same time as end user training
• Post completion acoustic testing can also be done at this
time
Handover
Handover requirements for completion in Volume A General
Conditions, Section 1.5.5.
Handover Requirements for Practical Completion includes:
• checklist of tests/certificates
• structure and contents of the H&S File
• contents of Building User Guide
• checklist for end User Training
• fire Safety Management Plan
Health and Safety File
Structure and content of H&S File given in Volume A General
Conditions, Section 1.5.5.7 Documentation
H&S File contains:
• O&M Manual and record drawings
• M&E Testing and Commissioning Certification
e.g. Electrical test certificates, Gas safety certificate etc
• Public Health (drainage, hot and cold water)
e.g. Water Quality / Flushing Test Chlorination Certificate
• Building Log Book
Format as CIBSE TM31 to Part L
• Building User Guide (self contained)
Building User Guide
A user friendly guide to day to day operation of building elements
and systems that are controlled or adjusted by the users,
including:
Occupant controls: what they look like; where they are; what they
control; how they work; when the occupants should use them; feedback
on the status, such as lamps and read outs; special considerations,
such as default status (on, off, standby) and relationship of any
automatic settings, such as window closure during rain.
Energy conservation: benchmark energy targets; how to monitor
consumption using iSERV; practical steps to control and reduce energy
consumption (such as minimising cold draughts through opening doors).
Training: Where training is provided on building services systems and
controls, and fire alarm, security and access control systems, a digital
video file of the training provided shall be provided in a format suitable
for upload onto the school intranet.
Building Performance Evaluation Methodology
BPE methodology
Scope
▪ To provide an objective understanding of what is
successful and what are areas for improvement
▪ To monitor the result of fine tuning the building
performance through seasonal adjustments to the building
controls
▪ To establish across the range of schools where there are
common issues in order to learn lessons for future school
building projects
Structure of BPE
3 stages:
▪ Stage 1 - Data collection set up during design, handover
and pre occupancy
▪ Stage 2 – Initial performance review at 3-6 months post
occupancy
▪ Stage 3 – Final performance review at 9-12 months post
occupancy
Stage 1
At Design/Handover/pre-occupancy
Includes:
▪ Straightforward design and systems
▪ Data collection systems – meters/sub meters/BMS remote
monitoring
▪ Testing/commissioning and calibration
▪ User training and demonstration
Stage 2 Initial BPE
At 3-6 months post occupancy
▪ Structured approach looking at key elements
▪ Establishes the initial use and understanding of the
building and its systems
Site visit and walk round/mtg with the school
▪ Headteacher
▪ Site
manager/Bursar
▪ Contract manager
▪ M&E sub contractor
▪ Controls specialist
Site visit/meeting
Buy by all stakeholders
▪ Helps with completion of
supporting
questionnaires
▪ Allows early indication of
school’s management
behaviour to building
performance
▪ Contractor sees ability of
school to operate its
systems successfully
Building trust and
engagement with the school
Interview survey with the school caretaker/FM
team
Quickly establishes
▪ Responsibility for
the building
▪ Heating
▪ Ventilation
▪ Lighting
▪ Cleaning and
maintenance issues
▪ Success of training
Teaching staff questionnaires
Classroom comfort
feedback:
▪ Winter temperature
▪ Summer temperature
▪ Ventilation
▪ Lighting
▪ Noise
Effective through:
Staff meetings at primaries
and coordinated through
heads of departments for
secondaries
Energy data collection and review
Quickly establishes
▪ Use by the school
▪ Calibration issues
▪ Initial performance
▪ Success of training
Initial BPE report
Feedback to the school:
▪ Standard template
▪ Summary of findings and
analysis
▪ Supporting photos and
commentary
▪ Energy data and
commentary
▪ Action plan in
preparation for final BPE
at 9-12 months
Effective through:
Workshops/continual
monitoring/additional
training/calibration/seasonal
commissioning
Annual energy reporting
Establishes
▪ Benchmark
comparison
▪ electric
▪ gas
▪ water
▪ Success of
seasonal
adjustments and
training
Final BPE report
Feedback to the school:
▪ Standard template
▪ Summary of findings and
analysis
▪ Supporting photos and
commentary
▪ Annual energy data and
commentary
▪ Any further actions
planned
Effective through:
continual
monitoring/changes to future
projects and benchmarks
BPE roll out
▪ Contractors to undertake BPE’s on all schemes as part of
post handover monitoring – with the results being applied
to the other schemes in the batch.
▪ Monitoring of the building performance over 12 months
defects period using continual reporting of energy
provides consistency in reporting and looks to have big
potential benefits.
▪ Longer term adjustments to benchmarks to reflect actual
practice once >200 samples
▪ BPE requirement is reinforced in the 2017 OS/GDB and
BPE methodology.
BPE - Summary
▪ Review and feedback post handover
by a proactive project team can be
invaluable in delivering a new building
that performs.
▪ BPE provides a structured way to do
this – at 3-6 months to reinforce initial
handover and calibration and at 12
months to collect annual energy in use
and ensure the benefits of seasonal
commissioning are realised.
Where is ICT in the new Output Specification?
- Section 4 of Generic Design Brief
- ICT Responsibility Matrix – Annex 4 v5
- Technical annexes
Infrastructure Only
Included in the Output Specification Not included
Server and Hub Rooms
Dedicated and Secure Spaces
- Central locations for data termination- Clean Power- Backup batteries (UPS)- Houses infrastructure and servers- Environmental controls- Sufficient space to meet the SoA and BS EN50174
Passive Infrastructure – Output Specification
changes
- Copper and Fibre network- Cat 6A copper- OM4 Fibre
- Supports Infrastructure & equipment- Wi-Fi Access Points- Desktop computers- Printers- AV- Telephones- CCTV- Access control
- Data point ratios- Primary 0.7 per pupil- Secondary 1 per pupil- Special 2 per pupil
Diverse routes – no change because…
• MIS – access throughout the site required
• Safeguarding (filtering and reporting and child sensitive
school data)
• Backup (regular scheduled off-site backup of data)
• Security
• Telephony (safeguarding and H&S)
• Finance and school management
No change
• Switching
• Wifi
• Telephony – system and lines
• Broadband
• Decant
Local Configuration Support Package
• Project specific• Organised and authorised by ICT Advisor
For more information
Contact us
▪ By phone:
▪ By email:
07769143840
Visit the website Output Specification 2017 access to documents –Later this year - documents will be on GOV.UK
▪ GOV.UK/esfa