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©Hawkins\Brown Institute of Education - Masterplan Executive Summary - March 2014

Hawkins\BrownInstitute of Education

MasterplanExecutive Summary

March 2014


Introduction

What is the Masterplan?The Royal Institute of British Architects (RIBA) sets out the process and protocol for developing a building from appraising the client’s requirements through to post construction. The process is set out as key work stages which describe the activities of the Architect at each of these stages. The other consultants’ work stages run approximately parallel to the RIBA work stages.

This study is the output of RIBA Stage 1 (Preparation). During this phase of work the Design Team will review the Institute of Education’s strategic objectives, develop the initial strategic brief through consultation with key project stakeholders, identify potential constraints on these aspirations and develop design options.

The Masterplan report will collate this information into a single coherent document to enable the client to make an informed decision on whether the project satis�es the client’s strategic objectives, and should proceed to the next stage of design – RIBA Stage 2 (Concept).

Please note that this document references the ‘new’ RIBA Plan of Work 2013 illustrated opposite, introduced in May 2013. This new document replaces the former linear structure with a gridded matrix of activities. This new structure is intended to re�ect the complexities of developing and delivering contemporary construction projects.

Plan of Work 2013

1 2 3 4 5 6 7Preparation Concept Design Developed Design Technical Design Specialist Design Construction Use & Aftercare

Description of Key Tasks

- Identify Project Objectives, the client's Business Case , Sustainability Aspirations and other parameters or constraints and develop the Initial Project Brief.

- Examine Site Information and make recommendations for further information, including surveys, required.

- Preparation of Feasibility Studies and assessment of options to enable the client to decide how to proceed.

- Determine client's Risk Pro�le and agree the Project Programme and preliminary Procurement Strategy.

- Assemble Project Team, agree Scope of Service, Contract Relationship and Design Responsibilities for each participant. Develop BIM and Soft Landings Strategies, Information Exchanges and conclude Appointment Documents.

- Preparation of Concept Design including outline proposals for structural design, services systems, site landscape, outline specifications and preliminary cost plan along with environmental, energy, ecology, access or other Project Strategies.

- Agree developments to Initial Project Brief and issue Final Project Brief.

- Review Procurement Strategy, finalise Deisgn Responsibility including extent of Performance Speci�ed Design and take action where required.

- Prepare Project Manual including agreement of Software Strategy, BIM Execution Plan and extent of Performance Specifed Work.

- Prepare Construction Strategy including review of off-site fabrication, site logistics and H&S aspects.

- Preparation of Developed Design including co-ordinated and updated proposals for structural design, services systems, site landscape, outline specifications, cost plan and Project Strategies.

- Prepare and Submit Planning Application

- Implement Change Control Procedures, undertake Sustainability Assessment and take actions determined by Procurement Strategy. - Review Construction Strategy including H&S aspects.

- Preparation of Technical Design information to include all architectural, structural and mechanical services information and specifications including the Lead Designer 's review and sign-off of all information.

- Performance Speci�ed Work to be developed in sufficient detail to allow development and integration by Specialist Subcontractors during Completed Design stage.

- Take actions determined by Procurement Strategy including issuing in packages where appropriate.

- Prepare and submit Building Regulations Submission

- Review Construction Strategy including sequencing, programme and H&S asepcts.

- Progression of Specialist Design by Specialist Subcontractors including the integration, review and sign-off of Performance Speci�ed Work by the Lead Designer and other designers as set out in Design Responsibility document

- Review Construction Strategy including sequencing and critical path.

- Undertake actions from Procurement Strategy or administration of Building Contract as required.

- Offsite manufacturing and onsite construction in accordance with the Construction Programme

- Regular review of progress against programme and any Quality Objectives including site inspections.

- Administration of Building Contract. .

- Resolution of Design Queries from site as they arise

- Implementation of Soft Landing Strategy including agreement of information required for commissioning, training, handover, asset management, future monitoring and maintenance and ongoing complilation of "as-constructed" information.

- Implementation of Soft Landings Strategy including Post Occupancy Evaluation.

- Conclude administration of Building Contract

- Review of Project Performance in use and analysis of Project Information for use on future projects.

- Updating of Project Information, as required, in response to Asset Management and Facilities Management feedback and modifications.

Procurement

Programme

Planning

The Initial Project Brief The Concept Design including Outline Structural and Mechanical Services Design, associated Design Strategies, Preliminary Cost Information and Final Project Brief.

The Developed Design including the Co-ordinated Architectural, Structural and Mechanical Services Design and Developed Cost Information.

The Technical Design of consultant aspects in sufficient detail to enable construction or Performance Speci�ed Work to commence.

The Specialist Design including the integration of Performance Speci�ed Work.

"As Constructed" Information. "As constructed" Information updated in response to on-going client feedback, Asset Management updates and Facilities Management information.

Government Gateway Information Exchange 1 Information Exchange 2 Information Exchange 3 Information Exchange 6 As Required

© RIBA 2012Royal Institute of British Architects

Figure 3: Draft diagram of the proposed new stages and overall framework

The Plan of Work organises the progress of designing, constructing, maintaining and operating building projects into a number of key Work Stages. The sequence or content of Work Stages may vary or they may overlap to suit the procurement method, the project programme and the clients risk profile.

Key Information

Exchanges(at stage

Completion)

Stage 4, 5 and 6 activities may occur concurrently depending on the Procurement Strategy. Work may also be undertaken in packages to facilitate its development by Specialist Subcontractors. Early package procurement may also occur during stage 3 depending on the procurement route. The Project Programme should set out the timesscales for these overlapping design and, where appropriate, construction stages.

The stage 1, 2, 3 and 4 outputs may be used for tendering and contract purposes depending on the Procurement Strategy as influenced by the clients Risk Pro�le, time, cost and quality aspirations and how Early Contractor Involvement and Specialst Subcontractor input is to be undertaken.

Planning Applications typically be made using the stage 3 (Developed Design ) output, however, certain clients may wish this task to be undertaken earlier. The project or practice specific Plan of Work identifies when the Planning Application is to be made. Certain aspects of the Technical Design may also be required as part of the application or in respond to planning conditions.

RIBA Work Stages

6

IntroductionThe Institute of Education appointed Hawkins\Brown, Turley Associates and Gardiner and Theobald to create the Masterplan in August 2013. The aim of the Masterplan is to review the existing condition of the Estate and propose a spatial strategy that re�ects the short, medium and long term aspirations of the organisation.

Although the Institute has a clearly de�ned Strategic plan, the quality of many of the facilities do not currently embody the ambitions expressed in this document or meet the expectations of users and the standards that should be expected of an organisation of the Institute’s reputation.

The Institute occupies a number of beautiful and architecturally important properties; many of them listed. Historically, Strategic planning has not been carried out in a manner that the quality of the Estate and organisation requires so these properties are, unfortunately, being neglected. Capital projects mainly address a speci�c issue at a speci�c time. There is no framework or aspirational plan within which they can be set or assessed.

It should also be recognised that the Higher Education sector is becoming increasingly competitive. Students expect a good quality service for their fees. The standard of the current Institute Estate is below that of many competitor organisations. This has the potential to adversely impact on the Institute’s ability to fully compete for students and sta�.

Creating a Masterplan for the Institute and it’s facilities will help to set out a framework within which the Institute can move towards achieving its overall vision as articulated in its Strategic plan.

ContentsThis document contains a summary of the consultation process we have undertaken, the �ndings and the agreed priority projects together with some explanatory diagrams and visualisations.


ConsultationSummary of consultation undertaken and findings

We have carried out consultation with the following committees and groups in the production of this Masteprlan:

• Estates Committee, Project Board, Strategic Working Group

• Senior Leadership Group

• Student Forums, Teaching Forum, Workspace Forum

• 1:1 interviews held with key staff

• Open consultation afternoon for all staff and students

1. Creating a heart for the Institute in Bedford Way

Universal key findings were:

• The number of staff and students has increased substantially from when the IOE first occupied the building in 1977 and is expected to increase further in the next 5-10 years.

• Students consider there is a lack of appropriate social learning space, group study space and quiet study space.

• The student space currently on level 3 is not easily accessible and is not fit for purpose; students do not like to spend a long time there.

• The demographic of the IOE as a mainly post-graduate Institution means that student facilities and working areas need to be aimed at a more mature student base.

• Students are demanding better facilities for their course fees.

• Staff and students find a lack of good informal meeting spaces.

• There is a bottleneck in the circulation between the Western facade and the grand stair to the Level 1 halls.

2. Improving the student experience

It has been identified that there are two groupings of students that have distinct needs; Doctoral/ PGR students and MA, PGCE, Undergraduate and short course students. PGR students require more permanent workspace in the building that the latter group.

Other issues that the student forums we have held have raised are that there are a number of facilities that need improving, are not provided at all or are not accessible to students:

• More, acoustically separate, group study spaces are needed both within the library and student space so that quiet working is not affected by the PGCE and Undergraduate project work.

• The food offering in the Student Union area is not appropriate or open long enough; therefore the roller shutter in this area makes it feel unwelcoming.

• The demographic of the IOE as a mainly post-graduate Institution

• Lockers are needed for students who travel in from a distance; these should be ‘hot’ lockers for daily use.

• Printing facilities need to be advertised more widely.

• Teaching space needs to be improved, both in quantity and quality.

• Toilet areas are insufficient and poor.

• Computer rooms can be busy when PGCE students are in the building.

This diagram colours the current social and circulation area blue. There is minimal circulation and informal meeting space in the reception area for the demand. Student spaces are not visible or accessible from this space and the Western courtyard is underutilised.

Top: The level 4 entrance does not reflect the aspirations of the IOEBelow: The student area is not easily found from this space; it is at the end of this corridor, down a set of stairs.

Above: The level 3 student area is not inspiring, suffers from competing food offers and students do not like to spend a lot of time there.


single office

shared office

SHARED WORKSPACE

open meeting space

storage

central:

printerswastepost collectionrecyclingteapointcommunal room space

meeting spaceshared

office

meeting space

single office

single office

shared office

open meeting space

3. Increasing and improving teaching space

The number of students taught at the IOE has been increasing steadily and is expected to continue to increase.

This means a shortfall of teaching spaces across the campus and we have been working with the timetabling and academic sta� to establish the most common teaching group sizes and the quantity of rooms required to teach this number of students.

The IOE have begun a refurbishment programme and the proposals link to this, so that works have not been abortive.

It has been found that teaching space in the Georgian terraced properties is not heavily used because it is too distant from the main centre of the campus, is not �exible enough and has poor IT and toilet facilities. It is preferable for all teaching space to be located within the 20 Bedford Way building.

We have also reviewed the specialist space provision. One of the issues with allocating this is that the IOE can not determine it’s PGCE student numbers - this is Government de�ned. This is an issue for all subjects, but especially the specialist ones.

4. Creating more e�cient workspaces

This topic has been one of the most widely discussed. We have held a number of 1 to 1 discussions with sta� and Heads of Departments, as well as a workspace forum. We also presented at the Senior Leadership Team event in September to broaden the discussion about work practices and ways of using the increasingly limited space within the Estate more e�ciently.

The current patten of allocating every member of sta� an o�ce has not been sustainable over and number of years and the IOE are �nding it hard to locate people adjacent to those they should be near and to �nd appropriate space for them to work in. A more �exible approach is required, and one that is based on roles rather than pure hierarchy, as has historically been the case.

The desire is to move to more collaborative working with more visual connection between spaces. This needs to be implemented across the Georgian properties that they own as far as possible, as well as Bedford Way. This will aid the cohesive nature of the academic community.

We also need to account for Doctoral student hot desking, based on a 10% provision. Based on 11% growth from 900 to 1000 students in the next 5-10 years, this would be 100 desk spaces.

Above: A diagram representing the �exible working model the IOE would like to implement across their Estate. The key to this would be visual connections between the spaces and the provision of central communal welfare facilities.

Existing teaching spaces require remodelling and a review of their distribution.

Existing workspaces are mainly behind closed doors, located o� corridors; they are not appropriate to modern ways of working.



6. Usage of the Estate to generate additional income

As well as student fees and research grants the IOE uses its Estate to generate income. There are several ways they currently do this:

• Letting out the level 1 halls for conferences and providing catering

• Renting student residences, and when not in use to conference guests

• Renting office space to third parties who have a related discipline

Some problems have been found with all of the above sources of income:

Level 1

• Circulation routes on level 1 do not facilitate use of the halls simultaneously. External bookings can disrupt teaching. When these spaces are not used for teaching it would be beneficial to be able to let them simultaneously.

• Toilet provision is insufficient and not accessible.

• The accommodation could be of a higher quality, considering it’s prime location in central London.

Student residences

• Many of these are poor quality, especially those in Woburn Square. It is considered this location would be better suited to research academics.

• Endsleigh Gardens is a difficult property to deal with as the lower floors are offices and the upper floors are residences. The staff here should be located with the other Professional Services in Bedford Way.

• The student residences are difficult to manage and do not make a profit.

Office space

• When workspace is so tight for IOE staff and facilities the IOE will review what it rents to external parties. Some of this space could be reserved for specially funded research projects.

5. Dealing with the split campus and buildings of different eras

Unfortunately the IOE has outgrown it’s main home Bedford Way and has spread into a number of historic Georgian properties in the surrounding area. While beautiful, these spaces are often not the most appropriate for creating a collaborative working environment, due to their closed cellular nature and restrictions on working with the listed fabric. However, the academics are very fond of their buildings.

In order to consolidate the campus and become more space efficient the IOE would like to adjust their use of these properties through the following means:

• Increasing use of visual connections either through door vision panels or glazed panels within walls to create a more collaborative environment.

• Improve accessibility.

• Increase the potential use of the buildings, by upgrading IT and opening out rooms, within the sensitivities of working with historic fabric.

• Introduce lateral links where possible to open out the buildings and provide an environment as similar as possible to that in Bedford Way.

• Add cycle parking and associated facilities, such as showers and changing rooms.

• Add central communal facilities, such as teapoints, seating and printers.

• Maintain the local meeting room provision but link these rooms to the central booking system so occupancy can be monitored.

• As noted, centrally bookable teaching space is not appropriate for these properties due to location, flexibility and support facilities.


The historic Georgian properties should be used in a way that suits their sensitive historic fabric, but allows them to be useful as modern workspaces for the IOE as well.

The circulation routes and lecture halls needs improving and upgrading on Level 1 of Bedford Way.


Constraints & Opportunities20 Bedford Way

Level 9 Music teaching requires space for larger groups and practice rooms, with sound-

proofing.

Level 9 Science teaching requires more flexible labs and remodelling of the prep

spaces.

Level 8 Art teaching has good daylight due to studio arrangement, but the spaces are

not large enough for the group sizes. More IT infrastructure is required.

Central teaching and offices are on the upper floors of the building. Departments have been arranged in a disparate fashion due to organic

growth. Faculty administrators are organised in cellular offices, which makes it difficult to find

them.

Level 6 Staff dining area is not open long enough and is not well located. The kitchen is

too small as it also covers conference catering.

Levels 3-5 The Library is well used and popular and access to the archives is

increasing, but more space is needed, especially for group study.

Level 4 Main entrance and reception is on level 4, but accessibility is poor from Bedford

Way. There is little social learning and informal meeting space available.

Level 3 Student Union space is not an inspiring environment. Accessibility to the conference

facilities and Student Union is poor.

Level 2 Estates areas, storage, records archiving need to be re-worked. Cycle storage

is required.

Level 1 circulation is difficult, the green room is in poor repair and wcs are insufficient.

This diagram shows the current organisation with constraints and opportunities of the Bedford Way building.


It is considered that the main significance of the listed building is derived externally from its bold expression of its structure and function, distinctive massing and form, and use and quality of materials. It also shares a close architectural relationship with the nearby SOAS building across a shared plaza and landscaped pedestrian route (Queen’s Walk).

The original design concept for the site was not fulfilled with only one of the intended five rear wings being built and the enclosure of the Western entrance plaza incomplete. The Level 5 walkway on this facade was also never utilised due to the wings never being completed.

It is our opinion that the original character of the exterior of the building remains strong, especially along Bedford Way. However the design has been robust enough to successfully accommodate further extension with the addition of the deferential library wing on the West, for example.

Internally there are a number of key elements of the original design, which are described in the listing notice and we feel are part of the special character of the building. These include the key circulation and communal spaces of the two level foyer, main staircase and atrium down to the lecture halls, and the lift and stair cores (A, B and C).

It is worth noting that the entrance sequence was altered during the 1990s as well, with the addition of the external staircase to bring people directly into a main reception on Level 4. We assume this was in response to the fact that most people who know the building will enter onto level 4 from the West. This does however, create accessibility issues, which we have reviewed later in the document.

Other areas we have proposed changes to are the level 3 social area, which is currently occupied by the Student Union, together with its connection to the main reception area and the level 4 area above.

The upper floors, are documented as having been specifically designed to be flexible and we have suggested remodelling these to provide more efficient workspaces and flexible teaching spaces. We feel this is in keeping with the original design intent of the building.

As described above the IOE only occupies the building around the central 3 cores.

History and Status20 Bedford Way

Top and bottom left: Current Bedford Way elevation.

Bottom right: West wing, showing distinctive,

sculptural fire escape


Top: 1967 Masterplan showing full building with 5 wings to the Western precinct, intended to enclose courtyard spaces of differing characters.Far right: Image from 1977 showing intent of cladding to reflect vertical proportion of surrounding Georgian terracesRight: 1967 Masterplan plan, showing SOAS library in relation to the Bedford Way building


Design SolutionsImproving the heart of the Institute

Current situationLack of social learning and informal meeting space on

level 4. No visual connection with student space on level 3 and under-utilised Western courtyard,

Phase 1Extend envelope on SE corner level 4 and move

student social learning area to this level. Level 3 can be used for staff dining, supported by a suite of meeting rooms. This can be used to welcome visiting funders

and policy makers.

The glazing on the Western facade is in poor repair. We would seek to replace this sensitively, within the existing proportions, but to integrate sliding panels so the reception space can extend outside in good

weather.

Phase 2Add a double height glazed element to the Western

facade to increase circulation, informal meeting space and usable internal floor space. Improve entrance to

library. This also gives the opportunity of bringing the walkway into use as an internal circulation route; it is

not currently use as the ends are blocked off.

As the original wing was never built to enclose the courtyard it is considered that this mass could be read as a continuation of the library massing. Or it could be

detailed as a clearly separate and distinct new addition. We would welcome discussion.

Showing the underutilised western

courtyard and existing facade

It is considered that extending the envelope at the south east

corner of level 4 would not be detrimental to the overall

massing of the wing.

The current enclosure for the stair into the student social area is not in keeping with the quality

of the main facade, so extending the envelope here would improve

the external appearance.


Design SolutionsImproving the heart of the Institute

Kitchen large enough to serve 2 areas and cater for conferences

Stair and lift from social learning area level 4. Also connects with level 1 and 2.

Servery area

Dining area for staff and visitors

Suite of meeting rooms to support level 1 conference area or be used for meeting with visiting funders, academics, policy makers etc

Servery, bar and welcome area for student union

Long opening hour cafe for PGCE, master and PGR students

Quiet informal study benches and seatings along south window for PGR and master students

New stair and lift to lower floors

Soft furniture for group study and informal discussion

Student Union reception

Flexible space for temporary functions of events


Design SolutionsExisting Entrance


Design SolutionsProposed Entrance


Design SolutionsProposed New Student Space


Design SolutionsProposed New Formal Dining Area and Suite of Meeting Rooms


Design SolutionsImproving the student experience, teaching space and effective space use

increased, and improved specialist teaching for Science, Music and Art

central teaching space (yellow) on top floorsacademic enquiries arranged near teaching

workspaces mainly arranged around levels 5-6 and provided with central communal facilities such as teapoints, seating, post

collection and waste/ recycling areas

minor remodelling in Library space and review of the Thornhaugh Mews

development to see if more space can be made available

student printing to be relocated near the computers

student enquiries retained on level 4

Western courtyard re-landscaped and accessibility improved to all parts of the

building

improved student social learning at level 4with bar, servery and eating space supported

by other services such as shop and events spaces; this will also allow the terraces to be

used more effectively

formal suite of meeting/ committee rooms supported with servery and dining space

lockers and cycle space to be provided at level 2, accessed from the service road

additional wcs and circulation opened out to create more viable lecture theatres at level 1

Project

Drawing

Drawn by

Checked by

Status

Job Number

Date

Scale

Drawing No. & Revision

HB1477

Institute of Education

20 Bedford Way

Copyright Hawkins Brown Architects LLP

No implied license exists. This drawing should

not be used to calculate areas for the purposes

of valuation. Do not scale this drawing. All

dimensions to be checked on site by the

contractor and such dimensions to be their

responsibility. All work must comply with relevant

British Standards and Building Regulations

requirements. Drawing errors and omissions to

be reported to the architect.

RevisionsRevisions

JQ14.01.14

Preliminary

LB

20 Bedford WayLevel 3 Proposed Plan

1477-A-DWG-00-203-P3

1:250 @A1

KITCHEN

STAFF DINING

SUITE OF MEETING ROOMS

SERVERY

LIBRARY

WORK SPACE

CORE C

CORE B

CORE A

ITSUITESTUDIO

BOOKSHOP

SERVER

LIBRARYARCHIVES

PRAYER ROOM

NOTE:This plotfile has been generated from measured survey information received from Ridge.

Centrally bookable teaching/

meeting space

3rd PartyEstates & Facilities

Library/ Library Store

Workspace

KEY:

Plant/ WCs/ Risers

Communal Facilities

IT Services

Circulation

Students' Union

N

No. Date

Comment

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Issue for Information

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JQP2 19.12.13


LB

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RevisionsRevisions

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1477-A-DWG-00-204-P1

1:250 @A1NOTE:This plotfile has been generated from measured survey information received from Ridge.


meeting space

KEY:

Plant/ WCs/ Risers

Computer Area

Library

Circulation

DirectorateDoctoral School

Socail

Kitchen

Workspace

N

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meeting space

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MALEWCFEMWC

WCFEM

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MALEWC

FEMWC

New doors vision panel/ Saltolock

11 teaching spaces

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meeting spaceCirculation

KEY:

General StoragePlant/ WCs/ Risers

Kitchen

Student FacilitiesThis diagram shows the proposals for reorganising the Bedford Way building to provide more accessible services, teaching and workspaces.

Teaching SpaceThe plans opposite contain the teaching space now required to serve the student body.

Science (level 9)We will be maintaining the current lab provision, but improving the prep areas and adding a fume hood.

Music (level 9)Music practice rooms will be added and teaching remodelled so that a larger space is available.

Art (level 8)The storage and support spaces will be remodelled to increase the size of the current studios.


Design SolutionsCampus principles

The concept is to re-focus as much activity as possible around the Bedford Way building to re-introduce a core into the campus. Residential units within Woburn Square can be renovated into office space for research groups. This and the building of Thornhaugh Mews can free up space to move the staff in Endsleigh Gardens back to the main campus core.


Next StepsPriority Projects

As discussed with the Project Board there are a number of priority projects.

• Improved social learning and meeting spaces - New stair and lift to connect levels 1-4 - Central kitchen on level 3 - Level 3 and 4 staff and student social and meeting space

• 24-28 Woburn Square and 10-18 Woburn Square

• A pilot scheme for the workspace proposals

• Level 1 conference facilities

• Thornhaugh Mews

• Improving accessibility to the main Bedford Way entrance

• Western courtyard landscaping

The Final Recommendations from the study included:

• IOE to develop a management strategy to ensure internal and external resources are in place to deliver the Masterplan and Priority Projects

• Research external decant opportunities so that workspace and teaching space can be refurbished

• Detailed Project Programme to be drawn up in line with expected cash flow and critical times of year for the IOE

• Appoint a full design team to progress the Priority Projects to detailed planning and Listed Building Consent

• Review areas for further investigation

• Heritage Partnership Agreement to be developed for the Bedford Way buildings


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