Project background
Acies has been carrying out a range of early stage surveys for the Department for Education (DfE) as subconsultants to project management firms, MACE and Turner & Townsend. We are conducting condition surveys of system-built schools, such as Integrid and CLASP as part of DfE’s pilot programme and delivering condition surveys and structural investigations of general school buildings, to determine the redevelopment requirements of each structure. The project involves over 40 schools across England.
What did we do?
The surveys are being carried out in two stages. The Stage 1 condition surveys are visual only inspections to establish the structural form and condition of existing school buildings, assessing their residual life to facilitate 25 years minimum refurbishment requirement. Stage 2 involves more intrusive inspections, including opening up works and materials testing, to further investigate the unknowns in relation to the structural form and condition of each building, based on the recommendations identified during the Stage 1 survey.
How did we do it?
For the Stage 1 surveys, we have developed a software template report that specifically meets the client’s key requirements and uses site reporting applications to speed up the overall process. This allows us to deliver cost effective and detailed reports to the client. The scope of the Stage 2 detailed structural surveys is based on the findings identified in Stage 1. Acies work closely with RSK specialist investigation companies to undertake the previously identified site investigation and material testing works. We then monitor the on-site works and deliver a report of our findings to the client. Our detailed reporting in both stages include the identification of key defects, the level of risk and associated costs, along with our recommendations for the remedial works. We also provide information on structural forms, review specific client queries in relation to demolition and/or alteration works and advise on the expected residual life of the buildings, subject to remedial works.
What challenges did we face or help to resolve?
When surveying one of the Integrid schools, we identified significant defects at a beam to column bearing position across two floor levels and in two separate buildings. These presented an immediate risk to the users of the building and required temporary closure. The defects were identified close to the start of school term and affected the school’s ability to operate as the closures impacted a large portion of the school site.
How did we resolve those challenges?
We informed the school of the immediate risk and worked proactively with them to develop a temporary proposal to make the building safe, allowing the wider school site to be reopened for the school term and minimising the disruption as much as possible. We then developed a semi-permanent structural solution that allowed the affected school buildings to be safely reopened and fully utilised again. Following this, the building was marked for demolition as part of the redevelopment of the site. To ensure the safety of the staff and pupils, we undertook regular inspections of all similar bearing points across the site until the new development had been completed and the old buildings demolished. Working closely with the contractor, Kier, we developed temporary and semi-permanent solutions that were cost effective and could be safely constructed on site.
What impact did our work have for the client?
This significant risk, of which the school was previously unaware, could have had catastrophic consequences if it had developed further. However our quick intervention and the preventative measures we put in place, minimised this risk considerably and resulted in a positive outcome for the school.
With our extensive experience in structural condition survey work and our ability to access in-house specialist services via RSK, we are delivering a comprehensive service to the client using the most innovative and cost-effective practices, whilst prioritising safety at all times.
