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Northamptonshire County Council July 2008

Caroline Chisholm Centre for Learning: Primary School Extension

Design and Access Statement Doc No: D&A_001 Issue: 1 Rev: 1 Date: July 2008

Caroline Chisholm Centre for Learning: Primary School Extension Design and Access Statement July 2008 1

Contents

Introduction

Background and Context Wider Context Background to the Application Consultation

Site Appraisal Physical Context Socio-economic Context Planning Policy Framework

Development Principles Use Amount Layout Scale Landscaping Appearance Sustainability

Conclusion


Introduction

This Design and Access Statement forms part of a Planning Application for Caroline Chisholm Centre for Learning (CCCL) at Wooton Fields in Northampton. Building Design Partnership (BDP) has submitted the application on behalf of Northamptonshire County Council following the company’s continued involvement as lead architect and multi-disciplinary practice responsible for designing the exemplar education centre which was opened in September 2004. The proposals are for an extension to the existing primary school element of the scheme to accommodate for additional demands on pupil intake. The purpose of this statement is to appraise the site and demonstrate how the surrounding area, the design concept applied to existing buildings, the current physical and social dynamics of the centre, and the context of its location within a growth area has influenced the design principles and access arrangements for the extension proposals. The design philosophy for the primary school extension have been driven by a thorough reflection of and continuation of the successes of the school in terms of how the children, parents and teachers use their spaces and responds to the policy requirements and design aspirations outlined by Northamptonshire County Council. The application, therefore, reflects a thorough understanding of local circumstances. This statement has been prepared in accordance with the latest national guidance on Design and Access Statements, including:

• Circular 01/06 ‘Guidance on Changes to the Development Control System’ (DCLG, 2006); and

• ‘Design and Access Statements, How to write, read and use them’ (CABE, 2006, Revised Ed. 2007).

In order to describe and explain the design principles that have informed the layout, siting, appearance and scale of the proposed primary school extension, this statement provides a wider context and background to the application before following the structure as outlined within ‘Design and Access Statements, How to write, read and use them’ (CABE, 2006/07), namely:

• Use; • Amount; • Layout; • Scale; • Landscaping; • Appearance; and • Sustainability.

Detailed information on access issues are contained within a Transport Statement which has been prepared to support this planning application as an addendum to the existing Travel Plan for the CCCL. In addition, in accordance with Government guidance, access issues have also been considered alongside each of the design elements and are therefore referenced throughout the report.


Background and Context

Wider Context

As an extension to part of the existing Caroline Chisholm Centre for Learning (CCCL), the application site is situated between two major new housing/mixed use developments serving as key catchment areas for pupils enrolled at the schools. This sets the strategic context for the proposals with Grange Park – formerly a single use business park, now expanding northwards towards Wootton to accommodate for additional housing – to the south west and the Wootton Fields development to the north and north west. These developments are representative of the scale of housing expansion occurring across the sub-region, particularly within the Northampton and Milton Keynes growth area. The pressure for housing and supporting infrastructure in this area is a result of the socio-economic trends in the South East and it is imperative that the new housing development is delivered alongside appropriate and adaptable community facilities such as the CCCL scheme. The learning centre is located on the south eastern edge of Northampton with strong connections to the M1 junction 15, Milton Keynes (via both Stony Stratford and Newport Pagnell) and the centre of Northampton to the north west. As demonstrated on the Wider Location Plan the primary school is located to the east of the main body of the centre and benefits from an attractive, open landscape setting beyond the sports facilities which adjoin the eastern boundary of the application site. The primary school extension therefore demands a design response which maintains the relationship between indoor and outdoor space, and continues the established circulation patterns, movement and linkages used and understood by the existing range of user groups. The existing centre has been designed to foster a sense of community and create a welcoming community hub within this area of change. This application has an opportunity to build on an contribute towards what is an already thriving community facility.

Wider Location Plan


Background to the Application

The application site, which extends to 1.07 hectares, is located in the centre of the Caroline Chisholm Centre for Learning. The facility comprises Caroline Chisholm School (4 – 18 years of age), a public library, a private nursery and other shared community facilities. The application site includes the existing primary school and its associated facilities in addition to some shared car parking and a narrow strip of land connecting to an access roundabout further north. This Design and Access Statement supports a proposal for an extension to the existing primary school to accommodate for an increasing demand on pupil intake. The proposals comprise 8 No. new classrooms, 2 No. new shared group spaces and an additional staff room and office accommodated within 2 new single storey wings to the school. The application also proposes the internal reconfiguration of the existing fabric of the school to provide a new studio space adjoining the existing sports hall. 11 additional car parking spaces, a new full size netball court, associated access and landscaping are also included as part of the proposals. The application for the primary school extension is supported by details of elevations, building layouts and landscaping which demonstrate the design aspirations and feasibility of the proposals. This statement should also be read alongside an Ecological Assessment and Transport Statement – addendum to the existing Travel Plan which have been prepared in support of the application.

Proposed Site Plan


Consultation

An extensive community and stakeholder consultation programme was undertaken in developing the initial principles for the design of the Caroline Chisholm Centre for Learning. This consultation included a series of presentations to the shadow school body, future staff, governors and parents of the new school. In addition, consultation was undertaken with local residents to ensure that the scheme design had support from the wider community. The original proposals were also subject to CABE review and the centre was recognised as an exemplar scheme in delivering Central and Local Government’s objectives for inclusive education and community cohesion. Proposals for the primary school extension continue these principles and have also been directed by more focused discussions with Northamptonshire County Council Planning Department to ensure that the application meets with their expectations and accords with existing policies. The commitment to community and stakeholder consultation as part of the original scheme has resulted in an adaptable, inclusive and visionary centre for the community which has been designed with its end users in mind. This has enabled these proposals for the primary school extension to be developed with a strong foundation and understanding of the specific needs and requirements of future pupils, staff and the community as a whole.


Site Appraisal

Physical Context

The application site is located in Wootton, 3 miles south-east of Northampton Town Centre at the edge of the town’s built area. The site is separated from Wootton and Wootton Fields housing areas by Wooldale Road which runs to the north west of the Centre for Learning. This route connects the B526 Newport Pagnell Road with the A45, a strategic route leading to the M1 and the A508 between Milton Keynes and Northampton. The Quinton Link Road intersects Wooldale Road south west of the site entrance and currently contains the mixed use development of Grange Park to the south and west leaving an expanse of open fields surrounding three edges of the Caroline Chisholm Centre for Learning. Access to the application site itself is via a roundabout off Wooldale Road to the north of the school building. The primary school site, as demonstrated by the Site Plan, is bounded by playing fields/sports courts along its eastern and southern boundaries which are themselves contained by a heavily landscaped edge. The north-eastern corner of the playing fields contains a protected habitat area and newt pond. The western edge of the application site is defined predominantly by surface car parking and circulation / drop off points at the entrance to the schools. The primary school connects the shared facilities with the senior school at its south-western corner. It is separate yet connected to the main body of the centre for learning with the layout of buildings organised around a clearly defined arc of movement and circulation which interlinks each element of the centre. The proposed location and layout for the primary school extension has been designed to consider the existing axes of movement within the centre as a whole and maintain exiting links between the integrated community facility.

Existing Site Photographs


A path from the senior school to the playing fields runs along the southern and eastern edges of the primary school site. This link will need to be retained, in a slightly adjusted location as part of the extension proposals. Although the application site is visible from some of the roads and footpaths within its immediate context, there are no especially sensitive views into or out of the site which may be affected by the extension. The topography of the land falls from east to west across the entire centre and some re-grading of the land was included as part of its construction to maintain level access throughout the site. The entrance to the primary school is therefore at a higher level to that of the large entrance piazza and is accessed via a gentle slope. The extension proposals will maintain level access to each part of facility and extend the external areas, therefore, some re-grading of the ground will be included as part of the proposals. In terms of the ground constraints, a gas and water main runs vertically through the centre of the site and specialist engineering advice indicated that proposed location and layout of the extension should be designed to accommodate these underground services. Socio-economic Context

The CCCL has become a recognised landmark for the new and expanding communities of Grange Park, Wootton, and Wootton Fields and successfully acts as a vibrant and popular hub fostering social interaction. The centre contributes towards an emerging sense of place and pride that is developing within these new communities and therefore, the design of the primary school extension should build upon the distinctive community asset in a seamless manner and allow more people to feel part of and proud of the facility. This application is being submitted due to the popularity of the primary school since its opening in 2004 and the need to accommodate more pupils. It is important that the County Council and Government’s objectives to deliver inclusive education and foster a culture of healthy, active lifestyles and lifelong learning within communities is maintained and therefore, the additional demand for student intake should be accommodated and integrated within this existing centre rather than requiring families to travel elsewhere.

The proposed extension will retain and improve levels of accessibility for all of its future users, including the staff. The recent housing development in this area has delivered a strong mix of housing types and tenures, including provision for affordable housing. There will, therefore be access to affordable housing in the locality should any additional teaching and support staff required for the extension seek it. The housing estates have also been developed using a sustainable mix of uses including supermarkets, community facilities and places for local employment. In proximity to the M1 and with strong links to strategic routes and rail links, opportunities for residents to work locally are positive and further business expansion is planned around Wootton. Planning Policy Framework

The primary aim of the application proposal is to accommodate for increased demand on pupil spaces at the CCCL primary school following its success and popularity since opening in 2004. An extension to the primary school aspect of the integrated community facility is required to support the holistic and sustainable patterns of growth occurring within the Wootton / Grange Park expansion areas to the south-eastern edge of Northampton. A community focal point has already been established by the centre and its flexible and adaptable built fabric and connecting spaces are capable of accommodating future change or expansion if required. Site Allocation The only site specific allocation relating to the application site as defined by the South Northamptonshire Local Plan (1997) is as an ‘Important Local Gap’. The purpose of this allocation is to protect the identity of settlements at the edge of Northampton by safeguarding small strips of open land to prevent the threat of coalescence. Local Plan Policy ENV8, hence, sets a precedent against development in these areas which would significantly intrude into these important local gaps. Given that the application proposal is for an extension to the existing fabric of the school and will not encroach any further into the surrounding open countryside, this policy is being adhered to. The proposed


extension has however been design to maintain the openness and connection between internal and external spaces that has been so successful throughout the wider scheme and therefore complements its landscape setting in any case. Community Facilities and the Sustainable Communities Agenda The adoption of a holistic approach to growth, including the provision of accessible and integrated community services is encouraged by Central Government through various strands of its agenda to create sustainable communities, supported by planning policies established within its regions:

• Planning Policy Statement 1 (PPS1): Delivering Sustainable Communities promotes the creation of socially inclusive communities. A key element of achieving this is to ensure that community facilities are accessible to all and the needs of existing and future communities are met. This document also emphasises the value of high quality design in achieving attractive, functional and adaptable places which can evolve with their communities and achieve longevity.

• Extended Schools: Access to opportunities and services for all (DfES) outlines Central Government’s commitment to the extended schools programme which encourages the creation of schools providing a range of services beyond the school day to foster well-being and lifelong learning as a foundation for strong communities. The primary school extension will allow additional members of the community to become engaged with the wider learning facility which has been built on the ethos of the ‘extended school’.

• Milton Keynes and South Midlands Sub-Regional Strategy (2005) recognises that a joined-up, flexible approach is required for the delivery of new development in growth areas. New development must deliver provision for a range of housing with access to a full choice of community facilities whilst maintaining and creating a high quality environment. The continued prosperity and popularity of these growth areas will also be dependent on supporting infrastructure which should be improved and extended with the communities being served.

It is important that community facilities are accessible by all modes of transport and in particular are located to encourage walking and cycling. Planning Policy Guidance note 13: Transport, supports a sustainable mix of uses in which communities have access to local employment. PPG13 also requires new development to account for the needs of disabled people in terms of access arrangements and parking spaces. To the north east of the application site, the adopted South Northamptonshire Local Plan allocates an area of land for housing development within saved policy WFH1: Wootton Fields (land to the east of Wootton Fields). This policy requires the housing development to provide footpath and cycle links not only within and through the Wootton Fields housing area but extends these links to adjacent areas and facilities beyond. The Council’s car and cycle parking standards in relation to school buildings are outlined in their Supplementary Planning Guidance note (SPG): Parking (March 2003). These standards, in consultation with the Planning Department, have been used to inform the additional spaces provided as part of these proposals. Design Principles Design and access issues are becoming increasingly embedded into planning policy and guidance at all levels. The design principles and standards have been established by the existing Caroline Chisholm Centre for Learning scheme which has been identified as an exemplar project following its CABE review. This has formed a strong basis for the design principles and set high standards of design for the extension proposals. In addition to which, the following key best practice guidance has been reviewed to inform the design approach for the proposed primary school extension:

• By Design: Urban Design and the Planning System – Towards Better Practice (DETR & CABE, 2000);

• The Urban Design Compendium (English Partnerships and The Housing Corporation, 2000);

• The Urban Design Compendium 2 (English Partnerships and The Housing Corporation, 2007);


• Safer Places: The Planning System and Crime Prevention (ODPM and Home Office, 2004);

• Manual for Streets (DfT, 2007); • The Principles of Inclusive Design (CABE, 2006); • Guidance on Access Statements (Disability Rights Commission); • Planning and Access for Disabled People – A Good Practice Guide (ODPM,

2003); and • Inclusive Mobility (DfT, 2005).

These documents emphasise the importance of understanding the context of places in achieving successful design solution and good design quality. They also highlight the benefits of adopting an inclusive approach to design which ensures that our urban environments can function efficiently for all members of the community. This is particularly important when designing community facilities which are intended to serve the needs of local people; as is the case with the primary school. The design of the primary school extension has been carried out in accordance with Building Bulletin 99 (2nd ed.): ‘Briefing framework for primary school projects’ which has been produced by the DfES to: set space standards, provide definitions for net and gross areas and convey the requirements of primary school facilities at each Key Stage. RSS8: The Regional Strategy for the East Midlands (2005) promotes better quality design in the East Midlands Region and tasks all new development with aspiring to the highest design quality in order to achieve sustainable development. The RSS advocates functional, yet locally sensitive architectural design which seeks to improve access from new development to local facilities and assists in supporting community safety and vitality. These principles are echoed at the local level within the saved policies of the South Northamptonshire Local Plan (adopted, 1997) which provides the local planning policy framework for the area until which time the Local Development Framework documents

are formally adopted. Local Plan Policy ENV1: Design requires new development to pay particular attention to:

• the site characteristics; • the relationship with adjoining buildings and land; • the scale, density, layout, height and massing of proposals in relation to its

surroundings; and • the appearance and treatment of spaces between and around buildings.


Development Principles

Use

As part of the Caroline Chisholm Centre for Learning, the proposed use for the application site is solely as an extension to the Primary School. The Primary School currently operates successfully with a logical progression from the nursery (located to the far north of the building) to the Key Stage 2 (KS2) classrooms to the south. The KS2 spaces are therefore closest to the senior school facilities and sports hall. This arrangement has proved functional and understandable as it allows children attending the school for only part of the day to be collected easily with minimum disruption to the older children’s work/play areas. It also allows for a more controlled environment where the youngest children are located with greater flexibility for the older children. However, there is now a need to expand the facility and this application therefore proposes to extend the primary school whilst maintaining and contributing towards the natural progression from nursery to KS2 as you move through the school with all the additional classrooms intended to serve KS2 children. The proposed extension comprises two wings with 8 additional classrooms. The extension is located to the east of the original primary school building on land currently occupied by the small-size netball court. This location is considered appropriate because it maintains the primary school as a separate, monitored element of the wider campus, does not encroach on the playing fields and retains the general circulation patterns and linkages to shared facilities that have been established with the remainder of the centre for learning. It also ensures that the feeling of openness and visibility of playspaces are retained within the original school building. In addition to the 8 new classrooms, the extension will accommodate store rooms, group rooms, toilets, a staff room/office, external learning spaces, a gallery space and a flexible learning space, a new studio, a full-size netball court and 11 car parking spaces. These uses will not only serve to allow the school to function at additional capacity, it will also improve the facilities available and functioning of the school as a whole. The phased

construction of the extension will allow for the school to stay open with the use of a temporary site access from the roundabout and temporary classrooms proposed to be located on the land intended for new car parking provision. It has been agreed with the LPA that the building may be temporarily occupied prior to the delivery of new parking which will form a later phase of development.

Proposed Detailed Site Plan


Amount

The primary school building currently comprises a 50 place nursery and 210 place primary school which utilises some of the facilities in the secondary school building. The existing gross internal floor space is 1,367m2 over a single storey. The proposed extension will add 975m2 to the total internal floor space of the primary school with the expectation to double the school’s intake. This represents an approximately 70% increase to the total internal floor space associated with the school. The external/sports space built on as part of the scheme is re-provided and improved to the north of the extension, the location of which was dictated by the parents who gather on the existing netball court to collect their younger children. 7 additional full-time and 7 part-time members of staff will be employed to run the school and the opening hours will be maintained as follows:

• School/Nursery – 7:30am-5:00pm & 6:00pm for Nursery (weekdays) • TPI (Hired School Spaces) – 5:00pm-10:00pm (weekdays), 8:30am-6:00pm

(Saturday), 8:30am-1:30pm (Sunday) • Library – 9:00am-6:00pm (Saturday)

The original primary school was designed to allow for flexibility to ensure that future expansion, internal use of spaces could be accommodated/evolve through time. The extension seeks to maintain this flexibility and also contributes an additional set of facilities including a disabled staff WC, a light gallery space for the display of work and a studio space. A key element of the original brief for the centre for learning was to maximise the amount of circulation and social space as part of the scheme development. This proposal contributes towards this aspiration, adding internal and external shared learning spaces along the existing circulation axis through the school. This reflects the ethos of the extended school to foster social interaction. The site comfortably accommodates the proposed building, associated access, 11 additional car parking spaces – including 1 additional disabled users space - (which is sufficient to support the needs of staff and visitors) and landscaping. Careful consideration has been given to the habitat area to the north east of the playing fields

and the distance between the proposed building and habitat area is considered appropriated for its protection. An ecological assessment will be prepared in support of this application and will discuss this aspect of the scheme in further detail. As part of a wider centre for learning, the existing roads and points of access into the site are considered adequate to accommodate for any additional transport movements associated with the proposed extension. No new roads are required as part of the proposals, however, a temporary site access road will be formed off of the existing roundabout during construction and the existing layout will be reinstated upon completion. In re-instating the layout of this access point, the additional 11 car parking spaces will be incorporated by bringing the exiting row of disabled bays closer to the main entrance. This will improve access to the facilities for disabled users and has been carefully designed so not to impact on the open, welcoming entrance of the facility. An addendum to the CCCL Travel Plan has been submitted alongside this statement which considers daily patterns of movement in more detail.


Layout Decisions regarding the location and plan form of the proposed school were driven by the desire to maintain the following design principles and successful aspects of the existing primary school in addition to a response to some existing site constraints:

• Point of arrival – the triangular plan form of the existing primary school creates an understandable and visible entrance to the school with a sufficient degree of separation from the public spaces and other learning facilities which maintains the security and privacy of the building. This has been retained as part of the extension proposals by locating the extension to the east of the original building as a separate wing to the school. The approach to the school has also retained its pedestrian priority and feeling of space avoiding locating additional parking spaces along its frontage.

• Controlled, large placyspace and external learning areas – the linear form of the existing school building allows the majority of classrooms to open onto a large playspace which is highly visible from within the building yet controlled and secure from the wider centre, separated by solid built form. The extension builds upon this design principle with two wings creating an L-shaped plan form which maintains and allows for the extension of the large playspace and creates additional ‘break out’ external learning areas for the new classrooms.

• Circulation spine, movement and daily routine – A covered walkway connects the primary school to the shared dining area and additional learning facilities to the south western corner of the existing building. This walkway leads to an internal circulation space which links directly to the horizontal spine through the playspace. The orientation of this path has been used to inform the connection between the existing building and extension and forms an internal spine of movement through the new KS2 facilities to the end of the proposed extension. Collection time at the primary school is an important aspect of the parents’ daily routine and fosters social interaction. Currently, the parents arrive to the north of the building and congregate on the playground. This ritual has not been

tampered with and the full-sized netball court will allow for more space to continue this.

• Physical constraints – underground gas and water mains run north to south through the site to the east of the existing building. This has dictated the linked gap between the existing structure and the proposed extension following engineering advice to maintain the utilities in this location, creating a buffer for maintenance works. This link is proposed to provide a gallery space to display the children’s work. It maximises daylight by offsetting solid (hanging space) and void (glazing) to capture light from a variety of angles.

• Access to playing fields – Access from the senior school to the playing fields will be maintained throughout construction and the walkway from the senior school to the playing fields will be re-instated once re-grading works are complete.

Concept for Linked Gallery Space


Sketch of Linked Gallery Space

Internally, as mentioned previously, the natural progression through the building has been continued and any proposed changes to the internal layout of the existing building retains level and inclusive access through the facilities’ spaces. Additional WCs for disabled users are also proposed as part of a slightly reconfigured internal layout. The staff office and facilities to the far east of the proposed extension will act as an anchor providing additional control of the internal spaces furthest from the main body of the building.

Concept Diagram – Internal Circulation and Natural Progression


Scale

The proposed primary school extension is single storey in height with a raised ceiling height over the shared circulation space connecting the two classroom winds. The scale and massing of the extension has been designed to sit comfortably alongside the existing primary school building and therefore sensitively continues its floor-to-ceiling heights and gently sloping roofline which sits subtly within the site’s topographical characteristics and alongside the playspace and open sports fields to the east. The proposed extension adds an L-shaped dimension to the school which will assist in providing definition and security to the external play / learning spaces whilst benefiting from optimum amounts of day-light and cross-ventilation through ample areas of glazing spanning across the longest elevations. The proposed single storey extension meets with the space standards outlined in Building Bulletin 99, reflects the scale and massing or the existing school building and does not impact on the privacy or sunlight afforded by existing school buildings. It would represent a sensitive addition to the centre for learning which does not impede on any important views over or from neighbouring uses. Landscaping

Some trees and hedges will be removes as part of the proposed re-grading of land, changes to the layout of car parking and construction of the extension. However, none of the landscaping removed is considered to hold significant importance to the local landscape character and all will be re-provided within the site. Additional planting introduced along the boundaries of the site and within the reconfigured parking area will replicate the existing high quality landscape treatment that has been established across the centre for learning. The quality of landscaping and public realm within the Caroline Chisholm Centre for Learning is high reflecting the aspirations of the scheme to encourage integration,

maximise external circulation space and develop a social hub for the community. The triangular courtyard represents the heart of the scheme and the primary school sits to the east of this. These proposals maintain its relationship with these spaces and retains the legible, open and welcoming entrance to the facility ensuring that parking does not dominate. This Design and Access Statement should be read in conjunction with the Ecological Assessment which will be produced in support of this application to demonstrate the neutral impact that the proposed extension may have on the protected habitat area beyond the north-eastern boundary of the site.


Appearance

From the outset, the Caroline Chisholm Centre for Learning was designed using an integrated approach with the intention that each element of the scheme would appear to belong to part of the wider community facility and offer and integrated service / hub for the community. This extended to decisions relating to landscaping, architectural design, materials, and colour palette, resulting in a consistent, contemporary, open, calming appearance. This is achieved through the adoption of a simple, neutral colour scheme of: pale buff brickwork, white render, aluminium standing seam roof and aluminium frames to openings, accented by amply glazing. The materials have proven to be robust and have achieved the desired light, integrated, fresh and contemporary feel across the site. Therefore, the same materials are proposed as part of the extension to the primary school to ensure that it sits comfortably alongside surrounding buildings and appears as an integrated element of the school which continuing the natural progression achieved by the building. The fenestration pattern of the classroom wings is consistent with that of the existing primary school building with grouped openings spanning the length of each classroom along the south-western and north-eastern elevations. The linked art gallery space provides interest to the external elevations and internal circulation axis using an offset relationship of solid to void – an architectural response that is functional (to allow light to hit gallery walls) and will also contribute a distinctive additional element to the building.

Neutral Palette of Existing Primary School Building

Proposed Elevational Treatment


Proposed Elevational Treatment


Sustainability

Options for the introduction of renewable energy sources and sustainable methods of construction were investigated as part of the original scheme design stages for the CCCL. It was deemed, in consultation with the Local Planning Authority, that the additional costs associated with this approach would hinder the delivery of the project. Therefore, careful consideration was given to the internal arrangement, siting and layout of buildings to ensure that they were arranged to maximise potential connections with external circulation and learning spaces and to allow the teaching blocks to be closed when not in use to conserve energy. These principles have been applied to the proposed extension which would be heated using the conventional heating system as with the remainder of the centre, however, as a separated entity, it could be closed when not in use. The proposed primary school extension also includes provision for an additional 10 cycle spaces, a full-sized netball court and the existing travel plan has been updated to reflect the additional capacity of the school. Therefore, the proposals seek to further encourage staff, pupils and parents to adopt active, sustainable lifestyles and seek to use sustainable modes of travel.


Conclusion

The Caroline Chisholm Centre for Learning has been recognised as an exemplar project in terms of delivering Central Government’s ‘extended schools’ programme, embracing the challenge of achieving community cohesion and contributing a welcoming, high quality building within this area of significant change. It is important that, as the communities of Wootton, Wootton Fields and Grange Park continue to grow, supporting community services and infrastructure evolve with them to help deliver sustainable expansion. All residents should have access to the opportunities created through any future investment in these growth areas. The proposed primary school extension is required to accommodate for an increased demand on pupil intake following the success of the school since its opening in 2004. The design rationale for the extension has been largely driven by a continuation and appreciation of the core design principles applied across the entire centre for learning. Therefore, it seeks to maintain a strong relationship between internal and external learning and social spaces, respects the circulation patterns established through and between buildings, and addresses the need to retain inclusive access across the site. The proposed layout responds to relevant space standards for primary schools, addresses the physical constraints and opportunities of the site and responds to relevant local policy and guidance notes. These proposals represent an informed approach in developing a concept for the primary school extension. They reflect a thorough understanding of how school currently functions and address opportunities to improve the facilities available, contributing towards the functioning of the school as a whole. The extension proposals recognise that Caroline Chisholm Centre for Learning has become a landmark for the growth areas to the south east of Northampton and seeks to build on and seamlessly expand this community asset to allow more residents to feel proud of and part of the facility. Consistency has, therefore, been adopted in continuing the fresh, simple, neutral palette of colours and materials established across the site and the scale, roofline and massing of the extension sensitively respects that of the existing primary school building.


Caroline Chisholm Centre for Learning: Primary School Extension

Transport Statement Doc No: TS_001 Issue: 1 Rev: 1 Date: July 2008

Caroline Chisholm Centre for Learning: Primary School Extension Transport Statement July 2008 1


Contents

Introduction

Background and Context Wider Context Background to the Application

Existing Access and Movement Catchment and Use Vehicular Access and Parking Bus Services Walking and Cycling Modal Split Travel plan Targets

Proposed Access and Movement Additional Staff and Pupil Numbers Vehicular Access and Parking Bus Services Walking and Cycling Travel Plan

Conclusion



Introduction

This Transport Statement forms part of a Planning Application for Caroline Chisholm Centre for Learning at Wootton Fields in Northampton. Building Design Partnership (BDP) has submitted the application on behalf of Northamptonshire County Council (NCC), following the company’s continued involvement as lead architect and multi-disciplinary practice responsible for designing the exemplar education centre which was opened in September 2004. The proposals are for an extension to the existing primary school element of the scheme to accommodate for additional demands on pupil intake. Through discussion with the planning officers NCC, it is has been agreed that a full Transport Assessment is not required for the proposed school extension. Instead a short Transport Statement has been prepared to: • Provide an assessment of likely traffic generation and impact on parking. • Provide an addendum to the existing Travel Plan for the school, prepared by NCC in

March 2008. • Consider any further measures required to mitigate traffic impact and improve

access to the school by sustainable modes. This statement has been prepared in accordance with national guidance contained within ‘Planning Policy Guidance Note 13: Transport’ (DCLG, 2001).



Background and Context

Wider Context

As an extension to part of the existing Caroline Chisholm Centre for Learning (CCCL), the application site is situated between two major new housing/mixed use developments serving as key catchment areas for pupils enrolled at the schools. This sets the strategic context for the proposals with Grange Park – formerly a single use business park, now expanding northwards towards Wootton to accommodate for additional housing – to the south west and the Wootton Fields development to the north and north west. These developments are representative of the scale of housing expansion occurring across the sub-region, particularly within the Northampton and Milton Keynes growth area. The pressure for housing and supporting infrastructure in this area is a result of the socio-economic trends in the South East and it is imperative that the new housing development is delivered alongside appropriate and adaptable community facilities such as the CCCL scheme. The learning centre is located on the south eastern edge of Northampton with strong connections to the M1 junction 15, Milton Keynes (via both Stony Stratford and Newport Pagnell) and the centre of Northampton to the north west. As demonstrated on the Wider Location Plan the primary school is located to the east of the main body of the centre and benefits from an attractive, open landscape setting beyond the sports facilities which adjoin the eastern boundary of the application site. The primary school extension therefore demands a design response which maintains the relationship between indoor and outdoor space, and continues the established circulation patterns, movement and linkages used and understood by the existing range of user groups. The existing centre has been designed to foster a sense of community and create a welcoming community hub within this area of change. This application has an opportunity to build on and contribute towards what is an already thriving community facility.

Wider Location Plan



Background to the Application

The application site, which extends to 1.07 hectares, is located in the centre of the Caroline Chisholm Centre for Learning. The facility comprises Caroline Chisholm School (4 – 18 years of age), a public library, a private nursery and other shared community facilities. The application site includes the existing primary school and its associated facilities in addition to some shared car parking and a narrow strip of land connecting to an access roundabout further north. This Transport Statement supports a proposal for an extension to the existing primary school to accommodate for an increasing demand on pupil intake. The proposals comprise 8 No. new classrooms, 2 No. new shared group spaces and an additional staff room and office accommodated within 2 new single storey wings to the school. The application also proposes the internal reconfiguration of the existing fabric of the school to provide a new studio space adjoining the existing sports hall. 11 additional car parking spaces, a new full size netball court, associated access and landscaping are also included as part of the proposals.

Proposed Site Plan

Proposed Detailed Site Plan



Existing Access and Movement

The Caroline Chisholm Centre for Learning is well served by road access, public transport, cycling and walking. A full Transport Assessment and Travel Plan, prepared by BDP in 2002 as part of the planning application for the new school, made provision for the Centre for Learning to be adequately accessed, by all modes of travel. The Caroline Chisholm School Travel Plan has recently been prepared by NCC (March 2008) in accordance with the County Council’s Sustainable School Travel Strategy, School Travel Plan Strategy, Safer Routes to School Strategy, the Local Transport Plan (2007-10) and the Accessibility Plan (2007-2011). The Travel Plan sets out the existing access and use of a range of modes to the site, as well as proposing an umber of targets and measures for improvement. This is summarised below. Catchment and Use

• As an ‘all through’ school, Caroline Chisholm currently caters for 1244 pupils (2007/8 roll) between the ages of 4 and 18. 186 of these pupils are in the primary phase and under the age of 11. 110 pupils are currently in the sixth form, which opened in 2007. The school has been expanding in numbers since it opened in 2004 and is yet to reach full capacity.

• The school currently has 79 full-time and 97 part-time staff. 20 full-time staff and 7

part-time staff are employed within the primary school. • The school catchment area covers the residential areas of Wootton, Grange Park

and Quinton. The residential area of Wootton is within easy walking distance of the school.

• The catchment is a relatively affluent area with the majority of households being

wealthy working families with mortgages (Type 2 Acorn). Car ownership levels are therefore high.

Existing School • The school is open 8:30 – 5:00pm Monday to Friday. Over half the students attend

at least one after school club per week. Vehicular Access and Parking

• Access to the school is via a roundabout off Wooldale Road to the north east of the school building. This route connects the B526 Newport Pagnell Road with the A45, a strategic route leading to the M1 and the A508 between Milton Keynes and Northampton.

• 180 car park spaces are provided on site, in line with NCC’s maximum parking

standards at the time of development. These allowed for 1 space per 1 full time staff, 1 space per 2 part time staff and 1 space per 400 sqm gfa.

• Dedicated drop off areas are located within the school car park for the primary phase

and outside the school on Wooldale Road for the secondary school.



Bus Services

• Bus services 15 and 16 serve the school every 30 minutes, linking it directly to the nearby residential areas of Hardingstone, Wootton and East Hunsbury.

• Quinton also has a dedicated school bus service to/from the school. Walking and Cycling

• The immediate school area is served by a network of well lit and well laid footpaths/cycle routes for students to walk/and cycle from Wootton fields and Grange park, as well as Wootton Village and Simpson Manor. Bike shelters and lockers are provided on site and the school runs a ‘bikeability’ course for primary phase children.

• Traffic safety measures are in place to reduce traffic speeds on Wooldale Road.

Two 30mph flashing signs are located either side of a pelican crossing. Modal Split

• The preparation of the Travel Plan included a travel survey for pupils, which indicated that over half (54%) of all students currently walk to school and a further 8% cycle.

• Approximately a third (36%) of students arrive by car. Just over half of these live

within walking distance of the school. Travel Plan Targets

The Chisholm School Travel Plan sets targets for reducing the use of the private car to travel to/from the school by promoting sustainable access. In particular, these targets

and the resulting measures are focussed on those pupils that live within walking/cycling distance of the school but choose to travel by car instead. The targets are:

i) Reduce the number of cars entering and leaving the school site each day ii) Increase the number of students walking to and from the school from 53%

to 65% by October 2010. iii) Increase the number of students cycling to and from the school from 7.6%

to 12% by October 2010. If these targets are achieved through a modal shift away from private car use, then car use would drop to around 20% by October 2010. To achieve these targets, the Travel Plan proposes the following measures: • Introducing a ‘Walking bus’ scheme • Widening the bikeability scheme to Year 6 students • Re-introducing the staff cycle scheme to provide discounts on bike purchase • Introducing transport into the curriculum, including a poster competition and

pedometer challenge to raise awareness • Preparation of maps of local footpaths/cycleways for display in the school • Provision of rewards for regular walkers and cyclists to the school • Signing of cycle routes The Travel Plan also suggests the introduction of a new dedicated bus service to Grange Park to increase bus use from this area. Other measures within the travel plan focus on improvements to access, safety and drop-off provision. These include traffic calming along Wooldale Road, potential widening of the access road and provision of more drop-off bays and a new alternative entrance to the school from Wooldale Road.



Proposed Access and Movement

From September 2008, the primary phase of the school will become two form, which requires the development of a new school extension. Eight new classrooms and a staff room are proposed to the south east corner of the site, adjacent to the existing primary phase school buildings and playground. These are due to be completed for the start of the 2010/11 school year. In the interim, temporary accommodation is to be used on-site. Additional Staff and Pupil Numbers

The planning application for the proposed extension relates to the primary phase of the school and will require a further 7 additional full-time staff and 7 additional part-time staff. The primary phase will also double in size with a total capacity for 420 pupils. The school will also expand its sixth form intake in September 2008 to cater for an additional 140 sixth formers (total 250). By 2010, it is anticipated that the sixth form will have increased to around 320 pupils. A further 24 full time and 8 part time staff are also anticipated by 2010 as the school moves closer to its intended capacity. Vehicular Access and Parking

As part of a wider centre for learning, the existing roads and points of access into the site are considered adequate to accommodate for any additional transport movements associated with the proposed extension. No new roads are required as part of the proposals, however, a temporary site access road will be formed off of the existing roundabout during construction and the existing layout will be reinstated upon completion.

The Council’s car and cycle parking standards in relation to school buildings are outlined in their Supplementary Planning Guidance note (SPG): Parking (March 2003). These standards, in consultation with the Planning Department, have been used to inform the additional spaces provided as part of these proposals.

Proposed location for 11additional car park spaces



The SPG sets out the following car parking standards for schools: Full time staff 1:1 Other staff 1:2 Sixth Formers 1:20 Based on the primary phase extension, 11 additional parking spaces are required and will be provided as an extension to the existing car park. The additional 11 car parking spaces will be incorporated by bringing the existing row of disabled bays closer to the main entrance. This will improve access to the facilities for disabled users and has been carefully designed so not to impact on the open, welcoming entrance of the facility. The existing school car parking provision of 180 spaces is based on the use of the existing school buildings. The Travel Assessment prepared for the school in 2002 assumed 1 space per 125 full-time staff, 1/2 space per 84 part-time staff and 1 space per 400sqm gfa. Based on the predicted staff and sixth form numbers in 2010, including the primary extension, there will be a need for 179 spaces - 107 parking spaces (1:1) for full-time staff, 56 parking spaces (1:2) for the 12 part-time staff and 16 parking spaces (1:20) for the 320 sixth formers. The proposed parking provision of 191 spaces will therefore be sufficient to cater for the anticipated increases in staff and sixth form pupil numbers. Bus Services

Caroline Chisholm School is already well served by local bus services and has a dedicated school service to Quinton. The proposal within the School Travel Plan for a further dedicated bus to Grange Park will further enhance public transport access to the school.

Walking and Cycling

A number of local footpaths already connect the school to the local area and are well used with 62% pupils currently walking and cycling to school. Further measures are proposed within the School Plan that will seek to further increase the levels of walking and cycling to 80% by 2010. These include a ‘walking bus’, new walking and cycling maps and new cycle signing. In agreement with the Planning and Highway Officers at NCC, it is proposed that he existing cycle parking provision for the primary phase of 10 spaces will be doubled to 20 spaces as part of the school extension. The additional 10 cycle parking spaces will be located adjacent to the existing primary phase parking area. Travel Plan

A comprehensive and up-to-date NCC School Travel Plan already exists for the school and sets out a series of proposed measures that will improve access to the school over the next two years. The Travel Plan is acknowledged as a working document by NCC and will therefore be reviewed and amended regularly to reflect changing pupil/staff numbers and parking amendments. No amendments or further measures are required for the Travel Plan as part of the planning application. The Travel Plan will be made available to all new staff and pupils within the primary phase, to encourage the use sustainable of modes of travel to/from the school.



Conclusion

The provision of a range or travel modes at Caroline Chisholm School already encourages sustainable travel patterns with over 60% of pupils choosing walking, cycling, bus or taxi to travel to/from school. The School’s Travel Plan sets out measures that will seek to increase this to 80% by 2010 to reduce the number of cars that enter and leave the site. These measures include improvement to bus services, walking and cycling as well as traffic management. The proposed extension to the Caroline Chisholm School will provide an additional 8 class rooms and staff facilities to cater for an increased demand in primary phase pupils. This extension will cater for 7 new additional full-time staff and 7 new part-time staff generating a requirement for 11 new parking spaces, including 1 disabled space. 10 new cycle parking spaces are also proposed. It is not anticipated that this scale of extension will generate significant additional car traffic to the school and therefore further mitigating measures are not required.

BDP

ESL (Ecological Services) Ltd, 1 Otago House, Allenby Business Village, Crofton Road, Lincoln, LN3 4NL

Risk assessment of the potential impacts on great crested newts Triturus cristatus associated with a primary school extension. Wooldale Centre for Learning, Wootton, Northamptonshire

RISK ASSESSMENT OF THE POTENTIAL

IMPACTS ON GREAT CRESTED NEWTS

Triturus cristatus, ASSOCIATED WITH A

PRIMARY SCHOOL EXTENSION, WOOLDALE

CENTRE FOR LEARNING, WOOTTON,

NORTHAMPTONSHIRE

FINAL

OCTOBER 2008

ESL (Ecological Services) Ltd, 1 Otago House Allenby Business Village, Crofton Road, Lincoln, LN3 4NL


DOCUMENT CONTROL

TITLE: Risk assessment of the potential impacts on great crested newts Triturus cristatus associated with a primary school extension. Wooldale Centre for Learning, Wootton, Northamptonshire

VERSION: Final DATE: October 2008 ISSUED BY: Dave Hughes CHECKED BY: Andrew Malkinson APPROVED BY: Dave Hughes

ISSUED TO: Stephen Charles

BDP PO Box 85 11 Ducie Street Piccadilly Basin Manchetser M60 3JA Rachel Gorman Conservation Officer Natural England East Midlands Region Eastern Area Team

First Floor The Maltings Wharf Road Grantham Lincolnshire NG31 6BH

This report has been prepared by ESL with all reasonable skill, care and diligence, within the terms of the contract with the Client. The report is confidential to the Client. ESL accepts no responsibility of whatever nature to third parties to whom this report may be made known. No part of this document may be reproduced without the prior written approval of ESL.



CONTENTS

Page

1 INTRODUCTION 1 2 LEGAL STATUS 1 3 BACKGROUND 2 4 SURVEY DATA USED FOR ASSESSMENT 6 4.1 Data Efficacy 6 5 METHOD OF ASSESSMENT 7 5.1 Site Walkover 7 6 ASSESSMENT OF LIKELY IMPACTS 9 6.1 Natural England Rapid Risk Assessment 9

6.2 Non-Licensed Avoidance Measures 11 6.3 Avoiding Likely Impacts on Habitats 11 6.4 Avoiding Likely Impacts on individual Great Crested Newts 12 7 DISCUSSION 13 8 RESOURCES 14

TABLES

1 2005 Survey 6

2006 Survey 6 3 Rapid risk assessment – unmitigated 11 4 Rapid risk assessment mitigated by avoiding the loss of land within 12 100m of a pond 5 Rapid risk assessment mitigated by avoiding the likely effect on 13 individual newts FIGURE 1 Site Location 2 2 The location of all ponds known to support Great Crested Newts in 2005 4 3 Panoramic view across site 5



1

RISK ASSESSMENT OF THE POTENTIAL IMPACTS ON GREAT CRESTED NEWTS

ASSOCIATED WITH A PRIMARY SCHOOL EXTENSION, WOOLDALE CENTRE FOR

LEARNING, WOOTTON, NORTHAMPTONSHIRE

1 INTRODUCTION

1.1 ESL (Ecological Services) Limited has been commissioned by BDP to provide specialist

advice relating to great crested newts Triturus cristatus known to be in the vicinity of a

proposed primary school extension at the Wooldale Centre For Learning, Wootton,

Northamptonshire, NGR: SP7708 5616. The site location is given in Figure 1.

1.2 Rachel Gorman, Conservation Officer with Natural England East Midlands Region; Eastern

Area Team has stated that in principle Natural England would accept a method statement

approach rather than a formal licence application. However, it is accepted that Natural

England having read this document are accorded the right to revise their opinion during formal

consultations with the planning authority.

1.3 As this document will be submitted pre-determination, much of the information necessary to

provide a detailed method statement are not yet available. The objective is therefore to

provide a balanced assessment of the likely ecological risk in order to assist the planning

officer in determining the application with regard to the presence of a European protected

species under PPS9. The applicant will submit a detailed method statement once further

information is available. It is anticipated that this requirement can reasonably be dealt with by

the attachment of an appropriate condition.

1.4 The alternative would be to refuse to consider the application until a series of 6 surveys had

been carried out in spring 2009, followed by a formal licence application, protective fencing

and an extensive trapping programme. All of which would incur significant cost, and would

delay the project start until Autumn 2009 without achieving any measurable conservation

benefit to the species concerned. Such an approach is considered neither reasonable nor

proportionate.

2 LEGAL STATUS

2.1 In England, Scotland and Wales, great crested newts are fully protected under the Wildlife and

Countryside Act 1981, as amended by the Countryside and Rights of Way (CRoW) Act 2000.

They are also protected under European legislation, being included on Schedule 2 of the

Conservation (Natural Habitats, &c.) Regulations 1994. Taken together, this legislation makes

it illegal, inter alia to:



2

• intentionally or recklessly kill, injure or capture a great crested newt

• damage or destroy habitat which a great crested newt uses for shelter or protection

• deliberately disturb a great crested newt when it is occupying a place it uses for

shelter and protection.

2.2 These provisions apply to all life-stages of protected animals, and in the case of amphibians,

to both their terrestrial and aquatic habitats.

2.3 In many cases, derogation from the legislation is possible under a licence which is issued at

the discretion of Natural England.

Figure 1. Site location map

3 BACKGROUND

3.1 On 29 October 2003 ESL were granted Defra licence number WLF 020306 on behalf of

Kajima UK in connection with the construction of the Wooldale Centre for Learning. The

project was completed in 2004. Monitoring surveys were carried out by ESL in 2005 and

2006.

3.2 In 2004, there were only 2 ponds on site with great crested newts. Pond 1 was a pre-existing

old field pond, Pond 2 was created by ESL during works. Both are located in a designated



3

‘newt refuge’ in the eastern corner of the site, which is around 120m east of the proposed

primary school extension footprint. Sometime between 2004 and the monitoring visit in 2005,

an ornamental pond was created, Pond 3. It is unclear who commissioned this pond and what

its purpose was, but it is adjacent to the current ‘red line’ of the proposed primary school

extension footprint. In 2005, no great crested newts were recorded using, but in 2006 18

great crested newts were seen. The location of all ponds known to support great crested

newts in 2006 is given in Figure 2 which also illustrates the ‘red line’ application boundary with

100m and 250m radii around each pond to denote proximity to the working area. A panoramic

view across the site is given in Figure 3.



4

Figure 2. Location of all ponds known to support great crested newts in 2006



5

Figure 3. Panoramic view across the site (Sept 2008)



6

4 SURVEY DATA USED FOR ASSESSMENT

4.1 DATA EFFICACY

4.1.1 This assessment is based upon the results of the post-works monitoring survey in 2006 and is

likely to be the most contemporary data available. However, these data are considered

sufficiently robust to permit an accurate assessment of any current potential impacts. The

differences in counts between years are likely to be a combination of surveys constraints,

changes in personnel and seasonal fluctuations. The 2005 & 2006 survey data are given in

Tables 1 & 2 below.

Table 1. 2005 Survey.

Great Crested Newts Visit No:

Eggs Ad M Ad F Juv Total Other Amphibians

Pond 1

25 April 0 4 0 0 4 4 smooth newt

9 May √ 2 3 0 5 8 smooth newt

19 May √ 1 2 0 3 11 smooth newt

25 May 0 0 0 √ 0 1 smooth newt

26 July Pond dry

Pond 2

25 April 0 9 10 0 19 12 smooth newt

9 May 0 4 3 0 7 2 smooth newt

19 May 0 2 7 0 9 4 smooth newt

25 May 0 3 7 √ 10 8 smooth newt

26 July 0 1 0 10 11 25 juvenile smooth newts

Pond 3

All visits 0 0 0 0 0 0

TABLE 2. 2006 Survey

Great Crested Newts Other Amphibians Visit No:

Eggs Ad M Ad F Juv Total*

Pond 1

4 April 0 0 0 0 0 6 smooth newts

20 April 0 0 0 0 0

18 May √ 0 0 0 0 Also smooth newt eggs

26 June Pond dry



7

Table 2. 2006 Survey continued.

Pond 2

4 April 0 3 1 0 4

20 April 0 1 2 0 3 6 smooth newts and eggs

18 May 0 1 1 0 2 2 smooth newts

26 June 0 0 0 0 0 Smooth newt efts

Pond 3

18 May 0 9 9 18

5 METHOD OF ASSESSMENT

5.1 SITE WALKOVER

5.1.1 A site walkover was carried out on 19 September 2008 by David Hughes, Natural England

great crested newt survey licence No 20072048 (and original Defra licence holder for the

Kajima project). Representative photographs are included in the text; all taken in September

2008. The objective was to re-familiarise with the site and evaluate the habitat potential of the

development footprint and its proximity and connectivity to the ponds. Once completed, an

assessment was made as to the likelihood of an offence being committed, together with ideas

for the design of mitigation/protective measures to reduce that likelihood to an acceptable

(none-licensable) level, if possible.

5.1.2 Ponds 1 & 2 and the surrounding newt refuge still provide excellent habitat for amphibians

(photographs 1-3 inc) and are located on the eastern boundary of the school site 120m distant

from the extension footprint, with the two areas separated by intensively managed sports

pitches (photograph 4).

P 1. Pond 1. Pre-existing field pond. P 2. Pond 2. Created by ESL in 2004.



8

P 3. Newt refuge. Pond 1 arrowed. P 4. View towards school from the newt refuge

with extension area arrowed.

5.1.3 Pond 3 is located against the northern school boundary (photograph 6). It comprises 2 lined

pools each around 3m diameter with paved and fenced surrounds. At the time of the site visit

the pools were almost dry suggesting that either the butyl liners are punctured or that

evaporation exceeds the rainfall catchment area. Both pools are overgrown with vegetation

including New Zealand pygmyweed Crassula helmsii, a highly invasive alien species which, if

left unchecked, will eventually choke both pools.

P 5. Habitat connectivity between Pond 2 in P 6. Pond 3. Virtually dry and overgrown.

the refuge and Pond 3 arrowed.

5.1.4 The proposed extension footprint comprises a bank of mown amenity grassland and

ornamental mulched borders with shrubs (photographs 7-9 inc). One border runs north along

the edge of a car park to the northern boundary within 20m of Pond 3. Part of the border

would be lost to provide access from the car park onto the construction site (photograph 10).



9

P 7. View of the building to be extended from P 8. View of bank to be lost from the extension

the bank building.

P 9. Typical view of the mulched borders on the P 10. View of the breakthrough point from the car

bank to be lost. park. Pond 3 in the distance arrowed.

6 ASSESSMENT OF LIKELY IMPACTS

6.1 NATURAL ENGLAND RAPID RISK ASSESSMENT

6.1.1 In order to assess the likely impacts on great crested newts, Natural England has devised a

rapid risk assessment table in the Natural England European Protected Species licence

application form (WML-A14-2 Version; September 2008). The table sets out 5 components for

consideration. Each component has a list of options from a drop down list, and each option

has a notional score based on significance; ranked lowest to highest. The potential impacts of

the project are to be considered against each option un-mitigated; that is without protective

measures in place. On completion these scores are totted up to provide a result. Three

results are possible; ‘Green: offence highly unlikely’, ‘Amber: offence likely’, and ‘Red: offence

highly likely’.

6.1.2 The area of terrestrial habitat lost within 100m and within 100-250m of a breeding pond has

been accurately calculated as 0.088ha and 0.390ha respectively (Figure 4). For the purposes

of this calculation terrestrial habitat is defined as all soft estate (amenity grassland, scrub and

formal mulched borders) but excludes hard standings (car parks, playgrounds and footpaths).



10

Figure 4. Area of terrestrial habitat to be lost within 100m & 250m of a breeding pond.

6.1.3 The likely un-mitigated risk of the proposed activities resulting in an offence under the

Regulations is: ‘Red: Offence highly likely’. The risk assessment is given in Table 3 below.



11

Table 3. Rapid risk assessment – unmitigated. (taken from Natural England EPS licence application

form (WML-A14-2 Version; September 2008).

Component Likely effect (select one for each component; select the most harmful option if more than one is likely; lists are in order of harm, top to bottom)

Notional offence probability score

Great crested newt breeding pond(s) No effect 0 Land within 100m of any breeding pond(s)

0.01 - 0.1 ha lost or damaged 0.3

Land 100-250m from any breeding pond(s)


Land >250m from any breeding pond(s) No effect 0 Individual great crested newts Capture of newts in excavations etc 0.8

Maximum: 0.8 Rapid risk assessment result: RED: OFFENCE HIGHLY LIKELY

6.2 NON-LICENSED AVOIDANCE MEASURES

6.2.1 The rapid risk assessment is a useful tool. However, as Natural England acknowledge, it is

generic, as such, cannot take into consideration site specific circumstances. In an attempt to

mitigate the potential risks to an acceptable level for this project, the likely effects of the loss of

habitats and on individual great crested newts are considered in turn.

6.3 AVOIDING LIKELY IMPACTS ON HABITATS

6.3.1 As can be seen on Figures 2 & 3, whilst the terrestrial habitats within 250m of all ponds

encompass the whole application area, the actual loss to the development is only 0.390ha.

None of the terrestrial habitats within 100m of Ponds 1 & 2 are affected in any way. Pond 3 is

within 20m of the application area, but the actual habitat loss is only 0.088ha and this

comprises a 4m wide thin strip of ornamental planting that runs parallel with the car park from

Pond 3 towards the extension area.

6.3.2 Leaving the 0.390 loss of the extension footprint in the calculation, (but removing the effects

on individual newts), if the red line is adjusted to run along the car park edge leaving the

border intact then no terrestrial habitat would be lost within 100m of Pond 3, reducing the risk

assessment for the impact on habitats to ‘Green: offence highly unlikely’. The updated risk

assessment is given in Table 4 below.



12

Table 4. Rapid risk assessment mitigated by avoiding the loss of land within 100m of a pond. (taken from Natural England EPS licence application form (WML-A14-2 Version; September 2008).




No effect 0



Land >250m from any breeding pond(s) No effect 0 Individual great crested newts No effect 0

Maximum: 0.1 Rapid risk assessment result: GREEN: OFFENCE HIGHLY UNLIKELY

6.4 AVOIDING LIKELY IMPACTS ON INDIVIDUAL GREAT CRESTED NEWTS

6.4.1 Any likely impact on individual newts other than ‘no effect’ produces either an ‘Amber’ or ‘Red’

result. Assuming that the red line is adjusted to avoid terrestrial impacts as set out in section

6.3.2 above. The only likely impacts given the very limited habitat potential of Pond 3, its

distance and limited connectivity with the extension area could be ‘minor disturbance’ (Amber)

and/or the ‘capture of newts in excavations etc’ (Red), (the later component is a little vague

and is assumed to cover any accidental discovery of newts as a result of works).

6.4.2 The proposed timing of works is programmed to commence in June 2009. The breeding

season is typically early-March to mid-June, and so by the time works commence the bulk of

the breeding population will probably still be in or around the ponds, so the risk of the

disturbance of accidental capture will be negligible. In general, and especially outside of the

breeding season when newts disperse, the chance of accidental discovery increases but can

be reduced considerably by adopting the following measures:

• Inclusion of the method statement into the site induction process together with clear

delegation of roles and responsibilities including reporting.

• Minimal impact on soft estate. All site offices, compounds, contractor car parking etc

to be kept on existing hard standings.

• Heras fencing to demarcate no go areas and prevent accidental incursion.

• Hand search by licensed ecologist of soft estate prior to clearance.

• Good house keeping - storing material on a pallets clear of the floor, not creating piles

of waste material in forgotten corners of the site that animals may shelter under.

• Maintaining a minimum 3m wide buffer around the working area where it traverses the

adjacent sports pitch and adopting a ‘scorched earth’ policy or vegetation suppression

to remove cover and dissuade animals from crossing it.



13

• Leaving any open trenches with ramp at one end for any newts to escape.

• Restoration of habitats post-works.

6.4.3 Inputting the above into the risk assessment, the likely risk is reduced to ‘Amber: Offence

likely. This is entirely due to the likely effect on ‘individual newts’, and whilst the significance

of any impacts is small, they cannot be ruled out. The updated risk assessment is given in

Table 5 below.

Table 5. Rapid risk assessment mitigated by avoiding the likely effect on individual newts (taken from

Natural England EPS licence application form (WML-A14-2 Version; September 2008).




No effect 0



Land >250m from any breeding pond(s) No effect 0 Individual great crested newts Minor disturbance of newts 0.5

Maximum: 0.5 Rapid risk assessment result: AMBER: OFFENCE LIKELY

7 DISCUSSION

7.1 Natural systems are dynamic, and this risk assessment is a theoretical exercise; albeit one

underpinned by recognised ecological principles and supporting data. However, it is

considered perfectly feasible that the residual Amber risk can be further managed to an

acceptable (non-licensable) level by the adherence to an appropriate method statement once

the detailed work programme is known.

7.2 There must be compliance with the method statement otherwise its value is undermined

leading to activities that could result in the commission of an offence. To prevent infringement

an Ecological Clerk of Works (ECW) with a current Natural England great crested newt

scientific licence must be appointed to oversee works and provide advice through the project.

7.3 Whilst on site, the ECW can carry out monitoring surveys of the ponds to bring the ecological

survey information up to date. This would permit an even higher degree of confidence in the

assessment and allow amendments to the protective measures to be made if necessary.



14

7.4 It is considered that this assessment provides the planning authority with sufficient information

to enable determination of the application. The provision of a method statement can be dealt

with by condition to be submitted in writing to the planning authority for approval in advance of

a start on site.

8 RESOURCES

English Nature. 2001. Great Crested Newt Mitigation Guidelines. English Nature,

Peterborough.

ESL. 2003. Licence application for great crested newts affected by development at Wooldale

Centre for learning, Wootton, Northamptonshire. Unpublished report to Kajima Construction.

ESL. 2005 Surveys undertaken under Defra licence No 020306 in respect of work affecting

great crested newts at Wooldale Centre for learning, Wootton, Northamptonshire.

Unpublished report to Kajima Construction

ESL. 2006. Monitoring surveys undertaken under Defra licence No 020306 in respect of work

affecting great crested newts at Wooldale Centre for learning, Wootton, Northamptonshire.

Unpublished report to Kajima Construction

ESL. 2006. WLF 020306 Licence return to Defra.

Natural England EPS licence application form (WML-A14-2 Version; September 2008).

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