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DOCUMENT RESUME
ED 434 486 EF 005 485
TITLE Accommodation for the 16-19 Age Group: Four Colleges in1980. Design Note 23.
INSTITUTION Department of Education and Science, London (England).PUB DATE 1980-00-00NOTE 44p.; For related document, see EF 005 468.PUB TYPE Guides Non-Classroom (055) -- Reports - Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Educational Facilities Planning; Foreign Countries; *High
School Graduates; Postsecondary Education; *SchoolExpansion; *Space Utilization; Vocational Education
IDENTIFIERS England
ABSTRACTFour English sixth form or tertiary colleges were visited in
1980 to determine the accommodation requirements of 16-19 year olds who arecontinuing their education at either of these types of institutions. Thispaper describes each college, summarizes the range of courses offered and theway the colleges were organized, and the range of teaching and non-teachingaccommodations available to the colleges and how this met their requirements.Among the main conclusions was that non-teaching accommodations are notalways adequately provided for, particularly at institutions re-usingexisting premises. Also, teaching accommodation can be significantlyincreased by specific organizational changes. Finally, it was predicted thatby 1984, the 16-19 year-old population would start to decline following itspeak in the 1981-82 academic year. Such decline of demand should allow scopeboth for rectifying deficiencies in non-teaching accommodation, and for thedisposal of substandard or temporary teaching accommodation. Capitalexpenditure planning should strike a balance between short and longer termdemand expectations. An appendix provides floor plans for two of thecolleges. (GR)
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Design Note 23
AcComitOdatibill elhe.:1649dgkgrpoW:
FOUR COLLEGES IN 198.0:
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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
J. Birch
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
Department of Education and Science[BESTCOPYAVALMLIDArchitects & Building Branch
Accommodation for the 16-19 age group:
FOUR COLLEGES IN 1980
3
Department of Education and ScienceArchitects and Building Branch
Copyright Crown Copyright 1980Printed by Expression Printers Ltd, London N1
ForewordSince 1977 a small group within the Architectsand Building Branch of the Department ofEducation and Science has been looking at theaccommodation requirements of the 16-19 agegroup. Coupled with, and an integral part of,work related to young people over school leavingage has been work related to the rationalisationof secondary school stock in the light of fallingpupil numbers. A recent Design Note dealt withthe problems of formulating a strategy for thegradual expansion of a NAFE college.' A & BPapers 4 and 6 describe utilisation surveys atdifferent types of institutions catering for 16-19year olds.2.3 Forthcoming publications willdescribe a strategy for the gradual rationalisa-tion of the accommodation of a relatively isolated11-18 school, suffering a sharp drop in projectedpupil numbers, and the reorganisation, inresponse to falling rolls, of secondary educationthroughout an urban area.
Clearly the education of 16-19 year olds cannotbe seen in isolation from the educational provi-sion in an area as a whole. Falling school rollshave brought into sharper focus some of theadvantages of a break at 16. The Joint Group onEducation for 16-19 Year Olds was set up in 1979by the Council of Local Education Authoritiesand the Government to consider the problemsfaced by local education authorities in providingfor 16-19 year olds. It has created a forum fordiscussion, to which this paper is a contribution.
AcknowledgmentThe visiting team would like to thank the staffand students at the four colleges for their co-operation during the visits.
1. Design Note 22 NAFE: Designing for Change.2. A and B Paper No 4 Accommodation for the 16-19 AgeGroup: Stockton Sixth Form College Space UtilisationSurvey.3 A and B Paper No 6 Hounslow Borough College SpaceUtilisation Survey.
5
SummaryThis paper is concerned with the accommodationrequirements of 16-19 year olds who are con-tinuing their education at either sixth formcolleges or tertiary colleges. It is based on visitsmade to four such colleges during the Spring of1980. Two were sixth form colleges and twotertiary colleges; one of each type was purpose-built and the other housed in an existing institu-tion.
The paper briefly describes each college, summa-rises the range of courses offered and the way thecolleges were organised. It looks at the range ofteaching and non-teaching accommodation thatwas available to the colleges and how this mettheir requirements. Finally, some conclusionsare drawn. It can of course be misleading to basegeneral conclusions on such a small sample ofvisits but they are supported by the impressionsgained from a dozen shorter visits in 1977 toother colleges of the same types. The maingeneral conclusions are summarised below:
i There is a very considerable requirement foraccommodation not related to timetabledteaching activities. Such accommodation comp-rises social, recreational, private study andlibrary provision. This need is not always ade-quately provided for, particularly at institutionsre-using existing premises.
ii The utilisation of teaching accommodationcould often be significantly increased by specificorganisational changes. These would have theeffect of increasing the capacity of the teachingaccommodation. In addition, if sixth formcolleges were to operate the same length of day astertiary colleges, and if the latter were to makefuller use of the last period in the afternoon, sub-stantially more students could be accommodatedthan at present.
iii The present national population of 16-19year olds is expected to reach a peak during the1981-82 academic year. By 1984, numbers willhave fallen back to their present level, and willcontinue to decline up to the early 1990's. If theutilisation of accommodation could be increased,many colleges could absorb a short-term increasein the pressure of demand. However this wouldneed a change in established attitudes towardsthe organisation of colleges. Increased utilisationwould also tend to exaggerate the deficiencies in
4
non-teaching provision. The falling-off ofdemand in the longer-term should allow scopeboth for rectifying deficiencies in non-teachingaccommodation, and for the disposal of sub-standard or temporary teaching accommodation.
A positive strategy is therefore required over thenext decade. This must take account of the antici-pated sharp fluctuation in student numbers.Proposals requiring capital expenditure muststrike a balance between the expected level ofdemand in the short and longer term. However, itis important to remember that most students willbe at the colleges for only one or two years. If theymiss opportunities then, they may never be ableto recoup this loss.
ContentsForewordSummarySection I IntroductionSection II The Colleges VisitedSt Austell Sixth Form CollegeReigate Sixth Form CollegeCrick lade College, AndoverRichmond upon Thames College
Section III The Range of Courses OfferedAcademic CoursesVocational CoursesGeneral Education CoursesCourses for the less able student
page
3
4
7
8
16
Section IV The Organisation of the Colleges 17The organisation of timeThe organisation of spaceOrganisation related to space utilisation
Section V Accommodation for Timetabled Teaching Activities 19The balance of the teaching accommodation`Open' teaching areasRoom size distributionRelationship of general teaching to specialist areasSpace standards in teaching areasProvision for minority subjectsProvision for sportFlexibilitySpaces for large teaching groupsProvision for examinations
Section VI Accommodation for Non-Timetabled ActivitiesGeneralLibrariesOther private study and social provisionRefreshment and catering provisionStaff accommodation
27
VII Conclusions 30The provision of non-teaching accommodationThe utilisation of teaching accommodationFrequency ofuseLevel of occupancyImproving space utilisationProvision for examinationsProvision for sportSpace standards in teaching accommodationCommunity use and Adult Education
AppendixFloor Plans of St Austell Sixth Form CollegeFloor Plans of Crick lade College, Andover
Illustrations
page
3638
Figure 1: Site Plan of St Austell Sixth Form College 8Figure 2: View of St Austell Sixth Form College looking south-east 9Figure 3: View of St Austell Sixth Form College looking north-west 9Figure 4: Site Plan of Reigate Sixth Form College 10Figure 5: View of Reigate Sixth Form College looking east 11Figure 6: View of Reigate Sixth Form College looking south west 11Figure 7: Site Plan of Cricklade Tertiary College 12Figure 8: View of Cricklade Tertiary College looking east 13Figure 9: View of Cricklade Tertiary College looking north 13Figure 10: Site plan of Richmond upon Thames Tertiary College 14Figure 11: View of Richmond upon Thames Tertiary College looking west 15
Figure 12: View of Richmond upon Thames Tertiary College looking south, showing the new 15library and music centre
Figure 13: Plan of the maths area at Cricklade 19
Figure 14: Plan of the science area at Cricklade 20Figure 15: View of the maths area at Cricklade 21
Figure 16: A typical classroom at Reigate 21
Figure 17: The distribution of rooms and teaching groups at St Austell and Cricklade 22
Figure 18: Morning assembly at St Austell 25
Figure 19: The new library at Richmond 26
Figure 20: Informal study in the library at St Austell 26
Figure 21: Quiet conversation and study in the social area at St Austell 27
Figure 22: Noisy recreation at Richmond 28
Figure 23: A workroom for 10-15 staff at Cricklade 29
Figure 24: The main student social area at Richmond the old gymnasium 30
Figure 25: The student social area at Cricklade 31
Figure 26: The student common room at Reigate 31
Figure 27: The student social area at St Austell 32
Figure 28: A small room used for general teaching at St Austell 32
Figure 29: A general teaching room at Cricklade 33
6
I Introduction
1 A sixth form college is an institution fallingwithin the schools sector of education; it catersonly for students who have reached the statutoryschool leaving age and wish to continue theireducation on a full-time basis for one, two orthree years. It would normally form the only sucheducational provision within a specified catch-ment area, although students would, as an alter-native, be able to attend a college of furthereducation.
2 A tertiary college falls within the furthereducation sector. In many ways it is similar to aconventional college of further education, but itcaters for all students over school leaving age andoffers a combination of academic and vocationalcourses, mainly for the 16-19 age group. It wouldnormally be the sole institution through whichan LEA made 16-19 education available within aparticular area.
3 Tertiary and sixth form colleges are rela-tively recent developments in an area of educa-tion that has been the subject of much concern.The first sixth form college was opened in 1967and the first tertiary college in 1970. By the1978/79 academic year there were some 89 sixthform colleges and 14 tertiary colleges in exist-ence, catering for a total of 54,500 full-timestudents. This number represents 9.4% of all 16-19 year olds who were then receiving full-timeeducation. The reasons for the growth in thenumber of colleges are probably several. Recentresearch has suggested that they are popularwith students; they may also be finding favourwith parents who are attracted by the 'cachet' ofthe college, its ethos and its academic results.The conflicting arguments which local educationauthorities need to weigh in the light of theirparticular circumstances have been the subject ofstudy by the Joint Group on Education for 16-19Year Olds.'
4 The purpose of this paper is to try and high-light factors that affect the accommodationrequirements of sixth form and tertiary colleges.A team of three architects, a quantity surveyor,and an HMI visited four such colleges duringMay 1980. Each visit was of two or three days'duration. The scope of the information collectedincluded the range of courses offered and theorganisation and method of timetablingemployed. Head counts were taken throughoutone day of each visit in the teaching and non-teaching accommodation. Discussions were heldwith both staff and students. Layouts weredrawn to show the use of individual rooms and, atthe purpose-built colleges, a layout of all themain teaching areas was prepared in order toanalyse their current use. (See Appendix).
9
1. The Group'sreport is expected to be published towards the end of 1980.
II The Colleges Visited
St Austell Sixth Form College
5 The College was opened in 1973 in purpose-built premises designed for 400 students. Itshares a site with the Mid-Cornwall College ofFurther Education. It was formed by the transfer`en bloc' of the Grammar School sixth form of 250students together with their staff.
6 There are currently 448 students at theCollege. Of these 386 are doing two-year courses,17 are on a third year and 45 are on one-yearcourses. The catchment area contains five main11-16 feeder schools (two in St Austell itself) andin addition about 80 students come from furtherafield, together with a smaller number trans-ferring from the private sector.
7 The College building is mainly two storeys inheight, and a central hall area acts as an atrium
flanked on two sides by open circulation routes atboth levels. The College has no provision forindoor sports or dining; the former is accommoda-ted by use of the Polkyth Leisure Centre, aquarter of a mile away, and the latter is availableat the adjacent Mid-Cornwall College refectory.A small extension had just been completed at thetime of the visit containing a further two sciencelaboratories and a classroom/social area. TheCollege has its own playing fields some threemiles away which are shared with the Mid-Cornwall College.
8 The College is organised into four faculties(social studies, languages, humanities, mathe-matics and sciences) and offers 24 'A' levelsubjects together with 25 '0' level/CSE subjects.
Figure 1: Site Plan of St Austell Sixth Form College
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Figure 3: View of St Austell Sixth Form College looking north-west:'
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Reigate Sixth Form College
9 This opened in 1976 and is housed in thepremises of the former Girls' Grammar School.The last year of the Grammar School intakeforms the fifth form of 140 girls. Due to the factthat, at the same time, the local Boys' GrammarSchool went independent, there is a predomi-nance of girls (68%) in the sixth form. This willgradually change as the intake from the comp-rehensive schools .progressively reaches theCollege.
10 There are currently 560 students in thesixth form. Of these 459 are doing two-yearcourses, 7 students are doing a third year, and 94are on one-year courses. The catchment area isabout five miles in radius. Within the immediatearea there are three 12-16 feeder schools.Students also come from the independent sectorand from more distant maintained schools.
11 The main building dates from the 1920's; aHORSA kitchen and refectory were added in the
1940's, and an annexe for music and art wasadded to the main building in the 1950's. Thisaccommodation housed the three-form entryGirls' Grammar School. When the Collegebecame a sixth form college, a two-storey ROSLAbuilding was added, containing home studies,typing, craft workshop, design studio and adrama space formed from a common room. Overthe years a number of temporary classroomshave also been accumulated. The College has asingle multi-purpose hall, a small playing fieldand tennis courts. In addition it has the use ofoff -site playing fields shared with contributoryschools. Occasional use is made of the adjacentpre-war swimming baths, and the sports centreat Leatherhead 10 miles away.
12 The College is not organised on a depart-mental or faculty basis, but operates as an entity.It offers 26 'A' level subjects, 29 '0' level subjectsand 8 CSE subjects.
Figure 4: Site Plan of Reigate Sixth Form College
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Figure 5: View of Reigate Sixth Form College looking east
Figure 6: View of Reigate Sixth Form College looking south west
13
Crick lade College, Andover
13 The College opened in 1974 with 190 full-time students in purpose-built accommodationdesigned for 800 FTE students. The currentnumbers are 700 full-time students, of which 350are doing two year 'A' level courses, and 450part-time day students. The catchment area is of10-12 miles radius. There are three main 11-16feeder schools in Andover itself, and in additionthe catchment includes rural areas, Londonoverspill housing estates and industrial estates.Some 40-50 students per year transfer to theCollege from independent schools.
14 The complex consists of three linked blocks:a communal/administration block, a workshop
block, both single-storey, and a central two-storey teaching block this latter is a squareblock relying on artificial light and ventilationand having a demountable/relocatable partitionsystem. The College shares a site with a sportscomplex and a block containing magistrates'courts.
15 The College is organised into five depart-ments business studies, mathematics, scienceand technology, humanities and creative arts. Itoffers 23 'A' level subjects together with 26 '0'level subjects in addition to a range of vocationalcourses in Business Studies, Engineering andCatering.
Figure 7: Site Plan of Cricklade Tertiary College
121 4BESTCOPYAVAILABLE
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Richmond upon Thames College
16 The College opened in 1977 occupying thepremises of the former Twickenham College ofTechnology. Students and most of the staff weredrawn from both the College and the two sixthform colleges in the Borough. All three institu-tions were then closed.
17 The College is unusually large, having 1,685full-time/sandwich students of which about 800are doing traditional sixth form work, 1,545 part-time day/block release students, and 325 eveningonly students. About 15% of the full-timestudents and 30% of the part-time students arefollowing post-18 advanced courses. Students aredrawn from the nine contributing 11-16 schoolsin the Borough, in addition some out-Boroughstudents are accommodated and a steady propor-tion of students arrive from the independentsector.
18 The College has gradually grown from itslate 1930 origins by a variety of post-war
additions. Since becoming a tertiary college alibrary, music centre and sports hall have beencompleted. In addition construction of an admini-stration block and a teaching block has beenstarted.
19 The College is organised on the basis of amatrix system. Students are enrolled into eightdivisions each under a director; the lecturers areorganised into 16 teaching teams, each teamhaving a team leader. The College offers 33 'A'level subjects; in addition there are other two-year courses including the International Bacca-laureate. A wide range of one-year courses in '0'level subjects is available together with 9 CEEsubjects. A one-year course in foundation studiesand also in career preparation provides for thefull range of academic ability. Many full- andpart-time vocational courses are offered, includ-ing Business Studies, Engineering, Art andDesign, and Construction.
Figure 10: Site plan of Richmond upon Thames Tertiary College
14
16
Figure 11: View of Richmond upon Thames Tertiary College looking west
Figure 12: View of Richmond upon Thames Tertiary College looking south, showing the newlibrary and music centre
17
III The Range of Courses Offered
Academic Courses
20 All the colleges visited offered a wide rangeof courses for full-time students wishing andqualified to take two or three 'A' level subjects ona modified 'a la carte' basis of subject selection. Inaddition there was the opportunity of supple-menting 'A' levels with '0' level repeats or addi-tional '0' level subjects. 'New sixth form'students were usually provided for by a one-yearcourse in a range of '0' level/CSE subjects; two ofthe colleges also offered CEE subjects.
Vocational Courses
21 The two tertiary colleges also offered a widerange of vocational courses with the opportunityof combining these with 'A' level courses. Bothcolleges offered courses in business studies (BEC,secretarial courses) and engineering (TEC, Cityand Guilds). Cricklade offered courses incatering, home management and family care andpre-Health Service courses. At Richmond voca-tional courses in art and design (from foundationto higher diploma), printing, construction (CITBand TEC Certificate and Diploma) wereavailable.
General Education Courses
22 All the colleges provided some form ofbroadening element to their full-time courses.This was variously described as complementarystudies, main studies or general studies, and wasseen as a necessary, and generally compulsory,part of a student's education. The choice ofsubjects was wide and always included a numberof sporting activities. There was not normally anexamination in these subjects, although atRichmond more emphasis was placed on the useof supplementary examined courses to providethe broadening element, while at Reigate apopular CEE course in PE was developing.
Courses for the Less Able Student
23 At the two sixth form colleges lower levelwork was confined to '0' level, CSE or CEEcourses, although at Reigate there was limitedprovision for RSA shorthand/typing (Grade 2)courses. Both the tertiary colleges offeredremedial (special foundation, general education)courses. In addition Richmond provided facilitiesfor small groups of mentally-handicappedstudents, and Cricklade offered linked coursesfor ESN(M) students (2 hours/week). None of thecolleges visited offered innovatory courses orcourses designed specifically to attract non-participants. In the tertiary sector it was recog-nised that there was a gap between the lowerlevel TEC and BEC courses and the remedialcourses.
1618
IV The Organisation of the Colleges
The Organisation of Time
24 The pattern of the week for full-timestudents at the four colleges was similar. Aboutthree-fifths of the time would be spent onexamined course work, one-fifth on complemen-tary studies, including sport, and one-fifth wouldbe untimetabled study time. Students followingvocational courses spend proportionally moretime on course work and less on complementarystudies and private study. All the collegesdevoted at least one period per week to tutorgroups for pastoral and organisational purposes.
25 The length of the daily timetable varied. Thesixth form colleges were in operation from 9am to3.45pm and the tertiary colleges from 9am to5pm. The three smaller colleges had arranged afixed break for lunch of about one hour. A limitedamount of teaching might take place during thelunch break, to overcome particular timetablingproblems, while the largest college programmedwork throughout the day. Two of the colleges hadorganised their timetable so that complementarystudies were taken by the whole college at fixedperiods in the week. The freedom with whichstudents were allowed to use their free timevaried between institutions, partly due to thedifferent regulations under which sixth formcolleges and tertiary colleges operate. In theformer, students were required to remain oncampus throughout the working day, although inboth cases they were allowed to leave duringlunch break provided that written parentalconsent had been obtained. At the tertiarycolleges students were free to leave the collegewhen they were not timetabled for classes. Theextent to which students actually made use ofthis freedom depended on the availability oftransport, the attractions of the town andwhether they had to wait for a class later in theday. In the main, students appeared to arrive fortheir first class whenever this was timetabledand leave soon after their last. In between, therewas some traffic of students in and out of thecollege but a substantial number of them wouldremain on site.
The Organisation of Space
26 Only at Reigate was the timetable based oncentralised space allocation. Generally terri-
torial control was devolved to smaller subject-based units within the College, who would beallocated a group of rooms. The timetabling ofthese smaller units was therefore relativelystraightforward, although some borrowing andlending of rooms was invariably required duringcertain periods. The extent to which thishappened often depended mainly on personalrelationships within the teaching staff. It wasnoticeable that rather more interchange ofaccommodation occurred between staff teachingacademic rather than vocational subjects. Forexample, at Cricklade general teaching relatedto catering courses took place in the trainingrestaurant rather than in spare classroomselsewhere. At the same College mathematics,forming part of vocational courses, was often nottaught in the maths area but in the vicinity of thespecialist accommodation related to thosecourses. At all the colleges 'A' level subjectselection was based on a choice of a single subjectfrom four or five blocks of subjects. Popularsubjects would appear in several blocks, minoritysubjects in a single block. This method of subjectselection was then used to form the basis of thetimetable with each block being allocated five orsix periods per week. A series of related blocksalso governed '0' level or CSE/CEE subjectselection, normally on a four period per weekbasis.
Organisation Related to SpaceUtilisation
27 The longer day operated at the tertiarycolleges was not fully reflected in their time-tabled use of space. Whilst vocational work,particularly by part-time students, would tend tobe spread evenly across the day, it was noticeablethat the majority of academic work finished at4pm or 4.15pm and the last period in the after-noon was very little used. The timetabling of 'A'level selection blocks together with the blockingof complementary studies and tutor periods, inorder to facilitate the strongly expressed need tointegrate students from different courses, tendedto impose considerable constraints on the time-table, often to the detriment of effective spaceutilisation. For example, at St Austell, therewere six periods per day in the timetable
(excluding assembly). For six periods in theweek, or one-fifth of the available time, allstudents were engaged either on complementarystudies or in a tutor period. During this time agood deal of the specialist accommodation, inparticular the science laboratories, was unused.If this situation could be avoided a college havingfive or six laboratories would effectively gain oneadditional laboratory.
28 A timetable analysis was undertaken at StAustell, Reigate and Cricklade. This enabled thefrequency of use of all teaching spaces to be calcu-lated as follows:
Number of periods in useFrequency of use x 100%
Number of periods available*
*Availability overall is taken to be the length of the weeklytimetable including complementary studies etc but excludingbreaks. Frequency of use can also be calculated for specificportions of the timetable.
The highest frequency of use (83%) was found atReigate. The most important factors seemed to bethe higher level of use of the teaching space onWednesday afternoons, perhaps because comple-mentary studies were spread relatively evenlythroughout the timetable. The frequency of useat St Austell (70%) and Cricklade (67%) wassimilar but the figures conceal two differentpatterns of underuse. At St Austell this was mostevident during the five periods per week devotedto complementary studies; ignoring these periodsthe frequency of use was 92%. At Crickladeunderusage was not only due to the timetablingof team games on Wednesday afternoons, it wasalso due to the general failure to use fully the lastperiod in the afternoons when the frequency ofuse dropped to 37%.
18
V Accommodation for timetabledteaching activitiesThe Balance of the TeachingAccommodation
29 Assuming there is not a gross over-provisionof teaching area, the balance of the teachingaccommodation is crucial to the successful opera-tion of a college. Apart from the relative propor-tions of the various categories of teaching area,an important aspect of balance is the way theaccommodation is actually provided the rangeof room sizes and the proportions of open andclosed teaching space.
Open Teaching Areas
30 Of the four colleges visited only Crick ladehad any significant provision of open teachingareas. These were confined to the mathematicsarea (figure 13) and the science area, although
this had been provided with (or acquired) ameasure of partial sub-division (figure 14). Themathematics area appeared to be well liked andfunctioned satisfactorily with little evidence ofnoise disturbance. This may in part be attributedto the characteristics of the subject, whichinvolves a preponderance of quiet working, note-taking and calculations, as opposed to a subjectsuch as English which would involve a greaterdegree of group discussion. This conclusion wasreinforced by the observation of the use of theEnglish area where the sliding/folding partitionswere invariably closed. In the mathematics areathe generous space standards of 2.6m2 per workplace (as seen), although including an areaproperly required for circulation, did allow ameasure of separation between groups(figure15).
Figure 13: Plan of the maths area at Cricklade
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Room Size Distribution
31 The room size distribution not surprisinglydiffered between the two purpose-built collegesand the colleges based on existing premises. AtReigate general teaching accommodation wasformed mainly of rooms designed for 30 desk-bound grammar school pupils. These made rela-tively spacious rooms for sixth form groups(figure 16), however they were not large enoughto allow one room to be sub-divided into two. Thelack of variety in room sizes was exacerbated bythe presence of standard temporary classrooms.
32 At Richmond a similar situation prevailed,with a large number of classrooms of between 40and 55m2. However there was a smaller varia-tion in the group sizes using these rooms than atReigate on account of both the size of the College
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and its FE characteristics. The room size distri-bution at Cricklade, excluding for this purposespecialist vocational areas and open areas, and StAustell make an interesting comparison (figure17). Whilst both colleges exhibit a range of roomsizes, at St Austell a strong bias is displayedtowards small rooms. This bias is not fullyreflected in the range of group sizes using therooms, and hence they are often overcrowded. AtCricklade the slight bias towards rooms of 46m2and over is not justified by the group size distri-bution. These rooms tend to be underoccupied,and a greater provision of rooms of 35-40m2would have been more appropriate.
Figure 14: Plan of the science area at Cricklade
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Figure 16: A typical classroom at Reigate; no
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SIZE DISTRIBUTION OF GENERAL TEACHING ROOMS
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SIZE OF ROOMS (m2)
CRICKLADE (first floor only)
SIZE DISTRIBUTION OF GROUPS USING ABOVE ROOMS
NO.OF NO.OFMEETINGS MEETINGSPER WEEK PER WEEK
TOTAL NO. OF MEETINGS = 385 TOTAL NO. OF MEETINGS = 617MEAN SIZE OF MEETING = 12.0280 -
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22
24 BEST COPY AVAILABLE
The Relationship of GeneralTeaching to Specialist Areas
33 It was noticed that a close relationship wasrequired between certain specialist areas, inparticular areas for vocational work, and generalteaching areas often a single timetabled periodmight comprise, say, 15 minutes theoreticalwork, the remainder of the time being spent onpractical work. It was therefore interesting thatat Richmond a similar arrangement had beenachieved in the science laboratories, where someof the space was arranged for note-taking.
Space Standards in Teaching Areas
34 At both the purpose built colleges, a detailedsurvey was made of the furniture layout and thecapacity in use of the main teaching accommoda-tion. This revealed some marked differencesbetween the two colleges, with Cricklade havingabout 20% more area per workplace for compa-rable activities. This is due in part to thedifferent design constraints between the schooland FE sectors, and also to the fact that StAustell was operating with 12% more studentsthan the design was intended to accommodate.The average nett area per workplace for generalteaching rooms was 1.6m2 at St Austell and1.9m2 at Cricklade, and for science laboratorieswas 3.2m2 at St Austell as compared with 3.9m2at Cricklade.
Provision for Minority Subjects
35 All the colleges visited contained someprovision for a range of minority subjects includ-ing music, craft and home economics. However,the utilisation of these spaces by students onexamined courses in specialist subjects was low,due to the small group sizes involved. Their utili-sation was usually increased by their use forcomplementary studies and also for othersubjects. At St Austell the combined art/craft/design area went some way to getting over thisproblem, though at the expense of the develop-ment of many worthwhile activities.
25
Provision for Sport
36 Both purpose-built colleges lacked their ownexclusive facilities for inside sporting activities.In the case of St Austell the annual budgetprovided for the regular hire of community sportsprovision located nearby. In the case ofCricklade, rather than being provided with itsown sports facilities, the College has the use ofthe District Council's sports complex on thecampus. The LEA leased part of the site to theDistrict Council for the provision of a sportshall and swimming pool for the whole commu-nity. This was partly funded by the LEA togetherwith a grant under the Physical Training andRecreation Act. Both these arrangementsappeared to be advantageous in practice, as therange of facilities was extensive, and the hirecharges incurred were considerably less thanrecurrent costs, including loan charges, whichwould have been incurred had even a singlegymnasium or sports hall been included withinthe College. For outside sporting activities threeof the colleges made use of playing fields sharedwith other institutions timetabling problemsmeant that it was difficult to field teams otherthan, for example, on Wednesday afternoons.
Flexibility
37 Only at Cricklade was there any flexibilitybuilt into the building fabric. In the teachingblock demountable partitions were combinedwith a ceiling location grid and an artificiallighting and ventilation system to allow changesin layout to be made easily. Advantage had beentaken of this adaptability and several alterationshad been made since the College opened,although mainly of a minor nature. Theoccupants have had to pay a price for this interms of comfort, due to shortcomings in theheating and ventilation system currently under-going major improvements, and opinions weredivided as to whether the advantages out-weighed the disadvantages.
38 Flexibility in use also depends on thebalance between open teaching areas andenclosed rooms. The flexibility offered by theopen plan mathematics area at Cricklade did notappear to be extensively used, perhaps due to theavailability of an adjacent lecture theatre. Thus
whilst lead lessons were often given to two orthree classes together, this would be done in thelecture theatre, not in the open area itself.However, it did provide a potential space forexamination groups of up to 100 students.
Spaces for Large Teaching Groups
39 Three of the colleges had lecture theatreswith tiered seating and audio/visual and demon-stration facilities indeed St Austell had twosuch spaces. A lecture theatre was generally seenas valuable, and allowed several classes in thesame subject/year group to be brought togetherwhen appropriate. In addition, they were con-sidered most useful for visiting speakers andwere popular for evening use.
40 Morning assemblies were held only at thetwo sixth form colleges. At Reigate about one-third of the students could be accommodated inthe multi-purpose hall. At St Austell the centralatrium space could be opened up to the studentsocial area to allow all students to attend a 10minute assembly each morning. As well as beinga communal act of worship, this proved to be amost efficient way of communicating informationon day-to-day events (figure 18).
24
Provision for Examinations
41 The problem of accommodating studentsduring examinations was an important issue forall the colleges. Richmond and Reigate hadmulti-purpose halls which they used for thispurpose, thus putting them out of use to the restof the college for about a quarter of the academicyear. At Cricklade the Principal felt his lack of asuitable large space for examinations, when up to200 students might be taking examinationssimultaneously. The open plan mathematicsarea was used for examinations but could takeonly about 100 students. At St Austell theproblem was to some extent solved by the hire oflocal halls. Mock examinations, requiring lessstringent conditions, could be held in the centralspace but the tiered floor was said to make itunsuitable for proper examinations.
26
Figure 18: Morning assembly at St Austell
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Figure 19: The new library at Richmond
Figure 20: Informal study in the library at St Austell
6 2 8 BEST COPY AVAILABLE
VI Accommodation for non-timetabledactivities
General
42 The organisation of all the colleges meantthat academic students would have, on average,one-fifth of the weekly timetable unallocated, inaddition to the lunch break. Full-time studentsfollowing vocational courses would tend to haverather less free time and day-release studentslittle or none. A substantial proportion, up toone-fifth, of the full-time students thereforeneeded to be accommodated in non-teachingareas such as the library, private study andstudent social areas. Whilst part-time studentsmade little use of these areas both full-time andpart-time students can be expected to userefreshment and catering provision. The needs ofthe staff must also be considered. When they arenot teaching many remain at the college andrequire accommodation in which to work andalso a place to relax.
Figure 21: Quiet conversation and study in thesocial area at St Austell
Libraries
43 Three of the colleges had modern purpose-built libraries. At the fourth (Reigate) the librarywas a modest conversion of two class-rooms and acorridor space. In addition to the book stacks,containing between 20 and 36 books per full-timestudent, there were areas for browsing andreading periodicals, private study at tables or theless popular carrels, together with someprovision for the use of audio equipment, micro-fiche viewers etc. A summary of the libraryprovision is given below:
Libraries and private study spaces in them as seen
College
Library areaper full-timestudent (m2)
Private studyplaces in the
library per 100full-timestudents
St AustellReigateCrick ladeRichmond
0.470.350.470.44
17.98.8
14.69.4
Other Private Study and SocialProvision
44 Apart from private study in the formalatmosphere of the library it was observed that,where facilities permitted it, there was consider-able overlap in activities conventionallydescribed as social and private study. Manystudents did not appear to need the controlledenvironment of the library to concentrate ontheir work, nor did they always require table-tops, nor the seclusion of carrels. The distinctionbetween group study, conversational study andsocial activities was thus blurred (figure 21).Refreshments, however, were seen as being awelcome adjunct. There was a clearer distinctionbetween relatively quiet social study activitiesand the noisier recreational activities such as theuse of pinball machines or pool tables (figure 22).The provision of areas of this type in the fourcolleges visited was as shown below:
Figure 22: Noisy recreation at Richmond
- Student Study, Social and Recreational Areas -as seen
College
Formal studyareas outside library
Private study/social areas
m2 (nett)
Otherrecreational areas* *
m2 (nett)
Total studentareas outside library
m2 per FT studentm2places per
100 Fr students
St AustellReigateCrickladeRichmond
18*10246
3.310.57.1
19569
200107*** 49
0.480.320.350.09
*Excludes 37m2 now used as general teaching.**Excludes PE and catering provision, also halls mainly used for teaching.***Common room undergoing conversion, part taken out of use.
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Refreshment and Catering Provision
45 All the colleges contained some provision forlight morning and afternoon refreshments.Three of the colleges also contained cateringprovision in the form of kitchens and singlerefectories; at St Austell there was no suchprovision and the snack bar was run by thestudents. Problems were experienced inaccommodating students during times of peakuse, particularly during morning and afternoonbreaks. Clearly any such provision, especiallywhen centralised, inevitably becomes over-crowded at peak times when the whole studentbody is timetabled for a refreshment breaksimultaneously; this was the case at three of thecolleges. In practice the situation is to someextent self-regulating as a proportion of studentstend not to bother to queue and do not use thefacilities provided. At the largest college thelonger catering times coupled with thetimetabling of classes throughout the day withno specific breaks virtually overcame theseproblems.
Staff Accommodation
46 Staff at the colleges needed places to workwhen not teaching and also space for relaxation.Generally workrooms for senior staff, with lowerteaching loads, were dispersed around thecolleges and related to staff subject areas. Staffsocial provision at each college was centralised,and in the two sixth form colleges was associatedwith a staff work area. At the tertiary collegesstaff workrooms were provided for groups of 10-15 staff (figure 23), and either associated withdepartments (Cricklade) or teaching teams(Richmond). The centralisation of staff social pro-vision appeared successful and well used with theexception of Richmond. Here staff .tended toremain in their team rooms this was partly aproduct of the sheer size of this College and partlydue to the inadequacy of the centralisedprovision.
Figure 23: A workroom for 10-15 staff atCricklade
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VII Conclusions
The Provision of Non - Teaching.Accommodation
47 The proportion of students having free timegives rise to a very significant demand forsuitable accommodation; this demand is oftennot fully appreciated, although the purpose-builtcolleges went some way towards meeting it. Itwas clear that in addition to the formal library/resource and private study spaces which werewell used there was a need for spaces cateringfor a range of activities which tended to overlap.This range extended from quiet study throughconversational study/social to noisy social/recreation activities. Ideally, there was a need forrefreshments to be available as an adjunct to allthese activities.
48 It was not only the scale of student social/study areas that was inappropriate in most cases
their character often left much to be desired.This ranged from the `airport lounge' approach atCricklade (figure 25), to the converted but some-what isolated provision at Reigate (figure 26),and the ex-gymnasium at Richmond (figure 24).Undoubtedly the most attractive arrangementwas to be found at St Austell, although even herethe central part of the area was often unused(figure 27).
Figure 24: The main student social area atRichmond the old gymnasium
1-7 5, if
30
The Utilisation of TeachingAccommodation
49 This is the product of two factors. Firstly, thefrequency of use of rooms in comparison withtheir availability. Secondly, the level of occu-pancy of rooms when they are in use.
Frequency of Use
50 This is a measure of the balance of thevarious categories of teaching accommodation inrelation to the range of work taking place inthem. In addition, it relates the organisation ofthe college and its timetable to the way it uses itsavailable teaching accommodation. In order toobtain a high level of usage of the availablerooms, it is necessary that the timetable providesa relatively even loading for all types of teachngareas across the week. Several factors tended tomilitate against this. The virtual cessation ofteaching activities during fixed lunch breaksmeant that most teaching accommodation wouldbe unused for at least 5 hours per week. In addi-tion, where complementary studies wereorganised 'en-bloc' this gave rise to a situationwhere specialist accommodation, such as sciencelaboratories, would be standing empty for afurther 5 or 6 periods per week. Fixed tutorperiods added another period to this total. At thetertiary colleges the unwillingness to timetablenon-vocational groups into the last period of theafternoon had the effect of increasing theintensity of use of teaching rooms throughout therest of the day.
Level of Occupancy
51 This is a measure of the room size distribu-tion of teaching accommodation related to therange of group sizes. For example, where roomsare generally bigger than necessary theoccupancy levels will be lower and a shortage ofrooms can lead to timetabling problems. Only StAustell exhibited a range of rooms that weregenerally too small for the groups using themand hence were often overcrowded (figure 28). AtCricklade the balance appeared to be about right(figure 29). At Richmond and Reigate the use ofexisting accommodation had meant that roomswere generally over-sized in their present use.
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Figure 25: The student social area at Crick lade
Figure 26: The student common room at Reigate
33
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Figure 27: The student social area at St Austell
Figure 28: A small room used for general teaching at St Austell
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Figure 29: A general teaching room at Crick lade
52 All the colleges contained a range of groupsizes with smaller groups taking minoritysubjects. In general the group sizes for one-yearstudents did not tend to be higher than those forstudents following two-year courses. It isprobably true to say that the bigger the institu-tion the smaller the range of group sizes.
Improving Space Utilisation
53 One way to raise the level of occupancy ofspace at a particular institution is to carry outadaptations to modify the range of availableroom sizes. However this may often beimpractical. The alternative is to attempt tomodify the range of group sizes, but again theremay be problems of staff deployment. It thereforeappears that in the short-term an improvementin utilisation can most easily be achieved byimproving the frequency of use of rooms by modi-fications to the organisational constraints of thetimetable. In addition an increase in the effectivecapacity of the teaching accommodation can beobtained in proportion to an increase in the
availability of such accommodation. This can beachieved by extending the effective length of thedaily timetable, transport arrangements per-mitting.
Provision for Examinations
54 Full-time students can expect to spend asignificant proportion of their time at the collegeon examinations. For example, a student on atwo-year academic course will have first-yearcollege exams, mock 'A' levels in the second yearand the final summer term will be heavilyinfluenced by the 'A' level examinations proper.All the colleges stressed the importance of pro-viding for examinations and those that lacked asuitable large space felt deprived in this respect.There were undoubted problems in making anumber of smaller rooms available simul-taneously for examinations, and additionalexpense involved in providing invigilation. Thenumbers of students simultaneously takingexaminations could be substantial Crickladeclaimed a maximum of 200 candidates. There
was no evident solution to the problem of pro-viding for examinations. Where multi-purposehalls were used they tended to be taken over forthe entire examination period and so could not beused by others. Where facilities were hired theywere not always suitable for examinationpurposes or conveniently situated. The use ofopen teaching areas tended to disrupt circula-tion around them.
Provision for Sport
55 The student demand for conventional teamgames appears to be much lower at colleges ofthis type than in secondary education in general.This was partly due to the difficulty of arrangingfor team members following different courses tobe available at the same time Wednesday after-noon was the popular choice for blocking thetimetable to allow this. Weekend jobs occupymany of the students and virtually eliminateSaturday activities. It is also likely that studentsin this age group have stronger inclinationstowards trying more individual sportingactivities such as swimming, squash, tennis, golfand sailing. Therefore where large playing fieldsare provided for the sole use of the college it islikely that they will be under-used. As long asteam games are to be provided for the basicrequirement appears to be for two grass wintergames pitches capable of being used for cricket inthe summer, together with a full-sized porouspitch or tennis courts, and changing accommoda-tion. Occasional use of other pitches may berequired at the larger colleges if two or moreteams are operating in a single sport. In order toobtain better use of playing fields, joint usebetween colleges and contributory schools orjoint use of college and community facilities arealternatives that should be considered.
56 There remains, however, a requirement foraccommodation for indoor games and thephysical education courses that some studentsrequire. Again it is not easy to justify extensiveprovision on the basis of sole college daytime use.Even a single gymnasium/movement studio orsports hall may be under-used by the college andjoint use with the community or contributoryschools should be considered. Where community
facilities already exist in the locality, the hiringof these for a number of periods per week may bethe most economic solution to giving the college awide range of physical education facilities.
Space Standards in TeachingAccommodation
57 There was a noticeable difference in the areastandards per workplace between the twopurpose-built colleges. Apart from the specialistprovision for vocational work at Cricklade, theteaching accommodation at the two collegeshouses comparable activities. Even whenallowance is made for the overcrowding at StAustell, it is difficult to justify the disparity inarea standards between St Austell andCricklade. The reasons may in part be related tothe different guidelines/statutory requirementsthat apply to the further education and schoolssectors. The allocation of total gross area asbetween the various categories of provision mayalso be a factor. It was noticeable that atCricklade the area standards for science andgeneral teaching accommodation were lowerthan the recommendations contained in "Noteson Procedure for the Approval of FurtherEducation Projects (other than Polytechnics)." Itis possible that certain of the recommendationsfor specific teaching areas are over-generouswhen applied to tertiary colleges. Further workwill be done by Architects and Building Branchto try and identify area standards appropriate toboth sixth form and tertiary colleges.
Community Use and AdultEducation
58 By their very nature and often central loca-tions 16-19 colleges may be well suited forcommunity and adult education use. OnlyCricklade, with a purpose-built theatre, had anycommunity funding but all four colleges weregradually developing as centres for local musicmakers and for other groups. If the presentfinancial constraints are eased this potentialmay be more fully exploited and this is animportant factor in the design of new or adaptedaccommodation.
3436
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