Conversion and refurbishment of a underutilised school to increase capacity
Palmerston Primary School in Aigburth, Liverpool had closed in 2017 when a larger, more modern facility with specialist rooms was created nearby. By 2023 the Council was facing a 46% increase in demand for Special Educational Needs (SEN) places and a lack of available places at existing schools which were operating at full capacity.
The decision was therefore taken to comprehensively refurbish the mothballed facility to create suitable learning environments for 40 additional SEN pupils, and Seddon were directly awarded the project through the Clear Futures framework.
Project delivery
The site is large with a complicated layout so a four-phased approach was adopted to ensure the first phase would be ready to accommodate the new intake of pupils in September 2023. The project’s scope of work began with the internal stripping of the building. This phase included the removal of hazardous asbestos-containing materials and the overhaul of the mechanical and electrical systems, aimed at replacing outdated and water-damaged infrastructure to enhance the building’s functionality and reliability. During the strip-out a deceased bat was found which required the project team to commission a specialist bat survey. Externally a significant amount of encroaching vegetation had to be removed around the site before refurbishment could begin.
Once the strip-out phase reached completion, the refurbishment began in two main phases, each comprising several intermediate phases (zones). Wall works commenced first, followed by the flooring phase. Roofing improvements ensured the structural integrity of the building, working from the first phase section across to the other side.
IT systems were successfully installed as part of the earliest phase as they were needed for the operation of the first phase to hand over. Protective barriers were then installed to segregate the working areas from the operational school section, enabling the team to hand over Phase One on time. The tight programme saw the following three phases also hand over on time, with each needing to be completed, checked and with M&E systems tested and operational.
Due to the client’s scope document, the project’s design was unalterable. This reflects the specific requirements of Palmerston SEN School as an SEN institution, necessitating careful consideration for system configurations, plant selection and location.
The completed building, now known as Palmerston College, offers specialist teaching and support for pupils aged 14-19. It offers a fully fitted catering kitchen, modern teachingareas as well as a number of specialist rooms to support the pupils’ holistic needs. These include a sensory room, immersive suite, hair salon and independent living room as well as an external play area.
Collaboration
The Clear Futures framework promotes a flexible, collaborative partnership designed to overcome built environment challenges, driving change in their communities faster, smarter, and sustainably.
Project success hinged on understanding the critical nature of the provision of pupil places and timely opening of the refurbished school for the start of the school term. All stakeholders understood that failure would have left pupils without a school place. Weekly collaborative meetings with all stakeholders focused on what could be delivered by September 2023 with honest and frank discussions on how the schools would operate, ensuring solutions were considered and agreed. We encouraged all parties to challenge each other and think out of the box for solutions to aim for the best possible result. Risks were identified, managed and owned collectively by the client and delivery team, facilitating efficient decision making focused on project success.
Including school staff in weekly meetings encouraged true collaboration and ensured all designers understood the unique way in which the school operates and the challenges they face, supported by visiting the existing operational schools. Regular communication ensured this was also reciprocated in enabling the schools to understand the construction process.
The Clear Futures process of collaboration, a shared-goal and transparent culture adopted across all stakeholders overcome the project issues and constraints to achieve ultimate project success providing school places on time.
Procurement
The project was procured on a two-stage basis, working collaboratively to develop the design, cost, and programme.
Supply chain procurement was focused on best value rather than cheapest price. Designers and key supply chain partners were directly awarded from those in our preferred list, focusing on those who we could rely in terms of commitment, quality, and timescales. Value for money was ensured by comparing rates to those on similar projects and where time allowed, three quotes were obtained. The procurement route had to allow for a vast number of unknowns and the requirement to commence works urgently. We worked collaboratively in an open book manner to firm up packages of work which could be instructed as and when required, keeping the council regularly updated on evolving costs.
Environmental improvements
Decarbonisation features have been incorporated, ensuring compliance with DfE building regulations, including a minimum 10% enhancement in existing building services. This enhancement primarily focuses on improving energy efficiency throughout the school. The upgrades involve the selection of more energy-efficient mechanical plant systems, which not only reduce energy consumption but also result in a reduction in the carbon footprint of the building.
A significant aspect of the decarbonisation strategy involves the transition from traditional fluorescent lighting to modern LED panels. LED technology is renowned for its energy efficiency and longevity, which not only reduces energy costs but also minimises maintenance requirements.
In the quest for improved energy efficiency and indoor air quality, the project has integrated windcatchers –rooftop devices that facilitate natural ventilation and reduce energy consumption associated with mechanical cooling systems. These windcatchers harness natural ventilation to regulate indoor temperatures, reducing the reliance on energy-intensive cooling methods. This sustainable feature not only aligns with environmental goals but also contributes to long-term cost savings and a more eco-friendly building operation.
The estimated annual carbon saving for the refurbishment project is 3,659.29 kg Co2 per year – an estimated annual percentage reduction in kg Co2 per year of 58.4% per annum, meaning that carbon saving in the delivered project is the equivalent of taking 3 cars off the road.
Social Value
During the project we delivered a number of social value initiatives.
We provided a successful six week work placements for a young person Not in Education, Employment or Training.
Our Contracts Manger and Senior Quantity Surveyor provided curriculum support to Liverpool City College students, by facilitating ‘A Day in the Life in Construction Session’. The learners, who were completing a level 2 and 3 Construction in the Built Environment BTEC and T-Level.
We also provided careers advice, CV support and mock interviews on two separate occasions to unemployed service-users of OnPoint Trac, a Liverpool based multi-skilled organisation, providing training for unemployed people with a focus on the civil, construction, plant machinery and rail sectors.
Liverpool City Council had an urgent requirement to provide additional special school places. The timescale was almost impossibly tight and woulld have been unachievable without the fantastic teamwork of everyone involved in the project. Seddon as main contractor were fantastic, they were engaged very early in the process and built up a good working relationship with the designer, school, client and sub-contractors; provided practical solutions to some challenging issues and used their expertise to support delivery of both school projects so that vulnerable children had a school place at the start of the academic year.
Mike McSorley, Acting Director of Education and
Inclusion
