Barnwood Teach Two Energy Report

Transcription

Barnwood Park Arts College
School Energy Management Team
Survey
Date: October 2013
1
Disclaimer:
While every attempt has been made to ensure that the information contained in this report is accurate, the authors are unable to
accept any liability for any loss or damage that might be incurred as a result of any action taken by the readers.
The sole responsibility for the content of this paper lies with the authors.
2
Table of contents
Introduction……………………………......................................................................................... 04
Executive summary………................................................................................................... 05
General description of the school...................................................................................... 09
School energy performance.............................................................................................. 10
Perceptions of the school environment............................................................................. 15
Summary of current energy-related behaviour among students and staff......................... 18
School Energy Survey
Survey Section 1: Natural lighting........................................................................................
22
Survey Section 2: Artificial lighting.......................................................................................
24
Survey Section 3: Electric Devices........................................................................................
29
Survey Section 4: Heating.....................................................................................................
31
Survey Section 5: Ventilation and insulation........................................................................
35
Survey section 6: Water........................................................................................................
38
Survey Section 7: Renewable energy....................................................................................
40
School heating energy balance.......................................................................................... 41
Recommendations............................................................................................................ 44
The School Energy Management Team are the authors of this report:
Kasey-Jane Mawson
(9A)
Medan Doyle
Holly Keveren
(9A)
Fatima Ahmedi
Shannon Parsons
(9S)
Catherine Thomas
Amy Edwards
(9S)
Finlay Roberts
(9A)
(9E)
(9S)
(9R)
We would also like to thank the following members of staff at Barnwood Park without
whom this project could not have taken place:
Nicola Hatliff (Lead Teacher)
Mark Phillips (Site Manager)
3
Introduction
This report has been produced as part of the ‘Teach Two’ project. Teach Two is a
European energy-saving project for schools, based on a successful pilot implemented in
1999. Funding for this project has been provided by the Leonardo Da Vinci Lifelong
Learning Programme.
This report summarises the findings of three surveys conducted during September 2013.
The Perceptive survey
The perceptive survey asked participants to comment on their perceptions of their
working environment and how it impacts on their physical and mental well-being and
comfort. This has enabled possible issues relating to temperature, light levels etc to be
identified and the causes have been investigated further through the critical survey which
followed. Participants were also asked about aspects of energy-saving behaviour within
the school. This has enabled specific behaviour-change recommendations to be
developed.
The critical survey
The critical survey investigated how energy is currently used within the school in terms of
the building fabric, the technology used and the way in which building users interact with
these. From these surveys, a list of recommendations has been developed showing how
the energy efficiency of the school can be improved. Being mindful of cost implications for
the school, a mix of no-, low- and capital-cost measures have been included so that some
steps can be taken to improve energy efficiency regardless of any financial constraints.
The analytic survey
Finally, an analytic survey of the school has been conducted. This involved students taking
a range of measurements in order to produce a thermal energy balance for the school
buildings. This has enabled the team to test the potential impact of heating and insulation
measures should they be implemented and some of these have been presented, with
information on consumption and cost savings.
The project has been designed so that these surveys can be repeated on an annual basis
as required. This will enable the impact of any measures installed to be identified and the
situation to be re-evaluated so that the school is able to continually move forward. This
will also enable to students to build on their experiences as the project progresses.
We hope that you find this report informative and that some of the measures can be
implemented, so that the energy efficiency of the school can be improved, reducing both
costs and environmental impact.
4
Executive summary
Below, is a brief summary of the main findings and recommendations arising from our work on the
project:
Perceptive Survey:
Energy-saving behaviour
As a result of analysing the results of the behaviour section of the survey we feel that the main
areas for focus for our energy-efficiency campaign should be to encourage people to:
Turn off lights when they leave the room.
Turn off monitors when they have finished using them.
Turn down the heating instead of opening the windows.
Turn off computers when they have finished using them.
Turn off lights when there is enough natural daylight.
Put computers to sleep or in hibernation when not in use for a short period of time.
Perceptions of the working environment
The main issues identified during our analysis of the perceptions section are as follows:
In the main building there is a big difference in the temperature between floors.
The main problems were found within the top floor as people felt that there was lack of
ventilation and that it was too hot.
This could be because as it is the top floor a lot of natural light enters which could make it hot
and because heat rises to the higher levels.
On the other hand, some people felt cold on the ground floor for the opposite reasons.
These issues will need to be investigated further.
Critical Survey
The results of the critical survey show that improvements can be made in six areas as follows:
Natural lighting
Encourage teachers to work without the lights on during bright days.
Encourage people to open blinds to let in more natural daylight once they have finished using
whiteboards etc.
Artificial lighting
Site manager to gradually upgrade areas to T5 lights with reflectors.
Behaviour campaign to encourage staff to turn off lights:
-
When they are the last to leave a room.
-
When there is plenty of natural daylight.
5
Long term install automatic shutdown for lights, so that they automatically switch off at a
set time in the evening.
Work with cleaners to ensure lights are being turned off as they clean rooms.
Label light switches controlling lights closest to windows with red stickers and discourage
their use on all but the darkest days.
Install occupancy detectors in changing rooms and toilets.
Add movement sensors to more external lights.
Electrical appliances
Promote switching things fully off (not just on standby) as part of behaviour change
campaign.
Promote switching computer screens off in particular.
Design screensaver asking people to switch off screens.
Encourage people to open the windows before fans are turned on.
Fit timer switches to photocopiers and water coolers.
Set all computers (except those connected to whiteboards) to hibernate after 5 minutes of
inactivity.
Discuss whether automatic shutdown of computers could be brought forward to a slightly
earlier time.
Heating
Try turning the heating on 10 minutes later and off 10 minutes earlier to see if anyone spots
the difference. Keep on doing the same until someone notices.
Reduce the temperature setting by 1°C to see if anyone spots the difference. Keep on doing
the same until someone notices.
Insulate the valves in the boiler rooms.
Remove obstacles from in front of heaters.
Ventilation and insulation
Check whether cavity walls are filled and, if not, add cavity wall insulation.
Add flat roof insulation to remaining flat roofs.
Replace single-glazed windows of terrapins with double glazing or fit secondary glazing.
Replace rubber handle seals on windows.
Fit foam tubing insulation to pipework around the school.
Include as part of behaviour change campaign getting people to turn the heating down rather
than opening windows.
6
Water
Experiment with reducing the amount of time the hot water is on for.
Fit foam tubing insulation to hot water pipes.
Fit push or sensor taps where they are not already in place.
Fit flow regulators to taps and showers.
Install save-a-flush devices in toilet cisterns.
Install dual flush toilets as they require replacement.
Analytic Survey
As a result of the analytic survey three main measures were modelled for the hall, gym, changing
rooms, white room, kitchens and dining area. The potential savings calculated are shown below:
Measure
Reduce temperatures in
the survey area to
recommended
temperatures
Fit cavity wall insulation
to survey area
Fit flat roof insulation
to remaining flat roofs
% Saving
Cost saving
CO2 saving
17%
£1,211
8.7 tonnes
13%
£933
6.7 tonnes
27%
£1,519
8.4 tonnes
Key recommendations
An overview of all three surveys was then carried out resulting in the development of ten key
measures that would make the greatest difference to the school’s energy consumption in the
short to medium term:
•
Gradually upgrade all areas to T5 lights with reflectors.
•
Install occupancy detectors in changing rooms and toilets and add movement sensors to more
external lights.
•
•
inactivity.
•
•
•
•
Check whether cavity walls are filled and if not, add cavity wall insulation.
•
7
•
Run a behaviour change campaign to include:
Turning lights off…
When people are the last to leave a room.
Encouraging people to open blinds to let in more natural daylight once they have finished
using whiteboards etc.
Labelling light switches controlling lights closest to windows with red stickers and
discouraging their use on all but the darkest days.
Switching things fully off (not just on standby).
Switching computer screens off in particular.
Designing a screensaver asking people to switch off screens.
Encouraging people to open the windows before fans are turned on.
Turning the heating down rather than opening windows.
8
General Description of School
Our school, Barnwood Park Arts College, is a single sex
school for females between the ages of 11 and 16. We
are a maintained secondary school with 731 pupils
where the majority of us are white British. We also have
100 members of staff at this school as well.
Our school is smaller than the average secondary
school. We are located in Gloucester, Barnwood, as the
name of our school says. We are in an urban area and
the pupils and teachers travel from different places, for
example Cheltenham and the Forest of Dean.
Our school does not have a sixth form seeing as our
school is smaller than average, so some of the students
go to Gloscol for further education; it’s a nearby
college.
The reason our school is called an Arts College is because as an Arts College we aim to offer
pupils a broad and rich experience of art, drama and dance, enabling them to perform to high
standards and to enjoy the challenges and rewards of artistic self-expression. Achieving
Artsmark Gold from the Arts Council of England in 2009, we celebrate excellence in all three
art forms. We work closely with the local community and foster a spirit of energy and
creativity within our pupils. Professional artists, choreographers and theatre practitioners
are employed to offer pupils an insight into the Arts as an industry. Extra-curricular activities
play a vital role in the school with all pupils having an opportunity to perform in school plays,
dance shows and exhibit art in gallery spaces around the school.
Our school has taken part
in an energy project
before in 2011; the
project was run by
Severn Wye Energy
Agency who are
supporting us on this
project. The school has
an eco-team. They are
known as YEP, Young
Environmental People;
they are a group of year
10s and because of them,
we have saved quite a bit
of energy, both electricity
and gas.
The A on the map shows where our school is located on the outskirts of Gloucester.
9
School Energy Performance
Current Energy Use
The main energy types that we use in the school are gas and electricity.
Utility
Electricity (Total)
Gas (Total)
Totals
Annual Consumption
2012/13
kWh
% of total
consumption
Annual Cost
2012/13
£
% of total cost
305,690
32%
25,641
64%
642,300
68%
14,539
36%
947,990
100%
£40,180.36
100%
Annual consumption and cost of energy at Barnwood Park Arts College for the academic year
2012/13
In 2012/13 Barnwood Park Arts College used 305,690 kWh of electricity which cost £25,641.
During the same year the school used 642,300 kWh of gas which cost £14,539.
Altogether the school used 947,990 kWh of electricity and gas; the overall cost was £40,180.
Energy consumption 2012/13
Electricity
Gas
Pie chart showing consumption of energy for Barnwood Park Arts College, for the academic year
2012/13
10
Energy cost 2012/13
Electricity
Gas
Pie chart showing cost of energy for Barnwood Park Arts College, for the academic year 2012/13
Even though we consumed more gas than electricity in the academic year 2012/13 the cost of gas
is actually lower than the cost that we paid for electricity.
Carbon emissions data
The table below shows the CO2 emissions arising from our school’s use of each fuel type:
Fuel Type
Annual Consumption – kWh
CO2 Emissions - tonnes
Electricity
305,690
166
Gas
642,300
140
Total
947,990
306
Carbon Dioxide emissions from energy use at Barnwood Park Arts College during academic year
2012/13
As you can see in the table above, electricity released a greater amount of CO2 emissions than gas.
The fuel type which would have had the biggest impact on the atmosphere would be electricity, as
it released a greater amount of CO2 emissions.
As you can see, our school’s energy use resulted in 306 tonnes of CO2 being emitted into the
atmosphere and given that the average household emits around 6 tonnes of CO2 per annum,
Barnwood Park Arts College emits the same amount of CO2 as around 51 homes.
This amount of CO2 would fill 215,227,776 party balloons.
We would have to plant 1252 trees to offset these emissions and this would need to be repeated
every year.
11
Benchmarking
The information used for benchmarking is based on actual meter readings and an area
measurement of 6558m2 for the school. The table below shows how our school compares against
national averages (typical practice) for annual energy use per m².
Benchmark Figures for Barnwood 2012/2013
gas – (for heating, hot
Electricity (for appliances
water & catering)
etc.) (kWh/M2/p.a)
(kWh/M2/p.a)
Typical
Practice
93
51
Barnwood
98
47
Energy consumption comparison against national benchmark figures
The gas was slightly worse than the average and the electricity was below the average which is
good. The improvements are mostly needed on the gas because it’s slightly over the average.
Historic patterns
Electricity
In 2011-12 the electricity went down a lot. This is due to the YEP team reminding people to turn
things off but then when 2012-13 came they weren’t reminding people, therefore it slightly went
up which means it helps having people reminding us to turn lights off etc. In 2010-11 the
electricity was very high but this is probably because the YEP team was only just getting started on
our school.
12
Gas
In 2011-12, the gas was quite good and low but then in 2012-13 it rose a lot - this is because it was
a very long, cold winter so the heating would have been on for quite a long time.
School monitoring
Meters
There are 4 meters recording the energy consumption throughout the school.
There are 3 gas meters, covering the main school, kitchens and gym.
There is 1 electricity meter covering the whole school.
All meters are currently read monthly by the site manager and this information is recorded on a
spreadsheet. This is good practice that should be maintained.
13
Photographs of meters
Gym gas meter
Kitchen gas meter
Main school gas meter
Main school electricity meter
14
Perceptions of the school environment
The perceptions of the school environment outlined below result from a perceptive survey carried out
during September 2013.
This survey was completed by 213 students and 37 members of staff.
For each element described below, results have been broken down by location, enabling areas
experiencing specific problems to be identified. These areas are as follows:
Area A: Main school building
Area B: DT
Area C: Humanities
Area D: Sports facilities
Area E: All other areas
Some attempt has been made to link aspects of people’s health and well-being to their working
environment. Whilst it is recognised that at this stage such links cannot be proved, this does produce a
useful starting point so that these potential links can be investigated further.
Area A: Main school building
Air quality
About 2/3 of the people said that the ventilation was good or adequate. However, a third said that it
was poor. The majority of these people were on the top floor.
70% of the people said that the humidity level was about right. The rest said that it was too humid again these were mainly on the top floor.
Temperature
About half of the people said the temperature was about right. 32% felt it was too cold and most of
these were on the ground floor. 18% said that it was too hot and most of these were on the top floor.
This seems to be an issue with heat distribution that requires more investigation.
Lighting
Overall, 70% of the people think the natural light level is about right. 15% felt that it was too bright
and the same number felt that it was too dark. This suggests that the natural light levels are about
right.
75% of the people said that the artificial light levels were about right. 14% said they were too bright
and 16% said that they were too dark. Again, this suggests the levels are about right.
Impacts on physical well-being
Over 40% of people said they had headaches and sleepiness, most commonly on the ground floor and
the top floor. The 3rd most common problem is loss of concentration which mostly happens on the
ground as well as the top floor.
The issues on the top floor could be contributed to by the environmental factors (high temperatures
and poor ventilation) mentioned above as shown in the results.
15
Area B: DT
Air quality
Only 14% felt that the ventilation was good. Half thought it was adequate and 36% felt that it was
poor.
64% of people felt that the moisture level was about right. However, the remainder felt it was too
humid whilst no-one felt it was too dry.
Temperature
Generally most people say that the winter temperature is about right. Of the few that didn’t, more
said that it was too hot than felt it was too cold. This could be linked to the number of people saying it
is too humid, too hot and has poor ventilation.
Lighting
71% felt that the natural light levels were about right. The remaining 29% said that it was too dark.
Nobody said it was too bright in the DT area.
64% of the people said the artificial lights were about right. Of the remainder, 21% said that it was too
dark whilst 15% said it was too bright. This fairly even split suggests that the light levels are ok.
Around 1/3 said that they had headaches and felt sleepy and about 25% said they suffered from a loss
of concentration.
Even though the majority said the environmental factors were about right, a small proportion said it
was too hot, too humid or had poor ventilation which may be the cause of the headaches and loss of
concentration.
Area C: Humanities
Air quality
The vast majority (81%) said the ventilation was about right (adequate or good).
Temperature
60% feel about right but of the remainder, more say that it is too cold (33%) than say it is too hot (7%).
Lighting
73.3% said that natural light levels were about right. The proportion that thought the natural light was
too dark was about the same as those that felt it was too bright, suggesting the natural light levels are
ok.
Over ¾ thought the artificial lights were about right. Again, the proportion that thought it was too
dark was about the same as those that felt it was too bright, suggesting that artificial light levels are
also ok.
Headaches, sleepiness and loss of concentration all have about 30% saying they suffer from this. Small
but significant amounts also suffer from eye soreness, dry throat, allergies and coughs.
Most people thought that the environmental factor causing these problems is: unpleasant smell,
excessive cold and noisiness.
We have not reported on areas D and E because not enough people filled in the survey to make the
results reliable.
16
Summary
The main issues identified during out analysis are:
In the main building there is a big difference in the temperature between floors.
The main problems were found within the top floor as people felt that there was lack of
ventilation and that it was too hot.
This could be because as it is the top floor a lot of natural light enters which could make it hot
and because heat rises to the higher levels.
On the other hand, some people felt cold on the ground floor for the opposite reasons.
These issues will need to be investigated further.
17
Summary of energy-related behaviour within the school
The following findings result from the same perceptive survey described above.
Respondents were asked to rate the energy-saving behaviour of staff and students in the school. They
were also asked to comment on whether they carried out certain energy-saving behaviours. This will
show which energy-saving steps are already being carried out and which need to be encouraged as
part of an energy-saving campaign that will be implemented as part of this project.
This is important, as simple changes in staff and student behaviour could result in up to 15% savings
being achieved with no financial investment required.
Student Behaviour
The table below shows how people rated the energy-saving behaviour of students within the school:
Poor
Fair
Good
Excellent
N/A
People
Area A
46
100
33
1
15
195
Area B
3
11
2
0
0
16
Area C
7
15
6
1
1
30
Area D
4
5
0
0
0
9
Area E
1
0
0
0
0
1
TOTAL
61
131
41
2
16
251
%
24%
52%
16%
1%
6%
100%
As you can see, students are fairly good at saving energy according to students and members of staff;
however, there is still improvement to be made - an energy saving campaign could encourage
students to be more aware of their actions and could improve their energy saving behaviour.
Respondents also rated students’ actions according to whether they always, often, sometimes or
never perform certain energy saving actions.
The main behaviours that the results highlighted were:
- Turning off lights when people are the last to leave the room
- Shutting down computers when people are finished using them
- Turning off lights when there is plenty of natural daylight
- Putting computers to ‘sleep’ or ‘hibernate when people are not using them for a short period of
time and…
- Turning off the computer screen when people are finished using it.
These are the actions that appear to be being carried out least often across the school.
People turning off lights when they leave the room:
20% felt that students never turn off lights when they leave a room, whilst 37% thought they only
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
24
3
2
5
0
34
14%
Often
36
9
10
1
0
56
23%
Sometimes
70
4
11
3
0
88
37%
Never
39
0
7
0
1
47
20%
N/A
16
0
0
0
0
16
7%
People
185
16
30
9
1
241
100%
18
Shutting down computers when people are finished using them.
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
63
4
5
1
1
74
31%
Often
34
2
5
2
0
43
18%
Sometimes
32
2
11
3
0
48
20%
Never
44
7
9
3
0
63
26%
N/A
11
1
0
0
0
12
5%
People
184
16
30
9
1
240
100%
Setting computers to sleep or hibernate.
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
15
1
2
2
0
20
8%
Often
19
1
3
4
0
27
11%
Sometimes
40
5
4
0
0
49
20%
Never
100
8
20
3
1
132
55%
N/A
11
1
1
0
0
13
5%
People
185
16
30
9
1
241
100%
Turning off computer screen when finished.
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
45
2
7
0
0
54
23%
Often
29
2
4
3
0
38
16%
Sometimes
48
5
8
1
1
63
26%
Never
55
6
11
5
0
77
32%
N/A
7
0
0
0
0
7
3%
People
184
15
30
9
1
239
100%
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
31
3
5
2
0
41
17%
Often
54
2
11
3
0
70
29%
Sometimes
61
10
7
3
0
81
34%
Never
25
1
7
1
1
35
15%
N/A
11
0
0
0
0
11
5%
People
182
16
30
9
1
238
100%
19
Staff behaviour
The table below shows how people rated the energy-saving behaviour of teachers within the school:
Poor
Fair
Good
Excellent
People
Area A
14
82
61
17
174
Area B
0
9
6
1
16
Area C
5
12
10
1
28
Area D
1
6
1
1
9
Area E
0
1
0
0
1
TOTAL
20
110
78
20
228
%
9%
48%
34%
9%
100%
As you can see, the majority of people think that the energy saving behaviour of the teachers is fair.
They generally rated teachers’ energy-saving behaviour as better than students’ with 43% rating it as
good or excellent compared to just 17% for students. However, there is always room for improvement
throughout the school.
Respondents also rated teachers’ actions according to whether they always, often, sometimes or
never perform certain energy saving actions. The main issues were similar to those of students, mainly
relating to computers.
Shutting down computers once they have finished using them.
18% felt that teachers never shut down computers after use, whilst 40% thought they only
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
28
0
3
0
0
31
14%
Often
48
2
3
2
0
55
24%
Sometimes
62
11
11
6
1
91
40%
Never
28
3
9
1
0
41
18%
N/A
10
0
1
0
0
11
5%
People
168
16
27
9
1
229
100%
Setting computers to sleep or hibernate if they are not using it for a short period of time.
20% felt that teachers never set their computers to sleep or hibernate, whilst 48% thought they only
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
19
0
2
1
0
22
10%
Often
26
3
4
2
0
35
15%
Sometimes
77
10
19
3
0
109
48%
Never
37
2
3
2
1
45
20%
N/A
16
1
0
1
0
18
8%
People
175
16
28
9
1
229
100%
20
Turning off the computer screen when they have finished using it
24% felt that teachers never turn off the computer screen after use, whilst 42% thought they only
sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
26
2
2
1
0
31
14%
Often
26
2
3
2
0
33
14%
Sometimes
69
10
13
2
1
95
42%
Never
43
2
7
3
0
55
24%
N/A
13
0
1
1
0
15
7%
People
177
16
26
9
1
229
100%
Turning heating down instead of opening windows.
15% felt that teachers never turn the heating down instead of opening windows, whilst 37% thought
they only sometimes did so.
Area A
Area B
Area C
Area D
Area E
TOTAL
%
Always
20
0
4
1
0
25
11%
Often
27
5
14
2
0
48
20%
Sometimes
66
9
7
3
0
85
37%
Never
31
1
1
0
1
34
15%
N/A
31
1
0
3
0
35
15%
People
175
16
26
9
1
227
100%
Summary:
The main areas for focus for our energy-efficiency campaign should be to encourage people to:
Turn off lights when they leave the room.
Turn off monitors when they have finished using them.
Turn down the heating instead of opening the windows.
Turn off computers when they have finished using them.
Put computers to sleep or in hibernation when not in use for a short period of time.
21
Critical survey
The findings outlined in this section of the report result from an energy survey of the school carried
out on 27/09/13.
The survey was carried out by students from year 9 and was conducted across the whole of the
ground floor:
The following aspects were surveyed and the main findings from each are summarised below:
- Natural lighting
- Artificial lighting
- Electric devices
- Heating
- Ventilation and insulation
- Water
Natural lighting
There are a number of benefits to making good use of natural light. Firstly, it is a free source of light
and making good use of natural lighting in a classroom can reduce lighting costs by 19%. However, this
is not the only benefit. Natural light has significant physical and mental health benefits. Think about
how you feel on a dark, dank day compared to a bright sunny one. Natural daylight improves mood
and alertness and can help with concentration, improving learning.
It was found that in many (but not all) classrooms, there was enough natural daylight for the students
to be working comfortably without the lights on and this was on a dull, overcast day. This is because
most of the classrooms have large windows. This means that as part of our behaviour change
campaign we can encourage teachers to work without the lights on where possible (but not to the
detriment of students’ learning). A common problem is teachers turning the lights on in the morning
when it is still quite dark and then forgetting to turn them off again when it brightens up later in the
day:
Were these lights needed with so much natural daylight coming through the windows?
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In areas such as toilets, corridors, cupboards and offices, natural light levels were found to be poor.
Particular attention will need to be paid to the quality of artificial light provided in these areas to
ensure that they are sufficiently lit (see next section).
It is possible to improve levels of natural daylight by:
- Fitting skylights or light tubes
- Fitting daylight blinds
- Ensuring that blinds are opened whenever possible (teachers will often close curtains or blinds when
using a whiteboard or watching a DVD for example, but they often forget to open them again and
resort to using artificial light which is not actually needed).
- Painting walls in a light colour to ensure that more light is reflected back into the room
Glare did not seem to be a problem around the school as blinds are used to cut out very bright
sunlight.
However, in some rooms, blinds were left closed meaning that best use was not being made of natural
daylight.
Could these blinds have been opened to make better use of natural daylight?
Nearly all rooms were found to be painted in a light colour meaning that light is spread nicely around
the room.
Key recommendations
Encourage teachers to work without the lights on during bright days.
Encourage people to open blinds to let in more natural daylight once they have finished using
whiteboards etc.
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Artificial lighting
Lighting typically accounts for approximately 10% of a school’s total energy use but up to 28% of total
costs as electricity is considerably more expensive than gas which most schools use for their heating.
Therefore, there are substantial savings than can be made by improving the type, control and use of
lighting in our school.
Type of lighting
The most common types of lights used in schools are fluorescent tubes. There are three main types of
fluorescent tubes which can be identified by their size. The ‘chunkiest’ are T12s and they are also the
least efficient. T8s are slimmer and more efficient and T5s are slimmer and more efficient again.
T12
Least
efficient
T8
Most
efficient
T5
T12s can be replaced directly with T8s and this will result in an approximate 8% saving with a
significantly extended lamp life. T8s can be replaced with T5s resulting in an approximate 40% saving
and three times the lamp life. However, for T8s to be replaced by T5s an adaptor is needed or the
fitting needs to be replaced. Even with the additional cost of adaptors, the payback time is still only
around 18 months.
T12
T8
Approx. 8% energy saving
Significantly longer life
No adaptor or new fitting required
T8
Approx. 40% energy saving
Last up to 3 times longer
T5
Requires adaptor or new fitting
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When replacing fluorescent tubes we should always try to purchase tubes which have a triphosphor
coating as this maintains the maximum brightness of the lamp for longer.
We should also go for high frequency tubes. These are more efficient, produce less flicker and have a
longer lifespan.
The most common types of lights in our school were T8s which are in the middle referring to
efficiency, as the T12s are the worst and the T5s are the most efficient. The site manager said that he
would like to upgrade to T5s and he can do the work himself which will make it cheaper. We found
that in the hall there are T5s already, which is really good and will save energy. We think that these
were only recently put in. T5s are the best to use because they save the most amount of energy, so
hopefully the rest of the school will upgrade to them. This would save the school money in the long
term.
In the survey, we found out that the lighting distribution in the school is fine as all of the surveyors
have answered ‘yes’ to the question ‘Is the number of lights and the distribution of lighting good? Is
lighting located where it is needed.’ Therefore, I don’t think this needs too much improving. However,
I know from being in the school lots of the time, in the toilets a lot of the lights do not work - I am not
sure whether this is still an issue, but if they don’t work we should put new T5s in them.
The main Lights used in the schoool areT8’s (changing rooms)
Light fittings and equipment
It is not only the lights themselves that are important. Also of great importance is the light fitting.
Fittings which include some sort of cover over the lamp can help to reduce glare, whilst fittings with
reflectors can help to ensure that more of the light produced enters the room and that is more evenly
distributed across the room. The light fittings should be cleaned regularly too as dirty covers and
reflectors will prevent the maximum amount of light from entering the room.
Most of the lights in the survey area had diffusers and there were some reflectors like in the ICT
suites, but these were not as common as the diffusers. We recommend that reflector fittings are used
for all lighting upgrades as they make more light enter the room.
There were a few rooms where the lights had no covers at all which are…The Gym, Careers Room,
DT3, DT4, and some of the terrapins. This could lead to glare.
Some of the covers were dirty and yellow - this could affect the distribution of the lighting, so they
need to be cleaned or replaced to ensure that more of the light is used, especially in the P.E office and
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in the P.E changing rooms. In the older parts of the buildings like the main parts they are the dirtiest of
all.
None of the reflectors were dirty - all seemed immaculate.
Most of our lights have diffusers. We would recommend replacing these with reflectors (see below) as
lights and fittings are upgraded.
Reflectors are more effective as more light enters the room and the light is spread evenly around the
room
Lighting Behaviour
The best way of reducing the amount of energy used for lighting is for people to turn lights off in
empty rooms or when there is plenty of natural daylight.
We found that lights are often left on in empty rooms.
Lights were often left on in empty rooms
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Students would not turn the lights off when they leave a room because there will still be a teacher in
that classroom so they don’t have to. This means that this part of our campaign should be aimed at
teachers.
Lights are also often left on when there is plenty of natural daylight. This is very common and often
happens because people turn the lights off in the morning when it is quite dark, but forget to turn
them off again when it brightens up later on.
Lights are often left on when there is plenty of natural daylight
The site manager said that cleaners are asked to turn the lights off and close windows as they go
around the school, but it has lapsed recently. They were written to by the YEP! students last year and
this had a positive impact, but this needs reinforcing again. He also said for the long term he would
like to put a system like a timer so at a particular time the lights will all turn off automatically.
Lighting control
A significant amount of energy can also be saved by improving lighting controls. This may be as simple
as labelling light switches or as complex as installing occupancy and lux sensors.
Multiple switches
The simplest form of lighting control is to have multiple switches which allow some lights to be
switched off whilst others are left on. This is really useful when there are only a few people in the
room (e.g. when teachers are sat working in the room on their own) as it is possible to have just one
set of lights on. It is useful to be able to control the lights in the front and back of the room separately
if using a projector, as the front row of lights can be switched off to prevent glare on the screen.
However, from an energy-saving point of view it is useful to be able to control lights closest to
windows separately as the section of the room closest to the windows may not need to be lit at all on
a bright day.
Most rooms at Barnwood Park have multiple switches which is good. Sometimes they are used
effectively. It does depend on the classroom but usually the teachers use only some lights if they need
to use the whiteboard. Where there are not multiple switches we should have them as they save a lot
of money and energy!
Lighting control can be taken a step further using push-button timers, occupancy detectors and lux
sensors.
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Push-button timers
These are useful in areas such as cupboards or cloakrooms where people may be entering the area for
only a very short period of time.
Occupancy detectors
Occupancy detectors sense movement when someone is present in the room / space and turn on.
They then turn off after a set period of inactivity.
Lux sensors
Lux sensors sense how much light there is in the room so that the lights only come on when light
levels are low. Ideally, they should be combined with occupancy detectors so that the lights only come
on when it is dark and there is someone in the room.
At Barnwood Park, we do have some movement sensors in corridors and the canteen etc. This is really
good.
In changing rooms there are currently normal switches. We should have sensors as if no one is in
there, there is no point having them on. The gym has them.
If not accompanied by lux sensors, occupancy detectors should be accompanied by an over-ride switch
enabling the lights to be turned off when there is plenty of natural daylight.
External lighting
Nearly all external lights are on timers – a few around terrapins and canopy area are on movement
sensors. The site manager would like to add lux detectors and would consider adding movement
sensors to more areas.
Key recommendations
Site manager to gradually upgrade areas to T5 lights with reflectors.
Behaviour campaign to encourage staff to turn off lights:
- When they are the last to leave a room.
- When there is plenty of natural daylight.
Long term install automatic shutdown for lights, so that they automatically switch off at a set time
in the evening.
Work with cleaners to ensure lights are being turned off as they clean rooms.
Label light switches controlling lights closest to windows with red stickers and discourage their use
on all but the darkest days.
Install occupancy detectors in changing rooms and toilets.
Add movement sensors to more external lights.
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Electric devices
One of the main reasons that schools’ energy consumption has risen during recent times is the huge
increase in the amount of IT equipment used in schools. For example, energy consumption from
computers in UK schools doubled from 2001 to 2006. There are large potential savings that can be
made in this area through a combination of improved controls and user behaviour.
User behaviour
As with lighting, the best way of reducing the amount of energy used from electrical appliances is to
switch them off when they are not in use.
Generally people are remembering to turn off electrical appliances but there is room for
improvement. Examples of where people forget to turn off appliances include computers and
projectors. People do not usually use the energy saving features of devices that have them and
sometimes people leave projectors on. The water cooler is turned off over the weekend and a few of
the electrical devices are on timers. I think that turning all electrical devices off, and not just on
standby, should be promoted through the energy efficiency campaign.
Control
Amounts of energy used by electrical devices can also be reduced using different types of controls.
Sometimes, this is a case of making best use of existing controls. In other cases it may be a case of
downloading software, purchasing timers etc.
IT
Computers are not generally set to hibernate after a period of inactivity but some of the teacher’s
computers and personal laptops are. Also, the teacher’s laptops could be improved by setting the
them to hibernate when the lid is closed but at the same time, if there is a class and the computer is
connected to the projector/whiteboard, then it would not be helpful for the computer to be set to
standby as teachers may need to leave images up on the screen. Automatic shutdown has been
installed as all of the computers shut down at six o’clock in the evening. Students do not, however,
turn off the computer screens when they are not in use.
Timer switches
The only electrical appliance timers are on the hot water boilers. We also recommend that you fit
timers to things like photocopiers and water coolers.
Use of electricity for heating / cooling
Significant amounts of electricity may be used for heating and cooling. Often fans and air conditioning
are used as rooms become too hot. Similarly, plug-in electric heaters are often used when rooms
become cold.
Fans and air conditioning
In our school, fans are used to cool rooms down. Most fans were used in offices and ICT suites; we
think this is because the computers make the room hot and stuffy. We suggest that the windows
should be opened before the fans are turned on.
Plug-in electric heaters
Plug-in electric heaters are much more expensive to run than the main central heating because
electricity is much more expensive than gas. There is only one plug-in electric heater that has been
mentioned which was in the medical room - this is for medical reasons, so we think this is ok.
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Key recommendations
Promote switching things fully off (not just on standby) as part of behaviour change campaign.
Promote switching computer screens off in particular.
Design screensaver asking people to switch off screens.
Behaviour change campaign to encourage people to open the windows before fans are turned
on.
inactivity.
Discuss whether automatic shutdown of computers could be brought forward to a slightly
earlier time.
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Heating
Heating is usually the largest use of energy in a school and significant savings can be made through the
implementation of even simple, low-cost measures. In fact, it is possible to cut heating costs by up to
30% by making a few simple adjustments to heating settings.
Boilers and boiler rooms
Gas is the fuel that is used for heating and hot water at this school.
There are four boiler rooms; however we will only be looking in detail at the main boiler room.
The boiler by the science department serves the science classrooms. The boiler near
the field heats up the English block. There is also one by the gym that heats up the gym. The main
boiler is by the reception.
Main boiler room
This boiler room serves the main school building. Altogether there are two efficient boilers in the
room. Each boiler has a power output of 337 kW.
The main boilers are quite new and modern because they have insulation on the inside which the old
ones fail to have. It has been less than 5 years since they were first installed in this school. Because
they are new, the efficiency is about 80 – 85%.
I do not think that the boilers need replacing as they are considerably new. It is recommended that a
boiler has to be changed if it has been there for over 15 years as the efficiency would start to
decrease. This could mean wasting more money as the boiler wouldn’t work as efficiently as it used to.
Control
The heat from the boiler is zoned. It divides into 2 zones. Zone 1 covers reception, admin, the hall and
changing rooms while zone 2 covers art, DT, humanities and the gym. I think having the zones is very
helpful as the school can adjust how much heat each zone needs. So, if they decide one area needs
more heat than the other, then they will be able to set the temperature to suit the condition of the
area.
However, the system at our school is not perfect. The two zones are very different. One zone is big
whereas the other is closer and small. What happens is that the water loses its heat before it gets
around the bigger zone which means that the school has to set a higher temperature for the heating.
This increases the amount of gas used as it is set on a higher temperature and uses more energy.
Some activities do take place after school but the heating isn’t turned on for those as the building
retains heat from the day. This is really good and is reducing consumption.
At Barnwood, the system has an optimum start. This is when the system decides the amount of time it
needs to be turned on in the morning in order to heat up the school in time. There is a sensor installed
on the outside of every boiler room. This is a good thing as the system turns on according to the
temperature each day which means that we are not wasting any energy or money on additional usage.
I would like to recommend that the heating be turned on 10 minutes later and turned off 10 minutes
earlier to see if anyone spots the difference. Keep on doing the same until someone notices. This
should be done to see if we can have the heating on for less time without staff and pupils becoming
too cold.
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The current setting for the heating temperature is between 18°c and 22°C. If the one zone wasn’t so
big, this could be reduced (see above).
The heating control panel
The outside temperature sensor for the optimum start system
Boiler Room Insulation
It is really important that the boilers, pipework and valves in boiler rooms are insulated. As the water
here has in some instances only just been heated by the boilers, it is extremely hot and therefore, the
potential for heat loss is extremely high. An un-insulated valve will result in heat loss equivalent to
1.5m of un-insulated pipework.
The boilers along with the pipework are insulated in all the four boiler rooms. Other than the science
boiler room, none of the valves have insulation fitted. I would like to take this opportunity to
recommend that the insulation be fitted in every single boiler room as this would reduce levels of
heat loss.
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Localised heat delivery
Type of heating
Whilst the heat is usually produced in the boiler room, it is usually delivered to different areas of the
school via a system of pipework and radiators or heaters.
In area A, the heat is delivered to 20% of rooms using radiators and 80% are convector heaters.
In area B, 55.6% were radiators, 11.1% were convector heaters, 22.2% were others and 11.1% had no
heating (mainly cupboards)
In area C, 40% were heated by radiators, 30% were heated by convector heaters and the remaining
30% was others.
In area D, the results were 36.4% were radiators, 18.2% were convector heaters, 27.3% were none.
Finally, in area E, 85.7% were radiators and the remaining 14.3% were none.
In some of the DT rooms, the heaters are fixed to the ceilings. This is not ideal as hot air rises and will
collect near the ceiling and escape from the raised windows.
Heat distribution
There are no radiator shelves used in our school so this could be an improvement. They help because
instead of the heat just going straight up it goes more into the room.
In Science 6, there is a storage heater being covered by boxes that need to be removed because it’s
blocking the heat. Also in the hall the heater is being blocked by chairs. There were also blocked
heaters in some of the terrapins.
Blocked heaters preventing heat from entering the room
Control
Levels of control vary considerably depending on the type of system used. Individual radiators can
usually be controlled using Thermostatic Radiator Valves (TRVs) which adjust the flow of water
through the radiator. With convector heaters, on the other hand, control is usually limited to a simple
on / off switch for the fan which pushes the hot air into the room (if they have any form of accessible
control at all).
Most radiators at our school have TRVs which is really good. We are not sure if all of them work but
they are useful in the way that they can control the amount of heat. Some rooms also have individual
room thermostats. Again, this is really good.
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Thermostats and TRVs help control the heating
Temperatures and comfort
The table below shows the recommended temperatures for different areas of the school alongside
the actual temperatures in our school during the heating season. Where the temperatures are higher
than those recommended, the potential savings are indicated, showing how much energy is likely to
be saved by reducing temperatures to those recommended. This is based on an average 8% saving
per 1°C reduction in heating temperature.
Room / area type
Recommended
Temperature
Classrooms/Teaching
Dining Areas
Sports Hall
Staff/Admin
Assembly/Multipurpose
Cloakrooms/Corridors
18°C
18°C
13°C
18°C
16°C
15°C
Average
temperature
in our school
23°C
23°C
23°C
22°C
20°C
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Potential
saving
40%
40%
80%
32%
32%
48%
As you can see, all areas of the school are well above recommended temperatures. We could save a lot
of energy, especially in the sports hall at around 80% and in the cloakrooms/corridors which was a 48%
saving - this is by turning the heating down.
Key recommendations
Try turning the heating on 10 minutes later and off 10 minutes earlier to see if anyone spots the
difference. Keep on doing the same until someone notices.
Reduce the temperature setting by 1°C to see if anyone spots the difference. Keep on doing the same
until someone notices.
Remove obstacles from in front of heaters.
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Generally, in order to improve energy efficiency, we aim to prevent warm air from leaving buildings.
We call this insulation. However, if a building was completely sealed, the air would soon become stale
and stuffy. As there would be nowhere for moisture to escape, condensation damp could also become
a problem. Therefore there needs to be a certain amount of air exchanged from outside. We call this
ventilation.
Ventilation
Most rooms were adequately ventilated. This is a positive for the school.
Insulation:
Walls
As you can see from the table below, most of the walls are brick built with a cavity but we do not
know if the cavity has been filled, so the site manager could check if they have been filled or not and if
not arrange for them to be filled, like so;
We recommend insulating any unfilled cavity walls
Roofs
Most of the school roofs are flat such as the original school, Art/DT and the Hall/Gym/Dining
area/Kitchen but others for example the Jubilee Block, Art 3 and Science Zone are all metal sheeting
pitched roofs with fiberglass insulation in the void. All pitched roofs are insulated so that is a positive
for the school. Also, new insulation has just been put on the hall, gym, dining area and kitchen so
that’s a positive too. We recommend that similar work is carried out across the school where this
hasn’t been done already.
Block / area
Original school
Art / DT
Date of construction
1958
Late 1960’s
Walls (solid / cavity – cavity filled
or unfilled?)
Brick built with cavity
Insulation unknown
Roof (Pitched or flat + level of insulation)
Flat roof recovered in the 90’s partial fiberglass
insulation in void areas
Insulation unknown
Flat roof with partial fiberglass in void areas
Science zone
1990
Insulation unknown
Metal sheeting with pitch having fiberglass
insulation in void
Hall ‘ Gym / Dining
area / kitchen etc
1958
Steel frame, brick built with cavity
Insulation unknown
Just had a new flat roof so existing insulation and
new 150mm kingspan as base layer for new roof
Jubilee block
2002
Metal pre-fab, cavity insulated
Metal sheeting with pitch and fiberglass insulation
in void
Art 3
2007
Metal pre fab brick finish
Cavity insulation
Metal sheeting with pitch and fiberglass insulation
in void
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Windows
Most of the window frames in the school are made of metal. Although metal is not a good insulator,
the windows are not draughty and don’t let the cold in so they are still good. Metal framed windows
will also last a long time.
Out of all the windows in the school we looked at, nearly all of them are double glazed. This is good
because with double glazed windows there is some air (or a gas called argon) trapped between the
two panes of glass and air is a very good insulator so it keeps the heat in and the cold out.
The only places we found that they had single glazed windows were terrapins 1, 2 & 3. This shows that
when you are in those terrapins it is going to be a lot colder because with the single glazed windows,
its only 1 layer of glass so it can’t have the air as an insulator between so the heat from the class room
is more likely to go through the glass and therefore cost more money to try and keep the room
heated.
I recommend that if the terrapins are going to be kept they get changed to double glazing windows
because it will be less money for heating and gas bills in the future and it will keep the pupils
comfortable, warm and more likely to learn than be distracted by the cold. If they are not going to be
kept long term, we could consider secondary glazing.
Draught-proofing
Where windows and doors are draughty, these draughts can be prevented fairly easily and cheaply
using draught-proofing materials which can usually be installed by the site manager.
In our results, there were a few windows in certain rooms that people found draughty such as
Humanities 1 and the finance room. Also in the humanities corridor and Humanities 2, the doors were
found to be draughty. These doors and windows should be draught-proofed. This could be done using
brush strips, rubber seals or liquid sealant.
One of the main problems is that the rubber seals have come away from some of the handles meaning
that the windows don’t shut as tightly as they should do. We recommend that these are replaced.
The rubber handle seals have come away from some of the windows. We recommend that these are
replaced.
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Related behaviour
Of course, it is of little use having excellent insulation if people open windows and doors during the
winter months letting all of the heat out.
There were actually quite a few windows and doors left open whilst the heating was on such as DT
1&2 and the corridor outside them, Art 2 and Art 3. We will include as part of our energy efficiency
campaign trying to get people to turn the heating down rather than opening windows.
Pipework
It is important that any exposed heating and hot water pipe-work in the school is insulated. If it is not
insulated then it may cause the following problems:
1) Heat is lost from the system meaning that more energy is required.
2) Levels of control are reduced as even if a radiator is turned right down, heat escaping from the
pipes can still make the room very hot.
3) The heat may not reach rooms furthest from the boiler rooms meaning that these rooms are
always cold.
We found that almost none of the pipework around the school was insulated. Pipes can easily be
insulated using foam tubing and we would recommend this as a priority – this may help to solve the
problem of needing the heating temperature setting to be so high to ensure that the heat gets around
the large zone (see heating section)
There is a lot of un-insulated pipework around the school. We recommend that insulating foam tubing is
fitted to this pipework.
Key recommendations
Add flat roof insulation to remaining flat roofs.
Replace single-glazed windows of terrapins with double glazing or fit secondary glazing.
Replace rubber handle seals on windows.
Fir foam tubing insulation to pipework around the school.
Include as part of behaviour change campaign getting people to turn the heating down rather
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Water
Water and energy use are very closely linked. Not only does hot water account for approximately 15%
of a school’s total energy use, energy is also required to clean water ready for use, pump it to where it
is needed and clean it again after use. There are lots of small changes that can be made in order to
reduce a school’s water, and associated energy, consumption.
Hot water
Hot water is supplied to the school using a mixture of methods. Some is distributed from boiler rooms,
some is supplied from direct-fired hot water tanks and there are also point-of-use hot water heaters
dotted around the school.
The hot water provided from the main boiler room comes on in the morning at 8am which allows it an
hour to heat up before school starts. This then goes off at 9. It is not switched on again lunch time
between 12 and 1. The hot water at the school is switched off at the weekends and also during the
school holidays.
I think that we could make small reductions. One way that we could do this by putting the hot water
on 5 minutes later and turn it off 5 minutes earlier too, as this will help to save money.
The hot water at Barnwood is currently being stored at 60°C. This is the recommended temperature
to store water, so this is good. Keeping it at 60°C will make sure that all living bacteria are killed whilst
also making sure that we aren’t wasting any energy.
The hot water pipes in the school are not insulated. To ensure that we can save more energy these
pipes could be easily insulated with foam tubing.
Taps
The taps in this school are not currently fitted with flow regulators. It would be more beneficial if
these were fitted, however, as they can help to control how much water is allowed to exit through the
taps, meaning that we can save more money and water as not as much will be used.
The majority of the taps within the toilets are push taps but some are still traditional taps. As most of
the taps in the toilets are push taps, it would be a good idea to check how long they stay on for and
wherever possible reduce the time down by a few seconds.
Furthermore, in the toilets which still have the traditional taps, it would be better to fit them with the
push taps or sensor ones as they will use less water and also prevent students from leaving them on
accidently.
Following the surveys that we conducted there were few reports of any leaking taps. However there
was one tap within the art department in room 3 which was found to be leaking and an outside tap
that was also leaking.
Two leaky taps were found – we recommend these are fixed as soon as possible
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Showers
Throughout the school the showers are not fitted with flow regulators. However I do think that it
would be a good idea for them to be fitted, as it would stop the water from coming out too fast as it
sometimes overflows out of the shower cubicle.
From the evidence we know that the showers are fitted with push taps which is a good idea as they
can control how long you under them for. It would be good if they could be fitted with a timer as then
we could allow a time limit for how long you are supposed to be in there for. Afterwards the time
could be reduced to make sure that every pupil will have time to use them after PE.
Toilets
Within our school toilets none of them have a dual flush. We recommend that dual flush toilets are
installed as they need replacing to help save water. We also recommend that in the meantime, save-aflush devices are fitted to the toilets, reducing the amount of water used per flush.
The urinal flushing is on a timer system which is good. We could even install occupancy detectors so
that they only flush when they have been used. This would prevent them flushing during school
holidays.
Key recommendations
Experiment with reducing the amount of time the hot water is on for.
Fit foam tubing insulation to hot water pipes.
Fit push or sensor taps where they are not already in place.
Fit flow regulators to taps and showers.
Install save-a-flush devices in toilet cisterns.
Install dual flush toilets as they require replacement.
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Renewable energy
We do not currently produce any renewable energy at Barnwood Park but we would like to
investigate the possibility of installing solar PV panels to produce low-carbon electricity for the
school.
There are two main options for this:
A) Self-fund
This has the advantage that as well as gaining from the free electricity produced, the school will also
benefit from the government’s Feed-in-Tariffs. These rates are paid for all units generated, are RPIlinked, guaranteed for 20 years, and tax-free. PV panels require minimal maintenance, and are
designed for a 25-year working life, with performance even after 30 years being 80% of that when
new. To find out the latest Feed-in-Tariff rates visit:
www.ofgem.gov.uk/Sustainability/Environment/fits/tariff-tables/Pages/index.aspx.
The 10:10 organisation have recently set up the ‘solar schools’ website to enable schools to raise the
money to pay the upfront cost of solar panels from parents, the local community and local
businesses. This provides a way of raising the money required enabling the school to benefit from the
Feed-in-Tariffs. To find out more, visit: www.solarschools.org.uk
B) Rent-a-roof
The alternative is to use what is commonly referred to as a rent-a-roof scheme. Using this approach,
there is no upfront cost to the school. However, the installer rather than the school benefits from the
Feed-in-Tariffs making it less financially lucrative.
40
School heating energy balance
During September 2013 we conducted a heat energy balance at the school, covering the hall, gym,
changing rooms, white room, kitchens and dining area.
This involved measuring various aspects of the building and finding the insulating properties of the
building materials in order to work out how much heat energy enters and leaves the building.
Our results show how much heat is entering the building from various sources and how much energy
is lost from the building during the winter months.
From this, we have been able to work out how much energy is required from the heating system in
order to keep the school at a comfortable temperature over winter.
Here are our main findings:
The total amount of heat energy entering the building over the winter period was 268,822 MJ.
The total amount of heat energy lost from the building over the winter period was 1,095,309 MJ.
This means that we have an energy shortfall of 826,487 MJ.
This is the energy required from our heating systems to keep the survey area heated to 15.3°C (the
average weighted temperature during our critical survey).
Heat gains (during heating season)
Solar heat gains
144,484 MJ
Internal heat gains
124,338 MJ
Total heat gains
Heat losses (during heating season)
Heat loss through walls
168,800 MJ
Heat loss through windows
141,644 MJ
Heat loss through floors
197,498 MJ
Heat loss through roof
412,951 MJ
Heat loss through ventilation
174,415 MJ
Total heat losses
1,095,309 MJ
268,822 MJ
25%
through
the roof
Energy balance
- 826, 487 MJ
37%
through
the roof
10%
through
the
windows
35%
through
the walls
15% in
draughts
15%
13%
through
the
windows
17%
11%
through
the walls
28%
15% in
draughts
15% into the
ground
Typical Heat Loss from a domestic property
18% into the
ground
Heat Loss from our survey area
41
The diagram overleaf shows typical heat loss from a domestic property, and the same from our school.
It is interesting to note the differences. We think the main reasons for this are …
The school has larger areas of glazing than a typical house.
The walls make up less of the surface area of the school than the typical house.
Poor levels of roof insulation (prior to the recent work taking place).
Modelled effects of possible improvements:
The software that we have used to conduct the analytic survey enables us to model potential changes
to the structure of the school buildings particularly with respect to improving the insulation of the
buildings.
Below, is a summary of our modelling, providing information on the likely impact of improving various
aspects of the survey area.
Reducing heating time and temperature settings:
This means that we could adjust the heating time and temperature settings, reducing the set
temperature and / or the amount of time the heating is on for whilst still keeping the school at an
adequate temperature.
It is recommended that classrooms are heated to a temperature of 18°C and sports areas to 13°C.
Our figures show that if we reduced the temperatures to those recommended this would save 24,651
kWh of mains gas per year.
This is a saving of 17% and bearing in mind that the school currently spends £7,122 on heating the
survey area, this works out at a saving of approximately £1,211 per year.
Adding cavity wall insulation
At present we believe that the walls of the survey area are un-insulated cavity walls.
Adding cavity wall insulation to these walls would reduce our heating costs by 13.1% per year.
As we are currently spending £7,122 a year on heating the survey area, this is saving of £933 per year.
Adding flat roof insulation the remainder of the survey area
At present we believe that whilst some of the roofs have very recently had new flat roof insulation
added, this has not yet been extended to all roofs within the survey area.
We have worked out that the insulation work already carried out will reduce the amount of energy
required to heat the survey area by 21%, saving £1,496 per year.
Insulating the remaining flat roofs would reduce our heating costs by a further 27%, saving a further
£1,519 per year.
We have not yet obtained a quote for the above work to be carried out, but if we did, we would then
be able to calculate how quickly the school will make its money back. This is known as the Return on
Investment.
42
Summary
If each of the 3 recommended measures were undertaken, the total savings that could be achieved
would be as follows:
Measure
Reduce temperatures in
the survey area to
recommended
temperatures
Fit cavity wall insulation
to survey area
Fit flat roof insulation
to remaining flat roofs
% Saving
Cost saving
CO2 saving
17%
£1,211
8.7 tonnes
13%
£933
6.7 tonnes
27%
£1,519
8.4 tonnes
These savings are not cumulative as the impact of installing one measure will reduce the savings that
will be achieved from the remaining measure. As such this is indicative information only.
43
Recommendations
Natural Lighting
Cost
Issue identified
No Cost
o Low Cost
Best use not being made of
natural daylight
o Capital Cost
No Cost
o Low Cost
o Capital Cost
Blinds left closed and lights on
after projectors used
Recommendation (with
justification)
Include in energy-efficiency
campaign:
-Turn lights off (esp. those
nearest windows) on sunny days
Label light switches controlling
lights closest to windows with red
stickers and discourage their use
on all but the darkest days.
Include in energy-efficiency
campaign:
- Encourage teachers to open
blinds after using
whiteboards
By Whom?
When?
Priority
High Medium Low
Student Energy
Team
Spring Term 2014
H
Student Energy
Team
Spring Term 2014
H
44
Artificial Lighting
Cost
Issue identified
By Whom?
When?
Priority
High Medium Low
Site Manager
Gradually
H
Student energy
team
Autumn term
2013
H
Student energy
team with Site
Manager and
cleaners
Autumn term
2013
H
Lights being left on overnight
Long term install automatic
shutdown for lights, so that they
automatically switch off at a
set time in the evening.
Contractors
Long term
L
Lights left on all day in toilets,
changing rooms and corridors
Install occupancy detectors
Site Staff or
contractors
As finances
become available
M
o No Cost
o Low Cost
Majority of lights in the school
are T8s
justification)
Site manager to gradually
upgrade areas to T5 lights with
reflectors.
Capital Cost
No Cost
o Low Cost
Lights being left on in empty
rooms
o Capital Cost
No Cost
o Low Cost
Lights being left on overnight
Behaviour campaign to
encourage staff to turn off lights
when they are the last to leave a
room.
Work with cleaners to ensure
lights are being turned off as they
clean rooms.
o Capital Cost
o No Cost
o Low Cost
Capital Cost
o No Cost
o Low Cost
Capital Cost
45
o No Cost
o Low Cost
Capital Cost
Some external lights left on all
night
Install movement sensors to
lights that don’t already have
them in all areas except those
where it may pose a health and
safety threat
Site Staff or
contractors
As finances
become available
46
M
Electric Devices
Cost
Issue identified
By Whom?
When?
Student energy
team
Autumn term
2013
H
Computers being left on
between use
Set computers to hibernate after
5 mins. of inactivity & teachers’
laptops to hibernate when the lid
is closed
IT team
ASAP
H
Computers screens being left on
between use
Promote switching computer
screens off in particular.
Design screensaver asking people
to switch off screens.
Student energy
team + IT team
ASAP
H
IT team
Spring Term 2014
H
Site team / Student
Energy Team
ASAP
H
No Cost
o Low Cost
High numbers of appliances left
on when not in use
justification)
Promote switching things fully off
(not just on standby) as part of
behaviour change campaign.
Priority
High Medium Low
o Capital Cost
No Cost
o Low Cost
o Capital Cost
No Cost
o Low Cost
o Capital Cost
o No Cost
Low Cost
Automatic shutdown software –
may be able to reduce time of
shutdown
Discuss whether automatic
shutdown of computers could be
brought forward to a slightly
earlier time.
o Capital Cost
o No Cost
Low Cost
Appliances left on overnight and
at weekends
Fit 7 day timers to photocopiers
and water coolers - set to turn off
at night and during weekends
o Capital Cost
47
No Cost
o Low Cost
Electric appliances being left on
during school holidays
Email to staff just before each
holiday asking them to turn off
and unplug electrical appliances –
Site staff to complete quick check
Site team / Student
Energy Team
Before each
holiday starting
Oct ½ term
H
Fans using large amounts of
electricity
Encourage people to open the
windows before fans are turned
on
Student energy
team
Summer term
2014
M
o Capital Cost
No Cost
o Low Cost
o Capital Cost
48
Heating
Cost
Issue identified
By Whom?
When?
Heating times could possibly be
reduced
Try turning the heating on 10
minutes later and off 10 minutes
earlier to see if anyone spots the
difference. Keep on doing the
same until someone notices.
Site Staff
Autumn term
2013
H
Temperature setting could
possibly be reduced
Reduce the temperature setting
by 1°C to see if anyone spots the
difference. Keep on doing the
same until someone notices.
Site Staff
Autumn term
2013
H
Un-insulated valves in boiler
rooms leading to heat loss
Fit insulating jackets
Site Team
ASAP
H
Obstructions in front of radiators
/ heaters preventing max. heat
from entering room
Remove obstructions where
possible
Site Team
Autumn Term
2013
M
No Cost
o Low Cost
o Capital Cost
No Cost
o Low Cost
o Capital Cost
justification)
Priority
High Medium Low
o No Cost
Low Cost
o Capital Cost
No Cost
o Low Cost
o Capital Cost
49
Cost
Issue identified
justification)
By Whom?
When?
Priority
High Medium Low
o No Cost
o Low Cost
Some walls may be un-insulated
cavity walls
Check whether cavity walls are
filled and if not, add cavity wall
insulation.
Site Manager &
contractors
Oct ½ term
H
Some remaining single-glazed
windows in terrapins
Install double-glazing or fit
secondary glazing
Contractors or site
manager
Long term
L
Rubber seals missing from
window handles
Replace rubber handle seals on
windows.
Site Team
Autumn term
M
Most heat delivery pipes uninsulated
Insulate using insulating tubing
Site Team /
Student Energy
Team
Autumn term
H
Contractors
As roofs requires
refurbishment
M
Capital Cost
o No Cost
o Low Cost
Capital Cost
o No Cost
Low Cost
o Capital Cost
o No Cost
Low Cost
o Capital Cost
o No Cost
o Low Cost
Some flat roofs un-insulated
Add flat roof insulation to
remaining flat roofs.
Capital Cost
50
No Cost
o Low Cost
o Capital Cost
People opening windows whilst
the heating is on
Include as part of behaviour
change campaign getting people
to turn the heating down rather
Student energy
team
Autumn term
2014
51
M
Water
Cost
Issue identified
justification)
By Whom?
When?
Priority
High Medium Low
o No Cost
Low Cost
Few flow-regulators on taps and
showers
Install to all possible taps (Severn
Trent may be able to provide at
low / no cost)
Site Team
During school
holidays
M
Older toilet cisterns resulting in
high water usage
Install save-a-flush devices
(Severn Trent should be able to
provide at no cost)
Longer term upgrade to dualflush toilets
Site Team
During school
holidays
M
Most hot water pipes uninsulated
Insulate using insulating tubing at
same time as heat distribution
pipes
Site Team /
Student Energy
Team
At same time as
heat distribution
pipes
H
Site Team
ASAP
M
Site Team
ASAP
M
o Capital Cost
o No Cost
Low Cost
o Capital Cost
o No Cost
Low Cost
o Capital Cost
No Cost
o Low Cost
Hot water times may be able to
be reduced
Experiment with reducing the
amount of time the hot water is
on for.
o Capital Cost
o No Cost
o Low Cost
Some taps being left running
Fit push or sensor taps where
they are not already in place.
Capital Cost
52
Priority recommendations
We have looked back through all of our recommendations and have come up with the following list of
what we consider to be those recommendations which should be given highest priority.
We have tried to include a mixture of no, low and capital cost measures so that some of the measures
can be installed straight away whilst others may be longer term aims for the school should funding be
made available.
Ideally the school will implement the suggested no and low cost measures as soon as possible so that
the savings from these can be used to fund capital cost measures in the longer term.
•
Gradually upgrade all areas to T5 lights with reflectors.
•
Install occupancy detectors in changing rooms and toilets and add movement sensors to more
external lights.
•
•
inactivity.
•
•
•
•
•
•
Run a behaviour change campaign to include:
Turning lights off…
When people are the last to leave a room.
Encouraging people to open blinds to let in more natural daylight once they have finished
using whiteboards etc.
Labelling light switches controlling lights closest to windows with red stickers and
discouraging their use on all but the darkest days.
Switching things fully off (not just on standby).
Switching computer screens off in particular.
Designing a screensaver asking people to switch off screens.
Encouraging people to open the windows before fans are turned on.
Turning the heating down rather than opening windows.
53
We hope that you have enjoyed reading our report and can see that through a few simple measures
we can have a significant impact in reducing the amount of energy that our school uses. Many of our
suggested changes will also increase levels of comfort in the school. Therefore, we hope that the
school management agree to implement some of our recommendations so that our school becomes a
more comfortable environment that promotes learning, is less expensive to run and has less of an
impact on the environment. Watch this space!
54

Barnwood Teach Two Energy Report

Transcription

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