UWE Estates and Facilities Design Guide · wheelchair user to make use of the space (although it...

UWE Estates and Facilities Design Guide

Chapter 1: Introduction

UWE Design Guide for Buildings

C h a p t e r 1 | I n t r o d u c t i o n I s s u e 1 . 6 P a g e | 1

Table of Contents

1.1 Change Control ............................................................. Error! Bookmark not defined.

1.2 Introducing the design guide ........................................................................................ 3

1.3 Designing an Experience .............................................................................................. 3

1.3.1 New Pedagogical Approaches ................................................................................ 3

1.3.2 Catering for different aesthetics ............................................................................. 6

1.3.3 Laboratory/workshop design .................................................................................. 7

1.3.4 Student Accommodation ........................................................................................ 7

1.4 Introduction to UWE .................................................................................................... 8

1.5 Introduction to the Design Guide .................................................................................. 9

1.5.1 What is design? .................................................................................................... 9

1.5.2 Scope of the Design Guide..................................................................................... 9

1.5.3 When does the Design Guide apply? ....................................................................... 9

1.5.4 Design Guide Ownership & Updating ...................................................................... 9

1.5.5 Structure of the Design Guide .............................................................................. 10

1.5.6 Designer Responsibilities ..................................................................................... 11

1.6 Strategy 2030 ........................................................................................................... 11

1.6.1 Core Values ........................................................................................................ 11

1.6.2 Priorities ............................................................................................................ 12

1.6.3 Key enablers .......................................................... Error! Bookmark not defined.

1.7 General Design Principles ........................................................................................... 12

1.7.1 Considering ‘adjacencies’ ..................................................................................... 14

1.7.2 Physical, mental and spiritual wellbeing ................................................................ 15

1.8 Masterplan ................................................................................................................ 15

Selected Glossary .................................................................... Error! Bookmark not defined.



1.1 Change Control Version Number

Date of Issue Chapter Ref Brief Description of Change(s)

1.5 01/05/19

All sections have changes, all separately itemised in their new, individual change control logs in each Chapter.

1.5 01/05/19 1.2.4 Due to fire risk added to "UWE requires that hobs are only induction hobs due to fire risk"

1.5 01/05/19 1.4.5 The Design Guide is divided into 10 Chapters and one Appendix. This is updated from only 9 chapters and no appendices

1.5 01/05/19 1.4.6 Designers must consult the Lessons Learnt folders from previous projects

1.5 01/05.19

1.2.3

There is need to seek advice also from the Health and Safety Team’s specialist advisers. H&ST have a Biological Safety and Radiation Protection Adviser who should be consulted where such specialist labs are being designed. CL2 labs are detailed in the H&S Standard on Biological Safety

1.5 01/05/19

1.2.3

There is need to seek advice also from the Health and Safety Team’s specialist advisers. H&ST have a Biological Safety and Radiation Protection Adviser who should be consulted where such specialist labs are being designed. CL2 labs are detailed in the H&S Standard on Biological Safety

1.6 NOV2019 1.5.5 Structure of the Design Guide updated to reflect index, chapters, and appendices

1.6 NOV2019 1.6 Strategy 2020 section completely replaced with Strategy 2030.



1.2 Introducing the design guide The design guide explains the overarching principles, functional requirements and technical standards for our buildings and infrastructure which ultimately allow UWE to deliver it’s core function: To educate and prepare students for life after their course. This chapter explains:

• What the design guide is and when it is to be used • UWE’s overarching strategy, Strategy 2030, and how it influences design principles

First of all, it is important to establish what good educational design might look like and how it can be achieved. It would be erroneous to assume a building that complies with building regulations or British Standards will achieve this aim.

1.3 Designing an Experience By altering our built environment we are ‘designing an experience’ for our students and staff. The Higher Education sector has radically changed since these design guides were first issued in 2011. It is increasingly important that we offer attractive, inclusive, sustainable and functional learning, teaching, social and living environments, or environments that blend these roles. Our built environment must be flexible enough to cope with changing demands and teaching methods. It is only through consultation that we will determine how the built environment will effectively support and impact on the student experience, remembering that no two faculties are the same. Chapter 2 of this design guide explains who the different stakeholders are at UWE.

1.3.1 New Pedagogical Approaches The traditional model of education involved a tutor disseminating information to a fairly passive group of students in a classroom setting. Students might complete work outside of the classroom. As technology developed, these outside activities moved to a digital format (‘blended learning’). There are now very different approaches to education with an increasing move towards active and collaborative learning experiences. In a ‘flipped classroom’ approach, group work, discussions and individual/self-directed learning occur within the premises, facilitated by the tutor, and traditional teaching may occur at home with students watching online presentations. Lecture capture is therefore now a standard UWE requirement in teaching rooms. This technology also gives some disabled students or students with caring responsibilities etc. new options for accessing lectures. Clearly, laboratory or workshop-based classes will have very specific requirements. On average each student has 3 electronic devices and uses them as an integral part of their learning experience (e.g. videoing lectures to review at their own pace or making notes on tablets). This leads to vastly different power requirements than when the University was first built (and challenges for bringing power to desks etc. within large floor areas).



The faculty is best placed to explain their pedagogical approach, how this needs to drive design and their expectations of how this may change in coming years.

Seating areas in corridors allow students to

engage in directed discussions or participate in informal mentoring. These facilities also offer opportunities for people to rest as needed.

A collaborative work station, creating a pod connected to but separate from adjoining corridors. It overcomes

the institutional (and potentially disorienting and intimidating) appearance of long, featureless corridors.

A collaborative workstation, within a learning zone. It facilitates discussion. Cabling enables shared use of a monitor. High backed sofas create a ‘booth’ while the lightweight chairs can be moved to enable a wheelchair user to make use of the space (although it would have been preferable if one of these chairs had arm rests to help people sit/stand). Technology is embedded into these workstations, with USB charging points, video capture for skype calls etc. This enhances the flexibility of these spaces (taking away a need for video conferencing suites) and mirrors how many students use technology in their day-to-day life. Traditional teaching methods are still needed. While tiered seating is sometimes used, new styles of layout are emerging (e.g. ‘Harvard style’). They all present practical challenges. For example, access to fixtures or equipment, such as projectors, above tiered seating needs careful thought. These rooms often have fixed seating and some rows may be inaccessible to someone with mobility impairments. An entire row or section of moveable furniture at the front and back of the room (as long as they are accessible) gives people choice about where to sit, so they will not be stigmatized by sitting in a ‘disabled area’, and offers space for assistive equipment and support.



A social/café space immediately outside traditional classrooms becomes a ‘break out’ area for students. This creates a vibrant, multi-use space.

Multi-functional spaces can be used for many purposes and will be utilised much more effectively than single-use spaces. UWE is then not heating, cooling and cleaning empty spaces. Social spaces can become self-directed or collaborative learning zones with appropriate choice of furniture and provision of power. A flexible learning space is often presented as a large space with wheeled/reconfigurable tables and chairs enabling a room to be set up in a variety of patterns. Furniture selection will influence how accessible a facility is. UWE expects designs to incorporate tables at varying heights, with good space beneath to accommodate wheelchairs. Seats with arms will assist someone to stand if they need additional support. Lightweight furniture, with hand holds, can be easily moved. Other, more progressive ideas include: • Wheeled bookshelves/cabinets enabling the layout of a large

space to be reconfigured. • Use of acoustic blankets as room dividers.

• Worktables with pull down power enabling them to be used in different locations and for different purposes (down for laptop/tool use, up for discussions and model-making etc.).

• Provide sufficient space at PC terminals to enable students to work with ‘study-buddies’. This could benefit disabled students who are supported by assistants.

It should also be noted that flexible spaces are also a key component of our business continuity strategy: We can quickly reconfigure areas to accommodate different functions in the aftermath of an incident. Large spaces are also generally more accessible, presenting fewer doors to navigate.



The provision of building services (and IT infrastructure for AV equipment and video capture technology etc.) needs careful consideration if large areas can be reconfigured, in order to prevent creating zones which could be overheated/cooled, or areas which could be inadequately serviced.

Example from Northumbria University, showing collaborative learning spaces and learning ‘pods’. While many students will enjoy the blend of social and learning spaces offered by a collaborative spaces, this will not suit every student, assignment or subject matter and mixed provision is needed. Individuals with cognitive or hearing impairments could struggle to hear or process information in loud, busy, open spaces. There may also be scope for individuals to control the climate within pods, suiting their individual needs.

To reiterate, it is beyond the scope of the design guide to predict the exact requirements of faculties or to predict changes in pedagogical approaches and technology. It is only through effective consultation that a design team will appreciate what is needed. 1.3.2 Catering for different aesthetics To meet the expectations of our students, it is important that UWE is ‘de-institutionalised’. This is reflected in our branding but must be conveyed by our built environment. Each faculty will also have its own aesthetics, depending on the subjects it teaches and the demographics and expectations of students. Some strive for a corporate look, others aspire to be relaxed or artistic, while others may want or need a clinical, scientific or industrial appearance. While this design guide encourages standardisation (to help achieve best value), designers must accept that each project will need to be judged on its own merits.

The room booking system, connected to tablets, enables the University to utilise space much more effectively and hands control over to the individual. You are able to quickly check whether/when rooms are available and you can book the space. This creates a more flexible, agile and empowering learning experience.



Regardless of these variations, any teaching walls (i.e. walls on which images are projected) must be painted 00NN 16/000 – Grey. This accentuates the screen and benefits students with certain cognitive or visual impairments who might struggle if faced with a large, white wall. 1.3.3 Laboratory / Workshop Design Laboratories and workshops have requirements above and beyond traditional teaching spaces. In some cases, this includes a need for safety features such as door interlocks and high levels of containment to prevent inadvertent release of substances. UWE requirements are detailed in:

• UWE Health and Safety Standards, available on the UWE Intranet • General, discipline-specific requirements are contained in later chapters of this design guide

Some equipment or processes have specific operational requirements (e.g. in relation to humidity, temperature or dust control) which cannot be described here or in health and safety standards. Achieving these standards requires a co-ordinated response from the entire design team. At RIBA stage 1 (i.e. while discussing and developing the client brief), the UWE Project Manager will identify specialist spaces within their project scope. Project management processes ensure that:

• Appropriate stakeholders are consulted. • Seek advice from the UWE Health and Safety Team’s specialist advisers on Category 2

Laboratories, Biological Safety, Radiation Protection, etc who should be consulted where such specialist labs are being designed.

• Refer to Health & Safety Standard on Biological Safety, which names some of the roles that should be involved in design and planning of work in laboratories and workshops.

• Capable, specialist designers are appointed • Appropriate Estates staff provide Technical Assurance (as discussed in Chapter 2) • A plan is put in place to ensure packages of design are co-ordinated

Principles of accessibility and inclusivity must be embedded in design e.g. providing some work tables of different/adjustable heights and a mixture of seating, offering some with arm and back rests. Offering these in different locations in a room prevents creating a ‘disabled area’.

1.3.4 Student Accommodation Many students opt to live on campus and accommodation has a significant impact on the student experience. UWE has delivered various projects to construct blocks of student accommodation. A typical model consists of a number of en-suite flats with shared kitchen facilities, although some studio flats are available. As part of its commitment to inclusivity, UWE offers a range of options to make on-site living an affordable proposition to students from different backgrounds. There are no standard templates for accommodation. Student expectations change and it is essential that design teams consult with accommodation services and review existing provision (in and outside UWE) as they develop designs. It is crucial not to have pre-conceived notions.



Fire safety is a critical consideration. On top of all generic requirements for fire safety in flats, UWE requires that only induction hobs are provided due to fire risk. Elsewhere, this design guide discusses the requirements for ensuring that appropriate numbers of student flats are accessible and can be readily retrofitted with assistive devices. Regardless of whether the flats are designed to be accessible it is important that communal areas are accessible as students may receive disabled visitors (or there may be disabled reception staff etc.).

1.4 Introduction to UWE The University of the West of England (UWE) is a modern, growing University. It is one of Britain's most popular universities with around 30,000 students and 3,000 staff and is the largest provider of Higher Education in the South West of England. Students come to UWE from all parts of the UK, as well as a significant number of international students. Campus maps and information can be found on the UWE Internet. UWE consists of 4 main campuses:

• Frenchay: UWE Bristol’s main campus, lies 4 miles north of Bristol city centre • City Campus: Home to the University’s creative and cultural subjects. It consists of

Bower Ashton, Arnolfini and other city centre properties including Spike Island and Watershed.

• Glenside campus: Home to UWE Bristol’s Faculty of Health and Applied Sciences • Gloucester: Based in Alexandra Warehouse, this is the Department of Nursing and

Midwifery's Gloucester campus. There are 4 Main Faculties, listed below, supported by Facilities and other professional services:

• Business and Law (FBL) • Arts, Creative Industries and Education (ACE) • Environment and Technology (FET) • Health and Applied Sciences (HAS)

UWE maintains excellent positions in The Times and Sunday Times Good University Guides, as well as excellent rankings amongst the UK and South West Universities. The University is committed to providing high quality, stimulating spaces that attract and retain students, staff and investors and reflects the University’s vision. To do this, it requires a flexible and sustainable estate that is fit for purpose; a University that can meet changing needs of higher education and assist the University in retaining its competitive edge within the HE sector. In a survey of students carried out in July 2015 (source: AUDE) it was found that: • 67% stated facilities were key in choosing a University • 71% agreed the look of the University was important



As well as investing in building stock, the University is building its visual identity with new branding, wayfinding and a presence project.

1.5 Introduction to the Design Guide 1.5.1 What is design? This design guide applies to all design relating to a structure (buildings, roads, landscaping etc. or services fixed to or within them). It is useful to understand what we mean by design. UWE will use the definition from the guidance to the Construction (Design and Management) Regulations:

The term ‘design’ includes drawings, design details, specifications, bills of quantity and calculations prepared for the purpose of a design.

‘Design’ is a very broad term and applies to designers, architects, engineers and surveyors. 1.5.2 Scope of the Design Guide This design guide has been developed to ensure that any future construction project for UWE, whether new build or refurbishment, is designed utilising the same parameters and principles. It will ensure that all new University property and refurbishments of older University properties are developed to a consistently high standard. This design guide is relevant to any designer working on the UWE built environment, including contractors with design responsibilities. This design guide is supported by appendices. 1.5.3 When does the Design Guide apply? UWE is guided by the Health and Safety Executive’s guidance on CDM.

The designer’s duties apply as soon as designs…are started. This includes concept design, competitions, bids for grants, modification of existing designs and relevant work carried out as part of feasibility studies. It does not matter whether planning

permission or funds have been secured.

The design guide should be applied from the very earliest phases of every construction project, no matter how big or small it might be. The design guide applies to the whole design process, including changes made during RIBA Stage 5 (the Construction Phase). 1.5.4 Design Guide Ownership & Updating UWE Estates and Facilities will review and update this design guide on an annual basis to consider changes in statute, industry best practice, University policy etc. In practice, this will happen



following the busy summer works period, to capture lessons learned. UWE will undertake ad hoc reviews and amendments in light of significant changes between formal reviews.

1.5.5 Structure of the Design Guide The Design Guide is divided into an Index, 10 Chapters, and two Appendices, each dealing with a separate aspect of design. Design Guide Index

1 Introduction (this current document) 2 Design governance UWE’s expectations of how the design process will be managed, including drawing standards, UWE’s approach to BIM, technical assurance, management of derogations etc. 3 UWE Strategies and General design Core UWE strategies relating to equality and diversity, sustainability etc. and their impact on design.

4 Space Standards and space planning design An overview of space requirements for different functional areas within the University. 5 Fabric and structural design Detailed requirements relating to the structure and fabric of buildings. There is also a section on catering design. 6 Mechanical engineering design Detailed requirements informing the selection and design of mechanical plant and installations. 7 Electrical engineering design Detailed requirements informing the selection and design of electrical systems. 8 IT Infrastructure Cabling design and requirements 9 Landscaping, biodiversity and infrastructure This covers the external areas, including landscaping, roads, parking and other aspects civil engineering, planting schemes etc. 10 Audio Visual Infrastructure This covers all aspects relating to AV design, specification, and installation.



Appendix 1 Acoustic Standards Appendix 2 BMS Standards 1.5.6 Designer Responsibilities This Design Guide is based on past UWE experiences and the University’s future goals and ambitions. It does not absolve external design consultants of their legal or contractual responsibilities under health and safety legislation, statutory requirements or design/professional duties and liabilities. Designers must consult the Lessons Learnt folders from previous projects. 1.6 Strategy 2030 ‘Strategy 2030: Transforming Futures’ sets out the UWE focus for the next 10 years. It will evolve and develop as UWE continually reviews performance and adapts to a rapidly changing environment. The outstanding learning experience we provide at UWE Bristol supports the development of innovative, creative and courageous graduates who are passionate about their subjects and curious to learn more. But equipping our students to play their part in a changing, fast-moving global economy requires that we keep developing, keep enhancing and keep investing in what we do. The Strategy document is available on the UWE website and outlines the UWE values in more detail. 1.6.1 Core Values It is crucial that project teams understand the core values of UWE. It is perhaps useful to think of these values as UWE’s statement of identity: They are the qualities that are most important to UWE. The values will underpin the strategic decisions of the University. • Ambitious. We are not afraid to shape, challenge and tackle the big issues, to take the

initiative and pave the way. • Innovative. We create new opportunities for the people who work and study with us. We

embrace different ideas and pioneer new and sustainable ways of doing things. • Collaborative. We have strong connections locally and globally. We help people and

organisations be the best they can, building trust throughout your university community and beyond.

• Enterprising. We instil a thirst for new knowledge, its creation and application, empowering our students and staff to demonstrate a creative questioning approach, a 'can-do' confidence, and ability to navigate uncertainty.

• Inclusive. We make UWE Bristol a supportive and inspiring place to learn and work – somewhere where diversity of experience and perspective is encouraged, and learning and research is shared and accessible.



1.6.2 Core Focus UWE has three areas of focus, which might be thought of as strategic objectives.

1 Our Purpose: Solving future challenges through outstanding learning, research and a culture of enterprise.

2 Our People: Creating opportunities to thrive and flourish. 3 Our Place: Creating an inspiring local and global gateway to the future.

The main area of focus for this Design Guide is Our Place:

“As we continue to invest, we will be ambitious in the design and use of our spaces and services. We will be a leading healthy and sustainable University, focusing on the development of healthy, safe, sustainable and inclusive campuses and spaces that showcase our personality, values and success and engage local communities. The development of our environment will include the guarantee of accommodation on campus for all students in their first year, with supporting facilities that strengthen their engagement with the University community and all it has to offer. We will create a fun and vibrant environment by locating sports activity and green spaces across all our campuses, and use agile pop-up spaces to support the enterprise of our students, staff and communities. We will continue to work in partnership with cultural and community organisations to enhance our localities. We will explore the use of smart sensor technologies and AI across our estates, to improve our environment and support our staff and students to succeed. We will secure meaningful reductions in our carbon footprint, support clean and efficient mobility and physical infrastructure, and promote species diversity across the University estate.”

1.7 General Design Principles To meet the ambitions of Strategy 2030, our designs must meet a range of objectives. The following considerations should be at the forefront of the project teams mind from the earliest stages of a project. Many of these objectives are supported by specific strategies, as detailed in Chapters 2 and 3 of this design guide. Projects will be audited and benchmarked by UWE to ensure the work commissioned will meet our expected standards and achieves these objectives. All construction projects will be subject to a Post Occupancy Evaluation. Given the stated priorities of the University, functionality and quality are likely to be assessed primarily by evaluating the extent to which a design enhances the learning, living and research experience of students. Design objective

Designers will be challenged to explain/demonstrate…



Learning Experience

How does this design enhance the learning experience, the quality of research, and the capability of students to progress after their studies? How does the project/design fit the business plan or strategy for the department or faculty?

Partnerships Have we involved the right stakeholders within UWE? To what extent does this design (or the way the project is managed) promote partnerships with businesses and communities? How does the project impact on our community and business partners?

Inclusive To what extent does this design create an accessible and inclusive environment? Does it meet the different religious and faith needs of staff and students? What barriers will it present to people who want to access or use this space?

Flexibility and future- proofing

To what extent can the space be altered to account for changes in technology, educational practices, market changes, government policy and the environment? To what extent can plant/technical spaces be reconfigured to allow for changing patterns of energy use, availability and cost?

Value for money

How does the design support the University in achieving a “strong and confident financial position”? To what extent does the design represent good value for money? In practice, this will be achieved through a number of measures: 1 Ensuring that projects align with faculty/UWE strategies which will help to

prevent later changes to the project scope. 2 Do not confuse low cost with ‘value for money’ or expensive with good

quality. See the case study, below. 3 Achieving cost certainty and deliver projects within budget. This requires

effective governance and project management arrangements. 4 Rationalising stock or cleaning and maintenance regimes through greater

standardisation. 5 Paying close attention to the whole life cost of our assets. Our ambition is

to achieve an efficient and reliable estate, with high utilization and low maintenance/downtime.

6 Designing for efficient maintenance and management of our Estate. This includes providing sufficient access and information.

Student recruitment & retention

How does the design create an environment which encourages students to select and remain at UWE? This helps us achieve a “strong and confident financial position”.

Sustainable How has the design minimised our negative impacts and maximised the sustainability benefits of the project?



Does the design promote positive wellbeing?

Healthy and safe

What residual risks will the design leave for the people constructing, maintaining and using the new structure? Has the UWE Health and Safety Team been consulted regarding the fire strategy? How will the design cope with the large number of person movements at core times (at the start and end of the day, at the end of lectures?) To what extent has the design accommodated the demands posed by the end-users in a higher education establishment?

We recognise that there may be times when different design objectives may appear to be in competition. The project team will need to openly discuss this as and when it arises, but always using UWE’s values and priorities as touchstones to inform those conversations. 1.7.1 Considering ‘adjacencies’ Designers already appreciate that their designs are located within and must be designed for a specific context. Specifically we encourage design/project teams to think holistically and consider: 1. The proximity of a new building to existing structures. Regardless of whether or not UWE owns

both buildings it is essential that there is an adequate separation distance so that fire in one building is unable to spread to another.

2. The impact on infrastructure beyond your site boundaries. For example, the entire wayfinding strategy for a site may need to be revised in light of a new building and should be an integral part of the design rather than an afterthought. More generally, how will the project influence the flow of people through the rest of the campus? Do not just consider the immediate users.

3. Whether the project is aligned with the masterplan strategy (as discussed below). Will there be a clash in the future (either visually or in terms of access to/from a future construction site or in relation to services/utilities)? Would we need to adapt or even demolish your brand new or newly refurbished structure to accommodate a future project?

4. Changing the maintenance strategy so that vehicles, such as mobile elevated work platforms or cranes, will be required to travel over or operate on unsuitable surfaces.

5. Dealing with historical damage/defects within or immediately outside project boundaries which would impact on the finished building if they are not dealt with (e.g. repairing damaged flagstones along the main route to the new building).

6. The impact of the project while it is being built. University life will need to continue and it is crucial that designers play their part. To give some examples:

a. Consider how the design or location of site hoarding/protection could be used to reduce or enhance the visual or operational impact of a project.

b. The use of pre-fabricated elements may reduce the duration of the construction phase c. The project can be a learning opportunity for relevant courses.



1.7.2 Physical, mental and spiritual wellbeing The UWE Sustainability Plan aims to provide a positive and enjoyable student, staff and visitor experience. It aims to enhance everyone’s health and wellbeing by creating and promoting healthier working, learning and social environments. Design teams should think broadly about wellbeing. For example, they could consider providing facilities that: • Promote healthier forms of travel (refer to the UWE transport strategy in Chapter 3 of this

guide) • Create a sense of community by providing communal and social spaces/experiences • Give access to spaces that allow private reflection and solitude. Multi-function wellbeing spaces

can help to meet this ambition and are discussed in Chapter 3 of this guide • Offer space for artwork that can promote discussion and reflection • Promote inclusion and do not create barriers to access (Chapter 3 of this guide discusses

inclusive design) • Access to fitness and sports facilities (see the UWE sports vision in Chapter 3 of this guide) • Meet religious beliefs (refer to the section on faith and spirituality in Chapter 3 of this guide) It is only through consultation that you will be able to determine what facilities are needed in a particular building/space (which will be influenced by the proximity of facilities in adjacent areas).

1.8 Masterplan UWE Board of Governors agree a Master Plan Strategy which sets out the background for the development of the University over the next 25 years or so. Recent projects include Bristol Business School (completed in 2017), student accommodation, investment in our City Campus and Glenside Campus and the redevelopment of Robotics space on Frenchay Campus. Other projects and investments have included a new Students’ Union and the acquisition and refurbishment of Bush House (Arnolfini) in the centre of Bristol.



As discussed above, under “adjacencies”, it is crucial that design teams understand the overall ambitions and designs for the area surrounding their project and how their own designs and specifications impact on and must align with the masterplan. Case study: District Heating A district heating scheme was envisaged as part of the Frenchay masterplan (to support UWE’s sustainability ambitions). Individual structures were identified for connection to the Central Heating Plant. The project teams for those structures installed pipework as part of their own projects. When the Central Heating Plant is installed it can be connected with limited disruption.

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