CONTENTS Public Health

Introduction Environmental & Sustainability Strategy

Methodology Rainwater Harvesting
Soho Parish Primary Solar
Programme Hot Water Heating
Strategy Insulation
Ventilation
Site and Context Lighting
Soho - The Sqaure Mile Acoustic
Historic Development
Emerging Context Risk
Transport and Access Risk Register
Principal Design Report
Site Location
Site Mapping Life-cycle and Building Maintenance
Environment Mapping Proposed Lifecycle
Brewer Street Carpark Building Maintenance Plan
Materiality
Site Constraints and Opportunities Building Control Report
Part M - Access
Masterplan
Masterplan Strategy Appropriate Design Guidance
Proposed Site Building Bulletin 99: building framework for
Key Moves primary school projects
Public Open Space Building Bulletin 103: Area Guidelines for
Activity Space Mainstream Schools
Existing Buildings
Landscaping Value Egnineering
Cost Estimate
Design Strategy Value Engineering Opportunities
Brief
Proposed Demolition Procurement
Proposed Development Funding Model
Schedule of Accommodation Partners and Procurement Plan
Key Principles

Structural Report
Strategy
Diagrams
Plans
Methodology

Building Services Strategy

Mechanical
HVAC
GSHP
Rainwater Drainage
Electrical
Distribution
IT & Data
Lighting
Primary education shapes children and grounds their development. In the UK Governments report on
creativity, education and the economy, it was identified that a result of education was that children lost
their ability to think in divegent and non-linear ways. The study looked at 1,600 cgukdren. When tested
at 3-5 years, 98 percent of the studys subjects scored at the genius level in divergent thinking. When they
were ten, 32 percent of the same group scored as high, and by age fiften, only 10 percent made the cut.
When 200,000 adults were given the same test, only two percent tested at the genius level.
1.0 Introduction
1.1 Outline
Education is key. Children are our investment in
the future and will be our legacy. Unfortunately,
schooling as exists today has hardly changed
for the past 150 years. The current educational
model was born in the age of the enlightenment
and in the economic circumstance of the
industrial revolution and it has been extremely
successful. It seems, now, that it has not been
sufficiently updated to reflect the world we are
in today. The following project is an investigation
into two issues with modern schooling.
i. Children are disconnected from the world
around them.
Mass schooling, introduced in the late
19th century, was designed to deliver
information to huge numbers of children.
Its emphasis was on academia: those
who didnt make the mark were destined
for factory fodder, those who did became
professionals. This contributed to the
dislocation of the mind from the body and
the subsequent disconnection of the self
from its environment.
ii. Schools are planned around the home.
Parenting can make working nearly
impossible. Economic instability, increased
living costs, lower wages, inflation: all
terms which contribute to and result in
parents having to work harder and for
longer. And yet, we still plan schools and
school catchments around the home. This
creates a conflict between doing the school
run and getting to work on time. This is
damaging for family life and makes the
return to work difficult, indeed sometime
inequitable.
1.2 Methodology
Schools need to respond to new demands. In the
city, this means two things:
i. Providing children with an aesthetic
learning experience, where they
experience true engagement and
learn to understand themselves, their
relation to their environment and that
environment itself. This means adapting
the curriculum and learning environment
to re-connect children with nature,
encourage togetherness and still allow
independence. Bringing together aspects
from the Dalton Plan, Montessori, Steiner
and forest schools addresses these points
and provides translates well into a spatial
typology.
ii. Accepting the realities of the present
day. That means providing ways that people
can be parents whilst working: the site of
the school and its catchment needs to be
adjusted to be nearer the workplace. The
result of this in the city is larger schools.
Challenges here are primarily to do with
a lack of space. The sharing economy
provides insight into how the spatial
requirement could be reduced. Spatial
examples such as Scale Free Schools
demonstrate that a new school does not
necessarily mean a one-off and that the city
could work harder if space is shared.
1.4 Soho Parish Primary School
The current primary school is a Victorian board
school dating from the late 19th century. It
currently has around 150 pupils aged 4-11 years
old and is an open-minded organisation who
encourage individuality and experimentation. As
an example, the school abolished its uniform
in order to respect individuality and the unique
nature of each person in our school.
The schools Goals are to develop their our
children to become:
Imaginative - able to be creative and
think adventurously. Not afraid to be free-
spirited, quirky or individual if they
choose.
Resourceful - adaptable, flexible and
able to look ahead
Ambitious - pro-active, persistent &
hard-working with a solid grounding in core
skills, knowledge and understanding that
will help them to achieve
Self-Confident - self-reliant, determined;
sociable; willing to have a go / take risks &
resilient to failure
Compassionate - kind, friendly and
considerate
Civilised - philosophical, fair-minded
and polite
1.5 Programme
If the intake of SPP was for Soho workers, there
would be a pupil intake of approximately 2,000
pupils. Using the governments Building Bulletin
99 and Area Schedule tool for Mainstream
Schools the internal and external learning and
play areas have been identigied. In order to
provide this area of around 8,500m2 internal
space and 50,000m2 of external space, the
school must be fragmented. However, it must
still allow safe travel between spaces for pupils.
The school will therefore operate on a
campus basis with strategic pedestrian routes
contributing teaching and play area, a series of
found or adapted spaces and a central synapse.
1.6 The Centre
The aforementioned synapse must function
as a hybrid building. It provides 6,000m2 area
divided into administration facilites, covered play
area, assembly space and group and specialist
teaching spaces.
 10 minute walk

ute walk
3,700 5,100 10,000 4,700 8,670 8,670 8,670 8,670 8,670 8,670

5 min

Food bay/practical resources

Entrance
2,500

Pupil Toilets
A: 6 m2
Interview Gen Office Head/Meeting

A: 12 m2
A: 7 m2 A: 11 m2 A: 16 m2

Pupil Toilets

A: 17 m2
A: 13 m2
Cl St
A: 2 m2

7,200
Yr 6 Yr 5 Yr 4 Yr 3
A: 62 m2 A: 62 m2 A: 62 m2 A: 62 m2

3,700 5,100 10,000 4,700 8,670 8,670 8,670 8,670 8,670 8,670
Central Stock
A: 5 m2 St Staff/Dis
A: 2 m2
A: 4 m2 W. St

Waiting
A: 2 m2
Sick Bay

A: 2 m2
A: 4 m2
SEN Therapy/MI
A: 11 m2 St
Kitchen Chair St/Survery A: 3 m2
A: 44 m2 A: 18 m2
Repro Circulation
A: 42 m2
A: 4 m2
Staff/Dis Cloak Cloak Cloak Cloak
A: 3 m2 A: 2 m2 A: 2 m2 A: 2 m2 A: 2 m2

Hall
A: 180 m2 Teaching St Teaching St Teaching St
13,000

A: 2 m2 A: 2 m2 A: 2 m2
Lobby

Food bay/practical resources

3,600
Circulation A: 9 m2
Entrance Cloak A: 143 m2
2,500

Pupil Toilets
A: 6 m2 A: 4 m2
Interview Gen Office Head/Meeting

A: 12 m2
A: 7 m2 A: 11 m2 A: 16 m2

Pupil Toilets

A: 17 m2
A: 13 m2
Small Group Rm

PE St Cl St Hygiene W/C
Maint/Equip Small Group Rm
A: 7 m2

A: 18 m2
A: 2 m2 A: 7 m2 A: 3 m2

7,200
A: 5 m2 A: 11 m2
Plant Yr 6 Yr 5 Yr 4 Yr 3
A: 24 m2 A: 62 m2 A: 62 m2 A: 62 m2 A: 62 m2

Central Stock
A: 5 m2 St Staff/Dis
A: 2 m2 W. St R St N St
LRC Server A: 4 m2
Waiting

7,200
Sick BayStaff Room Y2 A: 2 m2 Yr 1 A: 3 m2 Reception Nursery A: 3 m2
A: 2 m2

A: 27 m2
Ext St A: 4 m2
A: 3 m2 A: 62 m2 A: 62 m2 A: 62 m2 A: 62 m2
A: 34 m2
A: 6 m2 SEN Therapy/MI
St

low level wall

low level wall

A: 11 m2
Kitchen Chair St/Survery A: 3 m2 Toilets Toilets
A: 44 m2 A: 18 m2 SEN resource
Repro Circulation A: 8 m2 A: 8 m2
A: 10 m2 A: 42 m2
A: 4 m2
Staff/Dis Cloak Cloak Cloak Cloak
SWR
2,500

A: 3 m2 A: 2 m2 A: 2 m2 A: 2 m2 A: 2 m2
A: 6 m2 Cloak Lobby Lobby Cloak
Hall A: 2 m2 A: 7 m2 A: 7 m2 A: 2 m2
A: 180 m2 Teaching St Teaching St Teaching St
13,000

A: 2 m2 A: 2 m2 A: 2 m2
Lobby

3,600
Circulation A: 9 m2
Cloak A: 143 m2
A: 4 m2
Small Group Rm

PE St Hygiene W/C
Maint/Equip Small Group Rm
A: 7 m2

A: 18 m2
A: 7 m2 A: 3 m2
A: 5 m2 A: 11 m2
Plant
A: 24 m2

8,800 66,720

LRC R St N St
Server

7,200
Y2 Yr 1 A: 3 m2 Reception Nursery A: 3 m2
Ext St A: 27 m2 Staff Room A: 3 m2 A: 62 m2 A: 62 m2 A: 62 m2 A: 62 m2
A: 6 m2 A: 34 m2

low level wall

low level wall

Toilets Toilets
SEN resource A: 8 m2 A: 8 m2
A: 10 m2

SWR
2,500

A: 6 m2 Cloak Lobby Lobby Cloak

A: 2 m2 A: 7 m2 A: 7 m2 A: 2 m2

8,800 66,720

GIFA
N
1FE 210 Place
JMI Primary School
Education Funding Agency 1FE 210 Place JMI Primary School Scale: 1:200@A3
Target Area 1315m2 0 1 2 3 4 5 6 7 8 9 10
PRIMARY SCHOOLS Designs 4 - 11 Typical Curriculum Dwg. No.: 1.01.003

GIFA
N
1FE 210 Place
JMI Primary School
Education Funding Agency 1FE 210 Place JMI Primary School Scale: 1:200@A3
Target Area 1315m2 0 1 2 3 4 5 6 7 8 9 10
PRIMARY SCHOOLS Designs 4 - 11 Typical Curriculum Dwg. No.: 1.01.003
2.0 Site and Context

2.1 Soho

The site is located in Soho in located in the heart

of the West End. It is located at the junction of
Brewer Street and Lexington Street, towards the
southern edge of Soho.

The proposed development site comprises the

Grade II listed Brewer Street Car Park and 6 - 10
Lexington Street.

Soho has a resident population of 4,000 and a

working population is at least four times that,
around 25,000 communting into Soho every day.

The car park building is a Grade II listed building

(4 storey above ground with basement). The site
as a whole is located in the Soho Conservation
Area. In contrast to many modern car parks, the
Brewer Street car park is not open-sided but fully
walled on all sides.
The first, second and third floors of the car park
building are used for event hire. The front parts
of the ground floor are used for valet car parking
but the rear parts are not used as such and are
understood to be unused. The basement is used
for ancillary purposes.
A projecting element at the west of the building is
likewise used for ancillary purposes. It previously
also accommodated a hairdressers at the
junction of Brewer Street and Lexington Street
(now vacant).
The main car park entrance is on Brewer Street
and there are also accesses to the building along
Lexington Street and Peter Street. The Peter
Street entrance is used for deliveries.
2.2 Site History

The site and area was developed in the late 17th

century as a result of the growing population in
the Cite of London, along with displacement from
the Great Fire.

18th Century Rebuilding

Between the 1730s and 1760s the Romilly
Street properties were extensively rebuilt and
remodelled, with the current facades being a
clear legacy of this. Fifteen terraced townhouses,
each with basements and four storeys over,
formed part of the Portland Estate, each running
on 65 year leases. Typically they included front
light wells, now mostly covered to allow access to
frontages of shop conversions.

19th Century
With the influx of immigrants came a variety of
trades people such as silversmiths and tailors,
and with this came theatres, music halls and
public houses. Rather than becoming the wealthy
suburb that its developers had intended, Soho
became Londons new entertainment quarter,
whose character stemmed from its neglect
by the rich and fashionable and the lack
of redevelopment that was carried out in
neighbouring areas.

Pattern of Change
Each townhouse evolved according to the whims
of owners, occupants and uses, to varying
degrees and at varying frequency. This resulted
in individuality, leading to varied form and
appearance on a building-by-building basis.
Typical changes included the insertion of shop or
restaurant fronts, conjoining of rooms, window
replacements, stylistic and decorative changes
to interiors, and varied roof forms. Aside from
change, each individual property was maintained
to varying degrees.

Brewer Street Car Park was designed by Robert

Sharp with J. J. Joass, opening in 1929.
It is construction is of s teel and concrete frame,
glazed ceramic front elevation. It has a copper-
clad dome on the southern corner with brick-
clad side and rear elevations and steel Crittall
windows.
Its plan is long and rectangular with a forecourt
to front, projecting tower at south-west corner.
There is a basement with four upper floors,
reached via ramps along west side of building.
There are lifts and stairs behind tower; other
stairs on centre of east side, near Ingestre
Place entrance.

EXTERIOR: Classical-Moderne style front

elevation. Ground floor originally part-glazed,
now open. Upper floors fronted with seven bay
front articulated with pilasters, with alternating
strips of terracotta and windows, with plain
square panels below each opening; parapet
above. Recessed easternmost bay with narrow
windows to each floor. Canted tower to left of
four floors, with plain rectangular openings on
each floor to the front three sides; open dome
above cornice. Blank front of tower formerly
sported a painted inscription panel reading LEX
GARAGE. Four bay return to southern part of
Lexington Street with pilasters. Eastern flank
elevation of unadorned concrete frame with
brick in-fill and similar windows, containing
secondary entrance. Faded painted sign reading
GARAGE on north return. I

NTERIOR: parking originally for 1,000 cars

over 121,000 sq ft of parking apace over five
floors. Largely unencumbered floor plates with
ramped access at west side, Heavy concrete
beams carry floors above. Turntables formerly
in centre of each floor now removed. Former
lay-out included a chauffeurs canteen, cafe and
kitchen on front of first floor, with bathroom
within tower of each floor; garage and store
to front of ground floor, with petrol pumps in
forecourt. These features have all gone.

HISTORY: opened in mid-1929 as the Lex

Garage, this is among the earliest surviving
ramped multi-storey car parks to be built in
the country and was described at the time
as probably the largest and best-equipped
building for the service of the motor-car that
has yet appeared in this congested city. It was
intended to serve the West End, especially
Theatreland, to which increasing numbers were
coming by car. Its monumental street presence
endows it with considerable power.
 6,826 mm

stone stone stone 26,027 mm

8,320 mm

void void void void void void void void void

stone stone stone stone stone stone stone

assumed level

skylight void void void void void void void void void
roof tile
roof tile
brick
stone stone stone stone stone stone stone
roof tile duct
brick

stone stone stone stone

N C P stone stone
stone stone stone stone
stone
stone stone

stone stone stone stone

stone stone stone stone stone

painted

A brick

stone

22,226 mm
R
stone

stone

stone

stone
stone stone stone stone stone stone render render render render render render render
N N N N

duct

duct
K

18,020 mm
C C C C stone stone stone
stone

stone

stone stone stone

stone

stone

stone

stone

stone

stone

stone

stone

stone

stone

stone
stone stone stone stone stone stone stone

16,259 mm
P P P P

15,886 mm
I
stone

stone

stone

stone
render render render render render render render stone painted stone
stone stone stone stone stone stone
N

G
duct

sign stone stone stone stone

board
stone stone stone stone stone stone

painted stone sign board sign board sign board

painted stone
stone stone painted stone painted stone painted stone stone
painted stone
painted stone painted stone painted stone painted stone

stone render stone stone

painted painted stone stone

board

board

board

board
painted stone
void

sign

sign

sign

sign
stone stone stone stone void void

render
void
sign sign
board board
render painted painted painted stone
render stone stone
render render board board

6,859 mm

14,710 mm 2,002 mm 2,770 mm 1,927 mm 9,263 mm

SOUTH WEST NORTH EAST

LEXINGTON STREET EAST ELEVATION TOWER ELEVATIONS (BREWER STREET) BREWER STREET ELEVATION BREWER STREET ELEVATION

elevations bending point

cladding

ET
LEXINGTON STRE
render
roof tile roof tile

render render
render

brick brick
brick
BREWER

brick

render render render

render render

brick brick

brick
brick

brick
STREET

render render
render render
render
PETER STRE

brick

brick
brick

render render render

render
render
render

brick
brick

render
door

blocked
window
ET

SITE PLAN - ELEVATION LOCATIONS

PETER STREET SOUTH ELEVATION PETER STREET EAST ELEVATION

Site Address:

Brewer Street Car Park

Brewer Street
London, W1F OST

Project:
London Fashion Week
September 2015
14 - Exisiting Elevations
04 Masterplan
Soho is a heavily urbanised area, with narrow
streets that are not well-suited to cars. The
Mayor of London plans to pedestrianise Oxford
Street, to the north of Soho, by 2020.

As the school uses the city as a campus, it

needs to connect the buildings it uses in a
masterplan. This masterplan strategically
connects four transport hubs - Tottenham Court
Road, Leicester Square, Piccadilly Circus and
Oxford Circus - and to create a shared, safe
and natural public realm, which will become
an asset to the school. Along this route are
a number of pavilions to be used for outdoor
lessons and general entertainment.

The re-surfacing of the public realm is intended

to bring nature and greenery into the city, aid in
natural drainage via swales and soakaways and
improve air quality and the perceived quality of
the local environment.

The existing pavements in Soho are generally

recognised to be too narrow. By using these
streets for pedestrian and cycle access only
SIDEWALK SWALE SIDEWALK
10.5 M 9M 10.5 M

C. 30M BOULEVARD (PEDESTRIAN ONLY)

SIDEWALK CYCLE TRAFFIC CYCLE SIDEWALK

3.9 M TRACK 8.2 M TRACK 3.9 M
2M 2M

D. 20M SIDE ROAD (ACCESS ROAD)

05 Design Strategy
IS
SOMETRIC BUILDING DIAGRAM

LEVEL +1.0M LEVEL 10.5M LEVEL +14.5M

LEVEL +19.0M LEVEL +25.0M LEVEL +33.0M

06 Structural Report Curtain Walling
Curtain walling will be slab-to-slab. The systems will be slab to slab
and so can be supported in relatively small sections. Systems will be
Introduction designed by a specialist so as to withstand wind loading.
The building is part of a networked schools and houses the schools
The glass types include temper clear glass, low E clear IGU tempered,
central administration facility along with specialist teaching facilities
low E translucent IGU tempered. In some areas, a fire rating of 60
and covered play space. The building is a 6 storey, multi-levelled ramped
minutes will be required.
structure with three principal cores. There is a regular column grid set at
45 degrees to the two elevations. There are a number of large overhangs Substructure
as well as several contoured concrete mounds or inclines. The surface The existing carpark has a secant piled basement level. This basement
treatment to these surfaces ranges from green roof, external paving and will be reused. It is anticipated that details XX was employed and a
internal floor finishes. The roof is a thin concrete deck with an undulating blockwork of in-situ concrete wall was built off the ground-bearing
surface and a number of large penetrations. slab. New foundations will be required for the column structure which
Use will require sections of the existing slab to be broken out. New piles
will then be dug and cost with pile caps over. In order to tie in the
The building hosts the central space for the school with adequate
existing, rebar dowels will be drilled and resin-fixed into the edge
congreagation space for whole school assembly. 60% of the building is
of the existing concrete, then cast into the pile cap. Furthermore,
covered external play whilst the remainder of the building is internalised,
a Waterstop expansion kit will be cast around the perimeter which
either timber structures for small classes, administration space or larger
expands to create a seal and prevent water ingress.
class/flexible areas. The building accommodates 5,000m2 covered play
and 1,500m2 internalised space plus welfare and service space.
Design Life
The structure of the building has been designed to 100+ years. Curtain
walling systems have been designed for a minimum of 25 years lifespan
and timber movable structures for 30+ years. The concrete frame itself
has been designed to last for a minimum of 100 years and has been
designed to be flexible as all areas, internal or external, will be insulated
so any area could be internalised. Furthermore, due to the arrangement of
cores the building could also be split into multiple occupancies.
Superstructure
The superstructure consist of a reinforced concrete frame which is
predominantly cast insitu. There are three cores. Two of these will be
slip cast. The third cannot be slip cast as it is not fully vertical and will
therefore be cast in-situ. Columns are also reinforced concrete and would
be formed using cardboard column formwork. These columns would be
tied into the adjacent structures with reinforcement.
Boundary Walls
Whilst under the Party Wall Act notices should be served and process
should be followed in relation to the substructure works, the adjacent
walls are boundary walls, an important distinction. New boundary walls
are to be built in blockwork with adequate architectural finishes to the
inner faces to comply with Approved Document L and other relevant
legislation.
Timber Structures
Held within the concrete structure will be a number of essentially
freestanding timber framed learning spaces. These will utilise a timber
frame with plywood sheathing to provide diaphragmatic support. As the
slabs have been fully insulated these can be placed anywhere in the
building.
08 Building Services &
Environmental Strategy
Introduction
As the school, including its dispersal into the public realm, is designed to
re-engage and integrate children in their local environments (leading to
an increased awareness of themselves and the world around them) the
central building talked about in this report has been designed to be clear
and navigable: the building has been designed to express its mechanical
functions.

This means that, where reasonably practicable, services relating to

rainwater drainage, heationg, cooling and ventialation are visible. As the
schools adopted curriculum centres on project based learning, these
services should and will be a teaching and learning asset for the students.
There are 3 principal strategies that provide this.

STRATEGY 1: WATER
The buildings rainwater drainage will not be hidden or cencealed. On the
contrary, where possible it will be clearly expressed: where water runs
along slab edges, it will be directed via concrete channels. Vertical drops
at the building conrners will be similarly low tech, high-expression, using
chain drains. Water will be collected in the basement level in a large pool
and cleaned to be reused in the building. Excess water will be absorbed in
swales along slab edges.

STRATEGY 2: HEATING
As the site is relatively small in terms of overall internal area, a ground
source heat pump with several deep bore hols will be utilised to provide
sustaible heating and cooling. This will provide thermal stability to the
building, heating in winter and cooling in summer. The pipework for this,
where suitably safe (in terms of temperature) will be displayed on an
interactive wall which indicated to students the current mode of operation
of the pumping system. A small amount of this water will also be siphoned
into a smaller chamber for a SEN therapy pool.

STRATEGY 3: VENTILATION
In order to minimise the amount of mechanical ventilation required, the
majority of rooms will utilise cross ventilation. As there is no continuous
large enclosed space it is not anticipated that there will be a requirement
for stack ventilation and there should be no huge demand in terms of
ventilation. Notwithstanding,