Download - Kier Group

Education
Building Brighter Futures

Integrated excellence, individual flair
National coverage with a local presence
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Support Services
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Contents
Commitment to Education 1
Values learning 4
Resources & experience 5
Budget & programme 6
Training & career opportunities 7
Importance of design 8
Track record – recent projects 9
Sustainability 10
Design Innovation 11
Projects Primary Schools 12
Secondary schools 13
Academies 14
Further Education 15

Commitment to Education
Commitment to Education
Kier Education is committed to delivering innovative
learning environments that inspire students and
teachers alike.
As one of the country’s leading providers of educational
buildings, we recognise the unprecedented investment
that is being made into the education sector through
the Devolved Capital, Academies, Building Schools for
the Future and Primary Capital Investment Programmes.
Kier Education is able to provide services tailored
to the needs of our clients. These range from the
establishment of an educational vision, the design
procurement and construction phase through to the
ongoing maintenance of the completed buildings.
Working independently or in partnership with local
authorities, higher education institutions and school
communities, we continue to develop sustainable,
cost effective solutions that add maximum value to the
expectations of our clients. We recognise the need for
outstanding design and construction techniques that
are flexible, innovative and sustainable and that
address the five aspects of ‘Every Child Matters’.
These include:
• The Extended Schools and Integrated Children’s
Service agenda
• The importance of ICT as a means of promoting
personalised learning
• The inclusion of more pupils with additional needs
into mainstream settings
• New specialisms
• 14 – 19 Diplomas and the raising of the
participation age
• Whole life costings
• Whole estate strategies
• Facilities management
• New Academies
• The skills based curriculum and Foundation Learning
• Learning outdoors and sustainable education
• All age schools
We are also aware of current educational developments
that need consideration during the design process.
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“
At the heart of our work is a desire to make a real difference
to the lives of all learners, young people and adults alike. Kier
Education will only use the best people and organisations
to assist us in realising this goal. Through the quality of our
partners and our transparent management processes we will
ensure we deliver high quality schools and Academies that will
help to transform lives and communities.
”
Paul Sheffield, Chief Executive, Kier Group

A Learning Village, Milton Keynes Academy
2

3
Oasis Academy, Enfield

Teaching and learning
At the heart of what we are trying to achieve is the
need to ensure that we deliver life long learning
environments that support teachers’ and learners’
development and enhance their capacity to grow and
Creating inspirational environments
Values learning
learn together. This means creating learning
environments that can cope with significant change
and diversity over 25 years and more.
Values learning
We believe that all of our buildings should inspire their
users. For every project undertaken, we assemble a
team of professionals best suited to deliver the vision
and aspirations of the stakeholders. Our supply chain
partners are experienced in delivering inspirational
environments and through our Design and Continuous
Improvement Group, we share best practice with each
member of the team.
Our approach
A proactive and committed approach to everything we
do is embedded within the Kier Group and even as we
continue to grow, there are fundamental characteristics
that will never change. These characteristics are
embodied in our core values:
• Be enthusiastic, open and honest
• Be proactive, committed and safe
• Be a team
• Be Kier
Abraham Darby Learning Community, Telford
“
Since being selected as preferred bidder for the building of a new
academy in Milton Keynes, Kier Education has worked closely
with the academy sponsor Edge on design, development and
build. Throughout this period, Edge has found Kier Education’s
people to be consummate professionals on this ambitious and
challenging project. Aside from proposing a highly innovative
and affordable design for the new academy, which meets Edge’s
vision, Edge has also found all personnel from Kier Education to
be thorough, committed and professional.
”
Carlos Rodriquez, Project Manager, Edge
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Resources & experience
Resources & experience
Track record
Kier is one of the largest providers of educational
facilities in the UK, and in 2009 alone, delivered
in excess of £600m worth of schools and further
education buildings.
Unlike many of our competitors, not only do we develop
and build schools and colleges, we can also operate
and maintain them across our PFI projects. Our
thorough understanding of educational buildings enables
us to provide additional expertise to our clients as we
know the challenges of running successful schools and
colleges once the construction stage is over.
The original Partnerships for Schools (PfS) Contractors’
Framework appointed Kier Education in January 2007.
Since then we have won over £700m of educational
projects, which includes work on 37 separate school
projects. In addition, we manage two BSF projects in
Kent and Telford where we will deliver another £500m
worth of school projects.
We were also recently appointed onto the new
Contractors’ Framework, with the highest score of
any of the 15 Panel Members.
Essa Academy, Bolton
Regional businesses
Through our 10 regional construction businesses,
strategically located across the UK, we are able to
provide local construction teams supported by a major
national business. Each local business is well known
to many Local Authorities and Colleges within their
region and employment supply chains.
Kier Education supports each business unit through
core expertise and national procurement agreements
for key products and services.
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About us
Kier Education was established to co-ordinate and
manage the Group’s response to the requirements of
government led initiatives within the education sector.
The role of Kier Education includes:
• Providing expertise in bid preparation particularly for
BSF and the Academy Framework
• Compiling and managing our team of consultants
used on Academy and Primary Capital Programme
projects
• Capturing and disseminating best practice
• Establishing a core framework supply chain for key
components and services
• Communication with all stakeholders
• Producing support materials such as a ‘BSF and
Academy Handbook for School Leaders’

Budget & programme
Affordable solutions
Delivering affordable solutions is key to the success
of all our projects. Kier has invested considerable
time and effort in creating cost modelled reference
schemes and information databases based upon
Designing to a budget
As many clients require us to develop their schemes
from a written brief, it is important to design to a price
rather than price a design. Through our open and
Delivery on time
We pride ourselves on our ability to deliver on time,
and through our ‘Zero Defects’ initiative we also
endeavour to deliver all our schemes defect free.
Our processes enable us to proactively manage
information gleaned from previous projects. These
tools, combined with our in-house expertise to
manage project costs, enable us to deliver solutions
that offer best value to our clients.
collaborative approach, we clearly lay out what can
and cannot be afforded.
defects throughout the construction period, minimising
the need to return to attend to snags and defects
once the building has been handed over.
Budget & programme
The Radclyffe, Oldham
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Resources & experience
Training & career opportunities
Local employment opportunities
We recognise that our ability to succeed and grow
is linked to our ability to recruit locally and develop
our workforce. Many of our locally managed and
resourced businesses provide sustainable local
employment opportunities. Our businesses use our
Working with higher education
Kier works closely with the National Construction
College in promoting programmes to give graduates
practical experience of working on site. This helps to
ensure that they are not only safe, competent and
knowledgeable but also that they will be able to
work, particularly that carried out for schools and
colleges, as an opportunity to engage with students
specifically about the construction industry and how
we may attract them towards it.
implement their technical training to the maximum
effect. Through this scheme, we also provide a
number of apprenticeships for a range of occupations
such as crane operators and civil engineering
technicians.
Foundation Degree & National Skills Academies
Kier has worked closely with Oxford Brookes University
to develop its foundation degree course in construction
management. The course is aimed at both day release
students and those who prefer the distance learning
route. It is targeted at students who would prefer to
learn whilst they work and may be more practically
orientated. The programme is accredited to professional
institutions and students are able to ‘top-up’ at the
end of the three-year foundation to a full degree.
Through our BSF work at both Kent and Telford we
have developed National Skills Academies to develop
employment and training opportunities for local
people. These provide not only apprenticeship
programmes, but adult education, pupil engagements,
supply chain opportunities and the development of
links with local FE and HE colleges/universities.
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Importance of design
Kier Peer reviews and Minimum Design Standards
One of the key elements in developing a new educational
facility is the quality of the design. To ensure that ours
achieve the highest quality of design and incorporate
the latest technical innovations, we gain independent
advice from our consultant and supply chain partners
through peer reviews. This has the added benefit of
sharing knowledge and experience throughout our
design teams.
As a pathfinder for the new Minimum Design Standards
process, we are currently developing the procedures
with PfS on our follow-on Academy in Norwich.
Budget & programme
Concept diagram for Abraham Darby, Telford
Sharing best practice
We have formed our Development and Continuous
Improvement Group (DCIG) to specifically share
experiences and to carry out research and
development to maintain our position as one of the
country’s leading providers of educational buildings.
The DCIG ensures that the design quality standards
required by our clients and the individual needs of
each facility are incorporated. It provides leadership,
direction, focus and a consistent point of reference for
design teams across our projects.
The key activities of the DCIG currently include
• Developing National procurement strategies for key
components, so that volume discounts can be
achieved
• Developing sustainable building strategies that
deliver cost effective solutions for attaining high
BREEAM scores and renewable energy targets
• Reviewing the procurement of FF&E to ensure that
the best value is offered to our customers
• Providing design guidance and best practice
examples across our consultant teams
8

Kier’s track record
Some recent projects
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Sustainability
Kier’s approach to sustainable principles is a holistic
view of not only the brief, but design, construction,
operational management and the life of a building.
We believe that a sustainable environment should
also infer one that is comfortable, attractive and
inspirational for the people who visit, study, live or
work within it. This involves us working very closely
with our design teams on each of our school design
and build projects to consider master planning
(optimisation of siting and orientation), traffic planning
(formulating green travel plans), careful specification
of product and product manufacturer, cost in use,
maintenance and demolition considerations, recycling,
minimising site waste and maximising efficiency.
At the start of each project, we ensure that our
design teams fully assess the passive environment
to guarantee that easy win sustainable solutions are
optimised. These include utilisation of thermal mass,
site orientating, use of natural ventilation, thermal
stack effects, north light and solar projection and
penetration. We aim to make the buildings work as
hard as possible, passively, to reduce CO 2 emissions.
Early integration of renewable strategies is a key driver
in enhancing the delivery of a more environmentally
sustainable development.
Sustainability
Case Study 1
The Open Academy - Norwich
On our Academy project in Norwich, we recognised how innovative and sustainable our client was. This
enabled us to explore the use of a timber framed solution that provides excellent sustainable features.
The solution, when compared to a steel or concrete framed building, can boast a saving of 3000 tonnes
of carbon dioxide, which is equivalent to over 12 million car miles or 500 journeys around the planet.
Our solution has awarded us a BREEAM rating of ‘Excellent’ and will provide a building that will have zero
net carbon contribution to the atmosphere for 12 years.
Open Academy, Norwich
Aftercare and soft landings
On all our projects we have started to introduce a
robust and structured ‘soft landing’ process called the
Kier Care Commitment. For two years following the
opening of any new educational facility, we will provide
the new users with a structured programme on how to
use the building in its most energy efficient manner.
Our understanding of the Zero Carbon Task Force’s
work has shown that CO 2 emissions could be reduced
by 30% through the more energy efficient management
of buildings, and this is at the core of our proposal.
10

Design Innovation
Design Innovation
Genuine innovation is more frequently claimed than
achieved. At best it provides substantive benefit to
either the process of designing a school, or a tangible
improvement to the built result, without exposing
the client to unnecessary risk. Innovative practice is
particularly effective where all parties in the project
Case Study 2
team work together to achieve a new advance. We
believe the following examples fall into this category,
addressing both the built environment and design
methodologies from our experiences on schools and
academies.
Business and Enterprise Education at Milton Keynes Academy
To meet the aspirations of the academy’s sponsors Edge, we have ensured that enterprise education
permeates the whole academy by providing a range of flexible spaces as well as special workshops and
business units. At the heart of the academy at second floor level, the Enterprise Hub provides a business
environment that offers a professional setting to develop students’ skills and knowledge as well as providing
opportunities for conferences, training and business seminars. The Hub is a striking architectural feature
in a commanding position and signals the academy’s commitment to developing learning by doing and
strong community links. It has already attracted a large number of business partners and national press
and media interest.
Case Study 3
Wellington Academy
To provide added value to the facilities at Wellington Academy we have developed an innovative arrangement
of curriculum spaces around the performance hall creating a fully fledged theatre space with dressing
rooms, green rooms and stage wings without adding extra area. To simplify and quicken the building process,
we developed the scheme with a proposal to use timber framed prefabricated panels for elements of the
academy project. With the head designate, we have developed the design of innovative ‘commons’ spaces,
as flexible and agile learning spaces which are additional to the curriculum spaces and allow the physical
embodiment of the proposed pastoral house system.
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Primary Schools
For our primary projects, we work closely with
headteachers, governors, LA advisers, teachers, pupils,
support staff and parents to ensure that we create
bright, colourful and welcoming learning environments.
At the Foundation Stage, children are experiencing
school for the first time and it is crucial that these first
steps into formal education are happy ones.
Our emphasis throughout is to provide a flexible
school design that is safe, secure and homely whilst
also offering stimulating spaces for play and learning.
Our approach is to help schools to maximise these
early years of learning by ensuring that all aspects of
the design, including furniture, fittings and equipment
are excellent quality. We also ensure that the emphasis
on learning outdoors is reflected in landscapes and
external play areas that offer safe and secure
environments. We provide schools where staff and
children feel comfortable and where they feel a sense
of belonging. The design process is informed by the
need to create primary schools where children enjoy
learning, are happy and healthy and know that they
Projects (Primary Schools)
are part of a caring and achieving community.
Our team keep up to date with all national strategies
and we work hand in hand with schools to ensure that
teachers and support staff are enabled to deliver literacy
and numeracy programmes as well as the full range of
National Curriculum subjects.
Our aim is to provide a design that enables pupils to
progress naturally from the primary to the secondary
phase by the time they reach the end of Key Stage 2.
We therefore offer rooms and environments that match
the needs of the children in each Key Stage from
Foundation to Key Stages 1 and 2. We also recognise
the vital importance of pupils’ spiritual, moral, social
and cultural development and we seek to build schools
and to create landscapes, which promote the personal
development of all children. Finally, we place an
emphasis on making our schools fully accessible and
welcoming to pupils with difficulties or disabilities so
that they are fully integrated and happy.
Projects (Primary Schools)
Case Study 4
Primary School Case Study
(Barnet Primary Capital Investment Programme)
The London Borough of Barnet’s educational vision is to procure high quality innovative 21st Century schools
that will take their already high standards to the next level. As pathfinder Authority for the PCP they received
a number of innovative solutions, but selected Kier based on our understanding of educational transformation,
value for money and partnership approach.
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Projects (Secondary Schools)
Projects (Secondary Schools)
Secondary schools
Our approach to secondary school design is informed
by a wealth of educational leadership experience
within our team of six educational advisers. Our team
is fully conversant with the rapidly changing range of
strategies and initiatives driving school improvement
at the secondary level. We recognise the need to
provide school designs that offer flexibility and
adaptability. We seek to design environments that
facilitate personalised learning and the development
of skills and competencies.
At the same time, we strive to provide teaching spaces
that fit with the particular needs of each situation.
We also have a great deal of knowledge and
experience relating to the specific requirements
of practical subjects. Secondary schools are also
environments that need to promote the ‘Every Child
Matters’ outcomes. Our whole approach is to hold
up our designs against this framework to ensure that
we build schools where pupils are safe and secure,
happy and achieving, healthy, developing skills for
their futures and feel part of a community.
We are also aware of the need to create schools that
reflect the unique character and identity of each
community and visibly reflect their specialist subjects.
We are experienced in helping schools to develop
their facilities to enable them to play their full part
within the 14-19 provision of a local area. We are
passionate about working with schools and authorities
to ensure that we create learning environments,
which are transformational and remove the barriers
to achievement for young people regardless of their
backgrounds or abilities.
The importance of ICT, which is driven by needs and
permeates the whole curriculum and all aspects of
the school’s VLE, is recognised by our team. We also
give a high priority to the creation of social spaces
and facilities for sports and performance within a
coherent landscape. Finally, we are aware of the
different needs of students at Key Stage 3 and 4 and
in the Sixth Form and offer a range of accommodation
solutions best suited to the needs of each cohort.
We work closely with school staff and advisers to
ensure that we provide new schools where young
people want to attend, that they are proud to identify
with and where they enjoy learning and achieve well.
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The Radclyffe, Oldham

Projects
Academies
As an approved contractor on the Academies Framework,
we have a growing experience base in delivering new
and exciting academy designs. We bring the same
approach to designing an academy as outlined in the
secondary school section, with the added dimension
of working closely with sponsors to understand their
aspirations, interpret their educational brief and reflect
their unique vision for the new academy.
Our approach is one of listening and working alongside
the Framework Users to achieve the best possible
design solution. In one project, for example, the
sponsor’s vision of creating a dynamic and unique
business and enterprise college environment is being
realised through the creation of an ‘Enterprise Hub’
that offers an exciting and innovative central core space.
On another academy project, the vision of the local
diocese to create a distinctive space for reflection is
being sensitively designed as a peaceful prayer room
looking out onto a quiet courtyard area. We are mindful
that each academy is unique and is seeking to respond
to its local area in a different way.
We pride ourselves on reflecting this uniqueness
through the use of the best architects and designers
as part of the Kier team. We aim not only to meet the
aspirations of sponsors, but also exceed them!
Projects (Academies)
Case Study 5
Abraham Darby Learning Community
The sample project for the Telford BSF programme included the development of a co-located academy with
a primary school and leisure facility. As a multi-user facility we had to work through the varying stakeholder
requirements to deliver a unifying, but individually distinctive character to the learning community. The result
is a truly spectacular campus.
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FE Colleges
FE Colleges
Further Education
We are excited at the prospect of bringing our expertise within the education sector to the provision of new FE
colleges. We are aware of the need to create high quality learning environments for young people pursuing a full
range of academic and vocational courses at 14-19 as well as for adult learners.
A college needs to attract learners of all ages and to provide an open and welcoming environment that promotes
lifelong learning. For some adults, this may mean returning to education to gain qualifications, or to learn basic
skills. We seek to work with college principals and staff, meet their unique needs and help them to remove
barriers to learning for all members of the community.
The provision of childcare facilities, for social areas, LRC’s and other communal resources has a significant
place within FE colleges. In addition to this, our team is experienced in providing advice and support in the
design of highly specialised bases for vocational courses such as engineering, hair and beauty, hospitality and
catering, media and performing arts.
We are experienced in creating open educational environments that are also secure and we recognise the
particular challenges of evening and weekend opening. For our FE projects, Kier brings the same commitment
to the needs of learners as our partnership work in all sectors and is excited by the potential of extending our
involvement within Further Education and Training.
Finally, we recognise the importance of the provision of a wide range of courses up to and including degree level
as part of the development and growth of all members of the community.
City College, Coventry
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Milton Keynes Aacademy
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Kier Education
Tempsford Hall
Sandy
Bedfordshire
SG19 2BD
Tel: 01767 640111
email: kier.education@kier.co.uk
www.kier.co.uk/education
V1/Apr2010