Bournville College - It's always been amazing

It’s always been

amazing!

Preface This book takes you on a journey, dating back to 1913 and tells an amazing story – the story about Bournville College. It has changed in so many ways since 1913 but the core values still remain. It’s always been about innovation, partnership, inspiration and vision.

And now in 2011, it feels like we have reached our destination…

It has taken nine years for the new build to come to fruition.

Looking back on the journey, it hasn’t always been easy.

Projects of this scale don’t just happen. We had a vision and many partner organisations worked tirelessly to help us achieve it. There are too many to mention individually, but I want to take this opportunity to thank them all.

I would also like to thank the governing body of the College, my colleagues on the management team along with all College staff for their enthusiasm, support and patience over the last few years. I hope you agree that it’s all been worth it.

The new campus is such a great asset to the College. It allows us to grow and develop in ways that we never thought possible.

So, yes, we have reached our destination. But for Bournville College, this is just the beginning… of an amazing future.

Norman M Cave Principal & Chief Executive iii

I t ’ s alway s been ama z in g !

Contents Introduction Chapter 1.

History - Bournville College

Chapter 2.

Design Process - Broadway Malyan

Chapter 3.

Engineering Process - Gifford

Chapter 4.

Construction Process - Shepherd Construction

Chapter 5.

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3

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69

95

The future

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acknowledgements

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I t ’ s a lway s b e e n a m a z i n g !

Introduction Bournville College’s

which was duly delivered. The College and its

new campus opened

Architect Broadway Malyan not only responded

its doors to students

to the changing site area and requirements of

in September 2011.

the masterplanner, but also worked closely with

The fact that this

the Urban Design Department at Birmingham

has been achieved

City Council to ensure that the new design

is a testament to

aligned with the new Area Action Plan.

the hard work and

This process of collaboration over some two

sheer determination

years included detailed discussions regarding

of the parties involved, especially the Principal

the colours of the façade, the detail around

Norman Cave. The new build project overcame

the gluelam frames and urban-porosity of the

a number of hurdles, each one of which could

design. The aim was to ensure the building

have seen the end of the dream, but a steely

met and exceeded the aspirations all

determination to realise the vision ensured the

Stakeholders had for the new Longbridge

hurdles were successfully cleared.

masterplan. Local residents were also consulted as part of the planning process

The new build project was not just about the

and there was overall support for the proposal,

College; rather it was seen as a key element of

which saw world-class facilities on the

the regeneration masterplan for Longbridge.

doorsteps of thousands of residents.

Its importance is acknowledged by locating

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it on the junction of the A38 and Longbridge

In addition, in the Summer of 2008 the

Lane, making it a focal point for the city as

developer, St. Modwen, carried out their own

well as the masterplan. As the masterplan

independent design assessment to ensure

developed, the site area available for the

there was no design risk with regard to

College was reduced to such an extent that

obtaining Planning Approval of the design.

the original design (on which many months had

Their consultant gave the project the highest

been spent) had to be scrapped and a new

rating of all projects reviewed to date for

design developed from scratch. This required

St. Modwen and noted that “the building

a wholesale shift in approach and response

plan has been carefully tailored to meet the

functional and environmental needs of the wide

negotiations, where each party had their own

variety of departments and activities”. As a

conflicting demands, were undoubtedly the

further test, the Commission for Architecture

most difficult part of the project.

and the Built Environment (CABE) was asked by the Planning Department of Birmingham City

At one point, there was a drastic proposal

Council to review the scheme in February 2009.

to remove the Motor Vehicle area to find

They reported that “clear design thinking is

the savings required, which was particularly

evident in the arrangement of accommodation

difficult to accept when the heritage of the site

and this generates distinctive architecture

was considered. In the end, all parties found

befitting the building’s public use” and that they

sufficient savings to allow the Motor Vehicle

were “broadly supportive of the proposals”.

block to be retained, without compromising the overall quality of the project. This process not

Whilst a budget had been agreed with the

only put pressure on all parties concerned, but

main funder of the project, the Learning and

also reduced valuable time which was meant to

Skills Council, there was continual pressure on

be used for construction. Site possession was

floor area due to the LSC wishing to reduce

finally given to Shepherd Construction in the

its contribution to the project. The scheme

winter of 2009 and the first steps on the road

achieved Approval in Principle in early 2008,

to construct the large, complex new campus

but then as it was about to be submitted for

for Bournville College were finally taken.

Approval in Detail, the LSC imploded under

This book tells the story of that journey and

promises of funding to which it did not have

some of the key people involved.

access. Over 130 colleges faced an anxious summer as they were put through a ‘Value for Money Test’. As part of this, Bournville College was instructed to find £17 million in savings and given extremely short timescales in which to do so. This drew everyone together to review all aspects of the project and leave no stone

Mirza Salim Hussain

unturned in looking for savings. These complex

Architect

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Chapter 1:

History 4

I t ’ s a lway s b e e n a m a z i n g !

M

y grandfather was an intensely practical man and he was interested in vocational education more than he was

in purely academic education. The values of the Day Continuation School were around the opportunity for youngsters to achieve their potential in many, many ways. They had the potential to do much more in business; take more responsibility and have much more fulfilling working and personal lives. If we look back to my grandfather I see that as a great legacy to the Bournville College of today.

Sir Dominic Cadbury Grandson of George Cadbury

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An Amazing concept The story first started in 1899, with a revolutionary concept. Cadbury Brothers Ltd, concerned about the well being of their young workers, decided that physical education classes during work time should be made compulsory. Swimming classes soon followed and Cadbury built two swimming baths inside their Bournville factory. The belief that young people needed training not only for the job but also for life inspired the dress making classes for girl employees. The boys, on the other hand, took classes in English, Mathematics and Science.

In 1911, a groundbreaking approach by Cadbury’s directors to the Birmingham Education Authority suggested that the attendance of their young employees at a day school, through a day-release programme, should be compulsory if the Local Education Authority could provide the school. The proposal was also supported by Morland and Impey Ltd, Kalamazoo Works.

Classes started in September 1913 in the Stirchley Institute and so did the story of Bournville College, then known as Bournville Day Continuation School.

The function of the school was ‘to provide young people with a sound general education which will fit them to meet the demands of life and work in the best possible way’.

Even though other companies across the country had seen the importance of continued education, none had taken the step of requiring all their young staff, whatever their jobs, to continue their formal education in their firm’s time and at their expense.

The experiment gained national recognition when the 1918 Fisher Education Act made provision for school leavers between the ages of 14 - 18 to attend Day Continuation Schools for vocational training.

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The Early Years

A letter from Cadbury Brothers Limited dated 1914, one of the oldest examples of correspondence found.

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The first new campus A new school building was opened on Bournville Village Green in 1925, built to house the Day Continuation School, at a cost of around £30,000. Under its roof the boys’ and girls’ schools, which had been separated since 1914, were brought together. This meant that all learning facilities were vastly improved, although due to the country’s difficulties at the time, student numbers dropped.

In 1927 Cadbury decided that all female workers up to the age of 17 would be sent to Bournville Day Continuation School for two half days per week. The headmistress of the girls’ school retired in 1929 and after much deliberation it was decided that Mr Mews (headmaster of the boys’ school) would then take over the running of both the girls’ and the boys’ schools, leading to the introduction of mixed classes.

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I t ’ s alway s been ama z in g !

School Leaving Scholarship A lot of correspondence regarding the School Leaving Scholarship has been found dating back to 1934 when the Scholarship was originally funded. Its aim was to provide a means of further education to part time students who had little opportunity to obtain other sources of funding.

The Scholarship helped open doors to new lives with wider interests, greater opportunities and deeper understanding.

Some students used it as a means of getting on a university course in teaching or engineering while others pursued a more vocational route, such as secretarial training.

One beneficiary commented:

T

he Scholarship has been more than helpful in my life generally. It has enabled me to do really

something which, had I not won it, would have been out of the question. It has given me confidence in myself, helped me to feel on a level with people who otherwise I should never have met. I only hope that I now have the chance to pass it on to others who are keen to learn.

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Some things never change It’s encouraging to see that even back in the 1930s not all learning was delivered in the classroom.

Extra-curricular activities took place, such as a trip to Caernarvon in Wales for over 100 students.

However, even back then, there were such things as misbehaving students and onerous health and safety requirements as these two letters prove.

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1940s An amazing heart During the Second World War, Bournville College students and staff worked tirelessly to do their bit in supporting those affected by the war. Even though they had to seek refuge in temporary classrooms provided by Cadbury whilst air raid shelters were built at the College site, students worked hard to help RAF and Army troops as well as mine sweepers, hospitals, refugee centres and more.

The School Fund contributed cash to organisations such as the Red Cross Fund, Queen Elizabeth Hospital, YMCA and Polish Relief. In addition, the girls knitted the following items, according to the School Fund balance sheet at Christmas 1940: - Pullovers – 49 - Scarves – 57 - Helmets – 11 - Mittens – 15 - Gloves – 13 - Socks – 38 pairs The School Fund was also used to send packages to soldiers serving during the war. Examples of letters of thanks received are shown.

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Rationing Interesting evidence was found to show that during the Second World War students needed to bring their own gas mask and food on trips organised by the school. The catering syllabus also had to be altered, to take into account limited food supplies.

Rationing continued in the post-war years, as can be seen in the letter from November 1950 from the City of Birmingham Education Department with regards to ‘allowing girls to make sweets with materials provided under the school rationing scheme’.

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Student numbers The numbers of students increased steadily from 1913 to 1938, reaching 2,854. Until 1939, 3 different companies and 2 municipal departments sent their young employees to school one day per week. Numbers gradually dropped during the war years down to 950 in 1943.

In the following years several organisations decided to send their young people to the school. As a result, numbers began to increase and by July 1945 had risen to 1,636 and included students from 10 different firms, 5 municipal departments and 13 Government departments.

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POST – WAR PERIOD AND ANOTHER AMAZING CONCEPT Bournville Day Continuation College continued leading the way in education with a pioneering experiment in which the Ministry of Education showed considerable interest because of its possible influence on the future of county colleges. The College made news headlines on 9th November 1949, when it allowed students to choose their own courses as opposed to following a standard curriculum, something which is standard practice today.

W

e have done this because we find from experience that apathy towards

education found in many young workers may be overcome if they are taken into the adventure of learning as partners’. Mr Cohen, the Principal at the time was quoted as saying. ‘We are treating these people as young men and women, with minds of their own and we feel that they will rise to their opportunities if they are consulted.

They are being encouraged to make their own decisions and if mistakes are made here and there we hope the experience will be valuable.

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1950s In the 1950s, grading for student ability was introduced, splitting students into three categories - ‘the most promising, the very poor and the average which would constitute the largest part of them and fit the top and bottom categories into special classes’.

1950s saw a lot of activity at Bournville College, including its first Royal visit. On Thursday 19th July 1956, His Royal Highness, The Duke of Edinburgh accompanied by his Study Group, visited Bournville Day Continuation School as part of their Study Conference. The Principal showed a film strip of the College’s aims and objectives, focusing on the wide variety of students and the curriculum to meet their needs.

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The College continued working closely with employers, consulting on the length of the school day, companies’ financial contribution, support with text books and more.

In February 1956, the Austin Motor Company kindly donated an A40 motor engine to the College for the purpose of mechanical training for a special pre-Service course designed for boys before they reached the age of 18.

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1960s In the early 1960s, the College experienced rapid growth in student numbers, placing considerable pressure on resources. Eventually, seventeen separate buildings were being used for classes, including church halls and huts on the Cadbury car park.

In 1963, Mr Albert Weedall took over from Mr Cohen as the Principal. In the same year, on 1st May 1963, the College celebrated its Golden Jubilee, with the programme centered around the visit of the Countess Diana of Albemarle DBE, who spoke on ‘The Further Education of the Young Worker’. She later wrote to Mr Weedall to express her gratitude:

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This article from 10th May 1963 is a good illustration of Bournville College in 1960s.

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1970s In 1973, Bournville College reached another milestone, starting its move to its new home on Bristol Road.

The building, which had been built in 1961, previously housed Birmingham Polytechnic (now Birmingham City University), which at the same time moved to its new Perry Barr campus. The move took five years, due to a disregard of the needs of disabled students when it was originally built, which meant that the College finally completed its move into the Bristol Road site in 1978.

In 1978 Mr David J. Ward was appointed Principal, succeeding Mr A. Weedall.

G

iving students what we called a ‘second chance’ eventually became a passion of everyone that

worked at Bournville College. We didn’t like turning anybody away.

David Ward

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1980s 1980s saw another change in the leadership of the College with Mrs Patricia M. Twyman becoming Principal in 1986. At the time, there had never been a woman principal in Birmingham, with less than a handful in this role across the country.

Three years later, the College celebrated its 75th Jubilee with a visit from the Princess Royal on Thursday 11th May 1989. Her Royal Highness met students with physical and learning difficulties and disabilities. She also unveiled a plaque in the Jubilee Garden (then known as the Central Quandrangle Garden) to mark the completion of Phase 1 of the College’s Landscape/Conservation Project and planted a tree to mark the commencement of Phases 2 and 3 of the project.

The Education Reform Act of 1988 saw the College having more extensive powers to determine how it should operate, whist still working within the Local Education Authority’s planning and funding system.

Over the next 20 years as a result of new legislation further education colleges took on an even greater independence with the 1988 reforms proving to be only a transition.

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1990s Creating its own future and keeping faith with the past By 1993 colleges had become independent

was high and staying-on rates, beyond age

corporations but the notion of independence

16, were traditionally low. There was a cycle

was not truly realised. Very evidently there

of deprivation in some areas and the College

was a tension between the statutory powers

saw one of its roles as breaking that cycle

given to governing bodies and the reality

to give opportunities to a wider group of

of working with the number of government

students. In opening its doors to all students,

agencies involved in planning, funding,

there needed to be recognition of a changing

inspecting and auditing further education.

curriculum and levels of support.

The ability of colleges to operate effectively in this environment fell to those charged

The educational offering ensured that the

with its leadership to have become almost

College was attractive to students, providing

as important as delivering further education

qualifications which would be valued and

and training to the students the College was

enable people looking to take the opportunity

established to provide for.

of a “second chance” to realise their ambitions. Indeed, the College was often the

The Corporation, Principal and the Senior

catalyst for people to reassess their ambitions

Management Team of Bournville College

and many successful outcomes for individuals

sought to work in this environment in a manner

and groups were recorded. Over the years,

which recognised economic and business

the philosophy of “many chances” and the

facts out of which developed what became

concept of lifelong learning became one of

known as the tripartite agenda addressing

the key foundations of the College.

economic, social and financial factors within the College’s mission.

The College also worked with the voluntary sector and the particular success was the

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The College was fortunate in being set

establishment of The Prince’s Trust Volunteers

within attractive grounds and mature trees,

Scheme. Starting off in 1999 with one group

something of an idealised location, yet

of 15 in what might be regarded as a trial

provided for communities which had significant

arrangement, the College has over the years

educational deficit often alongside negative

had 85 groups with over 1,000 graduates

social and economic factors. Unemployment

receiving their awards under the scheme.

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I t ’ s alway s been ama z in g !

Working in a multi-agency environment Bournville College, like many other colleges throughout the country, could not operate on its own in the new multiagency environment of 1990s. From the College leadership, there was a recognition of partnership working, with the College playing a role in a provision of post-16 education in the south west of Birmingham in co-operation with schools, other colleges and the higher education sector as well as private providers, voluntary organisations and community groups. During this period the College utilised project or external funding opportunities to enhance and develop its provision to meet the needs of under-represented groups, the long-term unemployed and for young people who had not been in any form of education, employment or training beyond their school experience.

In the early stages of this more independent period the College was working with the Further Education Funding Council (FEFC) which had been established in the first instance under the Further and Higher Education Act 1992.

The Council was developing its remit particularly with regard to non-core funding. Both the Training and Enterprise Council (TEC) and the Government Office for the West Midlands, which was expanded during this period, had significant roles to play. For instance with regard to regional development funding, which the College was to benefit from, European grant was utilised to modernise provision for science and technology. In 1998 the College completely rebuilt its science block with a focus on high quality facilities to meet the needs of future employment.

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Inspection and Regulation No commentary on this period of the College’s history could pass without reference to the inspection arrangements which were introduced with the new status of incorporation and developed over the period.

Starting from a longstanding liaison with Her Majesty’s Inspectorate, the FEFC introduced its own inspection framework and arrangements which included a financial and probity audit in addition to each college having to appoint internal and external auditors. Adverse judgements in any of these could and often did have serious implications for a college.

In keeping with the schools’ sector, the creation of Ofsted with its regular programme of inspections and judgements and public reporting heightened colleges’ awareness and activities in the quality of provision, data collection and analysis. Bournville was no exception and was as a result able to demonstrate improving educational standards or address these where, in a few cases, this was not the case. This often also resulted in hard decisions being taken where this was deemed to be in the best overall interests of the College and its students.

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2000s A college for the 21st Century As the College continued developing its curriculum and growing student numbers in its quest to address local and regional needs, the need for improved and expanded premises became apparent. The College expanded from its main campus into two other locations – Hollymoor Centre in Northfield and later the Construction Centre in Longbridge.

In 2002, when Norman Cave became the Principal of the College, he gave a commitment to build a new campus.

The initial thoughts were to rebuild on the existing site but that changed in 2005, as the local community received a devastating blow. In April of that year, the MG Rover company based in Longbridge collapsed, resulting in job losses for over 5,000 local people. The College worked tirelessly with local partners to retrain those affected by the company closure. At the end of the project, over 1,500 received training, with over a third gaining employment.

The scheme received national recognition, including a visit from the Prime Minister.

Norman Cave and his management team thought that there was no better way to show the College’s commitment to the local community than to be the catalyst of regeneration of Longbridge by building a new college on the land of the former MG Rover factory. This decision marked the start of Bournville College’s new chapter and a new vision for a 21st century educational and training establishment. What follows in the subsequent chapters of this book is a more detailed account of this process.

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the international dimension The first evidence of the College working

client groups. Teacher Training, Nurse

with international students is a touching letter

Development, work placements and other

received in 1972 from Jean-Marie Coupleux,

packages were developed to enhance

a French student who spent two years at

the range of international courses offered,

Bournville College.

including management, science, art and design, beauty therapy to name but a few.

Over the coming years, the College’s international reputation grew and students

The international course offer reflected

came from all over the world to study at

international market demand and in the

Bournville. This led to a specialist international

late 2000s the College introduced higher

office being set up in the year 2000 to cater for

education courses such as Pre-masters and

specific needs of international students.

Higher National Diplomas. With many global educational links being forged, home students

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The main subject studied was English for

and staff at Bournville College benefitted greatly

Speakers of Other Languages (ESOL) but

from the opportunities to participate in cultural

students also excelled at other subjects,

exchange programmes spanning Europe

such as A Levels, with some progressing to

and as far afield as South Korea and China.

prestigious universities. As the international

With this kind of staff and student mobility,

student population diversified, so too did

the in-country presence of Bournville College

the range of programmes on offer; both the

provision established itself through dedicated

traditional academic and vocational courses as

overseas offices and staff, further highlighting

well as tailor-made courses for specific

its profile.

An extract from Jean-Marie Coupleux’s letter 36

37 I t ’ s a lway s b e e n a m a z i n g !

Chapter 2:

Design Process 38

I t ’ s a lway s b e e n a m a z i n g !

Introduction The College’s accommodation strategy endeavoured to address the many inadequacies of the existing estate.

However, it concluded that further refurbishment of the existing buildings would neither meet the demands of the reform of Further Education, as outlined in the Government’s key strategies for success, nor the College’s potential for growth based on current performance.

Bournville College therefore decided that the preferred way forward was a total rebuild at a site in Longbridge.

As well as being able to redefine their built environment for the 21st Century, the move put the College at the heart of the new 54 hectare regeneration plan for Longbridge. This masterplan, alongside the Area Action Plan, sought to bring 10,000 new jobs and 2,000 new homes to the site.

The appointed architects, Broadway Malyan, worked closely with the masterplanner and the Local Authority to develop an appropriate design response. The North West corner fronted the A38 as well as a twelve storey hotel thus giving impetus to mark this corner. Other faces of the building were equally important with a ‘no back’ strategy pursued. The College functions, such as Motor Vehicle, Construction, Hair Salons and Restaurant were put on display to the public through large glazed areas, thus reinforcing the masterplan’s criteria for active frontages and back-of-pavement development. A site area of 4.2 acres was available for the development.

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Site within masterplan

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Site Analysis Context analysis The site is orientated North - South with prevailing winds from the south west. The site at 4.2 acres makes it the largest single block and with the park to the south, ensures good solar penetration to the east, south and west. There are long views from the site to the Lickey Hills (and vice versa) as well as long views on the A38.

Public transport is represented by regular bus services on the A38 and Longbridge train station some 500m to the east of the site.

N

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SITE

Site Analysis Analysis showing primary vehicular routes The A38 is a major arterial route connecting Birmingham to the south west of England. A major traffic junction also exists at its intersection with Longbridge Lane and provides a stopping point for traffic directly in front of the building.

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Site Response Diagrams : Urban Edge Parameters From the briefing sessions with the College, it was clear that the building would not be one monolithic element.

The specific requirements of some areas, especially vocational, gave the opportunity to express these functions as ‘blocks’ within the overall building. As well as giving these areas an identity it opened up the opportunity to form a ‘strip’ around the perimeter of the site, which was in line with the masterplan criteria of back-of-pavement development.

The site defined by the masterplan meant the College was a vital component of the new town square.

The layout of the blocks within the site responded to factors such as site topography, relationship with other developments, connections with public spaces and functional inter-relations.

The main entrance from the new public square provides a clear relationship between building and environment, and delivers people into the heart of the public realm, rather than on to an obscure side street.

Whilst the scale of the building was generally 2-3 storeys, the need for a taller element to the West was agreed upon by all. This not only formed a strong marker on the prominent corner of the site, but also provided a counterpoint to the proposed twelve storey hotel.

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SITE

SITE

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Site Response Diagrams : Open Space Parameters & Landscaping The College building is designed to directly address the public realm to the south with a more human scale and use of warm materials. The learning environment and activity of the Learning Resource Centre is showcased in this location. Views of the activity within are maximised, as are views out to the landscaping of the new public square.

The landscaping to the site is primarily hard landscaping.

The South side that links in to the new town square has materials to match those in the public realm.

This maintains the ‘path in the park’ theme of the masterplan and ensures the College building knits-in with its surroundings.

A private internal courtyard space is provided between the Conference Centre and the Spine dubbed The Zen Garden. This will enable users to find some respite from the pressures of modern life and will have an even more private section for internal self-contemplation.

These private spaces are intended to provide seating areas set amongst hard and soft landscaping.

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Site Response Diagrams : Key Views & Punctuation Parameters The new building will become the heart of the new Longbridge, truly visible from the surrounding areas as well as to passing visitors and delivering the College’s aspirations for a functional building, fit for purpose, but with a strong presence and an inspirational identity The appearance of the building befits that of a landmark building on a major gateway for the development.

Whilst the cladding panel is used on all blocks, there is a distinction in tone between the taller ‘spine’ building and the lower remaining blocks. The Learning Resource Centre is also expressed uniquely, with a largely glazed south façade to exploit views to and from the new public space and then ‘wrapped’ by a series of large timber frames.

Their rhythm is broken to clearly signal the entrance point.

A low-level render plinth unifies the blocks on the site and also allows the façade to address the level changes on the site’s perimeter. This allows a cohesive palette of materials to come together whilst retaining the individuality of the separate blocks.

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Concept & Vision The College was keen to create a building with strong visual impact, which gives a clear message to the viewer. Being conscious of its location and its role within the masterplan, the building must promote a clear, strong image. Giving ‘confidence and inclusion to all’ is a key component of the design.

The 23,500m² building is seen as an advertisement for potential students and to encourage other users including adult learners and businesses.

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Concept Diagrams Organisation The design is ‘hinged around a linear ‘spine’ building.

This block has classrooms linked through a central corridor, incorporating natural ventilation and daylight into the classrooms.The spine building connects to the atrium at ground level to house the building entrance, social space and semi-public functions.The atrium acts to connect the blocks and form the main social heart of the College. Its terraced steps at the west end also afford an informal social space and provide a clear route into the Learning and Resource Centre (LRC) and spine building.

Practical areas such as Motor Vehicle, Construction and Hair & Beauty are housed as ‘big boxes’ to reflect their large space nature. The Hair & Beauty element is also located close to the main entrance to encourage public use of these facilities.

The Professional Development element is housed as a separate block whose sensuous materials give the block a strong visual presence and mark it out from the more traditional surrounding buildings.

The LRC will face the new town square. It has large timber frames, which give a scale and rhythm as well as warmth from the materials. Large glazed panels give clear views into the terraced LRC, which extends over two floors. The public restaurant also sits at ground floor on this façade.

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Precedents & Inspiration

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Building Planning The design is a new dramatic and exciting horizon landmark for Longbridge and surrounding area. The spine block will provide a dramatic skyline along the A38 Bristol Road South. It rises from east to west, with its apex on the western corner facing the A38. This ‘stacking’ gives the building presence on the site, forms a ‘landmark’ point on the A38 and complements the proposed hotel tower opposite, as suggested by the masterplan.

The Learning Resource Centre and the Management & Professional and Business departments, were highlighted as key spaces for the College. These are areas where adult learners, as well as the general public, will be present. The Management & Professional Block is located on another key location on the site, addressing the corner of Longbridge Lane and the A38. Here, the Conference facilities are highly visible. The LRC was located to address the primary public open space shown in the Longbridge masterplan.

The LRC presents a strong image using timber frames and large areas of glazing to showcase its internal functions and provide visual connection to the site.

The vertical timber frames lend a more human scale, rhythm and warmth to help create a stronger relationship with the square.

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Connecting the blocks and forming the main social heart is the space between the LRC and the spine block. This also acts as the main entrance axis with the refectory seating in this zone. The terraced steps also afford an informal social space and provide a clear route from this space into the spine building. Clear circulation routes are proposed throughout in both horizontal and vertical planes. Places to meet and stop are found around the building to encourage interaction between users.

Large glazed sections of the building work to promote the building’s function and performance, with public facilities such as the restaurant and hair salon based at ground floor to establish connections between the public and the learning environment.

Also showcased are the Vocational Studies departments of Motor Vehicle Engineering, Construction and Hair & Beauty. These practical areas are therefore located on the site perimeter, addressing the public open spaces and surrounding streets that define the site, giving active frontages and a ‘live advert’ for the College’s educational offer.

These vocational departments, as well as the Sports Centre, are articulated as large volumes, reflecting the function within. Large glazed areas and big picture windows promote connectivity between the public and users.

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The Building

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Southern Face

I t ’ s a lway s b e e n a m a z i n g !

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The Building 57

North Face & Main Entrance

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The Building 59

Interior - Learning Resource Centre

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The Building

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Interior - Main Entrance

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The Building 63

Interior - Conference Centre

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Sustainability As a responsible client, Bournville College has been committed to assess environmental, social, economic and natural resource impacts. In order to be truly effective, it was recognised that this process should begin at the Design Stage of the project, be reviewed and then developed further during the construction phase.

Some sustainable technologies employed include rainwater harvesting systems; ‘earth tube’ air handling units to the atrium and LRC; Sustainable Urban Drainage Systems (SUDS); exposed thermal mass and night-time cooling. Specification of materials has been on the basis of Green Guide ‘A’ rating wherever possible.

The building achieves a BREEAM rating of Very Good.

It has been designed such that upon integration to the site-wide CHP system, its rating will rise to Excellent.

The building provides an environmentally responsive solution to natural light, ventilation (being ‘lean’).

The inclusion of the required sustainable technologies further reduces this environmental impact (being ‘green’).

The investment in a high quality, durable building ensures the long-term economic viability of the college and the context it will support.

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Inclusive Access Access for users Bournville College has always had a strong reputation for accommodating students of all abilities. The College wishes to continue and build on this inclusive approach in the new building.

Access therefore forms an important element of the overall scheme design. The proposals have been considered both in principle and detail to ensure they are fully compliant with Approved Document M and address modern disability requirements.

Appropriate planning and layout ensures there is inclusive access. The reception, LRC, student facilities and social spaces are all located on the ground floor giving users easy access to key services. Vertical circulation caters for all abilities, with lifts and all staircases being appropriate for ambulant users. The main orientation points are fitted with induction loops.

The use of an internal atrium as a gathering point for all and a clear circulation strategy ensures that everyone can move through the building on equal terms.

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Lighting Strategy

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The lighting strategy of the developer masterplan

building are minimised and instead, the light from inside

illuminates the public realm, including the four sides

the building is allowed to illuminate the building. Large

around the building. In hierarchy, the streets surrounding

areas of curtain walling, such as the LRC and the spine

the College are principal and secondary routes, whilst

allow light to flood out and illuminate the site. At the

the park to the south is a key space. This allows the

same time, the inner workings - the building's inner

building the opportunity to form its own identity at

beauty - is revealed.

night, which is equally as important as its identity during the daytime.

External areas such as the Zen Garden, employ uplighters to reflect light from soffits, to form ‘clouds’

The building is located at a gateway location for the

of light for users to operate under. Other areas such

development. As such, it does not need to shout to

as the car park have been based on statutory

draw attention to itself. This stance has also informed

lighting requirements.

the lighting proposals. External light sources onto the 68

69 I t ’ s a lway s b e e n a m a z i n g !

Chapter 3:

Engineering Process 70

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Introduction Gifford (now part of Ramboll) was the Design Engineer for the new Bournville College from the initial concept stage, through the detailed design and during construction.

They provided the full range of engineering consultancy services including civil, structural, geotechnical, mechanical, electrical and public health design.

Once construction was about to commence the Gifford Civil and Structural Engineering team led by Neil Harvey and Vikki Klette was novated to the main contractor Shepherd Construction to complete the detailed design.

The Gifford Mechanical and Electrical Engineering team led

by Henry Chan and Tony Jones was retained by Bournville College in a supervisory capacity.

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Design Process The Bournville design was developed using a three dimensional computerised Building Information Model (BIM) which proved to be an important design tool enabling the Gifford Engineers to communicate ideas, integrate analysis and modelling and produce comprehensive co-ordinated design information.

This ensured increased accuracy, greater efficiency of design and clearer communication of the design information to the Architect and Building Contractor.

ENGINEERING RESPONSIBILITIES –

Civil and Structural Engineering

–

Building Services Engineering

– Geotechnical Engineering – Drainage Design

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The Site Following the closure of the MG Rover factory at Longbridge in 2005, the site was cleared enabling construction of the new Bournville College to commence.

The College is the first of many major projects that will take place as part of the regeneration of the area to create a new Longbridge town centre. The history of the site brought with it challenges including significant ground contamination and the potential for flooding; the site was therefore remediated to a suitable depth and the culverted River Rea diverted around the proposed location of the new College.

In addition to remediation requirements, the site was also found to be divided by a geological fault with differing ground conditions to the east and west of the fault.

This fault line is located approximately a third of the way across the site from the western boundary in a north-south direction, meaning there was a potential for differential settlement particularly along the main spine block which spans the fault line. Careful consideration was required in designing and detailing the foundations in the different strata and consideration had to be given to the potential for seismic activity.

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Structural Engineering There are eight main areas to the College, the Learning Resource Centre (LRC); Main Spine Block; Business Block; Conference Centre; Hair & Beauty Block; Construction Block; Sports Hall and Motor Vehicle Block (MVB) all of which are split into five linked building across the site.

Foundations Due to the differences in the ground conditions, a piled solution was adopted under all buildings except the single storey conference centre and, to add to the complexity of the foundation design, consideration had to be given to the fact that the five-storey Spine Block building straddles the line of the Longbridge Geological Fault. The Gifford Engineers developed a foundation solution comprising contiguous flight auger piles designed by a specialist piling contractor.

For the more lightly loaded foundations such as for the substation and the single storey Conference Centre, which are located on better ground conditions to the west of the fault line, spread foundations were designed.

Reinforced concrete retaining walls were constructed to form the basement areas and these also have piled bases under the building and along the boundary with Longbridge Lane. The smaller retaining walls forming level changes in the external works are generally ground bearing.

The lower ground and upper ground floors were designed to be ground bearing.

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Learning Resource Centre (LRC) The LRC was conceived with external timber

slab on concrete columns, with concrete shear

“goal post” frames, supporting a lightweight roof,

walls to provide lateral stability.

to form what is effectively a two-storey building.

Connection between the engineered timber The lightweight roof is supported on top of the

frames and the first floor structure provides

timber frame where the roof lantern occurs

longitudinal stability to the timber.

and the main timber beam is internal, whereas elsewhere the roof is suspended beneath the frame and therefore the main timber members are visible on the outside of the building.

The timber columns are generally external to the envelope of the building and occur at a regular spacing of 3m along the full length of the LRC,

The four main learning areas step up as you move through the LRC building from 660mm above main ground floor level to the uppermost level at first floor. The two lowest levels are ground bearing and are constructed on structural fill compacted in layers.

continuing on as a visual feature alongside the Hair & Beauty block to the east. Being over 10m

To provide service access and future flexibility to

high and with a clear span of 24m, these timber

the two lower levels, a raised access floor has

frames give a striking appearance to the majority

been provided. The two upper levels comprise

of the southern elevation of the College.

fully suspended in-situ concrete slabs with access from below for primary servicing and a

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The first floor level is largely clear of columns,

non-structural screed which allows flexibility in

with the exception of three steel columns that

the location of floor boxes for power and data

support the roof over the entrance between the

distribution. The entrance ramp, which wraps

LRC and the hair and beauty block. The first floor

around part of the building, provides convenient

structure comprises a reinforced concrete floor

access to all levels.

Computer Model of engineered timber frames supporting the LRC Roof

Connection between engineered timber frames and LRC roof steelwork

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Main Spine Block The Spine Block is a five-storey concrete framed building with post tensioned concrete flat slabs at all floor levels and to the inclined sections of roof. The flat slab solution was selected to provide a visually acceptable structural soffit (where exposed) which also allows unimpeded services distribution. The omission of down-stand beams coupled with the efficiency of the post tensioned solution reduce the structural zone to a minimum. The cumulative effect is an overall reduction in the building height compared to alternative structural solutions which resulted in considerable savings in the area of cladding.

Columns occur on a 9m structural grid and comprise highstrength concrete to minimise their cross-section. They are located either within the external wall zones or the internal corridor walls. This solution provides the economic benefit of regular and efficient floor spans and also provides good flexibility for internal room layouts.

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Construction of shear walls

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Revit Model of Spine Block Cantilevered Roof

The only exception to using post tensioned concrete for the inclined roof areas is at the western end of the building where a steel frame has been used to form the dramatic cantilever roof projecting out beyond the fifth floor. The light weight nature of the steel frame minimises the deflection at the end of the cantilever although detailed assessment was required of the vibration characteristics in certain wind conditions. By extending the steelwork back into the building the connections to the concrete frame were simplified and the overall weight of steelwork

Construction of Cantilevered Roof

was reduced. The further benefit of using steel is that there was no need to erect the very high temporary support system that would have been required to form the projecting roof in concrete.

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Between the ground and second floor levels, the building projects out to the west and is supported on steel columns, which are designed to be as slender as possible for aesthetic reasons as they form a key architectural feature of the building and fall within the Zen Garden at ground level.

As for the majority of the buildings forming the new Bournville College, the cladding is supported on a proprietary cold-formed Structural Framing System (SFS) spanning vertically between ground, upper floor and roof levels. The predominantly horizontal ribbon windows provided along the Spine Block were framed by this structural framing system with lateral support provided by cantilevered steel posts at regular intervals contained within the SFS zone.

The bridge link to the Atrium at first floor was designed using a tapered post-tensioned concrete slab cantilevering a distance of over 6m. A series of steel posts tie the first floor and second floor levels together reducing the differential deflection between the two floors to an acceptable level to prevent damage to the cladding.

The central internal Atrium is formed between the Spine Block and Learning Resource Centre. The roof to this area is formed from a series of steel beams, spanning between the LRC and the Spine Block at second floor level. These beams are provided at 3m centres to coincide with the supporting Glulam frames of the LRC and support a series of glazed roof lights and flat roof areas to both sides.

The roof areas adjacent to the Spine Block support a flat roof, providing a safe area from which the external façade of the Spine Block can be maintained; it also provides access to the LRC roof. The steel support beams also provide lateral restraint to the engineered timber frames of the LRC.

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84 Atrium roof light

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Business Block The Business Block is a two-storey steel framed building linked at ground floor to the adjoining Conference Centre and at first floor (via external stairs and a ramping link bridge) to the Spine Block. A steel frame structure was considered to be the most cost effective solution for this building. The frame is supported on a concrete retaining wall along Longbridge Lane and on pile caps and pad foundations elsewhere.

An independent steel structure forming the external stairs connects the Business Block and Spine Block providing access to and from the Zen Garden and also a fire escape route from both buildings. The steel frame is supported on a ground bearing raft foundation. Where the landings connect to the Business Block the beams are connected to the steel frame; for the Spine Block they are connected to the second floor slab. The ramping link bridge has also been designed in steel matching the slab and roof arrangement of the Business Centre.

Throughout the building the ground floor is a ground-bearing slab with a movement joint at its connection to the Conference Centre. The first floor is constructed using a composite deck to allow 87

the most efficient sizing of the steel floor beams. The roof is formed using a profiled metal structural deck, with the steel beams set to falls to economically provide a nominal pitch to facilitate roof drainage.

Conference Centre The Conference Centre is a single storey steel framed structure with an irregular grid arrangement following an organic free-formed shape on plan. The floating appearance of the northern and western elevations of the building is achieved by the edge of the ground floor being cantilevered out from a retaining wall which is set back from the building perimeter. The elevation facing the Zen Garden incorporates a small upstand on the edge of the slab providing support to the edge of the raised access flooring.

To create the desired open plan space, the steel columns only occur within the perimeter walls.

The roof comprises cellular beams to provide an efficient design for the long spans required. The steel beams are set to form a single pitched roof parallel to the main roof steelwork with the highest point being at the corner adjacent to the Longbridge Lane/A38 junction and the lowest point at the junction with the Business Block nearest to the Spine Block.

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Hair & Beauty and Construction Blocks The two/three storey Hair & Beauty/Construction

between the Spine Block and Hair

Block is of mixed construction types comprising

& Beauty Block.

a concrete frame with post tensioned flat slab floors up to first floor level and a single-storey

The first floor comprises a suspended post

steel frame to support the lightweight roof

tensioned concrete slab supported on square

above. The structural grid is approximately 9m, with a full height void to the North East corner of the building separating the Construction Block from the Spine Block and LRC. Two link bridges are provided at first floor to connect the Spine Block to the LRC. The use of post tensioned concrete flat slabs for the construction of the first floor level and below allows the continuation of the structural solution adopted for the Spine Block. This provides the clear spans and uninterrupted soffit that benefit the layout of the accommodation and the proposed servicing strategy.

Approximately half of the building footprint includes a lower ground floor level which is

columns supporting the single storey steel frame roof structure above. Where the full height void exists in the North East corner, the steel frame extends from lower ground level to roof, with steelwork included at floor levels to provide support to the cladding and restraint against wind loading.

The roof finish is a profiled perforated metal structural deck supported on the steel frame by hot rolled purlins. Where the roof meets the Spine Block the structural deck is supported off the second floor slab of the Spine Block and where it connects to the LRC, the steel beams are supported off steel columns supported on the first floor slab of the LRC.

formed on three sides by concrete retaining walls with external access provided to the northern

A continuation of the engineered timber frames

elevation through roller shutter doors. The lower

from the LRC span onto the roof of the Hair

ground floor is a ground-bearing waterproof in-

& Beauty Block and are supported by two

situ concrete slab.

external galvanised steel box section rails, which in turn are supported off a series of square box

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The ground floor is in part a suspended post

section posts fixed to the main roof steel below.

tensioned concrete slab (over the area of the

This detail provides appropriate support to the

lower ground accommodation) supported by

timber frames but minimises the number of

square concrete columns with a ground-bearing

structural penetrations through the roof finish

slab elsewhere; a movement joint is provided

and reduces the associated risk of water ingress.

Continuation of engineered timber frames adjacent to main entrance

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The Sports Hall and Motor Vehicle Block (MVB) The Sports Hall and Motor Vehicle Block (MVB) is divided into three distinct sections; the Sports Hall, a double height area for the Motor Vehicle maintenance workshops and a two-storey area that separates the two. Due to the regular nature of the building and the larger spans associated with the Sports Hall, a steel frame design has been adopted to provide the most cost effective structural solution.

The Sports Hall is set below ground with the space being formed by a series of retaining walls below the external ground level and a steel frame structure above forming the roof of the double height space. The retaining walls are formed using waterproof in-situ reinforced concrete providing the required dry internal environment and a durable hard wearing finish for the sporting activities within.

The design of the wall is such that it acts as a 400mm high barrier giving protection from vehicles manoeuvring in the surrounding parking areas at the higher level.

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To create the clear span, the roof of the Sports Hall was designed using cellular beams and the services were co-ordinated to ensure they pass through the holes in the beams thereby minimising the overall height of the building.

The steel frame to the Motor Vehicle Block is supported on the retaining wall to the North boundary and on pile caps elsewhere.

Between the Sports Hall and the double height areas of the MVB the upper ground floor is constructed using a composite deck to allow the most efficient sizing of the steel floor beams. The roof is formed using a perforated profiled metal structural deck, supported on the steel frame by hot rolled purlins at 5m centres, with the steel beams set to falls to economically provide a nominal roof pitch for drainage purposes. .

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Mechanical & Electrical Engineering During the preconstruction phase of the

enhance the internal environment and comfort,

project, the role of the Gifford Engineers was

which would also lead to reduced plant sizes

to provide design information and performance

and energy consumption, if applied and

specifications. Once into the construction phase

designed appropriately.

of the project, whilst the rest of the design team was novated to the main contractor to complete

Of the renewable energy sources proposed,

the detailed design, the Mechanical & Electrical

rainwater harvesting was deemed more

Engineers were retained by Bournville College as

economically viable from the perspectives of

advisors to ensure compliance with the design

capital costs and pay-back periods, as well as

concept and performance specification.

assisting directly in achieving BREEAM credits in relation to water consumption.

During the development of the Performance Specification many aspects of the design

From early in the design process it was agreed

needed to be considered including above ground

that the structural mass of the building would

drainage, hot water and heating, gas, fire fighting

be exposed wherever possible to maximise the

equipment, ventilation and cooling, lighting and

associated thermal benefits. In summer, the

security and the requirements of BREEAM.

structural mass shall be used (in conjunction with secure night-time cooling) to passively offset the

Key considerations affecting the M&E

effects of overheating during occupied hours.

design included renewable energy sources,

In winter, the structural mass shall be used to

the principle of exposed thermal mass,

reduce the internal temperature swing during

secure night time cooling with motorised

unoccupied hours. Hence in both summer and

openings, solar shading, daylight factors and

winter modes the exposed structural concrete

avoidance of summertime overheating.

in occupied spaces both enhances the comfort of occupants as well as helping to optimise

These considerations were investigated and

operational energy usage.

assessed with designs then developed by Gifford

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Engineers that would deliver a college that would

During the initial design stages Gifford presented

meet Client, end-user and statutory requirements

various classroom ceiling options, each having

incorporating the most effective sustainable

intrinsic advantages and disadvantages with

measures for the new College. The design

respect to aesthetics, maintenance, cost,

philosophy was to provide passive measures to

acoustics and thermal comfort.

Roof plant area

The selected classroom ceiling option comprised

air temperatures are cooler and by using the

a central “island” suspended ceiling which meant

mechanical ventilation system, this cooler air

that services could be concealed and acoustic

can be used to dissipate any internal heat

lagging incorporated, whilst still providing a

build up that has occurred during the daytime.

reasonable area of exposed thermal mass.

This cooler air cools the exposed mass of the building, which when subjected to higher

From the IES thermal simulations carried out

temperatures during the day, helps to absorb

to assess the measures required to avoid

more thermal energy and thus maintains the

overheating, it was observed that night time

room temperatures at more comfortable levels.

ventilation or “free cooling” of the structural slab would be essential during the summer months

Secure night time cooling was adopted

in order to maintain the internal thermal comfort

throughout the Spine Block, Atrium and the

levels and keep temperature fluctuations within

Learning Resource Centre and is controlled by

the design parameters. During the night external

motorised opening windows.

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Chapter 4:

Construction Process 96

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The Construction Process Shepherd Construction was appointed as principal contractor by St. Modwen in November 2009 with responsibility for building the £66 million new college.

The national contractor has a long association with the Midlands and operates a regional office in Birmingham.

One of the reasons for selecting Shepherd Construction was the company’s extensive experience of building schools and colleges.

In the Midlands this experience included delivering Walsall College’s new Wisemore Campus, which was a key segment of the town’s £750 million regeneration programme; and a flagship new school and children’s home for the RNIB Pears Centre for Specialist Learning in Coventry.

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Pre-construction phase Once appointed, it was important for Shepherd Construction to understand the vision, not just for the new college but also the planned wider regeneration of Longbridge’s town centre.

To this end, the contractor established a close partnership with St. Modwen, the College and Broadway Malyan to ensure that the build reflected the design and vision for the new College.

Shepherd then consulted closely with its team of specialist sub-contractors to put in place the most efficient construction programme and supply chain. Labour outputs were calculated at this point and the project was evaluated in detail to find areas in the programme where cost savings could be achieved without comprising the level of quality or finish.

The actual size of the site presented one of the main challenges of the whole project, requiring carefully planned logistics and delivery routes to avoid any conflict with the infrastructure and land remediation work that was happening on neighbouring sites. To solve this challenge a ‘just-in-time’ delivery programme was put in place with all deliveries booked just 48 hours in advance.

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Construction A turf-cutting ceremony in December 2009 marked the start of the 19-month building project which would see as many as 318 people working on site per day as the project progressed.

The groundwork had already been prepared and so work began on the foundations comprising post-tensioned slabs and contiguous piling. This stage of the programme was completed in February 2010.

In early March three 30-metre high tower cranes had been erected on-site marking the start of construction of the six-storey concrete and steel frame.

In July, the frame was ready for cladding. Using a Metsec steelframed cladding system with cement board, the construction team began work fitting the striking white, light and dark blue cladding panels. As cladding progressed, the follow-on work was sequenced and included the installation of the internal walls and partitioning.

In August, the iconic design of the college was starting to appear as Shepherd began installing 34 huge beams, each weighing 5.5 tonnes and measuring 26 metres in length. The beams created the frame for the Learning and Resource Centre’s glass roof, providing a striking appearance to the main entrance of the college.

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The turf-cutting ceremony

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Another prominent feature of the project, the conference building, involved fabricating the cladding on-site.

The sheets of Tecu gold copper alloy were moulded into shape and interlocked before being fitted onto the frame of the conference building.

Towards the end of 2010 the last tower crane came down and work focussed on the roof and bolting the 14-metre long steel cantilever onto the concrete roof slab.

In February 2011, construction reached another major milestone with the completion of the main frame and to mark this stage, a topping-out ceremony was held.

The programme then turned towards the internal fit-out, requiring close collaboration with the relevant sub-contractors as the specialist work progressed.

For instance the internal walls of the conference building and the sports hall were fitted with a special acoustic fabric to minimise noise.

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Bournville College facts & figures 1. The overall internal floor space is the equivalent of 20 Olympic sized swimming pools.

2. As many as 318 people per day have been working on-site since the project began.

3. The construction team ensured that as much of the waste generated during the project was recycled – the lowest monthly amount recycled was 97%; the maximum 100%.

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4. There are 736 internal doors in the College.

When these are stood end-to-end this equates to 401 double decker buses positioned on top of each other.

5. More than 32,747m² of plasterboard have been used in the new College, equivalent in area to three premiership football pitches.

6. 34 glulam beams have been used in the Learning Resource Centre, each weighing 5.5 tonnes and measuring 26 metres in length.

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Community Engagement Throughout the construction programme, it was important for the site team to engage strongly with the College and the wider local community.

As well as keeping people regularly informed about the progress of the new build, Shepherd instigated a number of other initiatives that utilised the site as a ‘living classroom’, involved former MG Rover workers and coached college students.

In July 2010 a group of sixth formers from schools across the UK who were attending a taster course at the University of Birmingham’s School of Civil Engineering, visited the site and were able to quiz the construction team about the importance of project planning and the complex civil engineering requirements involved.

Dr Lawrence Coates, senior lecturer in civil engineering at the University of Birmingham, commented: “We are very grateful to the various contractors and developers around the City for willingly offering site visits at this busy time of year. This site in particular has a fascinating array of construction techniques from glulam frames to posttensioned slabs and was an excellent opportunity for the budding engineers to see a range of technology as well as discussing life on site with the staff.”

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In September 2010, seven former MG Rover workers visited the site and left a lasting legacy by signing one of the steel beams being used in the new college’s framework. The signatures of Taz Hussain, Geoff Brunt, Paul Maguire, Vikki Klette, James Coughlan, Dennis Hartland and Rob Meese will act as a permanent reminder of the car giant’s past glories.

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A local community hall was given a makeover in April 2011 when Shepherd’s site team spent some of their spare time coaching a group of first and second year Bournville College students. The students were studying for their diploma in painting and decorating and with Shepherd’s help and donation of materials, they received valuable work experience in decorating the community hall at the St John the Baptist Church on Longbridge Lane.

The Rt Revd David Urquhart, Bishop of Birmingham dropped into the community hall as the makeover was underway. He commented: “It is great to see businesses such as Shepherd Construction sparing time to help students enhance their knowledge, skills and confidence through practical work experience projects such as this. The results are first-class.”

In June 2011, students studying hairdressing at Bournville College visited the site of the new college and provided discounted haircuts to the Shepherd project team and the subcontractors working on the site.

Overall £180 was raised for local Birmingham charity, the Acorns Children’s Hospice.

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Chapter 5:

The Future 118

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THE BIG MOVE – INITIAL REACTIONS ‘Everyone is really amazed when they walk through the doors, it’s great to see their reaction. We are very proud of our new campus, it really is a stunning facility and one that we hope will inspire all our students to achieve their dreams and ambitions.’

Norman Cave Principal

‘There is so much energy when you walk into the new campus. The equipment and technology is fantastic and it makes you want to get on and learn.’

Alwin Rajappan IT student from Redditch

‘It’s exciting to be somewhere new and I think it will motivate the students. When you look down the Street you can see the drive and hard work that has gone into the building, you can tell it has been worth it.’

Seb Stafford-Cook A Level student from Northfield

‘It’s a fabulous building, more like a university than a college. The students must feel so lucky! I wish I had studied here instead of the old campus.’

Sarah Bennett Former Access to Higher Education student from Bournville

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‘College sparks new era for former industrial hub’ Birmingham Post 29th September 2011

£66 million investment in state-of-the-art facilities, including: –

Learning Zone

–

Urban Serenity beauty salon

–

Conference Centre

–

Urban Elegance hair salon

–

Music, media and art studios

–

Urban Flavours restaurant

–

Motor vehicle and construction workshops

–

Urban Fitness

–

Science labs

–

and much more...

– Cinema

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‘College is building the future’ Birmingham Mail 28th September 2011

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‘New facilities enhance learning at city college’ Express and Star 25th August 2011

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‘This is about putting education absolutely in the centre of enterprise and then using the traditions of Birmingham to inspire and grow’ Lord Digby Jones

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‘The new build will play a vital role in the £1 billion regeneration project at Longbridge, providing a strong educational element to the employment led mixed-use development’ Karren Brady

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‘New state-of-the-art campus is unveiled’ Solihull News 9th September 2011

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‘The relocation of Bournville College is central to kickstarting the early phases of the regeneration of Longbridge and this project will be the first breath of life for the whole area.

Congratulations to all those involved’ Councillor Neville Summerfield

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It’s always been

amazing!

ACKNOWLEDGEMENTS A big thank you to all partners involved in this writing this book, including Bournville College, Broadway Malyan, Gifford (now part of Ramboll) and Shepherd Construction.

Special thanks also go to those who made Bournville College’s new build possible, those who believed in it and have supported it.

Bournville College

Gifford

1 Longbridge Lane

Christchurch House

Longbridge

30 Waterloo Street

Birmingham

Victoria Square

B31 2AJ

Birmingham B2 5TJ

0121 477 1300

0121 230 1650

www.bournville.ac.uk

www.gifford.uk.com

Broadway Malyan

Shepherd Construction

Interchange Place

4th Floor Bank House

151-165 Edmund Street

Cherry Street

Birmingham B3 2TA

Birmingham B2 5AL

0121 236 2030

0121 665 6448

www.broadwaymalyan.com

www.shepherd-construction.co.uk

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