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Vaynor and Penderyn High School is located
just north of Merthyr Tydfil and immediately on the southern boundary of the Brecon
Beacons National Park. It is the smallest comprehensive school in Wales currently having
some 399 pupils on roll and raising year by year. Until 1974 the school was governed by
Breconshire County Council and its traditional catchment area included small rural
villages within the National Park as well as many pupils from the larger villages on the
industrial / rural fringe. In 1974 with local government reorganisation the school's
catchment area became part of Mid. Glamorgan. As a result of the current local government
reorganisation the school will presently be part of a new unitary council based on the
County Borough of Merthyr Tydfil.
The school is situated in the village of
Cefn Coed Y Cymmer which for those readers unfamiliar with the Welsh language translates
as "the wooded ridge at the meeting point of two rivers". The wooded ridge in
question is one of the southern foothills of the Brecon Beacons. As such the school is
well above sea level in an exposed and decidedly weathered physical circumstance !
Some further indication of the Welsh mountain weather we "enjoy" may be inferred
from the fact that seven reservoirs are located within seven miles of the school. This
represents quite a challenge when it comes to energy conservation !
The first school on this site was a
circulating school established in a farmhouse in 1740. There has been a school of one kind
or another serving the community and offering opportunity of an education to one and all
on this very site ever since. The oldest building still in use dates from 1861. This works
school was paid for by Rose Mary Crawshay, wife of the Cyfartha Ironmaster at a time when
Merthyr Tydfil was arguably the Iron capital of the world. The school was extended in 1868
following the passing of the Parliamentary Bill known as the Forster Education Act. This
school continued to serve the community until it was further extended in 1932 when the
Vaynor and Penderyn Grammar and Secondary School was established. The first Headmaster,
Mr. Trevor Lovett, established a national reputation as an advocate of multilateral
schools (a kind of precursor to comprehensive education) and was instrumental in placing
this school at the forefront of educational innovation in the 1930's and 1940's.
Innovations that as one might expect were a response to the unemployment and economic
depression that South Wales experienced throughout the 1930's. This included the
introduction of school industry links, commercial training for pupils who had gained the
school certificate, a notable contribution to the war effort through the manufacture of
aircraft parts in the school workshop to name just a few. All were intended to help pupils
into employment. Such pragmatic innovation combined with very high academic standards and
an interest in "social citizenship" provided an excellent educational foundation
which the school continues to maintain. This school site has offered the opportunity of an
education for one and all for more than 250 years. A record superseded in Wales probably
only by the "public schools".
The school buildings cover quite an
extensive area and are surrounded by residential streets consisting of an interesting mix
of housing both detached, semi detached, old and new but predominantly terraced. In all
senses of the phrase the school is very much a part of the community. There are twelve
separate school buildings forming a campus style arrangement. The buildings dating from
different periods in the schools evolution are examples of different construction methods
and materials. From C19th buildings constructed of local dressed stone; to metre wide
coursed stone with sand and cement external render fined down; to turn of the century
built and exceptionally tough "Ebbw Vale" brick with cavity walls. One
interesting feature is that some classrooms built in 1932 saved wall space by installing
ceiling mounted radiators ! This design feature was widely used in schools at that time.
Presumably it was based on the sound scientific belief that hot air falls to the ground !
It will not surprise you to learn that these parts of the school were the first to be
upgraded to the new standard for depth of attic insulation. This campus arrangement of
twelve separate blocks includes eight demountable buildings of varying quality. There are
three gas central heating systems for each permanent block of which two are wet systems
and one a hot air system; the mobiles are all electrically heated of which three are off
peak and four on peak electricity; there are in addition five hot water boiler-houses
serving different parts of the school's 120 rooms; plus the usual array of other energy
consuming items one would expect in the school including a high ratio of one computer for
every five pupils ! The varying quality of the buildings combined with the sheer number
and range of heating systems could if badly managed be a recipe of burning money not to
mention greenhouse gases. So as you can see the school was faced with quite a challenge
when it began to seriously manage its energy consumption in 1982.
So how did we tackle it ? The measures
introduced by the school are too numerous to mention in full. Suffice to try and bracket
them into respective periods as measure builds upon measure, saving upon saving. With my
move in 1982 to take charge of the buildings the first task was to develop a management
regime based on the existing energy controls in place. Day by day and all year round
monitoring of classroom temperature was introduced to ensure that as far as the systems
installed allowed the rooms offered a comfortable temperature without wasting heat. Such
controls as were available were used to best advantage with regular manual adjustments to
account for climate changes week by week season by season. By the end of that rather cold
and white 1982 winter we had cut £1000.00 from the L.E.A.'s bill for one gas meter alone
! A complimentary letter was received from the Director of Education but no financial
incentive - that excellent L.E.A. scheme offering a return to the school of 50% saved was
still waiting to be introduced. Vaynor and Penderyn High School was ahead of the field and
introducing an approach before it had become more widely established and advocated as good
practice !
The energy management circumstance we were
faced with was primitive to say the least. The heating controls in place for the oil
central heating system in the largest part of the school amounted to a boiler that could
be turned on, turned off; a stack temperature that could be lowered or raised and one
corridor thermostat not in use ! That was the sum total of the consumption control
available ! The old Caretaker who had just retired was at onetime a ships stoker. He
brought his seafaring experience of stoking ships boilers on voyages to South America and
Japan to the management of the schools heating systems. He believed in keeping the school
boilers well primed - no doubt in case of a sudden unexpected storm at sea ! The first
step taken was the simple and crucial one - to actually use and set the corridor
thermostat to the legal maximum temperature ! The introduction of a simple Sangamo clock
and a frost guard allowed for some measure of control which meant that the boiler did not
need to be running 24 hours a day (albeit at a lower stack temperature) from late
September to May ! The next was to request the L.E.A. to renew this antiquated system.
Within two years the L.E.A. found the money to renew the system. The new design now
included an "optimum on" optimiser, frost guard, some zoning and thermostatic
radiator values in each room. Not exactly state of the art but a tremendous improvement.
This coincided with the installation by the L.E.A. of the first recommended depth of roof
insulation throughout the school in the mid 1980's. If there is one guiding rule it is
that the member of staff in charge should have a long term day to day interest in energy
conservation. Attention to the correct and efficient operation of plant and the energy
management of the individual premises must be meticulous, daily and ongoing. Even the most
efficient systems must be handled with energy conservation in mind; those buildings and
plants that leave most to be desired offer the most opportunity for energy efficient
management and savings.
In the mid 1980's the excellent Rapid
Repair scheme introduced by the County Council allocated a sum of money to the schools for
minor ongoing repairs. This delegation preceded the introduction of L.M.S. At a school
level with this fund we began to implement simple but necessary improvements offering an
energy conservation advantage. With twelve blocks and 32 external doors in regular use
throughout the day there was enormous potential for heat loss. Door closures were
introduced on every external door. Continuing efforts were made to ensure that every door
was and remained in good working order. The same may be said for window catches throughout
the school. Draught proofing of doors and windows followed in due course funded by the
school and then by the Energy Conservation Unit payback scheme. These are just a few
examples of the hundreds if not thousands of small items of work carried out to the
buildings whilst keeping the energy circumstance of the school constantly in mind.
The daily monitoring of room temperature
became more sophisticated with the introduction of weekly meter readings as a result of
the creation of the Energy Conservation Unit in 1986. The school was one of the first to
take part in this process initiated by Charles Leigh and Michael Dick of the Energy
Conservation Unit. Initially such readings were sent for interpretation to County Hall but
within a short time I began to store and interpret such information on school based
spreadsheet software with suitable formula researched and applied. These diverse buildings
were blessed with an array of meters some of which have been gradually phased out whilst
those remaining allow a breakdown of consumption for different parts of the school. This
has been built on year by year and now offers the school immediate interpretation of such
information. This allows us to assess weekly consumption; weekly cost; running costs
alongside allocation for the financial year; any unexpected raise in consumption can be
easily identified; year by year season by season, week by week, area by area comparison of
consumption and cost can indicate irregular patterns and assist in the accurate management
of the schools overall finances. Presently it is intended to include weather monitoring
information. One notable benefit has been to identify meters that were faulty and over
reading resulting in the recouping of several thousands of pounds rebate for this
L.M.S.
school. One meter we were paying for and identified with the assistance of the Energy
Conservation Unit actually belonged to another school ! This had not mattered so much when
the County Council paid all the bills for all the schools but under L.M.S. could have
proved an expensive gesture to a neighbouring school.
Door closures led to enclosed corridors.
An open corridor between the Gymnasium and the main school was closed in with £3500
borrowed interest free from the Energy Conservation Unit. In the gymnasium the attic
insulation was upgraded and the high level windows were schnegal draught proofed with the
assistance of this scheme. Over a ten year period the three main heating boilers have been
replaced with new equipment. The Lower School and Old School blocks presented a major
design challenge because of the very limited space available in the boiler-house. This was
further complicated by the fact that the one system served two separate blocks of
buildings with rather different building characteristics and heating requirements. Martin
Unsworth, the Mid. Glam. Design engineer was faced with a set of exceptionally difficult
design circumstances which he tackled with some ingenuity and considerable thought. He
introduced a modular boiler system with optimiser on and off control governing both
blocks. In the Old School building it was necessary to maintain a constant temperature
circuit at 82%C to accommodate the fan convector heater in the school kitchen. It is
essential that Fan convectors switch off at 60%C because the leaving air temperature if
lower than blood temperature feels like a cold draught. Radiators at a lower temperature
can still maintain general heat on warmer days without proving uncomfortable to the
occupants. In the classrooms in this Old School building temperature control was achieved
by fitting Thermostatic Radiator valves. In the other building room temperature was
controlled by fitting a weather compensator which lowers the water temperature in the
circuit as outside and inside temperature readings allow. It has proved remarkably good at
balancing temperature control in all these rooms throughout the year. Installed now for
more than five years I have rarely if ever received a complaint of being too hot or too
cold from staff or pupils in that major part of the school !
The school was rewired by the
L.E.A. in
the late 1980's and this led to the installation of long life fluorescent fittings and of
Bedfordshire switches. This system, devised by the Bedfordshire Education Authority,
allows one light near the door to stay on at all times when the main switch is on. The
other three or five lights switch off after a predetermined period commensurate with
lesson periods until a switch is flicked on again. If the room is empty after this timed
period all but one light switches off saving electricity. Initially these switches proved
rather unpopular with staff if lights timed out during a lesson. But the switch allows the
timed periods to be altered. When changes to the timetable brought in the one hour lesson
period this reduced the frequency of this inconvenience to a compromise acceptable to both
staff and energy conservation aims. Some ten years on the device continues to offer a
useful saving particularly at the end of the day. The switches do not remove the need to
instil good practice as part of the education process but does help lessen losses when
children or generally very busy staff forget to switch off. It is worth admitting that
good practices such as switching off lights whilst a continuing part of our education
programme never becomes the perfectly sustained habit. If only because staff and pupils
move on in due course to pastures new and are replaced by new arrivals. One key phrase in
energy conservation to bear in mind is that it is an "on going process".
The demountable buildings with on peak
electric heating presented a particular challenge. Electricity forms the major part of our
energy budget. The ideal situation would be to replace these buildings with a new
permanent block linking the existing school buildings together and incorporating good
energy conservation design elements. This remains the eventual objective of the school.
But given limited funding it was and is necessary to introduce not the ideal solution but
the best affordable option available to the school to tackle a given energy management
problem. In fact this really and truly defines the approach that schools generally have to
take with regard to energy management - "the best available carefully thought out
option for a given energy management problem that is affordable at a given moment in
time". So how did we tackle the problems of the demountable buildings ? As you might
expect in different ways.
The Chemistry Laboratory is served by on
peak wall mounted electric heaters. Neither the funding or the wall space was available to
replace these with off peak heating. The wall heaters were controlled by a Sangamo clock
with room thermostats but no frost guard. The first step was to set this clock to preheat
this room during off peak time with lesser cost electricity. Actual on time to be manually
varied throughout the year as outside temperatures required. Although this meant bringing
on the heating earlier in the day we calculated that on balance it would bring savings.
Based on the premise that bringing this relatively well insulated demountable up to
temperature took a greater proportion of electricity than maintaining that heat once
established. Frost safeguarding was ensured when deemed necessary by two methods. Manually
altering the clock to run for 24 hours on with room thermostats set at 7% C over weekends
and winter school holidays. A second period of heat was timed for weekday nights (during
the off peak period) to safeguard the fabric and plumbing of the building when at risk
from frost. A time consuming, painstaking process employed for many years until funding
became available for the installation of a more sophisticated controller in October 1994.
A sobering fact is that in the lead up to this installation we discovered that one only of
the wall heaters was not governed by the sangamo clock and had been running at certain
times of the year on occasions seven days a week for 24 hours a day ! With 120 rooms even
the most concerned establishment needs to remain vigilant and look out for something that
may have been overlooked !
Two of the demountables temporary since
1960 were fitted with four electric fan heaters mounted at each corner of the room and
controlled by a wall clock and room thermostat. For many years a similar semi manual
management regime was applied as described for the Chemistry Laboratory. In 1993 funding
became available to tackle these two rooms and Anthony Roberts of the County Council
electrical design team brought in to advise. The rooms had particular problems. Wall space
was taken up by much needed storage cupboards and would not allow for storage heaters to
be used. The existing fan heaters whilst small and effective tended to overheat the room
and were noisy in operation seriously detracting from the teaching environment. The
teacher often choose to be cold rather than be unable to hear herself speak ! Anthony
Roberts recommended replacing two of the fan heaters with new dark radiant heaters again
located at high level in two corners of the room but delivering radiated heat that is
silent and does not glow red. Two separate Sangamo clocks and two separate and more
sensitive thermostats controlled the two sets of heaters. Both sets would switch on to
preheat the room with off peak electricity. The noisy fan heaters would switch off at an
upper temperature of 16%C. Daytime heat would be maintained by the silent dark radiant
heaters unless the temperature fell below 16%C in which case the fan heaters would come in
to assist. An ingenious and affordable solution to a difficult circumstance which now
generally offers a well balanced and silent heat throughout the day as well as ensuring
frost-guard and reducing electricity consumption.
In 1988 the school became one of the first
comprehensives in Mid. Glam to become L.M.S. Initially this involved some elements of
delegation for a pilot year with subsequent devolution of financial control until at
present the school is directly responsible for administering some 85% of the total budget.
From the earliest stages of L.M.S. this devolution included total responsibility for the
energy costs of the school and some elements of responsibility for building works. In
common with many other schools Vaynor and Penderyn experienced falling rolls throughout
the 1980's and this resulted in a shortfall of some 8% between the historical budget and
the formula allocation to be accommodated within a four year transition period. The
subsequent removal of catchment allocation and the introduction of parental choice
reversed the trend of falling rolls and the school is now in the happy position of being
favoured by parents and seeing our numbers raise year by year. The school had been
gradually introducing an energy conservation management regime since 1982, before in fact
such an approach had gained wider recognition. However there is little doubt that the
severe budget restrictions of the few years of L.M.S. placed an added incentive to
maximise such savings whilst seeking to retain and improve the physical comfort of pupils
and staff. After all no school seeking to attract new pupils could afford to have a
reputation for being cold and uncomfortable. Such financial constraints ensured that any
proposal for capital funding of energy conservation improvements had to be carefully
considered. It was necessary to convince the school management team and the newly
empowered governing body that such money would be well spent. This did however mean that
generally capital sums allocated funded the best value affordable compromise rather than
the most sustainable or energy efficient options available. However there were a number of
factors that helped greatly:
·Close proximity to the scenic splendour
of the Brecon Beacons National Park and the perhaps surprisingly beautiful walking country
of the hills above the valley communities of Merthyr Tydfil had encouraged the interest of
successive generations of pupils and staff in their environment.
One such ex pupil who took a particular
interest in the school's energy conservation policy happens to be the long serving
Chairman of the Governors, Morgan Chambers. A former County Councillor with Mid. Glam.,
and onetime Chairman of the Brecon Beacons National Park, and member of the Countryside
Council for Wales. An interest in energy conservation followed quite naturally from an
interest in the environment generally and in the good management of the school from both a
building and educational perspective. If indeed the two could even be considered as
separate.
So over a lengthy period of time, in fact
for more than ten years, the school has been involved in a process of improving its energy
conservation policy. In pursuing these objectives it has worked very closely with a number
of officers of the County Council who have provided at different times necessary expertise
and professional advice. In particular the innovative and highly successful Energy
Conservation Unit established by the Mid. Glam. County Council in 1986 has played a key
supporting, financing and advisory role. In addition to providing sound advice on payback
periods, energy conservation systems and energy monitoring the unit operated a five year
interest free payback fund. A school would submit a proposal for an energy conservation
scheme estimated and specified by officers of the County Council in consultation with
officers of the school. Partnership an essential element in this process. The school
defining and identifying priorities not just in respect of energy conservation but with
due regard to its educational role. Thus assisting specialists officers of the county to
correctly specify the best solution on the basis of local information and need. The cost
and scheme if approved by the school and the energy unit would then be funded out of this
capital sum. Repayment of the capital fund spread over a calculated energy return payback
period of up to five years would commence the year following completion of the actual
work. The repayment made by the school would be interest free and would be funded from
energy savings achieved. The capital fund would be in some measure self perpetuating.
Repayments made would replenish the amount available for loan. It is an excellent scheme
providing an incentive and an opportunity for schools to fund works which otherwise might
be beyond their financial circumstance. In fact it has the potential if suitably adapted
to be applied nation-wide not just in respect of public buildings but might even be
feasible as a way to encourage energy conservation in private households. Certainly it
would be worth initiating such as scheme as a trial in one part of the country possibly
South Wales. The initial capital fund required could be build up over a five year period
and funded from the non fossil fuel subsidy currently raised from a 10% surcharge on our
electricity bills. Central government decision makers take note ! Mid. Glam. County
Council are to be congratulated on introducing a highly successful and innovative scheme.
It is to be hoped that this environmentally and school friendly initiative will not be
allowed to lapse as the new unitary authorities phase in.
The school has invested a modest £9620.00
in energy conservation payback schemes. Other repairs and improvements have been carried
out with energy conservation in mind. Affordable solutions sought and applied as finances
have permitted. This approach has resulted in a refund from identifying faulty meters of
over £7500.00. In the financial year 86/87 the school energy bill for water, electricity,
and gas came to £18,083.00. By 92/93 this had dropped based on actual cost to £16,417.45
(having fallen further and risen in-between). Allowing for inflation if consumption had
remained the same in 92/93 as 86/87 the school would have paid some £25,274.98 in 92/93.
Savings have resulted in the redirection since 1986 of approximately £62,000.00 of school
funds from energy costs to educational use. This figure is calculated on the basis of
allowing for inflation and if consumption had remained at the 86/87 level, the earliest
year for which figures were available from the County Council. The figure and the savings
would be significantly greater if accurate figures reflecting energy cost were available
from 1982 the year that energy management measures actually commenced. These savings are
ongoing and can be built upon year by year provided a strict energy management regime is
maintained.
Series 1 indicates the actual annual
cost to the school of energy Series 2 indicates the annual cost of energy if consumption
levels had remained at the level of 86/87 with inflation added. Series 3 indicates the
compound savings to the school of annual energy consumption reduction with inflation
allowed for.
The school has invested time money and
enthusiasm in energy conservation. It is now a continuing and invaluable part of the
management of the school that we will build upon every year to ensure a comfortable and
healthy learning environment for children and staff. Economical energy costs thus ensuring
that the maximum possible percentage of the school budget is not wasted but devoted to the
needs of our pupils whose future depends on the education they receive and the efficient
allocation of available resources to achieve that purpose. Vaynor and Penderyn has never
been able to afford state of the art solutions. But it has achieved state of the art
results. The school is proud that the league tables formulated by the Energy Conservation
Unit allowing comparison between schools of different size and circumstance in Mid.
Glamorgan placed us in the top three for energy efficiency year after year. A remarkable
achievement considering our geographical location and the diverse nature of the buildings
and heating systems. There is no doubt that further savings can be made with appropriate
investment providing that the meticulous attention to the operation of plant is continued.
The author of this article has
concentrated on the management measures introduced in relation to the Premises an area on
which he felt best able to comment. However it should be mentioned that the school has
adopted a holistic approach to energy conservation and its aims and objectives have
certainly found a place within the curriculum. These aims and objectives could not have
been successful without the co-operation and interest of teachers and pupils alike.
Michael Dick of the energy conservation unit has visited the school regularly throughout
the years to speak to successive generations of school children to reinforce the ideas
generally expounded by the school. Annually updated posters supplied by the unit have
found a place on notice boards in the school. Each and every teacher has played a part in
educating the children with regard to the environment and the importance of energy
conservation. The Science departments in particular have taken a great interest, as one
might expect, and a programme of involving children in the "profitable"
enterprise of recycling aluminium cans has been an ongoing and successful project for a
number of years. A more detailed exposition of these aims as exercised over the years as
part of the school curriculum might indeed be best served by a subsequent article by a
member of the teaching staff than in the limited space available in this article.
The school would like to take this
opportunity to comment on the invaluable help and advice furnished throughout this period
by Charles Leigh and Michael Dick of the Energy Conservation Unit. Anthony Roberts and
Martin Unsworth and other officers of the Land & Buildings department who have brought
specialist knowledge and genuine interest indeed ingenuity to the oft difficult set of
energy conservation problems to be overcome. Without their help the commitment of the
school to energy conservation would not have reaped such success. With their assistance
the school is currently preparing a feasibility study of energy conservation measures that
could be introduced over the next five years and considering the question of
sustainability will be part of that process. Watch this (heating) space ! |
