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Vaynor &
Penderyn School: A Decade of Energy Conservation by Keith Rapado
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A detailed article considering the complex but remarkably successful
measures implemented in one school over more than a decade. Of interest
to anyone who is attempting to save energy but where there is a limited
amount of investment available.
Keith Rapado was the Premises Manager of Vaynor and Penderyn High School
from 1978 to 1997. He is a former pupil of the school and a native of
the village of Cefn Coed. He is a graduate of the Open University and is
currently working towards a research degree with the Open University
Rural Research Unit leading to the award of a PhD. He has lectured
part-time on protected areas for Cardiff University Continuing Education
Department and the Council for National Parks. His personal interests
include hill walking and his part-time work as a Warden for the Brecon
Beacons National Park.
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 !
Notes on contributors:
Keith Rapado was the Premises Manager of Vaynor and Penderyn High School
from 1978 to 1997. He is a former pupil of the school and a native of
the village of Cefn Coed. He is a graduate of the Open University and is
currently working towards a research degree with the Open University
Rural Research Unit leading to the award of a PhD. He lectures part-time
on protected areas for Cardiff University Continuing Education
Department and the Council for National Parks. His personal interests
include hill walking and his part-time work as a Warden for the Brecon
Beacons National Park.
Cefn Coed: The Crossroads for City,
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