40 | INSTALLING BOILERS | KEEP IT GREEN
“IN ANY BOILER REPLACEMENT PROJECT, IT IS IMPORTANT TO AVOID REPLACING LIKE WITH LIKE”
TURNING UP THE HEAT
Andrew Harrop looks at how new approaches to the design, construction and installation of heating systems are making it easier for schools to save energy and money
LEFT: plant room rendered in 3D computer graphics RIGHT: plant room being off-site manufactured, ready for delivery to site fully assembled and requiring only final connections
Replacing ageing school boiler plant can be daunting. Heating systems can only feasibly be replaced when the site does not require heating or a continuous water supply. In addition, projects often have to be squeezed into the summer vacation to avoid traffic, disruption and the presence of contractors during term-time. This small window of opportunity can create inconvenience and cost. As summer is the busiest time for the building industry it can be difficult to guarantee availability of contractors for the designated weeks. Many independent schools have additional challenges relating to the architectural heritage of their school buildings. Access can be problematic and something as basic as the size of doorways can present problems when removing the old boiler or positioning its replacement. School leadership teams want to make informed
decisions about the new equipment installed and need to streamline the delivery of the refurbishment project to minimise problems and delays. So what aspects of best practice can schools incorporate into their planning? What questions should school leaders ask potential suppliers? In recent years a number of new approaches
have evolved which simplify and remove risk from school boiler replacement projects. These can streamline practical aspects such as installation, access and project scheduling. First, it can be beneficial to look for suppliers capable
of rendering the proposed system design using 3D computer modelling. This enables the boiler, pumps, piping and so on to be manipulated and “connected” on screen, employing accurate dimensions for each system component. This can be an extremely valuable tool for schools where the architectural features of the site provide limitations for access or installation. Potential problems (such as mismatching
of components or connections) can be addressed long before the equipment arrives on site. It can also be useful if the proposed capital investment needs to be considered by individuals who are non-technical, such as patrons, governors or financial advisers. A school is not the ideal place to assemble boiler
plant, any more than the hard shoulder is suitable for the manufacture of a car. As a result, off-site manufacture of plant rooms has emerged as a preferred approach in recent years, particularly in projects such as schools and hospitals. Instead of arriving at the site as a ‘kit of parts’, the boiler room is assembled off-site by a specialist company and delivered to the school on the specified date, requiring only positioning in place and final connections. There are many benefits to this approach and
independent research carried out by BSRIA shows that off-site manufacture can reduce the overall project cost by as much as 24 percent compared to conventional methods. First, constructing the plant room in the factory offers faster assembly, streamlined planning and peace of mind. The equipment is connected and tested prior to arriving at the site so the time required for installation and commissioning can be reduced from weeks to days, solving problems caused by time limitations. Second, manufacture of the plant room can continue independently of any constraints imposed by usage of the site (for example, assembly can continue in the factory during term-time without any impact on the school). The project is also less susceptible to costly on-site delays and botle necks, such as the presence on site of other trades or adverse weather conditions. Third, off-site manufacture significantly reduces
health and safety risk by minimising the presence of contractors and traffic at the school. Finally, the factory environment also lends itself to stringent monitoring
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