THE SMART CHOICE Bob Mortimer, UK & Ireland Sales Manager at Heckmondwike FB discusses
why carpet remains the number-one solution for the education sector and what specifiers should look for when it comes to selection.
Good carpet design can do far more than its job, it can help create a learning environment which is welcoming and stimulating; in turn, this can have a positive impact on a student's performance and progression. The latest innovations are effective in reducing noise, reflecting light and are anti-static, which makes them ideal for various applications in education.
REDUCING NOISE POLLUTION According to the American Society of Interior Designers, carpets are 10 times more efficient in reducing noise compared to other flooring options. Background noise is not only distracting, but can have a negative impact on learning, especially for younger children. Therefore, taking measures, like installing a quality carpet which reduces noise pollution, is vital to creating a productive learning environment.
Carpet can reduce the sound of walking by more decibels than hard floor surfaces like laminate. It can also create a soft atmosphere, which enables people to talk more quietly, due to the reverberation time in a carpeted room being half that of a room with hard flooring. Its ability to reduce noise makes it ideal for school, college and university buildings; especially classrooms and lecture halls.
Our Supacord range is BS EN ISO 140-8: 19dB accredited, which means it provides effective sound insulation. The carpet fibres have been specially designed to absorb noise and reduce the impact of sound travelling through the room. This makes it ideal for creating a positive environment, particularly in classrooms where high noise levels can be detrimental to students’ learning.
DURABILITY IS KING As we know too well, the education sector is no stranger to budget cuts. Therefore, it should come as no surprise that interiors, like flooring, must be cost-effective, durable and be able to stand the test of time. Many specifiers consider durability
46 | CONTRACT CARPET
to be the most important factor when it comes to flooring, and when working with such tight budgets they have good reason to.
Any carpet is bound to undergo wear and tear being walked on every day, and this can begin to take its toll on low- quality carpets pretty quickly. Floors in schools, colleges and universities will experience heavy traffic every day; constant wear which can increase the likelihood of scuffs, tears and a carpet looking old.
Opt for a carpet you can trust. There are a number of high- quality solutions on the market that can deliver longevity and design. Regarded as the number-one choice for education, our Supacord carpet tiles won’t let you down. Our heavy-duty carpet range is guaranteed to deliver on durability and quality. The anti-fray properties mean it will continue to look great for years to come, no matter how much wear it goes through.
COST EFFECTIVENESS It’s widely known that the education sector receives a lack of government funding, therefore it’s no wonder that cost is a major factor when it comes to doing out interiors. A key priority for any specifier is to look for ways to stay within their schools’ budget, without compromising on quality.
Out of all flooring choices, carpet has been found to be the best value for money. Aside from being heavy duty, carpet has low installation and maintenance costs. When compared to hard flooring, carpet is much easier to upkeep. In addition, the cleaning products required are much cheaper, and there is no need to spend money on polishing equipment; which can be expensive.
The latest solutions, like those in our Supacord range have quality guaranteed; manufactured to be long lasting and withstand heavy traffic. Unlike some other carpets on the market, our best-selling range is hardwearing and anti-fray, which means it will maintain its quality appearance for years to come; therefore, specifiers can rest assured that their investment is money well spent.
www.heckmondwike-fb.co.uk
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62