The importance of Natural Ventilation

and Daylight in Schools

Contents
Kidderminster College and
Page 3 Preface Page 16 Page 29 Sir William Ramsey School
Tranent North Primary School

Page 4 Front cover story Page 17 Peckham Academy Page 30 Natural Daylighting - The Problem

Page 5 Haute Vallée, Jersey Page 18 DCSF School Building Bulletins Page 31 Natural Daylighting - The Solution

Page 6 Introduction Page 19 What the papers say! Page 32 Trinity & St Nicholas Schools

Page 7 The Regulations Page 20 St Joseph’ School, Ipswich Page 33 Jack Tizzard School, London

Page 8 Queensmead Primary School Page 21 Bespoke Windcatcher Systems Page 34 SunPipe and It’s Benefits

Page 9 Seaside School, Lancing Page 22 Air Quality in Schools Page 35 The Health Benefits of SunPipes

Page 10 Legislative Requirements Page 23 Reducing CO2 Page 36 The British School, Abu Dhabi

Page 11 ‘Building Schools for the Future’ Page 24 Penryn College, Cornwall Page 37 Schools in Dubai

Addey & Stanhope School

Page 12 Page 25 Cranbrook Primary School Page 38 BRE Testing
(Acoustic Matters)

Page 13 Imperial College, London Page 26 Winter Heat Loss Page 39 R&D - Our Commitment

Page 14 CABE Page 27 Natural Ventilation for Cooling

Page 15 BREEAM Page 28 Hazeley School, Milton Keynes

The importance of Natural Ventilation
and Daylight in Schools
A review of current legislation, latest guidelines and example case studies
T
here have been a number of Government
initiatives over the last few years setting out a
comprehensive Design Guide and Legislative
Control over new school building. The ‘Building
Schools for the Future’ programme has been heralded
as a great success, as has the Academy School
building programme, the budget for which has been
greatly increased recently. BB 101 which is the definitive
document for the design of ventilation for schools is
produced by the Department for Children, Schools and
Families is regarded as the essential tool and has been
the central platform for school design. It is recognised
that there have been many further developments in
guidelines, as set out in this document.
To minimise carbon emissions and ensure energy
efficiency there is strong emphasis on providing
schools with natural ventilation, daylighting and
passive cooling. Monodraught has a long established
record of maximising the use of natural ventilation
and daylighting in a wide range of buildings including
schools. Monodraught recognise that to ensure
successful solutions it is necessary to follow the
relevant legislation, guidance documents and
certification schemes that contribute to defining an
exemplar low carbon school. This recognises not only
considering air quality and lighting but also health,
noise levels and thermal comfort. Monodraught believe
they can make a major contribution to this ultimate
goal. This Guide provides an outline of the relevant
requirements and also explains how Monodraught The principle of encapsulating any prevailing winds
products fulfil these needs. This document is supported and using this natural resource as a form of ventilation
by Case Study examples to show how schools originated some 2,000 years ago in the Middle East,
have benefited from the technologies developed by where "wind towers" were often a common sight, but
Monodraught. the principle is still used today.
This booklet has been prepared by Monodraught The Monodraught Windcatcher is an extension of
together with the valuable assistance of Dr Martin that principle but is also a development of the highly
Liddament of Veetech Ltd and other interested groups successful Monodraught Vertical Balanced-Flue
to explain the relationship between these various System patented in 1965 which has now been utilised
requirements together with clarification, explanations by almost all leading companies in the UK to provide
and recommendations on each sector. the optimum ventilation system.
Monodraught originally founded by Professor Terry
Payne in 1974 has been at the forefront of low energy
innovative solutions whose range continues to be the
high level of Architectural design empathy achieved
through designing flexibility. This enables designs to
be visually appealing whilst still achieving an efficient
and practical contribution to the harnessing of our
natural resources.
The provision of natural daylight by use of SunPipes
have been widely used in schools since their launch
in 1995, eliminating the need for electric lighting February 2009
during daytime use and providing the ideal alternative
to rooflights and skylights as an energy free natural
lighting system. SunPipes projecting natural daylight
provide a soothing, calming influence on children,
reducing stress and eye strain.
Preface 3
Front Cover Story
Oxley Park Combined School
Milton Keynes
Architect: Architecture MK
It is most appropriate that Milton Keynes
Development Corporation have been one of the first
to recognise the advantages of natural ventilation
and indeed, natural lighting from SunPipes for the
benefit of children’s health and development. To
date 16 schools in the Milton Keynes area have now
been completed using these systems. Architects like
the clean lines of the Monodraught systems but also
recognise they are making a major contribution to
reducing energy costs and maintenance costs in their
school budget programme.

The Carbon Trust state in their publication

CTG005 Technology guide:-
ere
e . In t h e UK, th
ensiv re is
o li n g is very exp e the temperatu t this
rt co r s
“Comfo y s p e r year whe rt cooling for ju g ”
few da omfo
. Using c a whole year’s
heatin
are very e r 2 8 ° )
(ov h as g
very high can cost as muc a n d fr e e coolin
short te
rm ation
o f n a t u ral ventil sts”
vantage nergy co nse; it
“Take ad uld halve your e t b u siness se elps
c o r fe c
and you es pe and h
e n e r g y use mak rate reputation
g o
“Reducin y, enhances corp limate change ”
n e t c
saves mo t h e fi g ht agains
e in
everyon

4 Case Study
Haute Vallée School
St Helier, Jersey

Architect: Architecture PLB, Winchester

This was one of the first major Projects for
Monodraught Windcatchers completed more than
10 years ago in January 1998. Building Simulation
carried out extensive modelling and top Environmental
Consultants, Battle McCarthy undertook the original
design concepts.

This was a new £12 million school, at the time the

largest Contract being undertaken in Jersey and
demonstrates how classrooms both on the top and
ground floor can be served by the Monodraught
systems ducted down through the first floor
classrooms. The project shows that a particularly
striking application of natural ventilation systems can
be achieved with a totally energy free use of natural
ventilation operating under extreme conditions due to
the extensive use of full height glazing.

Monodraught Windcatchers and SunPipes are ideal

products for the ‘Quiet Room’, where windows are
undesirable since they present a distraction to the
child and yet, fresh air and natural sunlight are ideal
in providing a quiet, soothing environment.

Case Study 5
Introduction to the technical aspects of this document
Good ventilation, lighting and thermal comfort are established
as being essential requirements for achieving optimum
performance and productivity in the classroom. Recent
research has shown that inadequate ventilation rates result in
increased levels of respirable illness and reduced productivity
especially in relation to learning tasks. School designers and
specifiers are required to satisfy stringent standards for the
school environment. They are also now required to meet
tough targets for sustainability.
schemes that contribute to defining an exemplar low carbon
school. This requires not only considering air quality and
lighting but also health, noise levels and thermal comfort. This
guide provides an outline of the relevant requirements and
presents case study examples to show how all schools can
benefit from modern technology.
Structure
zz Commission for Architecture and the Built
Environment (CABE): The DCSF has contracted
CABE to be responsible for the overall setting of
building quality, especially in the UK Building Schools
for the Future (BSF) Scheme.
CABE plays a vital role in the design and approval of
new schools. More information is presented on page 14.

The design and refurbishment of schools is covered by

The UK Government embarked on a major new school
building and school refurbishment initiative, covered by the
Building Schools for the Future Programme for secondary
schools and the Primary Capital Programme for primary
schools (see page 11). Specific requirements include:
oo Reduced carbon emissions of at least 60%
compared to those schools constructed in 2002;
oo Zero carbon schools by 2016;
oo A BREEAM Rating of at least ‘Very Good’
Strong management and design structures have been
established to ensure the goals of sustainability and quality
are achieved. This is supported through official design
guidance and a range of compliance schemes.
To minimise carbon emissions and ensure energy efficiency
there is strong emphasis on providing schools with natural
ventilation, daylighting and passive cooling. Designers are
thus required to demonstrate that new designs and major
refurbishments take full advantage of natural solutions.
To ensure successful solutions it is necessary to follow the
relevant legislation, guidance documents and certification
an integrated management structure. This incorporates
legislative requirements, compliance certification schemes
and formal guides. There are also various energy
management initiatives aimed at teachers and pupils. The
structure relating to the school design process is summarised
in the adjacent chart. These items are discussed in further
detail in this document.
Organisational Management
Several Government established organisations are
responsible for the health, air quality and environmental
performance for schools. These include:
zz Department for Children Schools and Families
(DCSF): This is the Government Department with
overall responsibility for schools.
zz Partnership for Schools (PfS): Partnerships for
Schools (PfS) is responsible for delivering the
government’s secondary school renewal programme,
Building Schools for the Future. (see page 11)

6 Introduction
 The Regulations and Guidance Documents
Commission for
Partnership
Architecture and Government
Management for Schools
the Built Environment (DCSF)
(PFS)
(CABE)

Building
Building Regulations Building Regulations
Legislation Regulations
Part L: Fuel and Power Part F: Ventilation
Part E: Acoustics

Education (School)
Premises
Regulations (1999)

Certification BREEAM Schools EPBD

  BB87
BB 87 BB 90 BB
BB 101
101 BB
BB 95
95
Formal Guides BB
BB 93
93
Environmental Lighting Design Ventilation for Air Schools for
(Building Bulletins) Acoustics
Design forSchools Quality and Cooling the Future

Other Energy
    Carbon Trust Eco Schools
Management
(Schools Pack) (Green Flag Award)
Initiatives

The Regulations 7
Queensmead Primary School
Braunstone, Leicester
Consultants: Silcock Dawson & Partners
A total of 18N° Windcatcher systems serving the
Classrooms and 3N° GRP 1000 square systems
serving the Main Hall. The systems not only
look in keeping with the building exterior but
they also maximise the use of cross ventilation
from perimeter windows to give the best of both
worlds for natural ventilation.
8 Case Study
Individual Control
Each individual classroom can be provided
with its own natural ventilation system and
each system is programmed to react to
internal temperature and CO2 levels. The
Teacher has an individual override button to
each classroom, so that the volume control
dampers can be opened or closed and the
system resets to automatic after 20 minutes.
 Seaside School
Lancing
Architects: R H Partnership
Twenty Monodraught SunPipes and eight
Sola‑boost natural ventilation units with an 8-zone
iNVent natural ventilation control system that
monitors and controls the Sola-boost (as set out on
page 28) units have been installed. The Sola-boost
systems were chosen as part of a thermal model for
the building, to work in tandem with the underfloor
heating. If sensors detect that temperatures and/
or CO2 levels in the classrooms have exceeded
maximum pre-determined settings, the Sola-boost
units automatically respond by bringing in fresh,
natural air from the outside.

High Security Openings

One of the most important aspects of providing
natural ventilation to schools is to maintain a high level
of security. Windcatcher natural ventilation systems
operate 24 hours a day without compromising the
security of the building in any way. SunPipes, the
mirror finish light pipes, as set out on Pages 34 and 35,
pipe in natural light also optimising security.

Case Study 9
Legislative Requirements
Introduction
It is a fundamental requirement that Buildings comply
with the relevant Regulations. In the case of schools,
environmental and energy requirements are covered by
the Education (Schools Premises) Regulations and the
Building Regulations. Relevant details from these Acts are
summarised below.
The Education
(Schools Premises) Act 1999
zz Acoustics (Section 18)
Each room or other space in a school building shall
have the acoustic conditions and the insulation to
noise appropriate to its normal use. Specific noise
criteria deemed to satisfy this requirement is set out in
Building Bulletins 93 and 101 (see pages 18 and 19).
zz Lighting (Section 19)
Prescribed lighting levels for schools are given as
300 lux on the working plane and 500 lux for visibility
demanding activities. The glare index should be no
greater than 19. Specific lighting requirements are
given in Building Bulletin 90 (see page 18).
zz Heating (Section 20)
This section prescribes the minimum permitted room
temperatures only. The given conditions must be met
at a height of 0.5m above floor level and for outdoor
air temperatures down to -1°C. Requirements are:
oo Low activity rooms (sick rooms and isolation
rooms but not bedrooms) 21°C.
10 Legislative Requirements
oo Normal activity rooms (teaching, private study
and examinations) 18°C.
The Building Regulations
oo Higher activity rooms and sleeping
accommodation 15°C.
Criteria for overheating are covered by Part L2A of the Building
regulations and by Building Bulletin 101 (see page 19).
zz Ventilation (Section 21)
Comprehensive requirements for fresh air ventilation
are given. These require that:
1) All occupied areas in a school building shall
have controllable ventilation at a minimum
rate of 3 litres of fresh air per second for each
of the maximum number of persons the area
will accommodate.
2) All teaching accommodation, medical
examination or treatment rooms, sick
rooms, isolation rooms, sleeping and living
accommodation shall also be capable of
being ventilated at a minimum rate of 8 litres
of fresh air per second for each of the usual
number of people in those areas when such
areas are occupied.
3) All washrooms shall be capable of being
ventilated at a rate of at least 6 air changes
an hour.
Items 1 and 2 above have formed the basis of much controversy but
should be interpreted as requirements for unoccupied and occupied
periods respectively.
Further information and interpretation is given in
Building Bulletin 101 (see page 19).
zz Ventilation (Part F Means of Ventilation)
Ventilation must be provided and be capable, under
normal circumstances, of limiting the accumulation
of pollutants and moisture, which could lead to mold
growth in a building and would otherwise become a
hazard to health of people in the building. Prescribed
details are left to the Education (Schools Premises) Act
and to Building Bulletins 101 (see page 19).
zz Acoustics
(Part E Resistance to the Passage of sound)
This states that requirements for sound insulation,
reverberation time and ambient noise will be met by
complying with the specifications given in Building
Bulletin 93 (see page 18).
zz Conservation of Fuel and Power (Part L2A)
Energy efficiency measures and reduced carbon
dioxide emissions are now essential. Part L2A covers
the means of meeting emission and energy targets.
This includes energy efficient lighting and the effective
use of daylighting. It also addresses the avoidance
of overheating which, for schools, is deemed to
be satisfied by following the specifications given in
Building Bulletin 101 (see page 19).
‘Building Schools for the Future’ Programme
and ‘The Primary Capital’ Programme
Building Schools for the Future The Primary Capital Programme -
The Building Schools for the Future project is a 15 year Primary Schools
programme to rebuild or renew every Secondary school in
the country. It is at the heart of the government’s secondary This programme mirrors that of the Secondary school
school rebuilding plans to achieve a step change in the programme and is committed to renewing at least half of all
quality of education provision. Starting with the schools of Primary schools by 2022. The key priorities include:
greatest need, the target includes sufficient funding to renew oo Five per cent of the worst condition schools to be
at least one school in every local authority area by 2011 and rebuilt or taken out of commission;
at least three schools per area by 2016.
oo At least 50 per cent of Primary schools overall
This programme also includes the development of new to be rebuilt, refurbished or remodelled to bring
Academies, ensuring good provision for special needs and them up to 21st-century standards;
extended schools. Management of the programme is the
oo Targeting deprivation to locally determined criteria
responsibility of Partnership for Schools (PfS)
to be priority;
By the end of 2008 over half of the local authorities in England
This activity involves much interaction with the Architectural
had become engaged in the programme, covering around
and building sector. There are strong requirements for good
1,000 secondary schools.
quality design and fulfilling indoor environmental needs by
The BSF programme presents a major long-term project with means of natural ventilation and daylighting.
industry for the development of new schools. In particular
the PfS has designed a simplified procurement system. This
includes a comprehensive set of standardised procurement
and contractual documentation. It is through this that all new
secondary school development is taking place.

Further details: http://www.partnershipsforschools.org.uk/

11
 Addey & Stanhope School
Deptford, London
Architect: Barron and Smith Architects
Consultant: Environmental Engineering Partnership City Schools
Thirteen ‘top down’ Monodraught Windcatcher
natural ventilation systems were installed in a major
School building in City Centres brings
extension to the school, which is next to the busy its own problems of counteracting the
A2 trunk road in Deptford. The Architect, Guy effects of traffic pollution and traffic noise.
Shackle said, “I was impressed with the simplicity Monodraught Windcatchers have proved
of the Windcatcher technology. The roof mounted themselves eminently suitable for such
units are located well above the heavy pollutants on Projects, with acoustic lining being used to
the A2 allowing fresh air to be drawn into the heart meet the stringent design requirements.
of the building. Acoustic lining in the ducts of the
Windcatchers has reduced noise ingress to 38 dBa,
which is well within the noise design limits set by
the Acoustic Consultants.” A variety of automatic
controls related to temperature and air quality sensors
were also provided by Monodraught.

Acoustic Matters Note: Performance Standards in terms

Acoustic issues are increasingly important with the
stringent requirements of the Regulations and the dilemma
faced by many Designers of the need to have ample
ventilation without the attendant problems of noise ingress.
of maximum dB for ambient noise for
naturally ventilated classrooms are set
5dB higher than the Standards that are
required for mechanical ventilation.

All Monodraught systems can be supplied with acoustic

lining to all hard surfaces to provide degrees of sound Construction Windcatcher Insulation Damper Sound
attenuation. Extensive tests have been carried out at Material Size (mm) Thickness (mm) Position Reduction (dB)
the Building Research Establishment (BRE) at Garston,
GRP 800 square unlined open 15
Watford to test the effectiveness of Windcatchers in
GRP 800 square 25 open 26
reducing noise ingress and the chart shown indicates
the attenuation that can be achieved. The Monodraught GRP 1000 square 25 open 24
system in its standard form has the effect of reducing noise GRP 1000 square 50 open 31
transmission by 15dB as compared to an open window. GRP 800 square unlined closed 30
However, by incorporating 25mm of acoustic lining to the GRP 800 square 25 closed 47
air paths, a further 11dB can be achieved, as shown. GRP 1000 square 25 closed 39
GRP 1000 square 50 closed 47
12 Case Study

Architectural Design
One of the main advantages of Monodraught
Windcatcher natural ventilation systems is the
fact that they will blend in with virtually any
building design. GRP used in their manufacture
means there are no external visible fixings,
virtually any colour or shape can be used, and
GRP has been shown to be maintenance free
throughout the intended life of the building.
Imperial College
London
Architects: Gatehouse Architectural Consultants
The Library is on the top floor, with full height glazing and suffered
for many years from chronic overheating in the summer months.
However, the Windcatcher natural ventilation systems were the
chosen strategy due to their energy saving features. Another
major benefit and consideration for the College was the improved
health and comfort aspects of natural ventilation systems, which
have proved to provide a more calm and stress-free working and
studying environment.
Phil Evans, Energy Manager says, “We are all aware how difficult
it is to study and work in a stuffy and warm environment and this
was one of the key factors in the College’s decision. After all,
what could be more energy efficient than ‘free fresh air’.”
Case Study 13
The Commission for Architecture and
the Built Environment (CABE)
The Commission for Architecture and the Built Environment
(CABE) is the Government established advisor on
architecture, urban design and the public space. CABE has
been appointed by the Department for Children, Schools
and Families to provide extra support and guidance to local
authorities to help them achieve well-designed schools. To
achieve this, CABE has established the Schools Design
Quality Programme (2007) and a School Design Panel
for assessing school design. All schools that are part of
the Building Schools for the Future Programme (BSF) are
subject to the scrutiny the School Design Panel. It is therefore
essential to ensure that the specifications set by CABE are
fully satisfied. Assessment criteria are based on 10 key topics.
Each topic is rated according to the classification of excellent,
good, mediocre or poor. Higher rating is given to the use of
natural light and ventilation wherever appropriate.
The CABE Design Audit - problems to be overcome
The CABE recently published design audit (Creating Excellent
Secondary Schools — A Guide to Clients) concluded that
“Recently built school buildings performed very poorly
in terms of sustainability. Many basic issues of energy
performance had been overlooked, including the potential to
minimise requirements for mechanical ventilation by use of
passive ventilation approaches and to reduce electricity used
for lighting by ensuring natural light within the buildings.
These are fundamental aspects of school design and need to
be re-considered at brief stage”.
14 CABE
The CABE Design Audit reported poor sustainability
performance as a result of lack of natural ventilation
and daylighting
zz Recently built school buildings performed very
poorly in terms of sustainability.
zz Many basic issues of energy performance
had been overlooked, including the potential
to minimise requirements for mechanical
ventilation by use of passive ventilation
approaches and to reduce electricity use for
lighting by ensuring natural light within the
buildings.
zz These are fundamental aspects of school
design and need to be more carefully
considered at the brief stage.
With respect to ventilation and the thermal environment the
report went on to state that, “Ventilation and temperature
were raised as important issues in all of the pilot schools.
Often users felt spaces were too hot or too cold and they
could not always regulate their own environment”. For lighting
the report stated that “users wanted natural light”.
In its “Ten Points for a Well Designed School Section” the
report stresses the need for “good environmental conditions
throughout including optimum levels of natural light and
ventilation for different activities”.
The following 10 points are the criteria against which every
school proposal is assessed:
zz Identity and context: making a school the students
and community can be proud of.
zz Site plan: making best use of the site.
zz School grounds: making assets of the outdoor
spaces.
zz Organisation: creating a clear diagram for the
buildings.
zz Buildings: making form, massing and appearance
work together.
zz Interiors: creating excellent spaces for learning and
teaching.
zz Resources: deploying convincing environmental
strategies.
zz Feeling safe: creating a secure and welcoming place.
zz Long life, loose fit: creating a school that can adapt
and evolve in the future.
zz Successful synthesis: making a design that works in
the round.
BREEAM Schools Assessment
The BREEAM Scheme
BREEAM is an environmental assessment method which
is supported by the UK Government as a means to ensure
the optimum environmental performance of buildings. This
scheme covers a whole range of buildings including Primary
and Secondary schools. The method addresses the areas of:
oo Management
oo Energy
oo Health and Well Being
oo Pollution
oo Transport
oo Land Use
oo Ecology
oo Materials
oo Water Use
In each case credits are awarded and the building is given an
overall rating of either Excellent, Very Good, Good or Pass.
Full details are contained in the BREEAM Schools Assessor’s
Manual. The assessment itself is undertaken by a qualified
independent assessor.
In the case of schools, the DCSF requires that both new
build and refurbishment school projects undergo a BREEAM
environmental and energy assessment and achieve no less
than a BREEAM ‘Very good” rating.
‘‘ The DCSF requires both new and refurbished
school projects undergo a BREEAM assessment
and achieve no less than a ‘very good’ rating
Areas relating to Natural Ventilation and Daylighting and
Energy Performance Certificates
’’
thermal comfort are covered by BREEAM test procedures.
Specific items cover: The display of Energy Certificates (DEC’s) and Energy
Performance Certificates (EPC’s) form part of the European
zz Credit for Natural Daylighting (Section HW1 of the
Energy Performance in Buildings Directive. Buildings
Technical Manual): A maximum of two credits is given
(including schools) of floor areas greater than 1000m2 must
where all occupied spaces are adequately provided
display a DEC by October 1st 2008. An EPC is additionally
with natural daylighting and one credit is given where
required when a building is constructed, sold or let. This
at least 80% of occupied areas are provided with
scheme requires independent assessment by a qualified
daylighting.
assessor.
zz Credit for Natural Ventilation (Section HW8 of
the Technical Manual): This requires controllable
draught free ventilation to meet the requirements
for good indoor air quality. For plan depths greater
than 7m openable windows or vents must be located
on opposite faces. In cases where the plan depth
is greater than 15m adequate cross flow ventilation
must be provided. Top down ventilation meets these
requirements.
zz Thermal Comfort: (Section HW14 of the Technical
Manual): Credit is given for limiting overheating hours
no greater than 40 hours above 28°C when applying
CIBSE Guide J Test Weather Year.
Note: This is somewhat different to BB 101
requirements that refers to a requirement of 120 hours.
BREEAM 15
 Kidderminster College
Kidderminster
Architect: GVA Grimley
1000mm diameter Windcatcher systems were
used to ventilate a series of classrooms on the
top floor of this new College. Traditionally it is the
classrooms on the top floor that suffer the most
from solar gain, so this is where natural ventilation
is at its most effective.

Tranent North Primary School

East Lothian
Specifier: East Lothian Council, Community
Housing & Property Management
Monodraught Windcatchers have proved
extremely popular in Scotland being specified
and installed now on more than 60 schools in the
Scottish region. This is all under the direction of
Monodraught’s Agents in Scotland, JRF Services
of Glenrothes in Fife.

16 Case Studies
 Peckham Academy
London
Architect: Curl La Tourelle Architects
Consultant: Halcrow Group Ltd
The £23m Academy in central London Exhaust Prevailing
consists of 3‑storey buildings, where Air Wind
it was necessary to provide natural
ventilation not only to the top floor
but also to the two floors below.
Monodraught Windcatchers were used to
provide a sustainable solution to achieve
ventilation to deep plan classrooms on
multiple floors. The top floor classrooms
are served by 800mm units, positioned in
the centre of each room, whereas ground
and first floors are served by rectangular
units measuring 1300mm x 450mm,
connected up to internal blockwork
ventilation shafts formed in the walls of
the central corridors.

New City Academies

Classroom Corridor
With the upsurge in City Academies, the
provision of natural ventilation is proving to
have a most important part to play in the
design. There is no noise, no maintenance,
and no replacement cost with natural
ventilation systems but most importantly,
they are energy free and provide a constant Deflector
supply of fresh air and oxygen for the benefit plate

of both students and the teaching staff.

Case Study 17
The DCSF School Building Bulletins (BB)
These documents are published by the Government zz BB 90 Lighting Design zz BB 95 Schools for the Future
Department for Children, Schools and Families (DCSF). for Schools: This is the This addresses designs for
They explain how the relevant Building Regulations can be fundamental guide for lighting. new school or refurbishment
satisfied. The relevant bulletins are: Its introduction stresses that: projects including:
“Natural lighting during daylight
zz BB 87 Guidelines for oo The promotion of
hours should always be the
Environmental Design in good design in public
major source, supplemented
Schools: This provides a buildings, along the
when it fades by electric light
constructional standard for lines encouraged by
which will take over during
environmental conditions the Commission for
hours of darkness.” The reasons
and the conservation of fuel Architecture and the Built
for this need for natural light
and power. It has sections Environment CABE).
stem both from the important link with the outside and
on ventilation and the
the essential character of daylight and its changing oo The development of designs which will minimise
avoidance of overheating.
value throughout the teaching day which electric light the environmental impact of building through low
There are some differences
cannot replicate. While the document recognises that energy use.
with respect the overheating
natural lighting cannot always be used Section 3.1
specification compared to that given in Part L of the Strong emphasis is given to natural ventilation and
of the Guide goes on to state that “Unless there are
Building Regulations in the BREEAM assessment daylighting: Section 2B.1 on lighting states that:
over-riding educational reasons for not doing so in
scheme. BB 87 specifies a permissible 80 hours of
certain rooms, the school designer should assume oo Daylight should be the principle means of
temperature above 28°C compared to BB 101 (for Part
that daylight will be the prime means of lighting when illumination where possible (this is especially
L compliance) of 120 hours and a BREEAM value of
it is available” important for visual disciplines such as art).
40 hours. Very importantly BB 87 states that “Wherever
possible priority should be given to design for daylight zz BB 93 Acoustic Design of oo A space can be considered well daylit if it has an
as the main source of light in working areas. Schools – a Design Guide: average daylight factor of 4-5% and a uniformity
The acoustic specifications are ratio of 0.3-0.4. Daylighting should therefore be
While good designs take advantage of windows, important because noise can considered at the earliest planning stage.
windows can themselves be a contributory factor to be generated by mechanical
summer overheating and excessive glare, especially systems and transmitted through Requirements for Natural Ventilation are covered in
when south facing. Often blinds are used to deflect ventilation ducts. Section 2B.3 This stresses the need to:
glare but this reduces daylight, with the result that
oo Performance Standards in oo Aim for natural ventilation where possible.
artificial lighting then has to be used (resulting in higher
terms of maximum dB for oo Avoid air conditioning which is not generally
carbon emissions and more heat gain). SunPipes can
ambient noise for naturally required in schools and should be avoided
overcome such problems by penetrating areas where
ventilated Classrooms because of its high cost and energy
window lighting is not possible or where too much
are set 5dB higher than the Standards that are consumption.
glazing will cause overheating.
required for mechanical ventilation.

18 Building Bulletins
 and what the papers say ...!
EVENING
STANDAR
zz BB 101 Ventilation of School
Other Initiatives D FRIDAY D
ECEM
Buildings - Regulations E D U C AT I BER 19th 20
08

Standards and Design zz The Carbon Trust: The Carbon Trust is ON

Children fall
Guidance: This provides responsible for advising the public and
ing
the regulatory framework private sector on methods to achieve
asleep in cla
in support of the Building
Regulations (Part F and L)
the Government targets on greenhouse
gas emissions. It has published a B T R
y im oss
ssrooms
and the Schools Premises schools information pack and provides Builders have
created air-ti
energy saving guidance for schools. reduce heat ght classroo
Act for securing the adequate loss but they ms which ar
also stop carb e intended to
provision of ventilation in Higher CO on dioxide es
zz Eco Schools: Eco Schools, in le vels in new caping.
drowsy and2 ly
schools and preventing partnership with the Award Scheme less able to co -built schools are leavin
ncentrate, re g
overheating. Specifications cover: Development and Accreditation
College Lon
don and Rea searchers from children
ding Univers University
The studies w ity found.
oo Air Quality Criteria: Ventilation for air quality Network (ASDAN), has developed a ill come as a
who wants blow to Child
criteria are the same as those given in the national programme for promoting every new sc ren’s Secreta
UCL research hool to be “z ry Ed Balls,
Education (School Premises) Regulations. energy and environmental efficiency er Dr Dejan ero-carbon”
their sustaina Mumovic sa from 2016.
ble schools id ministers
in schools by involving teachers and programme. had
oo Avoidance of Overheating (Compliance with
built 50 ye
ar ago and He monitored “rushed”
pupils. £45 billion nine erected 10 schools
Part L2A): The performance standards to avoid Building Sch under the G
ventilation ools for the overnment’s
zz Energy Performance Certificates rates were Future prog
summertime overheating for teaching and learning Educational equally appa ramme. “The
Supplement. lling,” he to
areas are given in BB 101 as: (EPBD): Schools with individual that can affe CO2 levels ar ld the Times
ct the learning e exceeding
building floor areas of greater than performance targets, and
a) There should be no more than 120 hours Kim Knapp s of kids.”
1000 m2 require the commissioning ett, a scienc
Lewisham, e teacher fr
when the air temperature in the classroom said her ne om Forest H
and display of an Energy Performance or freezing. w classroom ill School in
rises above 28°C; Stiflingly ho s were eith
Certificate. disruptive be t classroom er far too ho
haviour as pu s lead to an t
b) The average internal to external temperature pils become increase in
“It’s just too “irritable”, sh
Note: The BREEAM requirement for an hot and ever e said.
difference should not exceed 5°C i.e. the Knappett told ybody falls
“excellent” rating are somewhat more the Standard. asleep or ge
internal air temperature should be no more “They can’t ts ratty,” Ms
stringent than BB 101 (please see page 15). A separate st work proper
than 5°C above the external air temperature udy by Readi ly.”
and memory ng Universit
of pupils in ro y te st
on average (between May to September); Derek Clem oms with high ed the reaction times
ents-Croome, levels of CO
who led the .P
c) The internal air temperature when the space CO2 was very
hi research, said 2 rofessor
would be affe gh, the reaction times w : “When the
is occupied should not exceed 32°C. cted. The kids ould slow an
would also ge d memory
“You may no t drowsier.
Designers are required to meet any two of the t even detect
once higher that it’s gettin
CO g stuffier in
above three performance standards. goes to the br 2 levels are breathed in it the room bu
t
ain.” gets into the
blood and

19
 St Joseph’s College
Ipswich
Architect: Wincer Kievenvaar
Consultant: Johns, Slater & Haward
A state-of-the-art Infants and Junior School
characterised by the use of bold organic forms,
natural light and bright colours designed to inspire
its young pupils, provides a clear statement
of environmental intent by naturally ventilating
the 125 square metre hall, a circular library and
a series of interlinked shared spaces. Greg
Allen, Facilities Manager at St Joseph’s College
says, “The systems have regulated the internal
temperatures without any outside assistance.”

Architects can have fun!

Using the fairly dominant appearance
of Windcatcher systems, an Architect
can have a field day on some very
striking designs for their school
building! Colours as well as shapes
can be used to great effect.

20 Case Study
Some more interesting
shapes and colours!

Bespoke Systems 21
The Importance of Natural Ventilation for Air Quality
What the regulations say:
Natural ventilation is the process by which fresh
air is provided without the use of mechanical
systems. Demonstrating the maximum use of
natural ventilation in preference to mechanical
ventilation systems forms a significant part of
the CABE and BREEAM assessment criteria.
The DCSF Building Bulletin 87 on Guidelines
for Environmental Design in Schools states that
natural ventilation should be taken as the default
design solution for the ventilation of school
classrooms. BB 95 on Schools for the Future
stresses the need to use natural ventilation
whenever possible. The Carbon Trust stresses
that air conditioning should be avoided because
of its high cost and energy consumption.
M
onodraught Windcatchers satisfy all these needs by
incorporating the top down natural ventilation technique.
A
ny prevailing wind is encapsulated by the louvres on the
windward side of the Monodraught system and this air is
turned through 90° to provide a continuous airflow down to
the room below. Motorised volume control dampers, together
with a sophisticated control system, can accurately control
this airflow to provide the desired ventilation rate.
S
ince the airflow is drawn from above roof level, the air is
generally much cleaner than it would be drawn through
windows or low level intakes. By drawing air in from high
level, this avoids dust, dirt, and often traffic pollution that
generally circulates at pedestrian level.
22 Air Quality
S
ince the downflow of incoming air is generally much
cooler and being wind driven, it has been proven through
many years of testing that this airflow descends to floor level,
similar to a displacement ventilation system. But without any The Windcatcher design
energy costs!
C
onstant movement of air to floor level tends to slightly
Fresh Stale
pressurise the room which the Windcatcher serves, and
air in air out
this incoming air helps to displace the warm air that rises
through the natural passive stack effect of the leeward side of
the Monodraught system. Internal Anti bird
divider mesh
W
arm air will naturally rise to ceiling level in any room
Weatherproof
and since the air ducts are open to atmosphere louvres
“passive stack ventilation” is created.
A
ir movement over the top of the Monodraught system
also helps to create a venturi effect on the leeward side
of the Monodraught Windcatcher system also assisting in
Motorised volume
extracting stale air from the room.
control dampers
T
he interaction of free night-time cooling cannot be
overstated. During the summer months, the volume
control dampers on the Monodraught systems are
Ceiling diffuser
programmed to open fully at midnight to allow the cool night
air to descend down to floor level. This tends to slightly
air
pressurise the room forcing the stale warmer air up through in
the leeward side of the Monodraught system situated at roof
level. Warm air will rise naturally, so even if there is no wind
blowing at night-time, the warm air will always rise up to roof
level, rising up and being exhausted to atmosphere, since this
action cannot create a vacuum, cool night air will descend
to replace the warm air that has been exhausted. It follows air
when there is any prevailing wind from any direction, this will out
PLAN VIEW
simply increase the throughput of this fresh ventilation air,
purging the building of stale odours and the residue of any
heat build up, which has been created the day before.
Natural Ventilation for
Healthy Buildings
Metabolic Carbon Dioxide
Carbon dioxide (CO2) is emitted as a metabolic pollutant.
Like all pollutants, the concentration reached in a space is
dependent on the rate of ventilation and the emission rate of
CO2 itself. For a fixed rate of activity, the rate of emission is
fairly uniform, the concentration of CO2 can give an estimate
of the actual ventilation rate. It can also alert occupants to
the possibility that a space is under-ventilated and can be
used, in a control system, to actuate ventilation dampers.
For this reason it is recommended that schools are fitted with
CO2 detectors. In some countries this is becoming a legal
requirement.
At the concentrations experienced in normal day to day
life, carbon dioxide is not toxic. No matter what level of
CO2 is measured in a school, workplace or home, it will be
very unlikely to reach a toxic concentration. The limit value
quoted for schools is many times lower than maximum safety
limit. The reason why CO2 monitoring is so important is not
because of the pollution effects of carbon dioxide itself but
because it provides an indication of the fresh air ventilation
rate. It also acts as a surrogate for other pollutants that
cannot be measured so easily but might cause a risk to
health in poorly ventilated spaces.
This is further supported by extensive research carried out
by Reading University and UCL London as reported by the
Evening Standard and has been reproduced on page 19.
‘‘ All necessary steps should be taken to
ensure that CO2 levels do not exceed
1500 ppm during occupied times
’’
Windcatcher
Summer Daytime
Recommended Maximum CO2 Concentrations Operation
(As set out in BB 101)
When measured at seated head height, during the continuous
period between the start and finish of teaching on any day,
the average concentration of carbon dioxide should not
exceed 1500 parts per million (ppm).
In addition to the requirement to meet the CO2 performance
standard stated above, it is recommended that the design
25°C
should also meet the following advisory performance
standards that reflect the needs of the School Premises
Regulations and the recommendations of the Health and
Safety Executive.
i) The maximum concentration of carbon dioxide should Windcatcher
not exceed 5000 ppm during the teaching day. Night time
Operation
ii) At any occupied time, including teaching, the (and mid-season)
occupants or the design of the ventilation system
should be capable of lowering the concentration of
carbon dioxide to 1000 ppm.
Additional ventilation rates are required for areas used for
special activities, such as science laboratories and food
technology rooms etc.
20°C
The accurate monitoring and control of CO2 levels is now
considered as one of the most important factors in School
Classroom design.
Reducing CO2 23
 From early beginnings....
When Windcatchers were first launched 15
years ago, they were often used on existing
schools to overcome severe overheating
problems. Such was their success on
existing schools, now 70% of Monodraught
Windcatchers are installed on new build schools
and academies, having proved their success and
sustainability over a number of years.

Penryn College
Cornwall
Architect: Poynton Bradbury Wynter Cole
Cornwall’s BSF Pathfinder project opened a year ahead of
any other projects in this funding group – the £20m scheme
provides some 8500 square metres of new accommodation
for 1150 pupils aged 11-18 and achieved a BREEAM
‘Excellent’ rating. The demand for outstanding environmental
performance was achieved with an Architectural design
approach with daylighting and natural ventilation and cooling
prioritised. A total of 42N° Monodraught Windcatchers,
SunPipes, and Monovents, were used throughout the
Project, the largest units being some 3.3m x 2m on plan.
Some of the smaller units were used on a green roof design.

24 Case Study
 Total Number
Total Number of Windcatcher
of Windcatcher installations
installations 1995 to1995
2008to 2008
School Windcatcher
School Windcatcher
Total Windcatcher 1600
Cranbrook Primary School Total Number of Windcatcher installations 1995 to 2008
Total Windcatcher 1600

Ilford 1400 1400

The London Borough of Redbridge School Windcatcher

1600
1200 1200
A total of 28N° GRP circular Windcatcher systems ....strong development Total Windcatcher

serving Classrooms and Halls were provided to this 1400 1000

1000
school. Seventeen of the systems has specially 70% of all Windcatcher systems supplied
designed twin duct arrangements so that a room over the last six years have been installed on 1200
800 800

on each floor can be served by a single system. Schools, Sports Centres, Sure Starts, Libraries, 600
1000
600
This allowed for a total of 34 rooms to be served in and Community Centres, also feature strongly
addition to the two Main Halls as well as four other in the list of Projects demanding natural 400
800
400
classroom areas.
ventilation, as a way of not only reducing
600
200 200
energy costs but also to improve the health
and indoor environment of their Projects. 400
0 0

1988 1988 1996

1995 1995 1997
1996 1998
1997 1999
1998 2000
1999 2001
2000 2002
2001 2003
2002 2004
2003 2005
2004 2006
2005 2007
2006 2008
2007 2008
200

0
1988 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Analysis
Analysis over 6 years
over 6 years
Comparison
Comparison in Windcatcher
in Windcatcher
Installations 2002 ~ 2008 ~ 2008
2002
Installations

YEAR YEAR ALL W/C ALLSchool

W/C School
W/C W/COthersOthers Schools Schools 3892 389270.25%70.25%
1988 6 Analysis over 6 years647
1988Comparison 6in Windcatcher
0 0 6 6 OfficesOffices 647 11.68%11.68%
1995 Police 2002 ~ 2008 132
1995 2
2 Installations
2 2 0 0 Police 132 2.38% 2.38%
1996 1996 8 8 0 0 8 8 Hospitals
Hospitals 281 5.07% 5.07%
281
1997 1997
YEAR ALL83
83
W/C School 35W/C 35 Others
48 48 Sports
Sports Centre
Schools
Centre 162
3892 2.92% 2.92%
162
70.25%
1998 199858 58 41 41 17 17 Comm. Comm.
Centres Centres 195 3.52% 3.52%
195
1988 6 0 6 Offices 647 11.68%
1999 1999219
1995 2
219 70
2
70 149
0
149 Sure
Sure Starts
Police
Starts 21
132 0.38% 0.38%
21
2.38%
2000 2000282 282 154 154 128 128 Libraries
Libraries 31 0.56% 0.56%
31
1996 8 0 8 Hospitals 281 5.07%
2001 2001275
1997 83
275 195
35
195 80
48
80 Theatres/Restaurants
Theatres/Restaurants
Sports Centre 37
162 0.67% 0.67%
37
2.92%
2002 2002343 343 248 248 95 95 Toilets Toilets 5 5
0.09% 0.09%
1998 58 41 17 Comm. Centres 195 3.52%
2003 2003
1999 413
219
413 285
70
285 128
149
128 MilitaryMilitary
Sure Starts 31
21
31
0.56%
0.38%
0.56%
2004 2004625 625 454 454 171 171 DomesticDomestic 16 0.29% 0.29%
16
2000 282 154 128 Libraries 31 0.56%
2005 2005801 801 555 555 246 246 Stores Stores 33 0.60% 0.60%
33
2001 275 195 80 Theatres/Restaurants 37 0.67%
2006 2006
2002 1058
343
1058 760
248
760 298
95
298 Vets/Zoo
Toilets
Vets/Zoo 22
5
22
0.40% 0.40%
0.09%
2007 2007
1277 1277 952 952 325 325 ChurchesChurches 11 11
0.20% 0.20%
2003 413 285 128 Military 31 0.56%
2008 2008 1441 1056 385 Temples Temples 6 0.20%
2004 1441
up to 625
1056
31.12.2008 454
385
171 DomesticAirport 166 0.20%
0.29%
18 0.32%
up to
2005 31.12.2008
801 555 246 Airport
Stores 18
33 0.32%
0.60%
5540 5540
100.00%100.00%
2006 1058 760 298 Vets/Zoo 22 0.40%
2007 1441.001441.00
1277 1056.001056.00
952 325 Churches 11 0.20%
2008 1441 1056 385 Temples 6 0.20%
up to 31.12.2008 Airport Case Study18
5540
0.32%
100.00%
25
Winter Heat Loss - addressing the myth....

Winter Heat Loss
Concern is often expressed that, during the winter, excessive
heat and energy can be lost through the exhausting of
ventilation air. It is for this reason that there can be a
perceived conflict between providing the ventilation needed
to ensure optimum health and productivity, and a desire to
reduce building heatloss. Sometimes heat recovery units are
specified but these can result in extra use of electrical energy
thereby defeating the object of reducing the carbon footprint
and reducing energy consumption, furthermore these require
a continuing maintenance commitment to ensure that filters
are regularly replaced and that ducts are kept clean since
otherwise there maybe a deterioration in health.
loading and to prevent excessive air change rates during
unoccupied periods. Such control can most efficiently be
achieved by ensuring that the building structure is airtight and
by monitoring and maintaining carbon dioxide concentration
in the 1000 ppm to 1500 ppm range. At night time, when
outdoor temperatures reach their lowest values, demand for
ventilation is greatly reduced and hence night time ventilation
heat loss can largely be eliminated. Natural ventilation may
therefore be expected to provide reliable winter ventilation,
at the full rate demanded by occupants, without resulting in
excessive energy loss.
Outdoor Air Quality
quality problems inside a space than those placed at high
level or indeed at roof level and away from traffic sources.
There can sometimes be problems of dust ingress or traffic
pollution through low level air intakes and complications
with conventional windows and intakes placed in courtyards
because stale air can become trapped in such zones.
Monodraught Windcatchers can effectively overcome this
range of problems by taking in fresh air at roof level, since the
air supply at roof level is relatively clean and uncontaminated
as compared to low level air intakes sited at ground or
pedestrian level.
Ventilation Heat Loss for typical Winter Daytime Temperatures

200 r
Natural ventilation cannot, in itself, compensate for oo
In reality, for a well insulated school, such heatloss may not u td ure
poor outdoor air quality. Fortunately much research By good control O rat
C
have as much of an additional space heating burden as BB101 CO2 6º mpe
has been undertaken in recent years to reduce requirements can Te
some calculations may suggest. On the basis of an average 150 be satisfied at

Ventilation Heat Loss (W)

problems associated with poor outdoor air quality. less than 100 W 143 W
outdoor winter daytime temperature of between 6 - 12°C and ventilation heat loss
Local Authorities are now required to monitor urban
an indoor temperature of 20°C, the BB 101 requirement for oor
air quality and designate zones of poor air quality as utd
an average daily carbon dioxide concentration not to exceed 2 º C O ature
Air Quality Management Areas. Action plans must 100 1 per
89 W Tem
1500 ppm can be met with a heat input of under 100 W
then be developed and enforced to improve the air 82 W
per occupant (see Figure). In practical terms this can be
quality in these zones. There are also restrictions Typical temperature,
expected to be satisfied by the metabolic heat emission of 51 W ventilation rate and
on emissions and on the location of air exhausts 50 winter ventilation
occupants combined with surrounding incidental gains from heat loss
and fresh air intakes. This is resulting in continuing (per occupant)
lighting, IT equipment and other sources. For much of the
improvement to outdoor air quality.
time, the more demanding specification of 1000 ppm CO2
concentration can also be accomplished without significant Nevertheless some air pollution problems can occur 1 2 3 4 6 7 9 10 11 12
5 L/s 8 L/s
extra space heating demand. However, to minimise ventilation and these may often be dependent on weather for 1500 ppm (for 1000 ppm CO2
CO2 concentration concentration)
heatloss, control is essential. This is needed to ensure that conditions. As a general rule, air intakes at low level (average required
by BB101)
the ventilation rate is continuously matched to meet occupant and facing busy roads are more likely to cause air
Ventilation Rate (L/s)

26 Winter Heat Loss


Natural Ventilation for Cooling
Avoid Overheating
Overheating is an increasing problem for schools, particularly
in view of global warming. Often it occurs not only as a
result of high outdoor air temperature but also because of
high indoor heat gains. Major sources of heat gain are IT
equipment, artificial lighting, occupants themselves and solar
BREEAM state that overheating in
classrooms can create problems of
‘‘headaches, lethargy, irritated eyes
and increased accident rates
BREEAM Schools Document HW14 ’’
conditions considered necessary during the summer months
by flushing hot indoor air from the building with cooler
Programme Settings
outdoor air, this is particularly beneficial with of top down Monodraught’s iNVent control system provides settings for winter
ventilation provided by Monodraught Windcatchers. and summer as well as spring and autumn, to ensure that night-time
cooling only occurs during summer months when natural ventilation
Night-Time Cooling is essential. These settings are as follows:-

gain caused by the direct effect of the sun. Control of indoor Probably one of the most successful aspects of top down Temperature Spring Summer Autumn Winter
gains is therefore essential. natural ventilation systems is the ability to provide “secure” Up to 16°C Dampers remain closed
At 17°C Dampers open 20%
night-time cooling, with virtually no energy costs and Dampers remain closed Dampers remain closed
Avoidance of overheating is covered by Part L2A of the At 18°C Dampers open 40%
providing 100% security to the building. At 19°C Dampers open 60%
Dampers remain closed
Building Regulations. This requires compliance with the
At 20°C Dampers open 20% Dampers open 80% Dampers open 20%
performance standards to avoid summertime overheating for During summer months, there is often a build-up throughout At 21°C Dampers open 40% Dampers open 40%
teaching and learning as set out in BB 101. These state that the day of solar gain as well as occupier heat gains. Under At 22°C Dampers open 60% Dampers open 60% Dampers open 5%
two of the following must be met: normal circumstances in many schools, windows and doors At 23°C Dampers open 80% Dampers open 80% Dampers open 10%
Dampers full open
are shut up tight after the school children have left for the day At 24°C Dampers open 15%
a) There should be no more than 120 hours when the air At 25°C Dampers fully open Dampers fully open
only reopening the following morning! Dampers open 20%
temperature in the classroom rises above 28°C; At 26°C

b) The average internal to external temperature Night-time cooling provided by Monodraught Windcatchers Night-time cooling    

difference should not exceed 5°C i.e. the internal air
temperature should be no more than 5°C above the
external air temperature on average (between May to
September);
c) The internal air temperature when the space is
occupied should not exceed 32°C.
It should be noted that to obtain a credit under the BREEAM
assessment scheme the limit on number of hours over 28°C
has been set at 40 hours.
For UK climate conditions natural ventilation can provide
the main mechanism for maintaining the thermal comfort
means that at midnight, dampers are automatically Note: CO2 sensors will override internal temperature readings when CO2 exceeds 1500 ppm
programmed to open to allow the night-time cool air to
descend to floor level, not only purging the building of stale
air but also cooling down the interior of the building, as well
as the building mass and structure of the building.
Monodraught Windcatchers controls are programmed to
close the dampers automatically at 15°C to prevent the
building from overcooling but otherwise, this ventilation
arrangement provides approximately 8 hours of free
cleansing and cooling of the building interior, which is
essential for the successful application of natural ventilation.
iNVent Control Panel

Cooling 27
 Hazeley School
Milton Keynes
Consultant: Architecture MK
Milton Keynes were one of the first Authorities to implement the
Sola-boost Windcatchers throughout on new school development in
conjunction with SunPipes to serve every classroom. Over the last 15
years, Windcatchers have proved to be so successful in eliminating The Sola-boost innovation
the need for air conditioning in classrooms, the Sola-boost system
seemed a natural step for the Architects to further improve and An extension of the successful
enhance the natural ventilation capabilities. Each classroom is served Monodraught Windcatcher
by a separate Sola-boost Windcatcher system to both the first floor system, is the Sola-boost. This is
and ground floor classrooms and SunPipes are similarly used to bring driven by a photovoltaic panel and
daylight down into the rear of the ground floor classrooms. operates during summer months
when the sun’s energy produces 5
Volts or more. The solar power
of the Sola-boost powers an
The Sola-boost system integral fan that produces an
extra 260 l/s of ventilation air.
Solar Power

Fresh
air in
Stale
air out

FAN

Motorised volume
control dampers

SECTION

28 Case Study
air air
Sir William Ramsay School
Hazlemere, Bucks
Architect: Jacobs UK Ltd
Twelve Monodraught Windcatchers were installed at the Performing Arts Block of
the Hazlemere based Sir William Ramsay School, to provide natural ventilation for
its 600-seat Main Hall and adjacent Dance and Performance areas. Their business
manager Richard Mapp says: “Monodraught’s Windcatchers were the ideal solution
and the entire facility now stays cool and refreshed, even when full of students
letting off steam.” He adds “that once installed, Windcatchers maximise the use
of wind pressure and the natural stack effect of thermal buoyancy, which means
schools reap all the benefits of sustainable energy and incur no running costs.”

Sports Halls
Monodraught Windcatchers are ideal
for Sports Halls in providing energy
free ventilation – around the clock! An
adequate supply of fresh air is essential
to Sports Facilities but mechanical
ventilation can often prove noisy, as well
as being maintenance hungry.

Case Study 29
Natural Daylighting
DCSF Building Bulletin 90: Lighting
Design for Schools stresses that:
“Natural lighting during daylight hours should always be the
major source, supplemented when it fades by electric light
which will take over during hours of darkness.” The reasons
for this need for natural light stem from the essential character
of daylight and its changing value throughout the teaching
day which electric light cannot replicate. It goes on to state
“Daylight should be the prime means of lighting when it is
available”. Monodraught SunPipes do meet this challenge
in being able to provide typically 2%/4% Daylight Factor to
light up the rear of classrooms and other internal teaching
areas, as well as corridors, offices, cloakrooms, and virtually
all areas of school buildings that cannot easily be served by
windows.

30 Natural Daylighting
Natural Daylighting - The Solution

Monodraught SunPipes have been used extensively
throughout schools with considerable advantages. SunPipes
consist of a mirror-finish aluminium tube with a Diamond
shaped dome at roof level to keep out dust, dirt and rain.
There is virtually no limit to the length of SunPipe or the
number of elbows that can be used to twist and turn to
bring the SunPipe to exactly where it is required. SunPipes
are produced in a range of 10 different sizes from 230mm
diameter to 1500mm diameter.
SunPipes have the distinct advantage of providing soft,
soothing natural light to virtually any part of the schoolroom
or classroom. SunPipes are known to have a calming and
soothing effect on children and by eliminating the need for
constant electric lighting, they are not only energy saving
but contributing to both the children and the Teacher’s
health and well-being. They are vandal-resistant , require no
maintenance, and are compatible with any building design,
although special finishes and ceiling trims are available.

Windows can be used for bringing in daylight to the first

5m of a classroom and rooflights are often used to bring
in natural daylight to the rear of classrooms. However, the
disadvantages of rooflights can be:-

oo Unacceptable glare in summer months

oo Heat loss during the winter
oo Excessive solar gain in the summer

The distinct advantage of SunPipes is that the closed tube of

still air acts like a giant double glazed unit, virtually eliminating
heat loss in the winter and solar gain in the summer.

SunPipes maximise the concept of renewable energy by

reflecting and intensifying sunlight and even daylight down
through the mirror-finish aluminium tube to the room below.
A UV stabilised diamond shaped dome seals the SunPipe at
roof level and a clear, stipple finish, polycarbonate diffuser
at ceiling level evenly spreads light into the room or space
below. The SunPipe system is highly effective in both sunny
and overcast conditions and even when it is raining.

The Solution 31
Trinity & St Nicholas Primary Schools
Radstock
Consultant: King Shaw Associates
Trinity School in North Radstock and St Nicholas School in South Radstock are jointly known
as the Renaissance Project. They are part of a rationalization programme undertaken by
Bath and North East Somerset Council and are bristling with new innovative and sustainable
ideas. Tim Goodwin, the Senior Partner of Architects, King Shaw Associates explained, “We
take the view that a holistic approach to engineering design results in more complete and
fully integrated solutions, which apply to an entire building. We decided to replace many of
the conventional skylights originally proposed by using Monodraught SunPipes because of
the many advantages that these SunPipe systems provide. We considered that Windcatchers
were an excellent way to ensure good natural air distribution and to meet the brief of
providing a cost effective natural ventilation system within the building envelope budget.”

The perfect combination

SunPipes eliminate the heat gain normally
associated with skylights and rooflights
and provide energy free lighting from dawn
until dusk, eliminating the need for electric
lighting during daytime use. Having reduced
the heat gain problem, natural ventilation
Windcatchers offer the perfect complement
by introducing fresh air into the space.
Natural light and natural ventilation is just
what every schoolchild needs.

32 Case Study
 Jack Tizzard School
London
Architect: Clarke Kidwell Architects
Jack Tizzard School in Ealing, West London was
a Special Needs School and it was considered
that the soothing and calming effect afforded by
SunPipes creates the ideal environment for children
with special needs. A high level of security is
desirable. The absence of distraction created by
view out from windows and the absence of stress
caused by fluorescent lighting all contribute to a far
healthier and more friendly environment.

Code 4 lead
flashing

30° two piece

adjustable
elbow
Special Needs School
The combined benefits of a highly secure, non- Mirror finish
aluminium tube
electrical light source that provides an abundance with 98%
reflectance
of natural light combined with the soothing and 3 piece ceiling
calming effect of natural light produced through diffuser

SunPipe systems makes them particularly suitable

for Special Needs Schools. The SunPipes not only
reflect the mood of the outside weather conditions The SunPipe system
but also contribute considerably to the health
giving properties of natural light availability.

Case Study 33
 SunPipe and its benefits in Schools
By Umayal Ramanathan, M.Arch Environmental design
Researcher for Monodraught Ltd

Umayal studied at Nottingham University
on the Effects of Daylight on Human
Perception. Her research proved invaluable
to Monodraught in highlighting and
identifying how the piping in of sunlight and
natural daylight can be beneficial to children.
gains and heat losses (in summer and winter)
through the glazing (Lighting guide LG10,
1999). In such conditions the solar heat gain
and light penetration may need to be controlled
to avoid discomfort, by the use of appropriate
shading devices (internal or external) such as
window blinds.
approximately 20% in a well designed classroom
with diffused light. The observations from the
study revealed that the natural daylight from
skylights had larger impacts on the positive
results of student performance over all the other
attributes of windows (view-out, etc.). The
possible causes of good performance from the

‘‘D
students due to daylighting were identified and
Daylight and Health summarised as improved visibility (due to higher
aylight is a vital natural resource for
Physiological benefits due to daylight on school illumination levels and light quality), better
schools, being preferred to electric lighting
children can include less dental decay, improved distribution and colour rendering.
because of its varied intensity, pattern and colour.
eyesight, improved growth and immune system.
It is a mixture of diffuse light from the sky and
Indeed Edwards and Torcellini (2002); McBeath A study on the Johnston County School by
direct light from the sun, and it is said that when
and Zuker(Liberman 1991) and Hathaway, et Nicklas and Bailey, 1997 investigated the
entering through a space, natural light defines
al 1992; showed there is a strong correlation academic benefits of daylighting and found that
and models an interior space, creating a pleasant
between the amount of sunlight a child is students in daylit schools had higher math and
visual environment and a feeling of well being,
exposed to and the level of dental decay, making reading scores when compared to the scores
which by itself stimulates performance (Lighting
daylight a very important element for cavity of the children who studied in an artificially lit
Guide LG10, 1999).
prevention in children. environment. At the daylit Durant Road Middle
Early designs of schools had classrooms with School in North Carolina, the teachers who
Daylight and Performance worked there for more than a year, stated they
large windows, but as school designs have
Numerous studies have proved the positive feel better both mentally and physically because
advanced the problems of space constraints, the
influence of daylight on students and teachers. of the daylit environment (Bailey,1998 cited
need for flexible spaces and portable concepts
The findings of the Heschong Mahone group, in Edwards & Torcellini, 2002). The study by
conflicted with the preferred daylight design of
1999 clearly show the impact of daylight on Kuller,R and Lindsten.C, 1992 asserted that there
many schools.
school children. The students with the most was a strong association between the amount
Daylight and thermal comfort sometimes conflict daylighting in their classroom performed 20% of daylight and a student’s behaviour especially
with each other i.e. the greater the window area, faster on math tests and 26% faster on reading when ranked for sociability and concentration.
the greater the amount of daylight penetrating tests in one year than those with the least. Even the Daystar article, ‘Benefits of Natural
inside the space, but this leads to greater heat Similarly students’ progression was improved by

34 SunPipe Benefits
. . . the health benefits of SunPipes
Daylighting’ (1998, ibid) states that there is
increased achievement rates, reduced fatigue
factors, improved student health, improved
attendance and enhancement of general
development.
From the above research and studies it is evident
that an abundance of natural daylight influences
humans, physically and psychologically to
a great extent .Since buildings are designed
for human habitation; lighting designs should
consider psycho-physiological well being
to provide a healthy environment. When the
individual well being is enhanced the mood,
performance, attitude, and the overall progress in
academics will also be improved.
Top Lighting
A top lit classroom is
said to provide three
times more light,
than the same area
of vertical glazing
that restricts natural
light within an area
of 6m from the wall
containing the window.
Higher illumination
can improve visibility
of task, and speed and
accuracy of students performing the tasks.
Daylight has better light quality than electric
lighting in terms of distribution, colour
rendering and modelling and is more appropriate
for performing visual tasks. The variability
of daylight brings in greater interest to the
occupants which cannot be achieved by any type
of electric lighting.
It can also be said that children’s improvement
in performance can be attributed to lack of
distraction from the view out of conventional
windows.
SunPipes
A growing body of evidence suggests that
daylighting plays an important non-visual
role in human health and well-being through
the circadian system. Currently in the United
Kingdom, there is only little scientific evidence
available about the effects of daylighting in
schools on student achievement or health
through the circadian system, however even
with little proof, it shows positive effects and
the considerations are worthy of being followed.
The magnitude of advantages and benefits that
the daylight provides to the students and teachers
with the use of SunPipes is enormous and
’’
magnificent.
Umayal Ramanathan - 2009
SunPipe Benefits 35
The British School at Abu Dhabi
Abu Dhabi
Originally the Architect wanted a series of free form
rooflights but such is the intense heat of the sun in
the Middle East, the Architect opted for a series of
SunPipes arranged not in a uniform pattern but formed
part of the interior design by providing quite a spectacle
of natural light. 1N° 1000mm diameter SunPipe was
installed to the central Library and this in itself forms a
focal point of a flood of natural light to this area, which
draws comment and praise from many visitors to this
rather unique institution in the middle of Abu Dhabi.

36 Case Study
 Latifa School for Girls &
Rashid School for Boys
Dubai
Even in Dubai they have seen the benefit of Monodraught
SunPipes, not only to counteract the strong power of the
Middle East sun but also to bring in the benefits of filtered
natural sunlight to school children without the attendant
problems of glare and heat gain. By using SunPipes, the
window blinds can be kept firmly shut and the electric
lighting can be kept off! Monodraught’s Middle East office
provides a complete supply and fix service using our own
Dubai based installation teams to provide a fast and highly
successful installation service.

Worldwide Interest
Monodraught SunPipes have now penetrated
virtually every country throughout the
Polycarbonate
diamond top dome
world. The unique faceted Diamond dome
transmits more light than any other system
and the wide range of 10 different sized
SunPipes from 230mm to 1500mm diameter
makes SunPipes the universal choice. There
is virtually no limit to the application of
SunPipes and since no two Projects are the
Mirror finish
aluminium tube same, Monodraught’s Design Department
with 98% will produce bespoke designs for any Project.
reflectance
3 piece ceiling
diffuser

Case Studies 37
Putting Windcatchers to the test
A 4-day on site investigation carried out in August 1998 by the
Building Research Establishment on two Lecture Theatres at the
University of Hertfordshire at Harlow proved the effectiveness of the
Monodraught Windcatcher system under summer load conditions.

The detailed monitoring and measurements were carried out
over four days in August 1998. The external temperatures
were approximately 29°C, for two of the days. On the other
two days ranged from 18°C to 22°C.
The ventilation rates of the lecture theatres with the
Windcatchers closed and sealed was determined to find
a base comparison. Readings were also taken with the
dampers closed and fully open and were measured on three
days in G105 and four days in G111. The effect of night The BRE Tests determined that there was no short circuiting
cooling from the units was also determined over two days. of airflows at any time and the air change rates were
Flow visualisation studies were undertaken on the units using measured with the monitoring equipment being placed in the
smoke as a tracer. A recording of these tests were made on furthermost corners of the Lecture Theatre in each case and
videotape. recorded air change rates of up to 5.2 ac/hr despite external
temperatures of up to 29°C which is considered to be an
It was determined that the background ventilation of both
excellent result.
lecture theatres (i.e. Windcatchers sealed) was relatively low.
With the Windcatchers fully open the ventilation rate in G105
ranged from 1.24 ac/hr at 1.7
m/s wind speed to 5.2 ac/hr
at 4.5 m/s. For G111 it ranged
from 2.13 ac/hr at 2.6 m/s to
4.68 ac/hr at 4.1 m/s.

Ventilation measurements
were carried out in both lecture
theatres using the tracer
gas decay method, Sulphur
Hexafloride (SF6).

Left: Flow visualisation
of moderate wind speed
with no evidence of any
"short circuiting" of the
air movement
Three pairs of small mixing fans
mounted in opposing directions
in stands were placed far apart
in both lecture theatres. The
purpose of the fans was to mix
the incoming fresh air with the
tracer gas inside the lecture
theatre.
The University of Hertfordshire was the test site and used
two Lecture Theatres that had been converted from what
was originally its old mainframe computer room. There were
no openable windows in either Lecture Theatre. G105 was
the smaller of the two with a volume of 458m3. G111 had a
volume of 769m3.

38 BRE Testing
Our commitment to R&D
Monodraught have implemented a very active Research
and Development Department at their offices at Halifax
House in High Wycombe and are also working closely
with a number of Universities in the UK. A group of six full-
time dedicated R&D Engineers are exploring every avenue
of renewable energy features at Halifax House, where a
total of 45 SunPipes and Windcatchers are installed at
the offices are constantly monitored on performance.
Monodraught have a permanent
Environmental Test Chamber
there to carry out the continuous
assessment and development of SunPipes and all their
associated components. A 3-year Research Programme
is being undertaken. A Monodraught SunCatcher and
SunPipe system is also installed at the Eco House
at Nottingham University, which was completed in
2001, and is also being constantly monitored.
A 2-year Study was carried out to
NAPIER UNIVERSITY
EDINBURGH develop a computerised prediction
model, as shown, to assess the
transmittance of
daylight by lux plots
into the interior of
buildings. Further
advice on light output
is always available
from Monodraught
Head Office.
Brunel
A 4-year Research Programme is being
carried out in conjunction with Brunel
UNIVERSITY
WEST LONDON
to investigate indoor environmental
conditions on a wide range of Projects including Schools,
Colleges, and Universities to Building Society offices
throughout the UK. Buildings are being assessed both
before and after Windcatchers and SunPipes have been
installed and full Reports will be available on request.
A 3-year Research
Programme has been
undertaken to study
and assess the potential of solar powered air conditioning,
to be used in conjunction with the Monovent system and to
establish the viability of an energy free cooling system.
THE UNIVERSITY OF LIVERPOOL Liverpool University,
INVESTING IN KNOWLEDGE Loughborough University
and UMIST have all been
closely involved with research into Monodraught
products and various Papers have been published.
Professor Mike Wilson has
LONDON
metropolitan considered a number of systems
university
with Monodraught but specifically a
composite lighting unit that incorporates a standard SunPipe
with LEDs embedded into the surround. A solar panel at
roof level would connect a solar battery and this would
provide 24 hour lighting. A prototype is under construction.
Other Universities and Test Houses
Work has also been carried out at Loughborough University
and UMIST, as well as at BRE and BSRIA on the application
of Windcatcher natural ventilation systems. Full copies of all
these Reports are available on request from Monodraught
Carbon Trust and DTI Awards
Two major funding awards were made to
Monodraught in 2006 to research PCM
(Phase Change Materials) and Evaporative
& Desiccant cooling in conjunction
with Nottingham University. As a result,
Monodraught’s new Cool-phase system Department of Trade and Industry
GOVERNMENT CONSUMER SAFETY RESEARCH
Choking risks to children
has been launched. under four from toys and other objects
Monodraught supports a number of
Research Programmes being carried out
to ensure that their products maintain a
continual development cycle that can be
monitored and independently assessed by
the Universities. Furthermore, Monodraught
considers it has a commitment to
supporting and encouraging new Engineers
to the industry to engross themselves
in these new sustainable developments
that may hold the key to so many of our
dilemmas for our future energy usage.
R&D 39
 ‘‘ Professor Payne has made an outstanding
contribution to the field of natural
ventilation, passive cooling and daylighting
and his pioneering work on Windcatchers
and SunPipes has transformed the industry.
Professor Saffa Riffat - University of Nottingham
’’ Part of the VKR Group

‘‘
The Danish based VKR Group's mission is to bring daylight,
fresh air, solar energy and a better environment into people's
Monodraught Windcatchers
everyday lives. VKR Holding is the parent company of the VKR
have proved to be the most Group and owns brands such as VELUX roof windows,VELFAC
and Rationel vertical windows as well as WindowMaster and
effective method of providing European thermal solar companies.
natural ventilation to any
commercial building.
National Green Specification
’’ Other brochures available

cificatio n

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and Finalist March 2007
April 2007
FINALIST
14:14:04 13:52:43 10:44:12
0523033.9 28/03/2007 06/10/2008
Number: 13/03/2007
Patent Application 25/04/2007
09:31:34
April 2007

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FINAL PRINT FINAL PRES2 FINAL -06-10-08.in
with ABS r Brochure Brochure
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Halifax House, Cressex Business Park, High Wycombe,

Buckinghamshire HP12 3SE
Tel: 01494 897700 Fax: 01494 532465

February 2009
email: info@monodraught.com www.monodraught.com

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