Professional Documents
Culture Documents
SIX
Acknowledgments
We are grateful to the following individuals Sunand Prasad, Penoyre and Prasad Architects
and organisations that have contributed to Linton Ross, Feilden Bradley Clegg Architects
this document: Peter Clegg, Feilden Bradley Clegg Architects
Paul Hetherington, Alumasc
Christian Held, Penoyre and Prasad Architects
Richard Parker, AMEC
Suzi Winstanley, Penoyre and Prasad Architects
Andrew Williams, BRE
Simon Dove, Penoyre and Prasad Architects
Richard Ogden, Build Offsite
David Brocklehurst,
Mike Entwisle, Buro Happold
Circulation Design Consultancy
Rita Singh, Construction Products Association
Bill Healy, Build Offsite
Michael Ankers,
Construction Products Association
We are also grateful to the following members Bea Etayo, Fulcrum Consulting
of the Standard Specifications, Layouts and Peter Blunt, Mtech Group
Dimensions (SSLD) Forum who have helped Martin Goss, Mtech Group
shape the broad approach to standardisation David Mackness, SCAPE System Build Ltd
in this and other guidance documents in Martin Lipson, 4Ps
this series: Mairi Johnson, CABE
Richard Saxon CBE
Peter Woolliscroft, OGC
Mukund Patel, DCSF (SSLD Chair) Richard Brindley, RIBA
Alan Jones, DCSF (SSLD Policy Lead) Vic Ebdon, Devon County Council
Ian Morris, Atkins (SSLD Project Manager) Don Bryson, Manchester City Council
Beech Williamson, Partnerships for Schools Kevin Kendall,
Stephen Reffitt, Atkins Nottinghamshire County Council
Mark Cleverly, EC Harris Sui Te Wu, London Borough of Southwark
Paul Foster, EC Harris
Michal Cohen, Walters and Cohen Architects
Karen Rogers, Walters and Cohen Architects
3655_SSLD_stairs_AW:3655_SSLD_stairs_AW 10/3/08 12:55 Page 1
Contents
1 Introduction 2
Who is this guidance for? 2
How the guidance should be used 2
Background to Standard Specifications,
Layouts and Dimensions (SSLD) 4
Aims and scope of this guidance 5
4 References 38
Introduction
School building clients, their professional Though principally aimed at secondary school
advisers, contractors and their supply chains building projects delivered through the BSF
should use the guidance to inform their programme, the specifications and solutions
decisions on internal stairs and specification may also apply to other educational buildings.
standards at the early stages of a projects
We will keep this guidance under review and
development whether new build, extension
update it as necessary to reflect the
or refurbishment at RIBA Stages A-F.
development of new products, processes, and
To help encourage the take up of these regulations. A web-based version is available at:
performance specifications and design www.teachernet.gov.uk/schoolbuildings
examples, this guidance will become the
standard in BSF programme documentation
and the Government will expect it to be
adopted in the majority of situations where
it is reasonable and appropriate to do so.
While we would expect projects to comply
with the standards, other solutions possibly
based on new products or technologies, or
reflecting local factors may equally comply
with the performance specification and could
be used. We do not want to stifle innovation
by being too prescriptive.
Specifically to:
more physical exercise throughout the day Step design. Those who wear callipers or who
as recommended by Occupational Therapists; have stiffness in knee or hip joints are at risk of
generally, better design quality for all tripping or catching their feet on nosings. For
building users, able-bodied and physically- ease of movement, designers should provide
impaired alike. simple step profiles that will not catch toes on
nosings ADM recommends square section
Designers must therefore pay particular
steps (sketch below). Excessive rounding of
attention to the following areas:
nosings is not recommended.
A good way-finding and location strategy Open risers are not acceptable as visually
for circulation around the school. This will impaired people find it difficult to locate the
assist those who have trouble with unfamiliar tread and may trip.
spaces and are intimidated by complex
spaces. Consider providing good visual
connections with other circulation routes and
steps without projecting
using different distinguishing colours for nosings are preferred
different stairways.
Design of stairs and landings. The Building
Regulations Approved Document Part M
(ADM)1 gives prescriptive design guidelines 25 max
overlap
for design of stairs. ADM states a maximum
of 12 steps between landings. This is
necessary to provide a space to pause and 60
280-425
likely. Because of this, spiral stairways are not max 12 risers if going less than 350mm
max 18 risers if going 350mm or more
recommended; they are also very difficult for
guide dogs to navigate.
1 http://www.planningportal.gov.uk/england/professionals/en/4000000000988.html
BS8300 recommends treads of 300mm and Low lighting levels and glare can disorientate
risers of between 150 170mm and to address those with a visual impairment; consider
the needs of users with accessibility needs. manipulating window and lighting design to
To help future-proof school buildings to provide a good even level of light with no harsh
support increasing inclusion and community shadows or dark/light corners. The shadow of
use, including by the ambulant disabled, a window mullion on a bright sunny day may
DCSF will expect school stairways in new conceal a step or suggest an additional step.
school buildings to have a 300mm tread
and 150mm riser as the standard dimensions Legislation, regulations and design standards
for steps. It is recognised however that this relating to accessibility:
may not always be possible where stairs occur, The Disability Discrimination Act (DDA)
for example, between new and existing provides protection to disabled people and
buildings of different heights. defines disability as anyone with a physical,
sensory, or cognitive impairment. It also
Suitable handrails. These are important to
includes those with mental health issues that
enable tactile guidance, physical support and
have a substantial and long-term adverse
reassurance. The DCSF will expect that a
effect on their ability to carry out day-to-day
secondary handrail is included at a lower level
activities. In addition, Statutory Authorities
where it is safe to do so. This would reassure
have a duty to progressively improve access
and support not just younger students but
and inclusion and now to provide disability
people of short stature. The handrail should
equality schemes outlining their intentions.
level out at each landing. This will give a clue
The recent 2005 amendments to the DDA
to visually impaired people that the floor is
require that those providing education not
about to become level. Handrail design is
only meet the DDA but ensure that they
comprehensively covered in ADM.
promote equality in all their functions and the
Visibility. People with impaired sight risk Special Educational Needs Act (SENDA) apply
tripping or losing their balance if there is no to school premises.
warning of steps. The risk is most hazardous
Special Educational Needs & Disability Act
at the head of a stair when someone is
(SENDA) requires that disabled children will
descending. Stairs should have contrasting
normally have their needs met within a
nosings and treads, and risers should be
mainstream school and that they should be
clearly distinguishable from each other2.
offered full access to a broad, balanced and
Handrails should also have a clear visual
relevant curriculum throughout their school
contrast with their background without
life. In addition pupils access is required not
being highly reflective.
only to the curriculum but all aspects of
school life, including social activities, both in
school time and also out of hours. An
important aspect is travel distances and
2 For information on visual contrast see Colour, Contrast & perception: Design Guidance for Internal Built Environments, K Bright, G Cook
& J Harris, University of Reading 1997.
A central well between stairs (200mm suggested Building Regulations require that any handrail is
width) allows for a balustrade that can be either 900 -1000mm above the nosing line of stairs
fixed to the side of the stair or onto the top. and 1100mm at landings. Pedestrian Guarding
A side-fixed balustrade will allow a greater in schools must be 1100mm above finished
unobstructed width in use and fixings will floor level. In schools with pupils aged 12 or
provide less of a dirt trap; however it will be under DCSF prefer an additional lower handrail,
harder to install as the space available is less. say at 600mm for infants and people of
Proprietary balustrade/handrail systems may be small stature.
easier to install in such a situation. Alternatively
Balustrades must be designed to prevent
a solid balustrade could be formed, making a
students from climbing up towards the
solid wall with applied handrail only between
handrail. Avoid horizontal rails in balustrade
stair flights (see below).
design; any opening should prevent a 100mm
Building Regulations require that the profiles of sphere to pass through. Detailed guidance is
handrails are either circular with a diameter of available in CP BS 6180:1999 Barriers In And
between 40 and 45mm, or oval preferably with About Buildings.
a width of 50mm. Handrails must not protrude
Finishes for handrails/balustrades must be
more than 100mm into the surface width of the
chosen to contrast with the background that
ramped or stepped access where this would
they will be viewed against and must not be
impinge on the stair width requirement of Part
highly reflective.
B1. There must be a clearance of between
60mm and 75mm between the handrail and
any adjacent wall surface.
12 Timber is generally not robust enough for schools stairs, although it may have some application in feature stairs.
Benefits Drawbacks
Above steel staircase and balustrade with carpet finish Above a mastic joint and mdf skirting fills the construction joint
between a self-finish pre-cast concrete stair and the wall
Walls are likely to have shoulder bags rubbed Assembly & construction
along them on a daily basis and will require The benefits of in-situ assembly of pre-
regular cleaning. Textured surfaces such as fabricated elements will vary as between each
fair-faced or paint-grade block work hide marks type of stairway construction and will affect the
more effectively than flush painted surfaces sequencing of works. Stairway elements will
and make it difficult to write or draw on. either be installed as the frame of the building is
erected or will require the completion of a load-
If no applied wall/ceiling finish (paint and
bearing shaft before installation. Where the
plaster/suspended ceiling) is used, services will
stairway is required to fit within a confined
be visible, so special consideration as to what
space, stairs will either need to be procured
this will look like will be necessary and must be
early for mechanical installation or be
co-ordinated with the services engineer.
manoeuvrable enough to be handled on site.
Sustainability considerations
Benefits Drawbacks
Benefits Drawbacks
On-site assembly of early installation of stairs for use temporary handrails and treads (steel
pre-fabricated during construction; stairways) required;
components cost savings on temporary access stairs; congestion of finishing/second fix trades
minimal protection requirement; at end of programme;
Full pre-fabrication high quality pre-finishing achievable; limited use during construction;
off-site structural economy through holistic cost/space implications of additional
design approach; temporary access stairs;
minimal protection requirements; early procurement required;
single point of responsibility; higher cost if limited level of production;
cost certainty; limited scope for late change.
lower cost for volume production
(through standardisation).
Above free standing steel stair with vinyl sheet floor finish to
treads and landings in stairwell
IEE Regulations & Building Regulations; Seek advice from a fire or building services
engineer and building control at an early
provision of fixings and chases for services in
stage of the design process.
masonry partitions shall comply with BS 5628-
3. Non load bearing masonry walls shall not
have back to back chases within 300mm of
each other. The maximum depth of chases
shall be advised by the Structural Engineer;
access panels shall be provided for
maintainable mechanical and electrical items.
Heating Acoustics
Depending upon the use and location of the Stairways are potential sources of disruptive
stair heat emitters may be required. noise within the school environment and
particular attention should be paid to the
Any wall mounted heat emitter should be
acoustic properties of the stairway in the design
located so as not to obstruct or impinge on the
and construction phases.
use of the stair, the landings, the refuge or the
designated escape route19. Additionally wall or Designers must consider:
floor mounted heat sources present an
noise breakout from the stair. Lightweight
opportunity for pupils to climb and to fall,
forms of construction may introduce
potentially down or over the stair or balustrade.
unwanted noise into adjacent spaces;
Placement of the heat source should be
carefully considered. In both instances co- noise absorbency within the stair. A quantity
ordination with the design of the services of sound absorbing material will can be
engineer will be needed. introduced to reduce the level of sound
within the space.
The robustness of any wall/floor mounted heat
emitter, any associated control devices, and its Building Bulletin 9320: Acoustics in Schools gives
fixings should be assessed for the potential for guidance in both areas; in addition it is
vandalism as the stair core can be difficult to important that an acoustic engineer is
monitor. The volume and movement of consulted at an early stage of school design.
boisterous traffic can result in the reduction of
lifespan of such fittings; additionally, the height
of these fixtures lend them to being used as
wall mounted seating and as such the
maintenance and decoration of the heat
emitter should also be reviewed. Alternative
heat sources such as underfloor heating or
radiant panels could be considered.
size of building;
number of storeys;
efficiency of plan shape and total number of
cores buildings with separate wings or split-
level sites are likely to be more costly in terms
of vertical access;
fire strategy considerations and means of
escape distances;
type of stairway and overall geometry
escape stairway or feature stairway;
overall stair height, width and going;
number of flights and intermediate landings
required to achieve the rise;
type of construction steel or concrete;
method of support e.g., shelf angles,
cantilever, hanging or propped;
level of specification for balustrades
and handrails;
type of floor finishes;
crush loadings applicable to handrails
and balustrades.
The overall cost impact of adopting the more
generous 150mm x 300mm step dimensions
to meet DDA/ambulant disabled requirements
is estimated to be 35-40,000 per secondary
school, representing the larger footprint of
the stairs. There should however be scope for
efficiencies from the standardised approach
and from opportunities for off-site fabrication
which will help to offset the additional costs.
Whether or not an alternative solution is stairways well distributed will ensure shorter
adopted, economies and better designs can travel times between lessons, maximising time
be achieved where the design for fire safety for learning and consequently promoting a
integrates well with the design for normal calmer atmosphere;
movement; accounting for additional locating and sizing stairs and corridors to
considerations such as bullying in enclosed achieve balanced and appropriate use of
spaces. Where possible, expensive fire escape circulation provisions within the school
stairs (especially enclosed cores) should not will reduce congestion and maximise
be redundant for normal usage. comfortable conditions. Aim to provide
The following considerations should also be the greatest widths where pupil flows will
taken into account, particularly suiting the be highest. Providing single stairs and/or
needs of the personalized learning agenda: corridors in locations where it is likely that
it is advised that efficient and balanced use a majority of pupils will circulate during
of stairs and other circulation provisions is such as class changeovers is likely to cause
one of the considerations during the early unnecessary congestion and should generally
stages of a school design (e.g. concept stage). be avoided without due consideration;
Different school geometries will inherently providing only one or two stairs for circulation
achieve different levels of performance for may be insufficient for most secondary
their circulation provisions. schools. This should be avoided without due
locating stairways away from the very ends consideration for possible congestion.
of corridors increases the adaptability of the wider stairs enable quicker movement and
spaces at the ends of corridors; two or more reduce social friction between students
cellular classroom spaces can be converted widths greater than 1550 allow carry down
into a larger open plan teaching space (see evacuation for wheelchair users;
sketches below);
consideration is also needed of the effect
of the staircase locations on potential for
future expansion;
fire escape stairs should have a level exit
directly to the outside of the building;
stairs are often the location for bad behaviour building users incorporate stairways in their
and bullying. Promote maximum views in from mental map of way-finding around the
circulation routes and out to surrounding school. If they are easy to find and clearly
spaces to increase passive surveillance and the differentiated then new users and those
feeling of security. Consider placing doors on with anxiety over familiar spaces (for example
electro-magnetic hold-open devices linked to in autistic spectrum disorder) will benefit.
the fire alarm (this also minimises damage in Colour coding can assist with locating of
use) and large glazed screens to circulation specific areas and assist in evacuation.
routes within the school; external stairways are likely to be more cost
consider grouping stairs, toilets and lockers effective than internal ones; however they
together and locating staff workspaces nearby are not a preferred solution. They can be
to maximise overlooking and student security dangerous in wet weather, provide a risk
from bullying. Successful past designs have to building security, and will increase
located staff work rooms adjacent to stairways maintenance needs as they will admit dirt
with large glazed screens between the spaces and water, and energy costs as they will
so that teachers will overlook the stairway allow heat to escape. They are very unlikely
(note that accessible WCs are better located to provide a suitable accessible stair for
close to lifts and stairs see SSLD Toilets disabled building users.
in Schools).
Above ground and first floor layouts of classrooms in a teaching wing, showing how the cellular spaces can be used to create a large
flexible learning space suitable for the proposed personalised learning agenda. Note the staircase is located away from the end of the wing
to enable this and can be supervised by a staff base.
VOID
CLASSROOM 3 CLASSROOM 4
VOID
VOID
CLASSROOM 3 CLASSROOM 4
VOID
The following four stairway examples are all A type A stair could be positioned near the
based on a 1600mm wide stair with the end of a double-loaded corridor like this.
preferred 150mm rise and 300mm tread. An adjacent staff room with glazed screens
on three sides would overlook students in
Type A Stairway: Dog-leg with equal flights both the corridor and the stairs to deter
A simple and very standard stair configuration. bullying. External glazing to the stair will
gives views out, daylighting, improve
At ground floor any space with headroom less passive supervision, and aid wayfinding.
than 2.1 should be enclosed.
Staff
work
Classroom room Classroom
2100 minimum
Minimum escape door widths are
1.8
determined by the detailed fire strategy
for an individual school. 3.3 W
3.6
0.3
A indicates the storey exit requirement.
0.15
1.8
B indicates the escape stair final
exit requirement.
1.4
W 3.6 W
fire strategy for escape on ground floor, the 0.9
2W+200
0.2
final escape door from the stair may need to
be equal in width to the aggregate of the stair
3600+2W+900
width and the storey exit width. Doors must not
A
swing into the zone of escape flow, defined by
the dashed line.
B
W refers to the structural width of the stair (not
including handrails) and can be adjusted to
develop this for wider or narrower alternatives. 7.7 where W=1600
shown hatched. A
Type B stairway: Dog leg with This stair enables a ground floor final exit on the
unequal flights opposite side of the stair enclosure from the
This development of a standard dog-leg stair one you enter it from. This stair type could be
has two unequal flights so that there is positioned near the end of a double-loaded
adequate headroom to pass below the half- corridor like this. An adjacent staff room with
landing safely. glazed screens on two sides would overlook
students in both the corridor and the stairs to
The first flight has 16 risers, but is broken by a deter bullying.
single landing so that there are no more than
12 risers in one flight. This provides the The length of this stairway would mean that it
necessary opportunity for ambulant disabled to would project internally as shown beyond the
pause and rest. line of the classrooms (but aligning with built in
cupboards), where used in conjunction with a
At ground floor any space with headroom less 7.9m standard depth teaching space, so that
than 2.1m should be enclosed. the stair wall is on the building line (see SSLD
Learning Spaces). Alternatively the stair could
project externally as shown on the drawings on
the following page.
2100 minimum
3 W
Minimum escape door widths are
2100 minimum
3.6
determined by the detailed fire strategy 0.9 1.6 0.3
0.15
A indicates the storey exit requirement.
W 0.2
0.9
Doors may be wider and single or double leaf
W
as required by the brief. Depending upon the
1.4
fire strategy for escape on ground floor, the
final escape door from the stair may need to
be equal in width to the aggregate of the stair
A
B
5800 + 2W +C
Type C stairway: Square open-well This stair can sit between an external wall and
This stair has three equal flights and two a corridor, the space left over could be used
intermediate landings around a central open as a staff work room, group seminar space or
square well. a store room.
This layout has the largest floor area requirement A 1600mm wide type C stair will take up
of the four types, but the space in the central around 36sqm.
well is large enough to accommodate a lift. This
could be constructed at construction stage, or
in future stages of the buildings life if the need
for mobility across the school increases in time.
Classroom Classroom
Staff
work room
Classroom
1.2
300mm tread.
1.2
0.15
Minimum escape door widths are
determined by the detailed fire strategy
1.2
for an individual school.
W
Doors may be wider and single or double leaf
16
as required by the brief. Depending upon the 15
2400 + 2W
14
fire strategy for escape on ground floor, the 13
2.4
12
final escape door from the stair may need to 11
W
swing into the zone of escape flow, defined by
the dashed line.
of escape flow.
2400 + 2W
3.6
0.3
0.15
for an individual school.
16
00
exit requirement. 400 min
1200 rec
3.3 W 3.3
A A
References
DCSF Guidance
BB 77 Designing for Pupils with Special
Educational Needs and Disabilities in Schools
BB 91 Access for Disabled People to School
Buildings: Management and Design Guide
BB 93 Acoustic Design of Schools
BB 94 Inclusive School Design
BB 100 Design for Fire Safety in Schools
BB 101 Ventilation of School Buildings
Standards
BS 7671:2001 (IEE Wiring Regulations,
16th Edition)
Other publications
Buildings for all to Use 2 (C706), CIRIA:2004
Colour, Contrast & perception: Design
Guidance for Internal Built Environments,
K Bright, G Cook & J Harris, University of
Reading 1997
Safer Surfaces to Walk on, J Carpenter,
D Lazarus & C Perkins, CIRIA 2006
The Green Guide to Specification 3rd Edition,
Jane Anderson/ David Shiers with Mike
Sinclair. BRE 2002
Websites
www.aggregain.org.uk
www.constructingexcellence.org.uk
www.breeam.org/schools
www.teachernet.gov.uk
www.planningportal.gov.uk
ISBN: 978-1-84775-091-4