London Borough of Waltham Forest ... - Selwyn Primary School · Schools Energy Efficiency Programme Energy Survey Report For ... 2.1 Objectives of the Survey ... ease of implementation

London Borough of Waltham Forest

Schools Energy Efficiency Programme

Energy Survey Report

For

Selwyn Primary School

Survey Date: 11th May 2015

Survey Reference: ES-080

(Aerial view of the school)

Report Prepared For: Report Prepared By:

Selwyn Primary School Nimish Shah

Cavendish Road Energy & Carbon Reduction Officer - Schools

Highams Park Sycamore House

E4 9NG Waltham Forest Town Hall Complex

Tel: 0208 496 6953 (direct dial)

Ms Maureen Okoye [email protected]

Executive Head Teacher

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Document Control

Document Control

Version

Purpose of issue Originator Reviewer Date

001 Draft for checking NS AK 24/07/2015

002 Re- draft NS AK 29/07/2015

002 Issued for client NS 08/09/2015

DISCLAIMER

The conclusions and recommendations made within this report are based on the observation of, and the information provided to, the assessor at the time of the survey. It is our belief that these observations and this information is representative of normal working conditions at the site.

The report provides a brief overview of the site’s current energy usage plus a wide range of opportunities for sustainable energy and is not intended as detailed design advice. As such, data and information should only be treated as indicative at this stage of the process.

The data obtained and results of this initial report are subject to a range of variables and unknowns that cannot be guaranteed (e.g. future energy prices and levels of consumption).

It should be noted that the stated “Project Costs” are budget estimates, based on our experience of similar projects. However, we would always seek a firm quotation from a supplier and review the projected savings and paybacks before proceeding with any project.

Whilst the London Borough of Waltham Forest has endeavoured to ensure that all information contained within this document is correct, it cannot be held responsible for any inaccuracies within or liabilities arising out of the use of the information contained in this document. No liability will be held by the London Borough of Waltham Forest towards any third party.

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Contents 1 EXECUTIVE SUMMARY .................................................................................................... 4 2 INTRODUCTION ................................................................................................................ 7

2.1 Objectives of the Survey .............................................................................................. 7 2.2 An Overview of the School ........................................................................................... 7 2.3 Mechanical Services .................................................................................................... 8 2.4 Lighting ........................................................................................................................ 9 2.5 Occupation and Management ...................................................................................... 9

3 ENERGY USAGE PROFILE ............................................................................................. 10 3.1 Current Energy Consumption and Spend ................................................................... 10 3.2 Comparison of School Energy Consumption with Benchmark Information ................. 11

4 ENERGY REDUCTION OPPORTUNITIES ....................................................................... 13 4.1 Building Management ................................................................................................ 13

4.1.1 Implement an Energy Policy and Staff Awareness Programme .......................... 13 4.2 Building Fabric ........................................................................................................... 17

4.2.1 Investigate Draught Proofing-Main Building ........................................................ 17 4.2.2 Investigate Loft Insulation Upgrade - Main Building ............................................ 17 4.2.3 Secondary Glazing - Main Building ..................................................................... 18 4.2.4 Investigate Internal Solid Wall Insulation – Main Building .................................... 19 4.2.5 Upgrade to Double Glazing – Main Building ........................................................ 19

4.3 Building Services ....................................................................................................... 21 4.3.1 Fit Heating Time Controllers on Electric Heaters ................................................. 21

4.4 Lighting ...................................................................................................................... 23 4.4.1 Automatic Lighting Controls ................................................................................ 23 4.4.2 LED Lighting Upgrade ......................................................................................... 24 4.4.3 T8-T5 Full Lighting Upgrade ............................................................................... 24

4.5 Equipment ................................................................................................................. 26 4.5.1 Fit Time-switches to Point of Use (PoU) Water Heaters ...................................... 26 4.5.2 Fit Time-switches to Water Coolers .................................................................... 27

5 Water ................................................................................................................................ 28 5.1.1 Install Save-a-flush Bags to Single Flush WCs ................................................... 28 5.1.2 Install Automatic Taps to Twist Taps ................................................................... 28 5.1.3 Upgrade to Dual Flush WCs ............................................................................... 29 5.1.4 Install Regulators to Twist Taps .......................................................................... 29 5.1.5 Drop Valve Controls to Toilets ............................................................................ 30

6 Consider a 22.5kWp Solar Photo Voltaic (PV) Array ......................................................... 31 6.1 RENEWABLE ENERGY SOURCES .......................................................................... 35 6.2 Solar Thermal ............................................................................................................ 35 6.3 Wind .......................................................................................................................... 36 6.4 Ground Source Heat Pumps ...................................................................................... 36 6.5 Biomass ..................................................................................................................... 37

7 APPENDICES ................................................................................................................... 38 7.1 Appendix 1 Glossary .................................................................................................. 38 7.2 Appendix 2 Example School Energy and Water Policy .............................................. 39

7.2.1 Appendix 3 Renewable Generation Subsidies .................................................... 41 7.2.2 Feed in Tariff (FiT) .............................................................................................. 41 7.2.3 Renewable Heat Incentive (RHI) ......................................................................... 41

7.3 Appendix 4 School Floor Plan .................................................................................... 42 7.3.1 Main Block .......................................................................................................... 42 7.3.2 Dining Hall & Kitchen .......................................................................................... 43 7.3.3 Infants Block & Hall ............................................................................................. 44 7.3.4 Mobile Classroom ............................................................................................... 45

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1 EXECUTIVE SUMMARY This report presents the results of an energy survey of Selwyn Primary School carried out by London Borough of Waltham Forest on 11th May 2015. The objectives of this energy survey were to identify opportunities to reduce energy consumption, carbon dioxide (CO2) emissions and thus generate financial savings for the school. The energy use (electricity and gas) at the school is calculated as 661,496kWh per annum at a cost of circa £47k plus VAT. The total CO2 emissions from energy consumption at the school are 203 CO2 tonnes per annum. Further explanation of this calculated value is given in Section 3. The school’s energy and utilities consumption (over 2 years) has been compared to published benchmarks for schools of a similar type. The school’s performance is:

The chart above show that electricity, gas and water consumption for 2014-15 has increased, with a rise of circa £8.2k in utility cost for the school. The school should consider implementing energy saving projects from the recommendations listed on the opposite page. The two charts below indicate that there is considerable scope to reduce energy and water consumption and achieve cost savings. If all the identified measures are implemented the aggregated savings could be circa 36% reduction in energy consumption, carbon emissions and cost, equating to £20k of possible savings.

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4.6 Twist Taps - Add Regulator water 275 £515 388 £154 0.3

4.6 Twist Taps - Push Taps water 508 £952 717 £2,255 2.4

4.6 Twist Taps - Spray Taps water 577 £1,081 814 £2,365 2.2

4.6 Drop Valve controls to Toilets water 674 £1,263 951 £7,458 5.9

4.3 T12/T8 to T5 Lighting Upgrade elec 27,718 £3,714 14,885 £24,090 6.5

4.2 Secondary Glazing gas 9,687 £382 1,792 £7,475 19.6

4.2 Cavity Wall Insulation- Kitchen & Cloakroom Blocksgas 8,647 £341 1,600 £2,303 6.8

4.2 Solid Wall Insulation - Main & Hall Blocks gas 13,878 £547 2,567 £21,850 40.0

4.2 Upgrade to Double Glazing gas 23,771 £937 4,398 £59,800 63.8

4.7 Install a 22.5kWp Solar Photovaltaic (PV) Unit elec 19,125 £4,609 10,117 £34,999 7.6

Project Cost

(£)

Simple

Payback (yrs)kWh / m3 £ kg (CO2)

Indicative Annual Savings

Section Description of OpportunityFuel

Type

The recommendations listed on the page below are prioritised based on their potential financial savings, ease of implementation and their payback period. Where possible, indicative costs and savings have been estimated, however in some cases a more detailed investigation will be required.

Note: Energy saving, carbon and financial savings have been calculated in the context of the existing school building using available data and energy costs current at the time of the visit. The figures in this report are approximations based on averaged simplified models of building structure and energy use.

These savings are intended as guidance and are not a financial commitment.

In addition to the above recommendations, the following items have been considered, but are not listed as recommendations due to a prohibitive payback period. The water saving alternatives are in addition to the main recommendations listed above.

4.1 Implement an Energy Policy & Staff Awareness

4.1 Optimise Heating Setpoints gas 26,716 £1,053 4,942 £0 Immediate

4.1 Optimise Hot Water Hours gas 37,627 £1,482 6,961 £0 Immediate

4.1 Discontinue use of electic fan heaters elec 25,920 £3,473 13,920 £0 Immediate

4.1 Turn Off PCs when not in use elec 1,050 £141 564 £0 Immediate

4.1 Power Down PC's with IWB's when not in use elec 1,144 £153 614 £0 Immediate

4.1 Turn off monitors when not in use elec 930 £125 499 £0 Immediate

4.1 Turn Off Projectors elec 206 £28 111 £0 Immediate

4.1 Power Down Photocopiers elec 3,696 £495 1,985 £0 Immediate

4.1 Raise Awareness among Kitchen Staff gas 8,631 £340 1,597 £0 Immediate

105,919 £7,290 31,193 £0 Immediate

4.6 Install Savaflush Bags to Single Flush WCs water 250 £468 352 £0 0.0

4.6 Twist Taps - Automatic Taps water 591 £1,107 833 £2,761 2.5

4.5 Fit Timeswitches to PoUs elec 1,017 £136 546 £276 2.0

4.3 Fit Heating Time Controllers on Electric Heaters elec 6,480 £868 3,480 £2,250 2.6

4.6 Upgrade to Dual flush WCs water 949 £1,778 1,339 £6,600 3.7

4.4 Automatic Lighting Controls elec 12,378 £1,659 6,647 £5,400 3.3

4.2 Draught Proofing gas 50,755 £2,000 9,390 £9,999 5.0

4.4 LED Lighting Upgrade elec 32,338 £4,333 17,366 £17,520 4.0

4.2 Loft Insulation Upgrade gas 14,137 £557 2,615 £2,214 4.0

4.5 Fit timers to water coolers elec 120 £16 65 £81 5.0

Totals 224,934 £20,212 73,826 £47,100 2.3

No Cost Projects

Subtotal of Energy Policy & Staff Awareness

Fuel

Type


SectionProject Cost

(£)

Simple

Payback (yrs)Description of Opportunity

kWh / m3 £ kg (CO2)

Firm quotations should be achieved before progressing any of the costed items listed above. The Schools Energy & Carbon Reduction Officer at LBWF may be able to offer advice on possible external funding available to fund some of the energy efficiency recommendations listed above.

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Additional Recommendations:

Meter readings should be recorded for all utilities and submitted on a monthly basis on SystemsLink Web Reporting System by clicking on this web page http://www.systems-link.com/webreports3/default.aspx. These readings will be notified to the appropriate gas, electricity and water suppliers by LBWF, to ensure accurate invoicing.

The school should consider implementing an “Energy Policy and Staff Awareness” to

achieve an energy savings of 16% and cost savings of circa £7k per annum.

The school is reminded to consider external funding sources to implement energy

efficiency projects listed in the recommendations. For more information on external funding sources, please visit the following webpages:

RE:FIT for London: www.refit.org.uk/refit-schools/ SALIX: http://www.salixfinance.co.uk/loans/schools-loans.There is still funding

available for energy efficiency projects in maintained schools and applications are currently being accepted.

When considering carrying out works on your School, please consider the following:

Firm quotations should be achieved before progressing any of the costed items listed in the recommendations table on page 4. The Schools Energy & Carbon Reduction Officer at LBWF may be able to offer advice on possible external funding available to fund some of the energy efficiency recommendations listed above.

Any electrical works should be carried out by an NICEIC registered/BSI Kitemark certified qualified electrician.

Any work on gas-fired plant or equipment should be carried out by a GAS SAFE registered fitter.

Work on the water supply should be completed by a water authority approved plumber.

Action Plan: The chart below presents the top recommendations based upon a combination of payback period and CO2 savings. LBWF recommends that the school prioritise action on these items first.

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2 INTRODUCTION

2.1 Objectives of the Survey

The objective of this energy survey was to identify opportunities to reduce energy consumption, carbon dioxide (CO2) emissions and thus generate financial savings for Selwyn Primary School. The opportunities identified were prioritised based on their potential financial savings, ease of implementation, effectiveness and payback period

2.2 An Overview of the School

Main Block: A single storey brick building, constructed in the early 1900’s with solid brick wall, timber glazed windows and doors. A number of the south facing windows have been replaced with uPVC double glazed units. Main roof areas over are slate covered pitched roofs, along with mineral felted flat roof areas.

Photo 1: Main Block

Kitchen Block: A single storey building and is the school kitchen and servery area built in the mid 1970’s in a traditional cavity wall construction, with single glazed metal windows and timber doors. The flat roof area over has a mineral felt finish and incorporates a number of polycarbonate dome roof lights. Cloakroom Block: The Cloakroom Block is a single storey building, linking the Main Block with the Hall Block. Constructed with cavity brickwork walls and timber glazed windows and doors. The roofs over are of a timber flat roof construction with tar and chipping coverings. The roof area incorporated a number of roof lights. Hall Block: The Hall Block is a single storey brick building, built in the same period as the Main Block in the early 1900’s. Constructed in solid brickwork external walls, with mainly original timber singe glazed windows and doors. A number of the windows have been replaced over recent years, with uPVC double glazed replacements. The main roof areas are pitched slate roofs, with adjoining areas of mineral felt covered flat roofs. Dining Block: A modern single storey extension to the Kitchen Block built around 2005-06, with brick and block cavity walls, which have a self coloured rendering covering above a brick plinth. The windows and doors are aluminium powder coated frames with double glazed units. The

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mono pitched roof over has a coated metal profile roof deck and box style guttering and round downpipes. The inner face of the external wall and masonry partitions are plastered. Mobile Block: A single storey modular building of a timber frame construction, with areas of vertical timber boarding and uPVC windows and doors, double glazed. Timber flat roofs over with a mixture of mineral felt and tar/chipping coverings. Infants Block: The Infant Block, which runs parallel to Selwyn Avenue, is a single storey solid brickwork building, with timber windows and doors, of which a number have been replaced with uPVC double glazed replacements. The main roof areas over are pitched slate roofs, with mineral felt flat roof areas over the west area toilets and north office/library area. Nursery Extension: The Nursery extension on the west end of the Infant Main Block and is a single storey, timber framed building. The external wall panels are clad with vertical timber boarding. The windows and doors are single glazed timber, window security roller shuttering fixed in place to most of the external elevations. The flat roofs over have a mineral felt finish. There is an enclosed canopy area on the west side, which gives access to the enclose play area via a protected ramp.

2.3 Mechanical Services

Main Block: The block is heated by 2x gas fired “Seagold Broag” atmospheric boilers rated at 180kW, which feed a single mild steel wet pipe system, feeding a mixture of cast iron and steel panel radiators fitted with Thermostatic Radiator Valves (TRVs), with high level coils in toilet and cloakroom areas. Hot water is provided by a 375 litre direct gas fired ‘state courier 510’ calorifier. Kitchen & Dining Block: The heating for these blocks is provided by a 70kW “Ideal Concord” CXA/H gas fired atmospheric boiler. This feeds a small number of steel panelled radiators fitted with TRVs in a mild steel wet pipe, flow and return system. Hot water is provided by a direct gas fired Hoval calorifier, which could possibly be nearly 30 years old. Cloakroom Block: This blocks mechanical systems are feed from the Main Block and consist mainly of high level heating coiling, supplemented by a small number of electric fan heaters. The hot and cold water supplies are fed from the Main Block. Hall Block: The Hall Block is heated by 2x gas fired “Seagold Broag” atmospheric boilers rated at 90kW, with Grundfos circulating pumps. The system feeds a single pipe system with cast iron and steel panel radiators fitted with TRVs. Hot water is provided by a number of electric and gas fired wall/floor mounted point of use water heaters. The block has two gas supplies, one is taken from the main Block and the other is a small domestic type supply located in one of the north facing office/store rooms. Mobile Block: The block is heated electrically with a number of Dimplex night storage rated at 3kW each and convector units. Hot water is provided by wall hung flat back electric water heaters. Infants Block: The Infant Block is heated by 2x gas fired “Seagold Broag”, atmospheric boilers rated at 90kW, with Grundfos circulating pumps. The boilers feed a single wet pipe system with cast iron and steel panel radiators fitted with TRVs. Hot water for the block is provided by a number of electric flat back water heaters, located locally to the area of use. Nursery Extension: The Nursery Blocks heating system is fed from the adjoining Infant Block system. The flow and return wet pipe system feeds LST steel radiators fitted with TRVs. Hot

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water is supplied by a small number of electric flat back water heaters located adjacent to point of use. Control of the heating and HWS systems in various blocks is via control panels that appear to have been installed at the time of the boiler house refurbishment.

2.4 Lighting

Lighting is generally provided by T12, T8 and T5 lamps in a mix of different fittings. Lighting is manually switched on but tends to be on all the time. The lighting in the toilets is generally on all the time and there was no sign of any presence detection sensors.

2.5 Occupation and Management

The school building is occupied daily Monday to Friday from 7.00 am to 6:00pm (Mon-Fri) and 9.00am to 12.00pm (Sat). The premises remain fully operational during term time only. The Surveyor was briefed and accompanied by Mr Mick Leither, School Office Manager. His time and enthusiastic approach is appreciated for sharing knowledge of the school and its operation. The upkeep and general care is undertaken by the SSO but most technical maintenance (e.g. electrical and grounds maintenance) is through a suitable contractor. The school has an annual boiler maintenance contract with an external contractor.

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Period From May-14 to Apr-15

Utility kWh Cost kg CO2

Electricity 229,956 £30,814 123,491

Gas 431,540 £17,003 79,835

Sub Total 661,496 £47,817 203,326

m3

Water 3,124 £5,853 4,408

Total Cost £53,670

Annual Utility Consumption Summary

3 ENERGY USAGE PROFILE

3.1 Current Energy Consumption and Spend

Selwyn Primary School consumes 661,496kWh of energy which in turn produced 203 tonnes of CO2 emissions per year. Energy data was extracted from the energy management database, “Systemslink” maintained by LBWF. The energy costs associated with the above consumption are £47k1 per annum. The utility consumption for the period May 2014 - April 2015 is as follows:

The unit costs for electricity and gas used in calculating the costs above and the savings have been taken as 13.94p/kWh (electricity) and 3.9p/kWh (gas) respectively (excluding VAT and standing charges where the data provided allows for this). A useful way to compare school’s energy spend against others is to look at energy spend per pupil.

1 The costs do not include Standing Charges, VAT or Climate Change Levy.

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Utility Good Typical

Electricity 25 33 69 Poor

Gas 108 144 132 Typical

Water 2.7 3.9 4.7 Poor

Benchmark Figures : Secondary School

Your Rating

You must achieve a Performance Indicator BELOW the benchmark to achieve the rating

There are two gas meters, eight electric and three water meters at the school. The location and consumption (kWh) of the respective meters and their current readings are shown in the table below.

Junior Block Electric D03A34550 53182 kWh 0

Junior Block Electric DO3A46005 34050 kWh 65,157

Kitchen-Junior Block Electric D10X129788 40175 kWh 82,750

Infants Block Electric IO3A03685 448575 kWh 45,291

Junior Block Electric D03A57005 91628 kWh 5,118



Infants Block-Play area Gas M016K0189811D6 49295 m3 157,987

Junior Block Gas M100K0266111D6 108761 m3 337,687

Infants Block-Play area Water 97M799806 13170 m3 0

Infants Block-Play area Water 99A806774 23355 m3 171

Junior Block- Play area Water 87948572 5620 m3 1,185

Building Consumption (kWh) of the meterMeter typeMeter Serial

Number Reading Units

3.2 Comparison of School Energy Consumption with Benchmark Information

Energy performance indicators give a measure of activity based energy use, which can be compared with equivalent benchmarks. Energy consumption benchmarks are published in Good Practice Guides and CIBSE for different buildings. The benchmarks were set in 2012 and don’t reflect more recent changes in usage profile – i.e. that schools are now required to open longer in the summer holidays. The lower “good” value indicates best practice. The school floor area is 3,322m2 taken from site plans (Refer to Appendix 6.3 School Floor Plan). Having compared the actual energy performance and utility consumption of the school and its carbon emissions against benchmarks, the school’s relative performance is categorised as good, typical or poor as outlined below.

Good where significantly lower energy consumption has been achieved using widely available and well-proven energy efficient features and management practices.

Typical energy consumption patterns, which are consistent with data for typical schools in England.

Poor signifies that immediate action is required, with a view to making significant changes to the school to improve its performance.

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The school’s utility consumption has been analysed and displayed in the graph and table above to compare the schools performance against the benchmark figures. The electrical performance is POOR. The most significant contributor to this is the electric heating in the mobile classrooms and cloakroom hall and the PoU electric water heaters in the Infants and mobile classrooms. ICT equipment and lighting being left switched on while not needed and the absence of automatic lighting controls in occupied areas also contributes to this POOR benchmark. However, there is considerable scope to improve the performance against benchmark by installing time controllers to electric heaters in the mobile classrooms and cloakroom, installing time switches to PoU electric water heaters, upgrading remaining T12/T8 /T5 lights to LED lighting and installing automatic controls to existing lighting. Implementing an energy policy and increasing staff awareness could also improve this benchmark. The gas performance is TYPICAL. Gas use could be reduced still further by optimising heating hours. A separate survey is required to investigate loft insulation, draught proofing, additional secondary glazing and solid and cavity wall insulation in the school buildings. Gas use could be further reduced by raising awareness among kitchen staff. Water performance is POOR. Some recommendations are made in Section 4 which could help further reduce the water consumption.

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kWh/pa % £/pa

Lighting 167,868 73% £16,787

PC's 25,295 11% £2,530

POU's 1,150 1% £115

Small Power 9,198 4% £920

Heating 25,295 11% £2,530

Electricity Usage Profile

4 ENERGY REDUCTION OPPORTUNITIES

4.1 Building Management

4.1 Optimise Heating Setpoints gas 26,716 £1,053 4,942 £0 Immediate

4.1 Optimise Hot Water Hours gas 37,627 £1,482 6,961 £0 Immediate

4.1 Discontinue use of electic fan heaters elec 25,920 £3,473 13,920 £0 Immediate

4.1 Turn Off PCs when not in use elec 1,050 £141 564 £0 Immediate

4.1 Power Down PC's with IWB's when not in use elec 1,144 £153 614 £0 Immediate

4.1 Turn off monitors when not in use elec 930 £125 499 £0 Immediate

4.1 Turn Off Projectors elec 206 £28 111 £0 Immediate

4.1 Power Down Photocopiers elec 3,696 £495 1,985 £0 Immediate

4.1 Raise Awareness among Kitchen Staff gas 8,631 £340 1,597 £0 Immediate

Subtotal of Energy Policy & Staff Awareness 105,919 £7,290 31,193 £0 Immediate

Fuel

Type


Project

Cost (£)

Simple

Payback

(yrs)kWh £ kg (CO2)

Section Description of Opportunity

4.1.1 Implement an Energy Policy and Staff Awareness Programme

Detail Research published by The Carbon Trust indicates that savings of between 10-20% of total utility consumption can typically be achieved by implementing an Energy Policy. These savings are achieved through improved control of building services and equipment. We have reviewed the key areas which an Energy Policy would cover in Davies Lane Primary School and if the above recommendations were implemented, average savings of 16% per annum could be achieved. Carbon Trust research indicates that energy use in a school is typically broken down as follows; Gas Usage – heating (65%), hot water (25%) and catering (10%), Electric Usage – lighting (70%), PCs (15%) and small power equipment like printers, photocopiers, fridges and freezers (15%). the electrical heating in the mobile classrooms and cloakroom and use of Point of Use (PoU) electric water heaters has resulted in a significantly different pattern of electricity consumption at the school. The profile of gas usage is however felt to be in line with Carbon Trust Research. The profile of electricity usage at the school is calculated as follows:

It is clear that the electricity used by the electric heaters units in the mobile classroom is significant, however there is still a significant amount of energy being used which is directly controlled by the building occupants in the form of lighting, PC’s and other office equipment. Thus raising staff awareness could generate significant savings. Implement an Energy Policy: The school is recommended to create a dedicated Energy

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Policy that details how the school views energy use, identifies targets to reduce energy use, assigns responsibility for energy issues, procurement of equipment and details a programme of training with the staff and pupils. The procurement of equipment should define the type of lighting to be used in the school when doing upgrades or repairs. The means of managing classroom temperatures through thermostats and keeping doors closed should be identified, plus the improvement possible by implementing the recommendations in this report should also be referenced within the policy. Formulation and agreement of the policy should involve the Head, school office manager and caretaker or SSO to provide visible senior management support. An energy project team is recommended to be formed to assist in drawing up the policy and implementing it. This team would meet regularly to discuss new initiatives and progress made towards policy objectives and report to the senior management. Improve Staff and Pupil Awareness: Administrative, cleaning, catering and teaching staff have individual control over lighting, windows and some local heating controls. The school is also advised to create and incorporate a culture of energy awareness and efficiency into day to day operation. With the staff setting a good example it is likely to encourage a similar response in pupils Optimise Heating Setpoints: Space and water heating accounts for by far the largest proportion of energy usage in schools and as such also presents a major opportunity for efficiency gains and for saving money. The heating regime is switched off due to summer months. The present heating temperature is set at 230C, which is high for a school. It is recommended to reduce the heating setpoint to 220C or 210C. 21oC is a comfortable temperature recommended for classroom and office areas. Research published by the Carbon Trust has demonstrated that reducing temperature setpoints by just 1 degree can reduce annual fuel consumption by 8%. LBWF use a 6% reduction in our calculations, to err on the side of caution, but if an average temperature reduction of 2oC could be achieved then over 26,000kWh of gas usage could be saved. LBWF would recommend that the thermostats be turned down, but gradually to reduce the likelihood of complaints from occupants over a sudden temperature drop.

Optimising Hot Water Hours: Timers should be set such that the hot water hours are not on unnecessarily out-of-hours. The hot water hours are currently set to 5.30am - 5.00pm (weekdays) and if these were reduced to 6.00am-3.00pm (weekdays), the school would save 37,000kWh of energy and £1,482 per annum.

Power Down ICT Equipment: Staff should be trained and incentivised to turn screens off when at meetings or during lunch and other breaks and switch off the projectors, PCs and Interactive White Boards (IWBs) at any time they are not in use. In addition, ceiling mounted projectors are often too high to be easily reached by staff to turn off in full, and so these items often remain on standby at all times (except when in use). The SSO should endeavour to make sure that the equipment is switched off at the end of day. Installing a simple time switch on significant energy consumers, such as photocopiers and printers, can help ensure that items are not accidentally left on when they could and should be turned off. There are also options for ensuring that projectors etc. can be fully turned off. For instance in a situation where a projector is plugged into a high level socket, which is too high to be easily and safely accessed by staff to turn off each evening, the use of a “microwave plug (e.g.£12.99 each from www.energenie4u.co.uk or equivalent not included in the project costs above) could be considered. This is essentially a remote control plug, which works using microwave technology rather than infra-red, hence removing the need for line of sight access to the socket. The remote control can then switch off the power to the projector,

http://www.energenie4u.co.uk/

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removing the continual consumption of energy associated with keeping the item in standby mode.

Raise Awareness among Kitchen Staff: During the survey the kitchen and dining hall were identified as areas of significant energy consumption. It is likely that by working with the kitchen contractor and their staff that a good level of energy saving could be made. Areas to focus on should be:

Optimising the switch on and off times for the serving units. At present it is switched on at least two to three hours before it is required. Heat up times will need to be considered. Switch it off as soon as final lunch serving is finished.

Control the use of hot water. Only use what is required and do not leave taps running without a need. If only a small amount of washing up is needed, use a washing-up bowl rather than filling a whole sink.

Run fully loaded dish racks through the dish washing machine and switch it off in the evening.

Ensure fridge and freezer doors are only kept open for as long as required.

Only switch on hobs when required

Switch off lights in dining hall when it is not in use.

Only use extractor fans when required.

Benefit

“No cost” methods of saving energy can be one of the most effective cost saving measures in the early stages of an energy efficiency programme. Training of the school manager and caretaker or SSO on the effective use of system controls will also help to reduce costs and energy use. All occupants should be made aware of their responsibility to help reduce energy use and save money. An Energy Policy is instrumental in ensuring and delivering energy savings.

Next Steps

1. A clear Energy Policy should be written and communicated effectively to all staff and adopted as necessary by pupils. This Policy should outline the commitment of the school to reduce energy, show the people responsible, how this will be done and the targets set. Plans should be made to implement policy and communicate this to staff and pupils. This should contain information on how the school will involve pupils and other staff to meet set targets and continually improve energy efficiency and reduce carbon emissions. By publishing the reduction in carbon emissions year on year, the school can demonstrate the positive effect of the policy.

2. Example policies can be found in the publications detailed below and at Appendix 2 Example School Energy and Water Policy

3. Set up a dedicated energy awareness programme to educate staff including kitchen staff about the need for and how to save energy. Utilise the internet for hints, tips and office resources.

4. Nominate staff (or ask for volunteers) to be Energy Champions, who will be

responsible for their area, appointing “energy monitors” to switch off lights, computers, equipment and close windows at home time.

5. Design and implement a campaign for the school using relevant guidance. Mark light

switches with stickers to remind people to turn them off; ensuring lighting is switched off on days with good natural light and when rooms are not in use.

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6. The Caretaker or SSO in consultation with the School Manager should set the ‘new’

heating and hot water times.

7. Replace older kitchen appliances at the end of their life with more efficient items.

Relevant Publications

School Energy Policy: A template is included at appendix Appendix 2 Example School Energy

and Water Policy of this report with another example being available online at

www.swea.co.uk/FEEDU/Schoolenergypolicy.pdf

CPG376 – A Strategic Approach to Energy and Environmental Management CTL003 – Assessing the Energy Use in Your Building CTG001 – Creating an Awareness Campaign (Carbon Trust) CTV037 – A Whole School Approach – Management Guide www.carbontrust.com

http://www.swea.co.uk/FEEDU/Schoolenergypolicy.pdf

http://www.carbontrust.com/

17

4.2 Building Fabric

4.2 Draught Proofing gas 50,755 £2,000 9,390 £9,999 5.0

4.2 Loft Insulation Upgrade gas 14,137 £557 2,615 £2,214 4.0

64,892 £2,557 12,005 £12,212 4.8

Simple

Payback

(yrs)


Type

Indicative Annual SavingsProject

Cost (£)kWh £ kg (CO2)

4.2.1 Investigate Draught Proofing-Main Building

Detail

During the survey it was found that the most of the windows in the main building, kitchen block, cloakroom, hall block and nursery extension are single glazed except some south facing windows in the main block which are double glazed. The single glazed windows have large air gaps that contribute significantly to heat loss within this building. The existing doors and windows in the main building could be retrofitted with draught excluders to stop unwanted heat loss from the building. The savings generated from draught proofing the building could equate to 50,755kWh pa with a payback period of 5 years and therefore it is recommended to investigate draught proofing.

Benefit

Reducing air infiltration or leaks are a key area for ensuring energy efficiency within buildings. Where a reduction in air infiltration rates by 30% is achievable, a typical saving of 9,390kg CO2/yr could be achieved. At current gas prices this would equate to a saving of over £2k/yr.

Risk

None.

Next Step

Obtain no obligation quotations from reputable suppliers who can undertake this work using procurement guidelines, confirm their Health and Safety documentation and insurance is adequate. Review the energy savings each supplier estimates and using MEAT (Most Economic Advantageous Tender), select the appropriate supplier. When carrying out the recommended works, the works should be overseen by a qualified project manager.

4.2.2 Investigate Loft Insulation Upgrade - Main Building

Detail It was not possible to confirm the level of loft insulation installed in the roof voids for the main building, hall, dining and Infants block at the time of the survey. A contractor should be invited to inspect the roof voids in order to provide a confirmed quotation, thus confirming the level of insulation already present, and the potential cost for increasing the insulation to current acceptable levels.

18

On the assumption that there is no existing insulation, the figures quoted above give the anticipated costs and savings associated with installing 300mm of insulation to circa 350m2

of roof area.

Benefit Uninsulated loft spaces are a major source of heat loss. Insulation applied to uninsulated areas will therefore reduce heat loss significantly thus reducing the heating demand for the building and keep the building cooler in summer. The savings generated from loft insulation could equate to 10,871kWh pa with a payback period of 6 years.

Risk

During the application of insulation, care must be taken to ensure that sufficient ventilation is maintained at the eaves. It is recommended that a qualified contractor is used to install the insulation.

Next Steps

1. Ascertain the level of insulation already present by a loft survey. The school will have to meet the cost of the loft survey.

2. If no insulation is currently present or current insulation levels can be improved, obtain no obligation quotations from reputable suppliers who can undertake this work using procurement guidelines; confirm their Health and Safety documentation and insurance is adequate. Review the energy savings each supplier estimates and using MEAT (Most Economic Advantageous Tender), select the appropriate supplier. When carrying out the recommended works, the works should be overseen by a qualified project manager.

4.2.3 Secondary Glazing - Main Building

Detail

The single glazed windows could be considered for secondary glazing. The window area measured is approximately 260m2.

Benefit

In most buildings, the windows are the third greatest area for heat loss but it is rarely possible to make a case for the complete replacement of existing windows and doors purely on energy terms. The installation of a secondary glazing unit can be an expensive option. Though this will not realise as significant an improvement as a complete replacement, it can provide savings with a payback of around 16 years, but draught proofing is more cost effective and is the main recommendation for this survey.

Risk

If secondary glazing is improperly installed, it is more likely to fail and thus the measure may

19

not realise the intended savings. Care should be taken to ensure that seals are airtight and secure and that occupants are made aware that the secondary glazing should not be removed.

Next Step

None: - as not recommended.

4.2.4 Investigate Internal Solid Wall Insulation – Main Building

Detail

The walls of the main building are solid brick. The external wall area calculated is approximately 475m2. A proportion of wall area has been “deducted” for windows.

Benefit

Solid walls emit more heat than cavity walls but can be insulated either internally or externally. The cost is higher than that for cavity wall insulation but the savings can also be greater. Insulating these solid walls could save 13,878kWh and £547 per year. This would give a payback period of 40 years. Since the payback period is more than 25 years and is not eligible under the ‘golden rule’ of Green Deal which states that the costs of installation should be recoverable through the energy savings over a 25 years loan period.

Risk

Because of the higher costs involved in external wall insulation, it needs to be properly assessed to ensure it meets ‘golden rule’ under Green Deal, which states that the costs of installation should be recoverable through the energy savings over a 25 years loan period.

Next Steps

None:-as not recommended.

4.2.5 Upgrade to Double Glazing – Main Building

Detail

All single glazed windows could be replaced by more thermally efficient double or triple glazed windows. Single glazed windows have poor thermal performance and therefore represent the largest area of heat loss after roof and walls. Glazing is one of the most expensive forms of insulation but has the added benefits of aesthetics and reduced condensation, as well as reduced energy consumption.

Benefit

Double glazing decreases the amount of heat loss from the building. By upgrading to double glazed windows, a saving of 23,771kWh/year could be achieved with an associated saving of £937/yr. This generates a very long payback period of 63 years and therefore is not

20

recommended.

Risk

None:-as not recommended.

Relevant Publication

CTV014: Building Fabric http://www.carbontrust.com/media/19457/ctv014_building_fabric.pdf

http://www.carbontrust.com/media/19457/ctv014_building_fabric.pdf

21

4.3 Building Services

4.3 Fit Heating Time Controllers on Electric Heaters elec 6,480 £868 3,480 £2,250 2.6

Simple

Payback



Type


Project

Cost (£)

4.3.1 Fit Heating Time Controllers on Electric Heaters

Detail

The heating to the mobile classrooms and cloakroom is currently supplemented by 9 electric heaters which are reported to be switched on 24x7 in winter months. LBWF assume that the school will typically have 24 “heating weeks” in a year. On this basis, the electrical load which can be attributed to the heating for the library is over 25,000kWh in heating. LBWF recommend that the school consider installing heating time controllers to the electric heaters. Electrical heating controls can be used to control the hours and temperature range over which electrical heating systems operate. Photo 2 A typical heating time controller The main heating to the mobile classrooms is provided by heat pumps and supplemented by electric heaters. Extending a gas heating system will cause more groundwork disruptions by digging trenches across the playground and laying gas pipes which the school advise they are not keen on, plus the mobile classrooms are not close to the existing gas supply. Installing heating time controllers to the electric heaters is more cost effective than extending gas heating system to the mobile classrooms. Hence, LBWF recommends installing heating time controllers to the electric heaters.

Benefit

Time controllers can either be separate from or integrated into the electric heater. They range from simple 24 hour timers, to 7 day timers, to more sophisticated units that allow extended holiday periods to be set when the building is unoccupied. Tamper-proof controls will ensure that the heating is not left on inappropriately. Installing heating time controllers to the electric heaters could save 6,480kWh and £868 per annum with a payback period of 2.6 year. The savings are based on setting the heating time controllers between 9 am to 5 pm.

Risk

Due to the intrusive nature of the works, some disruption should be expected. There is also the risk that during the installation process, the site could be without heating for a period of time. Therefore the works should be scheduled to be completed during a period of mild weather and low to zero occupancy. Tampering with heating controllers often leads to heating being left on inappropriately for long periods, or the set points being increased above that required, causing excessive energy use. Tamper proof controllers should be used to deal with such situations.

22

Next Steps

1. Invite a specialist electrical heating contractor to provide a free, no obligation quotation

– including a clear specification of what is required 2. Obtain competitive quotations from reputable suppliers who can undertake this work,

review the costs and energy savings each supplier quotes and using MEAT (Most Economic Advantageous Tender), select the appropriate supplier. When carrying out the recommended works, the works should be overseen by a qualified project manager.

3. During commissioning the appropriate staff should be trained in the operation of the

heating system controls.

23

4.4 Lighting

4.4 Automatic Lighting Controls elec 12,378 £1,659 6,647 £5,400 3.3

4.4 LED Lighting Upgrade elec 32,338 £4,333 17,366 £17,520 4.0

44,715 £5,992 24,013 £22,920 3.8

Simple

Payback

(yrs)kWh / m3 £ kg (CO2)


Type

Project

Cost (£)


4.4.1 Automatic Lighting Controls

Detail The lighting is provided by T12, T8 and T5 lamps in a mix of different fittings. The Energy Auditor was advised that lights are generally on from 7.30am until 6.00pm and are switched off by the SSO at the end of the day. During weekends the lighting is switched on between 9.00 am to 12.00pm and switched off by the occupants. Installing Passive Infrared (PIR) in the occupied areas, circulation areas, kitchen, staff room, toilets and hall would significantly reduce the operating hours. PIR sensors can be connected to existing lighting circuits to prevent lights being left on when not needed. Where existing lighting circuits allow, PIR sensors can also allow only those lights required within a space to be used, while others remain off, thus only the occupied areas are illuminated and not the whole room. Lighting control also increases general energy awareness amongst staff as it is a very visible energy saving measure. All the windows had blinds which can be opened during the day when there is sufficient daylight, without severe glare, thereby reducing the need to use the main lighting.

Benefit Turning lights off when not required can reduce both energy and maintenance costs, by extending lamp life. The benefits of PIR are two-fold, with reduced energy consumption due to lights being turned off when not required, and also extended lamp life reducing the frequency of replacement required. By implementing PIR detection to above areas, the school would save circa 12,378kWh/pa, with a payback of approximately 3 years2.

Risk

If not properly designed, specified, installed and commissioned user dissatisfaction can lead to the controls being switched off wasting the time and cost of installation.

Next Steps


2 Please note the above fitting quantities are based on a visual assessment from ground level not a close inspection of all light

fittings.

24

4.4.2 LED Lighting Upgrade

Detail The existing T12, T8 and T5 luminaries could be considered for full (Light Emitting Diode) LED lighting upgrade. LED lamps have a lifetime of 25,000 hours- that is over 9 years if used for 11 hours per day. This will result in the school saving money on replacement lamps and building maintenance. LED lamps uses less electricity for the same light output

Benefit LED tubes consume as little as 70% of the energy which a standard T8 tube will consume while also having a significantly longer lamp life. Thus savings are realised through reduced energy usage, cost savings and lower maintenance. (Though only the energy savings are counted in the calculated savings quoted above). Lighting generally accounts for up to 73% of electricity consumption, and as such is one of the areas most likely to realise savings. Turning lights off when they are not required can reduce both energy and maintenance costs, by extending lamp life. However it is expected that upgrading the lighting to LED tubes will result in 32,338kWh saving per annum equivalent to a £4,333 pa.

Next Step


4.4.3 T8-T5 Full Lighting Upgrade

Detail All the T12, T8 and T5 luminaries could be considered for a full T5 lighting upgrade. A full lighting feasibility survey will be required to assess the costs of full lighting upgrade.

Benefit It is expected that upgrading the lighting to T5 tubes will result in 27,718kWh saving per annum and £3,714 with a payback of approximately 6.5 years (based upon estimated price of £55/fitting- specific costs should be sought to confirm viability).

Next Step


25

Relevant Publication

CTG161- How to Implement Lighting Controls http://www.carbontrust.com/media/31642/j7949_ctl161_how_to_implement_lighting_controls_a

w.pdf

CTG 164 – How to Implement LED Lighting http://www.carbontrust.com/media/31638/ctl164_how_to_implement_led_lighting.pdf CTG165- How to Use Implement T5 Retrofit Conversion Kits http://www.carbontrust.com/media/32149/j7946_ctl165_how_to_implement_t5_retrofits_conversion_kits_aw.pdf CTG163- How to Implement Lighting Refurbishments http://www.carbontrust.com/media/32080/j7945_ctl163_how_to_implement_lighting_refurbishm

ents_aw.pdf

http://www.carbontrust.com/media/31642/j7949_ctl161_how_to_implement_lighting_controls_aw.pdf

http://www.carbontrust.com/media/31642/j7949_ctl161_how_to_implement_lighting_controls_aw.pdf

http://www.carbontrust.com/media/31638/ctl164_how_to_implement_led_lighting.pdf

http://www.carbontrust.com/media/32149/j7946_ctl165_how_to_implement_t5_retrofits_conversion_kits_aw.pdf

http://www.carbontrust.com/media/32149/j7946_ctl165_how_to_implement_t5_retrofits_conversion_kits_aw.pdf

http://www.carbontrust.com/media/32080/j7945_ctl163_how_to_implement_lighting_refurbishments_aw.pdf

http://www.carbontrust.com/media/32080/j7945_ctl163_how_to_implement_lighting_refurbishments_aw.pdf

26

4.5 Equipment

4.5 Fit Timeswitches to PoUs elec 1,017 £136 546 £276 2.0

4.5 Fit timers to water coolers elec 120 £16 65 £81 5.0

1,137 152 611 357 2.3

Simple

Payback



Type


Cost (£)

4.5.1 Fit Time-switches to Point of Use (PoU) Water Heaters

Detail Two PoU water heaters were observed in the school. These did not appear to have any controls and are thought to be on 24 hours a day 365 days a year.

Photo 3 A Time-switch The installation of a simple time clock control (photo 3 above) would remove the need for the SSO to remember to switch the units off, and would guarantee that energy would not be wasted, heating the water while the school is not in use.

Benefit Most PoU water heaters are rated at 3kW. This does not mean that they continually draw 3kW, as once they are up to temperature they then draw a lower amount to maintain temperature. However, the PoUs in the school are possibly being left switched on for 24hrs a day and therefore drawing power for considerably longer than necessary each year.

Risk There is a small risk that a time switch could fail and thus the associated PoU could not provide hot water when required. In addition, if a time switch is not set accurately, then it could not be realising the saving required, by leaving the PoU switched on longer than necessary. This could be checked post installation to ensure that each PoU is being controlled accurately.

Next Step Obtain quotations from reputable suppliers who can undertake this work, review the energy savings each are prepared to guarantee and choose the best supplier to install the time switches.

27

4.5.2 Fit Time-switches to Water Coolers

Detail Two water coolers were observed in the school. These did not appear to have any controls and are thought to be on 24 hours a day 365 days a year.

The installation of a simple time clock control would remove the need for the SSO to remember to switch the unit’s off, and would guarantee that energy would not be wasted, cooling the water while the school was not in use.

Benefit

Most water coolers use 10kW when not in use. Therefore turning them off overnight will save around 3,456 hours of standby.

Specialist water cooler timers ensure that the cooler maintains its sanitisation features but turns it off for the rest of the time.

Next Step Obtain quotations from reputable suppliers who can undertake this work, review the energy savings each are prepared to guarantee and choose the best supplier to install the time switches.

28

5 Water

4.6 Install Savaflush Bags to Single Flush WCs water 250 £468 352 £0 0.0

4.6 Twist Taps - Automatic Taps water 591 £1,107 833 £2,761 2.5

4.6 Upgrade to Dual flush WCs water 949 £1,778 1,339 £6,600 3.7

1,789 £3,353 2,525 £9,361 2.8


Type


Cost (£)

Simple

Payback

(yrs)m3 £ kg (CO2)

5.1.1 Install Save-a-flush Bags to Single Flush WCs

Detail During the survey, it was found that all 33 cisterns were single flush with flow of 9l/flush. Installing a save-a-flush will save up to one litre of water per flush. Simply place the device in the water underneath the cistern float. When the toilet is flushed, the water confined within the save-a-flush bag is saved. This is a ‘no-cost’ option rather than upgrading WCs with dual flush upgrades (Section 4.6.5) and the school should consider either installing save-a-flush bags or dual flush upgrades. For future refurbishments, consider dual flush and slim line toilets which are water efficient and do not need any save-a-flush bag.

Benefit Installing a cistern water saving device could save 1 litre/flush. Free save-a-flush bags are available from Thames Water on request.

Risk

None

Next Step

Contact Thames Water for FREE Save-a-flush bags at www.thameswater.co.uk More info at http://www.thameswater.co.uk/your-water/9691.htm

5.1.2 Install Automatic Taps to Twist Taps

Detail

Existing twist taps (x22) can be fitted with automatic taps to reduce the flow rate, prevent dripping and thus save water. Installation of automatic taps for hand washing sinks is considered to be the most suitable option, as this not only reduces the flow rate, but also reduces the possibility for taps to be left on unnecessarily.

Benefits Upgrading twist taps with automatic taps can save 591m3 and £1,107 year with an estimated payback under of around 2 years.

http://www.thameswater.co.uk/

http://www.thameswater.co.uk/your-water/9691.htm

29

Risk It is important to ensure that the contractors selected to carry out such work are listed as a water authority approved plumber.

Next Step


5.1.3 Upgrade to Dual Flush WCs

Detail As an alternative to 4.6.1, existing single flush WCs could be upgraded to dual flush WCs. Due to higher water savings and quicker payback period, upgrading to dual flush WCs is recommended over drop valve controls upgrades (4.6.5).

Benefit

Dual flush units deliver a maximum of 6 litres for a full flush and thereby reduce water consumption by at least 3 litres per flush. Installing these units could save 949m3 of water and £1,778 per annum with a payback of 3.7 years. Due to higher water savings and quicker payback period, upgrading to dual flush WCs is recommended.

Risk

It is important to ensure that the contractors selected to carry out such work are listed as a water authority approved plumber. The works should be carried out in summer holidays as there will be disruptions to the water supply as the upgrade works are being carried out.

Next Step


5.1.4 Install Regulators to Twist Taps

Detail During the survey, 22 pairs of twist taps were found in the classrooms and WCs. If the taps cannot be replaced with push taps, consider retrofitting with regulators. A tap which is running continuously can waste as much as 1m3/hr, which at current water and drainage prices of £1.69/m3 (£1.16/m3 supply and £0.53/m3 drainage) could cost over £40 in one day.

30

Benefit A regulator could reduce tap water consumption by approximately 40% and if used on hot water connections, energy costs as well.

Risk

It is important to ensure that the contractors selected to carry out such work are listed as a water authority approved plumber.

Next Step


5.1.5 Drop Valve Controls to Toilets

Detail As an alternative to the replacement of existing WC’s with new dual flush WC’s, the existing WCs could be fitted with drop valve controls to adjust the water used for each flush. However in this instance the installation of Dual Flush WC’s is deemed a better alternative.

Benefit

Installing drop valves to the toilets could save 674m3 of water and £1,263 per year with a payback period of 5.9 years.

Risk

The drop valve is hydraulically simple (a plug in a hole) but often mechanically complex which could cause leakage by:

Poor seating of valve due to incorrect installation;

Poor seating of valve due to distortion of plastic cisterns during installation;

Jamming of valve mechanism due to lime scale deposits;

Partial opening of the valve due to incorrect adjustment or assembly of button mechanisms

It is therefore important to ensure that the contractors selected to carry out such work are listed as a water authority approved plumber. The works should be carried out in summer holidays as there are disruptions to the water supply as the upgrade works are being carried out.

Next Steps


31

PV Option 1 South Orientation

Technology Solar PV 22.5kWp

Roof Area[m2] 146

Electricity generated [kWh/yr] 1 19,125

CO2 Savings [KgCO2]2 10,117

Income FIT Generation Tariff [£/yr] 3 £2,240

Electricity Bill Savings [£/yr] £1,913

Export Tariff [£/yr] £456

Income Total [£/yr] £4,609

Guideline cost [£] 5 £34,999

Payback [yr] 7.61

Systems Yield- 1kWp/7.5m24 Electricity unit price £0.10p/kWh

2 CO2 conversion factor - 0.529kgCO2/year 5 Borrowing Rate -5%

3 Year 1

FIT rates. Changes with RPI

6 Consider a 22.5kWp Solar Photo Voltaic (PV) Array

Detail Introduction: Solar photovoltaic (PV) cells generate electricity from the sun’s rays. Solar PV technology is considered feasible on either pitched roofs or flat roofs (the latter requiring an A-Frame) dependent upon roof orientation (SE to SW produced optimum output) and sufficient unshaded area.

Site Description: The south facing pitched roof area (areas marked yellow on the photo below) is preferred for Solar PV installation. The large area of low pitch means that there is much scope for siting the system and for best output, LBWF would recommend a roof facing SE to SW.

Photo 4: Roof areas suited for solar PV

Solar PV Options: The table below shows one option for a Solar PV array including

payback period, electricity generated, electricity savings and financial cost savings. The cost of the system is subject to a detailed site survey by a Microgeneration Certificate Scheme (MCS) registered installer.

The capital cost does not include a yearly maintenance contract or replacement inverters but these are incorporated in the cash-flow and so are allowed for in the payback period.

Financing Models: Selwyn Primary School is a LBWF maintained school and must obtain prior approval from the Council’s Legal Department to review the terms and conditions of any externally funded options, plus enter into an agreement with LBWF Property approving the scheme, particularly if it includes ‘rent a roof’ scheme.

1.School Self-financed: A Solar PV system would generate revenue for the system owner

32

through the Government’s Feed in Tariff (FIT) for 20 years3 and would payback in approximately 7 years based on the current FIT (1st October 2014 to 31st December 2014) and savings on electricity bills. Please note that due to the Government’s degression model tariff levels will reduce automatically depending on how many PV systems have been installed nationally. The school should check the current available FIT tariff rate before making a decision to continue with the project. LBWF recommend that the school carefully review the terms and conditions of the provider.

It is assumed that for a system of 22.5kWp that the school will use all of the electricity generated on site and therefore the school would not have to buy this electricity from the grid saving an additional 10p/kW. Such a solar PV array at the school could generate 19,000kWh of energy in the first year and save 10 tonnes of CO2 with an estimated payback period under 8 years.

The government introduced the Feed in Tariff (FiT) on 1st April 2010. If the school owns the PV system it will receive three benefits:

A payment called the “generation tariff” for all of the electricity generated by the panels. The “generation tariff” is reviewed regularly throughout the year so the school should check www.decc.gov.uk/FITs for the latest rates.

A payment called the “export tariff” which gives the school 4.85p/kWh for electricity that is sold back to the grid (i.e. not used on site).

The school will also benefit from savings on electricity bills as electricity does not have to be brought from the grid.

In order to receive the Feed in Tariff the installer and product installed must be Microgeneration Certificate Scheme (MCS) approved. For Further details on the FIT see Appendix 3.

2. 10:10 Solar schools project

If suitable capital from the school is not available to invest, a scheme exists to provide schools with online and offline resources, training and staff support to help them to crowd-fund the cost of solar panels from their community. See www.solarschools.org.uk for further details. LBWF recommend that the school carefully review the terms and conditions of the provider.

3. Rent a Roof model

If suitable capital from the school is not available to invest or cannot be raised, the school could consider a “rent a roof” scheme. In this model, the school would lease their roof space to a provider for 20 years under the provider’s terms and conditions LBWF recommend that the school carefully review the terms and conditions of the provider. The school would receive free electricity from the Solar panels but the installer would fund and own the installation and receive the Feed-in Tariff.

4. Panel Rental model

Another model available involves renting the solar panels over 20 years so that the school receives the Feed in Tariff and free electricity but does not have the initial outlay. LBWF recommend that the school carefully review the terms and conditions of the provider. See www.schoolsleasing.co.uk for further details.

3 correct at the time of writing this report

http://www.decc.gov.uk/FITs

http://www.solarschools.org.uk/

http://www.schoolsleasing.co.uk/

33

Additional Issues to Consider:

1. Site and Structural Roof Survey: a site survey and structural roof survey must be undertaken, to ensure that the layout proposed is feasible and the pitched roofs can bear the weight of the solar panels and the building is structurally safe. The cost of a survey is approximately £525 and is included in the guideline cost of solar PV.

2. LBWF Agreement and Legal Review: the school will have to gain permission from, and enter into an agreement with, LBWF Property to install panels on the roof. The terms and conditions of solar PV installers must be reviewed by LBWF legal team and there will be an additional cost of £500 per application (included in the guideline cost of solar PV) involved with this process.

3. Planning Requirements: Permitted Development permission would need to be sought from LBWF Development Management Department by contacting the Duty Planning Officer (DPO) at LBWF on 020 8496 3000. The school can also contact the above DPO for Pre-application Advice. For more details please visit this link

http://www.walthamforest.gov.uk/Pages/Services/planning-pre-application- advice.aspx?l1=100002&l2=200074

Benefit

The school would benefit from FiT received but, also in most instances, the buildings will utilise the majority of the electricity generated, thus savings on any electricity imported will further reduce payback periods. This is because the savings from not purchasing grid electricity are usually greater than the income generated by selling electricity back to the grid.

Risk

The installation must be subject to an investigation from a structural engineer to confirm that the loading to the roof is capable of supporting the array at the beginning of the project process.

Next Steps

If the school wishes to pursue this option, the next steps are as follows: 1. Contact the Duty Planning Officer for pre-planning advice on 020 8496 3000. Please

visit the web link at the end of this section for more information.

2. Invite a structural surveyor to carry out a site and roof survey where the solar PV would be installed. The cost of a survey is approximately £525 and is included in the guideline cost of solar PV.

3. Apply for planning consent, property consent and legal review Obtain quotations from

MCS (http://www.microgenerationcertification.org/) suppliers who can undertake this work, confirm their Health and Safety documentation, MCS accreditation and insurance is adequate. Review the output against cost for each supplier and using MEAT (Most Economic Advantageous Tender), select the appropriate supplier. When carrying out the recommended works, the works should be overseen by a qualified project manager.

4. Once the system is installed the school will need to register the system with an

electricity supplier (does not have to be the same supplier as your current gas and electricity supplier) to receive the Feed in Tariff.

http://www.walthamforest.gov.uk/Pages/Services/planning-pre-application-%09advice.aspx?l1=100002&l2=200074

http://www.walthamforest.gov.uk/Pages/Services/planning-pre-application-%09advice.aspx?l1=100002&l2=200074

http://www.microgenerationcertification.org/

34

Relevant Publications and Web Link CTV038-Place in the Sun: provides advice and tips on installing solar photovoltaic (solar PV) panels http://www.carbontrust.com/media/81357/ctg038-a-place-in-the-sun-photovoltaic-electricity-generation.pdf Planning Portal Application Service http://www.planningportal.gov.uk/planning/applications/planningapplications Solar Schools Project http://www.solarschools.org.uk/ Friends of the Earth- “Run on Sun” Programme www.foe.co.uk/runonsun

http://www.carbontrust.com/media/81357/ctg038-a-place-in-the-sun-photovoltaic-electricity-generation.pdf

http://www.carbontrust.com/media/81357/ctg038-a-place-in-the-sun-photovoltaic-electricity-generation.pdf

http://www.planningportal.gov.uk/planning/applications/planningapplications

http://www.solarschools.org.uk/

http://www.foe.co.uk/runonsun

35

6.1 RENEWABLE ENERGY SOURCES

The first priority for a School is to reduce energy consumption before considering installing renewable energy technologies e.g. solar panels. Treating energy efficiency measures as a priority means that when a later switch to renewable energy technologies is made, it is more likely to make an economic impact.

Possible technologies which could be incorporated into the existing site have been considered, but have been discounted for the reasons given below. Refer to Appendix 3 Renewable Generation Subsidies .

6.2 Solar Thermal

A solar thermal system uses solar power to pre-heat a building’s hot water. Collectors need to be pitched and orientated at an angle between south east and south west for maximum solar

Renewables

Energy

Efficiency

Demand

Reduction

Co

st

Imp

lem

enta

tio

n

Tim

e

36

incidence. Solar thermal is most suited for buildings with high hot water demand in summer months.

A number of collectors are available including flat-plate collectors (fluid runs through the panel in copper pipes below a glass cover surrounded by insulation) and evacuated tube collectors (fluid runs through a copper pipe in tubes that have a larger exposure area).

Flat plate collector

Evacuated tube collector

Collectors should be installed on roofs pitched and orientated at an angle due south (south to west for evacuated tube collectors) to ensure maximum exposure to the sun. These roof areas need to be free from shading and structurally capable of bearing the additional weight. Solar thermal is most suited for buildings with high hot water demand year round but particularly in the summer months e.g. heating a swimming pool or showers.

School holiday closure during the summer months can lead to an increased risk of stagnation. Stagnation can occur on warmer days when the hot water is not used. It is when the heat in the panel fluid is not used and so causes the fluid to overheat and evaporate. Each time stagnation occurs it reduces the effective lifespan of the solar fluid and causes additional stresses and strains on the system components. Care should be taken that this risk is considered by the installer during system design.

As the school does not have a large hot water demand, savings would be lower and payback high therefore solar thermal is not recommended at the school.

6.3 Wind

Wind turbines produce electricity by capturing the natural power of the wind to drive a generator. Good wind conditions are required, generally the greater the wind speed, the more electricity will be generated. The school is located in an urban setting and surrounded by residential buildings. Wind turbines are not yet a proven technology in urban areas, and the site conditions would not appear to provide adequate wind speed required for electricity generation.

6.4 Ground Source Heat Pumps

Ground source heat pumps (GSHPs) take low level heat which occurs naturally underground and convert it to high grade heat by using a heat pump. This heat can be used to provide building heating. GSHPs can also be driven in reverse to provide cooling.

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The installation of GSHPs requires a large amount of engineering and earth works, either sinking bore holes to a depth of 50m+ or digging long 1-2m deep trenches. This is generally difficult to implement in an existing operational building and best considered as part of a major refurbishment. The additional benefit of the Renewable Heat Incentive (RHI) is only applicable for GSHP if the building is off gas grid and therefore would not be available in this case.

6.5 Biomass

Biomass refers to the use of a wide variety of organic material such as wood, straw, dedicated energy crops, sewage sludge and animal litter for the generation of heat, electricity or motive power.

To install a biomass boiler or a biomass Combined Heat and Power (CHP) plant, a reliable and accessible source of fuel must be located, as well as a suitable supplier and there must be space for both delivery and storage of the fuel. The site is within the LBWF Local Air Quality Management (LAQM) Area which stipulates the annual average concentrations of NO2 should not exceed 40μg/m3 for the protection of human health. Therefore any biomass boiler would need to meet very high emissions standards. As a general rule of thumb biomass boilers fuelled by clean, new wood have lower emissions than coal, roughly equivalent emissions to oil, but higher emissions than equivalent gas fired boilers. Consideration should be made as to:

Where the boiler is, i.e. could it affect areas of poor air quality

What the biomass plant is substituting i.e. if it’s substituting for oil or coal, emissions might actually drop, if it substitutes for gas they may rise

The likely emissions standard of the boiler (low emission boilers are available)

The type of biomass fuel used (wood pellet tends to have a lower emission than wood chip)

Biomass boilers work well in displacing electric heating/oil/LPG fired boilers and are more suitable as low carbon option if the building is off gas grid which is not the case here. A biomass installation would require a larger boiler house and additional fuel store. Issues with emissions, fuel deliveries and fuel supply would need to be addressed. It is recommended that if this technology is considered in the future that a full feasibility study is undertaken including air quality assessment.

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7 APPENDICES

7.1 Appendix 1 Glossary

Benchmarking Identifying the things that enable good performance, either by critically comparing the performance of similar installations, or (if no comparable cases exist) identifying past periods of better performance.

Boiler Efficiency The energy delivered by water as it leaves the boiler (or boilers in multi-boiler installations) to supply the heat emitters divided by the energy (based on gross calorific value) in the fuel delivered to the boiler expressed as a percentage. It is an expression of the boiler performance and excludes boiler and auxiliary controls energy, pumps, boiler room ventilation fans, mechanical flue extraction fans and fan dilution systems.

Building Energy Management System (BEMS)

A high technology system installed in buildings that controls and monitors the building’s mechanical and electrical equipment such as air handling and cooling plant systems, lighting, power systems, fire systems, and security systems. Effective programming of the system can lead to reductions in energy use.

Drop Valve Control A retrofit device that converts a single flush toilet cistern to dual flush to use a reduced volume for water.

Ground-source heat pump (GSHP)

A pump system that takes the low-level heat occurring naturally underground and raises its temperature to a level that is sufficient to heat a building.

Interactive White Board (IWB)

An interactive whiteboard (IWB) is a large interactive display that connects to a computer and projector. A projector projects the computer’s desktop onto the board’s surface where users control the computer using a pen, finger, stylus, or other device

Kilowatt Hour (kWh) Measure of power of one thousand Watts in 1 hour

Luminaire A light fitting including all components for fixing and protecting the lamps, as well as connecting them to the supply.

NO2 Nitrogen dioxide is the chemical compound with the formula NO2

Optimisation Adjust settings to match occupancy hours

Optimiser An optimiser is a time controller fitted to a heating system (which can include ventilation plant) and incorporates an internal and an external temperature sensor.

Passive Infrared (PIR)

A sensor that detects and reacts to a change in the location of heat (infrared), often used to control electric lighting or security.

Photovoltaic cells

A silicon-based material that uses the energy in sunlight to create an electrical current.

Retrofit Fitting equipment into an existing building.

Renewable Heat Incentive (RHI)

Financial incentive schemes for renewable heat generation that will help the UK reduce carbon emissions and hit its EU renewable energy targets.

Tap regulator A device that is inserted in the mouth of the tap to reduce water consumption and running costs.

Thermostatic radiator valve (TRV)

A device that alters the amount of hot water entering a radiator and so can allow finer control over the temperature of a space.

http://en.wikipedia.org/wiki/Chemical_compound

http://en.wikipedia.org/wiki/Chemical_formula

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7.2 Appendix 2 Example School Energy and Water Policy

Developing a Policy

An Energy and Water Policy is a written document stating the way the school will use energy and what reduction targets it hopes to achieve. It should show how the school intends to achieve the targets, how pupils will be involved, what is expected of teaching and support staff and plan for how energy efficiency will continually be improved and carbon emissions reduced in the future. The policy should be developed by the senior management in consultation with other staff and pupils. An energy team should be formed to oversee day to day energy management responsibilities. Although members of the senior management team will take the lead, consultation with others is the first step in securing commitment from the whole school community. The template below is an example of a school energy policy that the school could adopt or modify to suit its requirements.

Policy Statement

[insert name] School Energy & Water Policy

Our school is committed to the responsible management of energy and water and by using these resources more efficiently we aim to: Minimise expenditure and environmental impact Maintain Health and Safety standards Maintain an acceptable level of comfort level for staff, pupils and other building users. Our targets for energy and water performance are:

Current yearly performance (date)

Target yearly performance (date)

% target reduction

Electricity kWh/m2/annum

Gas kWh/m2/annum

Water m3/pupil/annum

Strategy

This policy statement will be implemented through the following nine-point Action Plan.

1. Responsibility Overall responsibility lies with the Head Teacher [insert name] Day-to-day energy management responsibilities lie with [insert name] working with the [insert energy team]. An Action Plan, this policy and targets for energy and water management will be the responsibility of the [insert name of energy team] which consists of [list names and positions –

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team should be a mix of teachers, pupils, governors, parents, caretakers and support staff where interested]. The [insert name of energy team] will meet regularly [insert frequency e.g. monthly, termly] to review progress, plan initiatives and prepare an annual energy report for the Board of Governors. All staff will have a responsibility to set a good example to pupils on the issue of energy and water efficiency. Each year realistic energy reduction targets will be set and monitored regularly.

2. Energy Monitoring Electricity, gas and water meters will be read monthly and submitted to suppliers to avoid inflated estimated bills. Consumption will be monitored carefully and any unusually high usage will be investigated and corrected.

3. Maintenance Boiler plant, heating distribution systems (pipework’s and radiators) and energy using equipment will be correctly maintained to avoid energy and water wastage.

4. Awareness Regular awareness initiatives for staff and pupils will be held to emphasise the cost and environmental benefits of saving energy and water and how to avoid waste. Energy saving information will be provided to catering and cleaning staff. Staff and pupils will also be provided with information on how to save energy at home. Regular communications will inform people outside the school of progress and spread the energy saving message to as many people as possible.

5. Curriculum Issues around energy and water management will be built into curricular activities at appropriate levels.

6. Investment in Energy and Water Efficiency The school aims to invest in energy and water saving schemes where affordable and any savings achieved by good housekeeping measures will be reinvested in energy and water efficiency projects.

7. Design Energy efficiency will be taken into account in the design of any building works and during any refurbishment. Energy efficiency will be considered in the purchase of all new equipment, e.g. computers, catering appliances.

8. Reporting An annual energy performance report will be prepared by the energy team [insert name of energy team]. This will be submitted to the Board of Governors and a summary will be incorporated into the school annual report and school development plan.

9. Policy Review The schools energy and water management Action Plan will be reviewed and updated quarterly. This policy will be reviewed and updated annually by the energy team [insert name of team] and included in the Head Teacher/Board of Governors annual report.

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7.2.1 Appendix 3 Renewable Generation Subsidies

7.2.2 Feed in Tariff (FiT)

The Feed in Tariff (FiT) is a government scheme that gives generators of electricity a payment for any generated electricity which can either be exported to the grid to gain additional revenue or used by the site to offset imported electricity.

You’ll get a set amount for each unit (kilowatt hour or kWh) of electricity you generate. The rates vary depending on:

the size of your system

what technology you install

when your technology was installed

who put the technology in place - you need to use a certified installer

As well as the generation tariff, you can also sell any extra units you don’t use back to your electricity supplier. This is called an ‘export tariff’.

For more details on the FIT see: https://www.gov.uk/feed-in-tariffs/overview

7.2.3 Renewable Heat Incentive (RHI)

The Renewable Heat Incentive is a financial incentive scheme for renewable heat generation that will help the UK reduce carbon emissions and hit its EU renewable energy targets. The RHI is a UK Government scheme set up to encourage uptake of renewable heat technologies among householders, communities and businesses through the provision of financial incentives.

For more details on RHI eligible technologies and tariff payments, see https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/48041/1387-renewable-heat-incentive.pdf

https://www.gov.uk/feed-in-tariffs/overview

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/48041/1387-renewable-heat-incentive.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/48041/1387-renewable-heat-incentive.pdf

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7.3 Appendix 4 School Floor Plan

7.3.1 Main Block

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7.3.2 Dining Hall & Kitchen

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7.3.3 Infants Block & Hall

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7.3.4 Mobile Classroom

London Borough of Waltham Forest ... - Selwyn Primary School · Schools Energy Efficiency Programme Energy Survey Report For ... 2.1 Objectives of the Survey ... ease of implementation

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