Ashburton Learning Village

SAS International's SAS130 tiles were chosen for Ashburton as lifecycle cost considerations meant metal tiles were attractive.

Key features

Sector

Education

Client

Croydon Borough Council

Architect

Penoyre & Prasad LLP

Main contractor

Norwest Holst

Sub-contractor

MPG Contracts Ltd

Completion year

2006

System type

SAS130

Area M2

9,000

Region

United Kingdom

Product Groups

Croydon’s first Private Finance Initiative (PFI) education development integrating education, leisure and support facilities, is much more than a school – it includes civic facilities as well within the same complex. Penoyre & Prasad LLP, architects for this exciting project, selected SAS metal ceiling tiles for all classrooms, offices and circulation areas and some parts of the public library, both to provide a good acoustic absorption co-efficient as well as a robust solution for these particular areas.

The facility has been designed to provide a stimulating environment for both formal and independent learning, and provides a range of integrated public learning services ‘under one roof’. The design of Ashburton Learning Village also embodies Croydon’s commitment to design quality and sustainable development.

SAS130 tiles were chosen as lifecycle cost considerations meant metal tiles were more attractive to the PFI contractor than products with higher maintenance liability. The lifespan of a SAS metal ceiling is in excess of 25 years and its polyester powder coating ensures excellent durability as it is not susceptible to paint chipping, accidental damage, and has a high level of scratch resistance.

Noam Raz, the project architect, commented: “The tiles are comparatively robust to help withstand pupil abuse and can be clipped in place. This clip system also provides good and easy access to service voids when required”.

Aesthetic considerations were also important in these high traffic areas.

The concept of the traditional narrow and dark school corridor has been swept aside, and at Ashburton all circulation areas are well lit and broad with a triple height central ‘street’ benefiting from natural light. The classrooms, for example, are glazed on to the walkways to give improved supervision from passing staff.

Increased visibility and openness were important for discipline and, together with an understanding of the broader learning needs of the 21st century, this inspirational project has encouraged a new sense of pride for pupils and the local area.

Systems used