Internal stairways in schools · Internal stairways in schools 3 Schoolbuildingclients,theirprofessional advisers,contractorsandtheirsupplychains shouldusetheguidancetoinformtheir

Internal stairways in schools

SIX

Acknowledgments

We are grateful to the following individualsand organisations that have contributed tothis document:

Christian Held, Penoyre and Prasad ArchitectsSuzi Winstanley, Penoyre and Prasad ArchitectsSimon Dove, Penoyre and Prasad ArchitectsDavid Brocklehurst,Circulation Design ConsultancyBill Healy, Build Offsite

We are also grateful to the following membersof the Standard Specifications, Layouts andDimensions (SSLD) Forum who have helpedshape the broad approach to standardisationin this and other guidance documents inthis series:

Mukund Patel, DCSF (SSLD Chair)Alan Jones, DCSF (SSLD Policy Lead)Ian Morris, Atkins (SSLD Project Manager)Beech Williamson, Partnerships for SchoolsStephen Reffitt, AtkinsMark Cleverly, EC HarrisPaul Foster, EC HarrisMichal Cohen,Walters and Cohen ArchitectsKaren Rogers,Walters and Cohen Architects

Sunand Prasad, Penoyre and Prasad ArchitectsLinton Ross, Feilden Bradley Clegg ArchitectsPeter Clegg, Feilden Bradley Clegg ArchitectsPaul Hetherington, AlumascRichard Parker, AMECAndrew Williams, BRERichard Ogden, Build OffsiteMike Entwisle, Buro HappoldRita Singh, Construction Products AssociationMichael Ankers,Construction Products AssociationBea Etayo, Fulcrum ConsultingPeter Blunt,Mtech GroupMartin Goss,Mtech GroupDavid Mackness, SCAPE System Build LtdMartin Lipson, 4PsMairi Johnson, CABERichard Saxon CBEPeter Woolliscroft, OGCRichard Brindley, RIBAVic Ebdon, Devon County CouncilDon Bryson,Manchester City CouncilKevin Kendall,Nottinghamshire County CouncilSui Te Wu, London Borough of Southwark

Internal stairways in schools 1

Contents

1 Introduction 2

Who is this guidance for? 2How the guidance should be used 2Background to Standard Specifications,Layouts and Dimensions (SSLD) 4Aims and scope of this guidance 5

2 Key performance requirements 6

Accessibility 6Health & safety 9Materials 13Sustainability 16Maintenance 17Standard dimensions 18Design and construction 20Further design Issues 22Cost comment 24

3 Stairway planning and somedesign examples 26

Stairway planning 26Type A stairway: Dog leg with equal flights 30Type B stairway: Dog leg withunequal flights 32Type C stairway: Square open-well 34Type D stairway: Straight flight 36

4 References 38

2 Standard specifications, layouts and dimensions

Introduction

This guidance is one of a series

of Standard Specifications,

Layouts and Dimensions (SSLD)

guidance notes produced to

inform the Building Schools for

the Future (BSF) programme.

Who is this guidance for?

• Teachers and governors acting as clientsfor school capital projects

• Local authority officers responsible forprocuring school capital projects

• Diocesan Building Officers

• Local authority and private sector schooldesigners and specifiers

• Manufacturers and suppliers

• Contractors

How the guidance should be used

This guidance sets out the standards ofperformance for internal stairways in schoolsand shows how these standards might bedelivered through some design examples.The aim is to disseminate best practice andavoid ‘reinventing the wheel’ every time aschool building is designed, so that consistentlyhigh quality environments can be delivered,offering best whole-life value for money.


School building clients, their professionaladvisers, contractors and their supply chainsshould use the guidance to inform theirdecisions on internal stairs and specificationstandards at the early stages of a project’sdevelopment – whether new build, extensionor refurbishment – at RIBA Stages A-F.

To help encourage the take up of theseperformance specifications and designexamples, this guidance will become thestandard in BSF programme documentationand the Government will expect it to beadopted in the majority of situations whereit is reasonable and appropriate to do so.While we would expect projects to complywith the standards, other solutions – possiblybased on new products or technologies, orreflecting local factors – may equally complywith the performance specification and couldbe used. We do not want to stifle innovationby being too prescriptive.

It is for users to exercise their own skill andexpertise in deciding whether a specificationor example shown in this publication isreasonable and appropriate for theircircumstances. The guidance here does notaffect obligations and liabilities under the lawrelating to construction and building.

Though principally aimed at secondary schoolbuilding projects delivered through the BSFprogramme, the specifications and solutionsmay also apply to other educational buildings.

We will keep this guidance under review andupdate it as necessary to reflect thedevelopment of new products, processes, andregulations. A web-based version is available at:www.teachernet.gov.uk/schoolbuildings


Background to Standard Specifications,Layouts and Dimensions (SSLD)

The BSF programme offers a uniqueopportunity over the next 10-15 yearsto transform our secondary schools,providing innovative learning environmentsthat will inspire pupils to achieve more.High quality, modern school buildings willhelp to raise standards and play a crucialpart in the Government’s programme ofeducational reform.

With the huge increases in funding associatedwith this programme, there is considerablescope for using standardised specifications,layouts and dimensions to speed up designand construction, reduce whole-life costs anddeliver consistently high quality and bettervalue school buildings. Standardisation willsupport the use of more off-site fabricationand modern methods of construction, whichshould help to improve health and safetyperformance, reduce waste and deliver moresustainable solutions. For the supply industry,being involved in standardisation will help todemonstrate market leadership – and helpfirms reduce risk and increase sales, profitability,and market size.

This does not mean that buildings should notbe bespoke in design, with appropriateprovisions where needed, but that economiescan be achieved via standardized elements.

The solutions presented in this publication andthe others in the SSLD series have beendeveloped based on extensive consultationunder the auspices of the SSLD Forum. Set upby the former Department for Education andSkills (now Department for Children, Schoolsand Families), this forum represents keystakeholders in the building, design, research,contracting, and supply communities, as wellas local authority construction clients.


Aim and scope of this guidance

This document provides performancespecifications and example designs to enablethe selection and design of internal stairways,including associated components andassemblies, for use in BSF secondary schoolrenewal or refurbishments projects. Thisdocument does not include feature-designedstairways, which are likely to be a specialpiece of architectural design. However theconsiderations listed in this document arestill likely to be relevant.

Specifically to:

• provide minimum standards of performanceand quality expected by DCSF;

• provide design guidance for the formulation oftechnical specifications by project designers;

• standardise stairway dimensions anddesigns so that efficiencies and economiesof scale can be generated within the supplychain; and

• enable caretakers and facilities managersto maintain, repair and replacecomponents correctly.

This publication is structured as follows:

Section 2: Key performance requirements.

Section 3: Stairway planning and somedesign examples.

Section 4: References.


Key performance requirements

The following key performance

requirements set out specification

standards and design considerations

that the DCSF would expect to see

adopted in BSF schools wherever it is

reasonable and appropriate. Section 3

shows some design examples that

address these requirements.

Accessibility

General

Good accessibility means buildings that are easyto understand and navigate. Designers shouldensure that stair locations are convenient, safeand form part of a coherent movement andway-finding strategy.

People who cannot use a stair at all because oftheir disability – for example wheelchair users –are a very small proportion of the total range ofpeople with disabilities. Designers must allowfor the needs of a very wide range of disabilities,in particular those with:

• physical difficulty in movement or over-exertion (asthma or other breathing difficulties);

• short stature;

• visual impairment;

• intimidation or concern over verticalmovement and complex spaces.

Good accessible stair design gives thefollowing benefits:

• shorter journey times, and the ability totravel around the school with friends –improving inclusion;


• more physical exercise throughout the day –as recommended by Occupational Therapists;

• generally, better design quality for allbuilding users, able-bodied and physically-impaired alike.

Designers must therefore pay particularattention to the following areas:

• A good way-finding and location strategyfor circulation around the school. This willassist those who have trouble with unfamiliarspaces and are intimidated by complexspaces. Consider providing good visualconnections with other circulation routes andusing different distinguishing colours fordifferent stairways.

• Design of stairs and landings. The BuildingRegulations Approved Document Part M(ADM)1 gives prescriptive design guidelinesfor design of stairs. ADM states a maximumof 12 steps between landings. This isnecessary to provide a space to pause andrest, enabling physical recovery for those whohave trouble moving. Stairways are preferredthat have straight stairs without taperedtreads, which make falls and accidents morelikely. Because of this, spiral stairways are notrecommended; they are also very difficult forguide dogs to navigate.

• Step design. Those who wear callipers or whohave stiffness in knee or hip joints are at risk oftripping or catching their feet on nosings. Forease of movement, designers should providesimple step profiles that will not catch toes onnosings – ADM recommends square sectionsteps (sketch below). Excessive rounding ofnosings is not recommended.

Open risers are not acceptable as visuallyimpaired people find it difficult to locate thetread and may trip.

1 http://www.planningportal.gov.uk/england/professionals/en/4000000000988.html

steps without projecting nosings are preferredsteps without projecting nosings are preferred

25 maxoverlap

60

max 12 risers if going less than 350mmmax 18 risers if going 350mm or more

150-170

25 maxoverlap

280-425


BS8300 recommends treads of 300mm andrisers of between 150 – 170mm and to addressthe needs of users with accessibility needs.To help ‘future-proof’ school buildings tosupport increasing inclusion and communityuse, including by the ambulant disabled,DCSF will expect school stairways in newschool buildings to have a 300mm treadand 150mm riser as the standard dimensionsfor steps. It is recognised however that thismay not always be possible where stairs occur,for example, between new and existingbuildings of different heights.

• Suitable handrails. These are important toenable tactile guidance, physical support andreassurance. The DCSF will expect that asecondary handrail is included at a lower levelwhere it is safe to do so. This would reassureand support not just younger students butpeople of short stature. The handrail shouldlevel out at each landing. This will give a clueto visually impaired people that the floor isabout to become level. Handrail design iscomprehensively covered in ADM.

• Visibility. People with impaired sight risktripping or losing their balance if there is nowarning of steps. The risk is most hazardousat the head of a stair when someone isdescending. Stairs should have contrastingnosings and treads, and risers should beclearly distinguishable from each other2.Handrails should also have a clear visualcontrast with their background withoutbeing highly reflective.

Low lighting levels and glare can disorientatethose with a visual impairment; considermanipulating window and lighting design toprovide a good even level of light with no harshshadows or dark/light corners. The shadow ofa window mullion on a bright sunny day mayconceal a step or suggest an additional step.

Legislation, regulations and design standardsrelating to accessibility:

• The Disability Discrimination Act (DDA)provides protection to disabled people anddefines disability as anyone with a physical,sensory, or cognitive impairment. It alsoincludes those with mental health issues thathave a substantial and long-term adverseeffect on their ability to carry out day-to-dayactivities. In addition, Statutory Authoritieshave a duty to progressively improve accessand inclusion and now to provide disabilityequality schemes outlining their intentions.The recent 2005 amendments to the DDArequire that those providing education notonly meet the DDA but ensure that theypromote equality in all their functions and theSpecial Educational Needs Act (SENDA) applyto school premises.

• Special Educational Needs & Disability Act(SENDA) requires that disabled children willnormally have their needs met within amainstream school and that they should beoffered full access to a broad, balanced andrelevant curriculum throughout their schoollife. In addition pupils’ access is required notonly to the curriculum but all aspects ofschool life, including social activities, both inschool time and also out of hours. Animportant 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.


perhaps more importantly time. A pupil needsto be able to quickly, in an equal manneraccess education and services. Positions,design, security and environmental conditionsof stairs can have a huge impact on a largenumber of disabled pupils. Not just those withmobility impairments, many of whom will usethe stairs, but those with medical conditionssuch as asthma, people of short stature,visually impaired people and those whomight be intimidated by complex buildings.

• Approved Document Part B (Fire Safety)of the Building Regulations gives designguidelines for refuges in schools3

• Design Guidance Building Bulletin 774: DesignGuidance for Pupils with Special EducationalNeeds and Disabilities in Schools,which givesdetailed advice on accessibility design is alsoavailable from:

• The Centre for Accessible Environments5;

• BS 8300 Design of buildings and theirapproaches to meet the needs of disabledpeople – Code of Practice.

Health and Safety

General

In addition to the requirements of thestatutory Building Regulations, designerswill need to consider and identify any otherhazards that may be caused by the stair design(slipping, sharp edges, maintenance etc).The stair designer will also need to considerthe requirements of the Fire Safety andSecurity Strategies.

Balustrades & handrails

Handrails are necessary to provide supportand guidance to users of stairs or balconiesand therefore need to be firmly supported.Balustrades provide pedestrian safetyguarding to prevent falls from height6.The two purposes are generally combinedinto one component assembly.

Stairs need continuous handrails to both sidesof stairs, including any landings. The detaileddiagrams in Section 3 assume flank walls aresolid and the outside handrail can be bracketsupported off these walls.

3 See www.planningportal.gov.uk/england/professionals/en/1115314683691.html. See also BS 5588: Part 8.

4 Building Bulletin 102, provisionally entitled Designing Schools for Children with Special Educational Needs and Disabilities, due forpublication in early 2008, will replace Building Bulletins 77, 91,and 94

5 www.cae.org.uk

6 Structural Loadings should be calculated by a Structural Engineer.


A central well between stairs (200mm suggestedwidth) allows for a balustrade that can be eitherfixed to the side of the stair or onto the top.A side-fixed balustrade will allow a greaterunobstructed width in use and fixings willprovide less of a dirt trap; however it will beharder to install as the space available is less.Proprietary balustrade/handrail systems may beeasier to install in such a situation. Alternativelya solid balustrade could be formed, making asolid wall with applied handrail only betweenstair flights (see below).

Building Regulations require that the profiles ofhandrails are either circular with a diameter ofbetween 40 and 45mm, or oval preferably witha width of 50mm. Handrails must not protrudemore than 100mm into the surface width of theramped or stepped access where this wouldimpinge on the stair width requirement of PartB1. There must be a clearance of between60mm and 75mm between the handrail andany adjacent wall surface.

Building Regulations require that any handrail is900 -1000mm above the nosing line of stairsand 1100mm at landings. Pedestrian Guardingin schools must be 1100mm above finishedfloor level. In schools with pupils aged 12 orunder DCSF prefer an additional lower handrail,say at 600mm for infants and people ofsmall stature.

Balustrades must be designed to preventstudents from climbing up towards thehandrail. Avoid horizontal rails in balustradedesign; any opening should prevent a 100mmsphere to pass through. Detailed guidance isavailable in CP BS 6180:1999 Barriers In AndAbout Buildings.

Finishes for handrails/balustrades must bechosen to contrast with the background thatthey will be viewed against and must not behighly reflective.

Above timber clad wall between flights instead of a balustrade,with matching finish to treads

PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES


Open stair wells in unsupervised areas should becarefully assessed. Some schools, concernedabout the safety of students and lack of effectivepassive supervision have installed balustradeshigher than 1100mm high at landings where thereare voids below of over two storeys. If they arerequired, or fitted later as an afterthought theymay be detrimental to the overall appearanceof the stair.

Coated finishes (paint, varnish or polyester powdercoating) will necessitate a regular re-coatingmaintenance regime. Coated finishes are also easilydamaged, accidentally or by vandalism.

Self-finished materials are preferred as they attractminimummaintenance effort over the life of thebuilding: satin finished stainless steel or aluminium,zinc or aluminium sprayed steel. Howeverdesigners must ensure that these finishes arechosen to give adequate tonal contrast and notcreate glare by bright light reflection.

Floor finishes

The finished floor surface of the treads needsto offer a durable surface. A slip resistant surfaceshould not be necessary unless stairs wouldnormally become wet. This may occur eitherthrough spillages or the flow of heavy foottraffic from playground to classroom duringbad weather7.

Stair nosings must be made apparent with apermanent contrasting zone of 55mm on bothtread and riser8. Specifying an anti-slip nosingproduct should be considered to reduce slippingon the stair.

For information on floor finishes please seethe SSLD Document Floor Finishes in Schools,specific research and detailed guidance for stairscan be found in the CIRIA publication SaferSurfaces to Walk On9.

7 Please see SSLD Floor Finishes in Schools.

8 Approved Document Part M: Definition of Contrast 0.29. Also Colour, contrast & perception – design guidance for internal builtenvironments. Keith Bright, Geoff Cook and John Harris. University of Reading.

9 J Carpenter, D Lazarus & C Perkins, CIRIA 2006.

Above additional safety balustrade to stairwell in galvanizedmetal with mesh infill

Above carborundrum strips set into pre-cast terrazzo treads onpre-cast concrete stair and an in-situ concrete central wall betweenflights instead of a balustrade




Lighting

Make maximum use of natural light in stairwells.As fire escape routes need to provide direct accessto a place of safety, stairwells are likely to haveat least one external wall. Balance provision ofwindows with the need for safe cleaning and theavoidance of excessive solar gain. Designersshould ensure mullions do not form a shadowacross stairs and landings in order to avoidconfusing visually impaired people.

Artificial lighting should be of a sufficient qualitythat it adequately illuminates the stair, landingsand doors with evenness of light and withoutglare10. However access to the light fittings formaintenance and cleaning should not createa dangerous situation for a person carrying outthe work. Lighting suspended from the ceilingover stairs and half landings is difficult to accessand requires specialist access equipment.Wall-mounted lighting (out of reach) situatedover the landings and half-landings allows easierand safer access for maintenance. Switching oflights should be such that when natural lightlevels fall during the day only the luminariesaway from windows need be switched on10.

Whatever lighting solution is chosen it shouldbe the result of a rigorous risk assessment andcollaboration between the architect andservices engineer.

Maintenance

Floor cleaning is significant in causing slip andtrip accidents, both to cleaning staff and others.Risk assessment and collaboration between theFacilities Maintenance team, school user clientand design team should be carried out to ensureadequate provision and placement of cleaningfacilities to best accommodate a safe andefficient cleaning regime.

Protection below stairs

Projecting stairs without enclosed space below willcause a hazard for the visually impaired, and wherethe soffit is 2.1m or less above floor level it shouldbe enclosed by low level guarding including canedetection or a permanent barrier. Permanentenclosure is often the simplest solution.

Fire refuges

Refuges are relatively safe waiting areas for shortperiods of time (not areas where disabled peopleare left alone indefinitely) until rescued by thefire service or the fire is extinguished.

The Building Regulations Approved Document B:Fire Safety (ADB) advises one refuge perfire-protected stair on each storey. These canbe located within the stair enclosure or in aprotected space directly accessing the stair, forexample, a lobby or compartment. The spaceshould be a minimum of 1400x900mm and notreduce the width of the escape route. Mandatoryrefuge signs are required11.

Refuges will form part of a fire safety riskassessment and any resulting management planrequired by the Regulatory Reform (Fire Safety)Order 2005. Designers should confirm the briefwith the client as the number of wheelchairusers may vary between projects; the fire safetystrategy must accommodate these numbers. Asa result, there may need to be refuge space forseveral people.

An Emergency Voice Communication systemmust be provided at each refuge point. Thisenables occupants of each refuge to alert othersthat they are in need of assistance and to receivereassurance that this will be forthcoming.

10 Please see SSLD Lighting Systems in Schools.

11 See Section 3 for full design requirements of refuges.

Materials

Material choice

The design of the stairway will influence theconstruction solution, which in turn will informthe decision for the choice of stair material –whether steel or pre-cast concrete12. The prosand cons of each are set out in the table below.

The choice should be driven by practicalconsiderations such as compatibility with thebuilding’s structural solution, acousticperformance, environmental impact, whole lifecosts, and potential use during the constructionperiod and maintenance.

It is usual for contractors to use stairways toaccess all floors of the building during theconstruction process and this may affect thechoice of material.

Proprietary temporary stairways offer alternativeaccess to all floor levels and are supplied anderected by scaffolding contractors. Usingtemporary stairways presents the opportunityto explore an alternative method ofprocurement, supply and delivery of thestairways, balustrade and associated finishes.


Steel

Average1 Sustainability

12 Timber is generally not robust enough for schools stairs, although it may have some application in feature stairs.

Pre-cast concrete

Poor

Good2 Durability Good

Average3 Self finish Good

Poor4 Suitability for applied finishes Good

Average5 Adaptability Poor

Average6 Installation Good

Average7 Maintenance Good

Average8 Repairability Poor

Poor9 Acoustics Good

Average10 Thermal mass Good

Average11 Light reflectance Average

Average12 Use in construction Good

Poor13 Slip resistance (untreated) Poor


Finishes

Stairways in schools can be difficult to monitorin relation to pupil behaviour or vandalism,therefore robustness of all finishes, fixtures andfittings is important. Special consideration offinishes must be made with regard tocontrasting treads and risers.

The choice of tread finishes are either to useapplied finishes or a self finished stair. Appliedfinishes could include thin material finishes suchas carpet, lino and vinyl, or liquid appliedfinishes such as resin floor systems; and thickerfinishes such as ceramic tiles or timber13.

There are obvious pros and cons to bothapproaches; for example guaranteeing ahigh enough quality of finish and uniformityof colour in self-finish pre-cast concrete stairs,also protecting self-finished concrete duringthe construction process. An applied finish topre-cast concrete stairs allows constructiontolerances, imperfections and site damage tobe hidden (see photos below and opposite).However some applied finishes are susceptibleto wear and tear and may require otherspecialist fittings around balustrade fixingsand at stair sides.

13 Please see also SSLD Floor Finishes in Schools.

Benefits

• semi-adaptable on site to fit stairwelltolerances;

• integrated balustrade achievable;

• whole stair and guarding may bemanufactured off-site by one supplier.

Steel

Drawbacks

• labour intensive;

• early procurement may be required.

• longer spans;

• fast installation.

Pre-cast Concrete • un-adaptable;

• early procurement required.

Construction materials benefits and drawbacks:

Above steel staircase and balustrade with carpet finish Above a mastic joint and mdf skirting fills the construction jointbetween a self-finish pre-cast concrete stair and the wall



Walls are likely to have shoulder bags rubbedalong them on a daily basis and will requireregular cleaning. Textured surfaces such asfair-faced or paint-grade block work hide marksmore effectively than flush painted surfacesand make it difficult to write or draw on.

If no applied wall/ceiling finish (paint andplaster/suspended ceiling) is used, services willbe visible, so special consideration as to whatthis will look like will be necessary and must beco-ordinated with the services engineer.

Assembly & construction

The benefits of in-situ assembly of pre-fabricated elements will vary as between eachtype of stairway construction and will affect thesequencing of works. Stairway elements willeither be installed as the frame of the building iserected or will require the completion of a load-bearing shaft before installation. Where thestairway is required to fit within a confinedspace, stairs will either need to be procuredearly for mechanical installation or bemanoeuvrable enough to be handled on site.

Steel stairways offer benefits of flexibility andadaptability which may suit installation intotight stair shafts, or where the constructionsequence prohibits large components beinginstalled. Where sufficient lead-in has beenallowed to design and construct the stairs,larger span concrete elements can be installedquickly with reduced costs.

Above steel staircase with studded rubber sheet finish, timberhandrails and metal balustrade



Sustainability

The Building Research EstablishmentEnvironmental Assessment Method for Schools14

is the standard tool for assessing theenvironmental impact of a school. Schools arerequired to meet the BREEAM standard VeryGood and must specify sustainable products –the environmental performance of buildingmaterials is published in the Building ResearchEstablishment’s Green Guide to Specification15.

The Green Guide to Specification categorisesmaterials and combinations of materials usedfor different purposes in a building. Each isgiven a rating from A+ to E depending upon itssustainability performance. An A or A+ rating

should generally be specified where possible.The sustainability of materials used to constructthe stairs and balustrades should be consideredat the earliest stage of a project and thematerial selection must be considered in thecontext of the entire building design and lifecycle. Where materials are considered inisolation issues such as the application offinishes or the benefits of mass production willnot necessarily be accounted for – selection ofstairway materials should therefore be balancedagainst a full range of issues.

Sustainability considerations informing thematerial selection process:

14 BREEAM for Schools. http://www.breeam.org/schools

15 The Green Guide to Specification 3rd Edition, Jane Anderson/ David Shiers with Mike Sinclair. BRE 2002http://www.bre.co.uk/greenguide/page.jsp?id=499 was out of print when this guidance was prepared.

16 www.aggregain.org.uk

Sustainability considerations

• high content of recycled material;

• recyclable at the end of its useful life, or reusable;

• highly durable material, exceeds building design life;

• reasonable levels of off-site prefabrication achievable;

• material can be finished with robust coatings such as galvanizing or flame sprayedzinc which require virtually no maintenance or periodic redecoration.

Steel

• high thermal mass;

• can be recycled as crushed hardcore;

• material can incorporate recycled aggregates, spoil from aggregate mining,pulverised fuel ash and power station slag16;

• concrete is very durable;

• can be self-finishing with correct specification;

• where concrete stairs can be standardised to allow re-use of moulds this will provideopportunity to minimise material use, eliminate waste and improve finish quality.

Concrete


Maintenance

Durability

Internal stairways intended as permanentinstallations are required to performsatisfactorily, given reasonable use andexpected standards of maintenance, fora period of 60 years.

Routine maintenance

Recommended cleaning and maintenanceinstructions for exposed surfaces of stairwaysshall be provided in the school’s Health andSafety File. The maintenance regime for thestairway will include daily cleaning, regular deepcleaning, potential repair and periodicredecoration. The detailed design of thecomponents that make up the stairway shouldconsider the durability of the materials selectedand how they interface.

Design for maintenance

Design that eliminates complex junctionsbetween elements will allow a simplifiedcleaning and repair regime to be implemented.This will require sufficient time for detaileddesign and the integration between trades toco-ordinate fixings and accommodate site

tolerances. The creation of a repeatablestandard component should seek to maximiseefficiency by the use of controlled factoryproduction methods.

Avoidance of surface fixings will allow dailycleaning to be more effective, but requiresco-ordination between stair manufacturer,balustrade fabricators and surface finishes.Self finished materials will avoid the need forre-application of surface finishes, but mustbe durable enough to respond to a cleaningregime and maintain the aesthetic qualities ofthe original material.

Benefits

• durable;

• self finished (high quality integratedfinishes).

Steel

Drawbacks

• protruding fixings/welds;

• manufacturing tolerances betweencomponents.

• poor acoustic absorption.

• durable;

• mouldable details.

Pre-cast Concrete • difficult to repair;

• potential surface discolouration.

Maintenance considerations informing material selection

Above highly durable self-finished materials: terrazzo tiles totreads, risers and skirting; glass balustrades; stainless steel handrailsand balustrade supports



Internal corners can be difficult to clean;consider designing components with filleted orchamfered corners to allow for easier access formaintenance. Likewise any gap between thestair and a wall can easily trap rubbish and dirt;consider designing a raised stringer that can bemore easily sealed against an adjacent wall.Either of these design changes could potentiallyadd cost to a stair, but will be worth the extrawhen considered as part of a full life cycle costthat includes cleaning and maintenance.

Standard dimensions

Standard dimensions for stairways willmaximise the potential for repeatability andoff-site manufacture. This can improve quality,and reduce costs, site time and risks associatedwith on-site fabrication. The SSLD Forumproposes standardising dimensions for:

• floor to floor heights;

• stairway treads and risers;

• stairway widths

Floor to floor heights

In line with much of current design practice,it is proposed that the standard floor to floorheight for secondary schools should beestablished at 3.600m. This dimension isconsidered by the SSLD Forum to providethe optimal balance as between the sometimesopposing requirements of ventilation,daylighting, acoustics, structure, space planningand budget17. The stair design examples inSection 3 are based upon this dimension.

Stair treads and risers

In relation to users with accessibility needs,the DCSF preference is for 300mm treads and150mm risers (equal to two brick courses or2/3 block course) without protruding nosingsto meet the best practice guidance of BS830018.

17 See SSLD Learning Spaces

18 Design of buildings and their approaches to meet the needs of disabled people


Stairway widths

Factors for designers to consider:

• the width of circulation (corridors, stairwaysand final exit doors) must be designed toensure an appropriate level of life safety in thecase of fire. Guidance on means of escapedesign is provided within documents such asApproved Document B and Building Bulletin100. The fire safety strategy for a building willdetermine the minimum width adequate forsafe evacuation of building users;

• day-to-day movement flows required ofbuilding users;

In relation to secondary schools DCSF proposesthree standard widths:

• 1200mm. The minimum width permitted byADM. This is only advised for little-used stairs;

• 1600mm. This enables two adults to pass eachother with ease and permits 3 people to safelycarry down a wheelchair user when required;

• 1800mm. This is the widest stair option,with increased widths generally requiringan additional centre handrail.

The width of stairs is measured as the clearwidth between walls or balustrades andignoring projecting handrails, provided thatthese comply with the requirements of theBuilding Regulations (see Page 10).

These standard widths will satisfy themajority of internal stairway requirementswhilst providing good opportunities forstandardisation and repeatability. Theexamples in Section 3 are based upon the1600mm dimension, but include a key foradjusting the dimensions to other widths.

When deciding upon stair widths for a schoolcirculation design, in addition to considerationsfor fire safety, consideration should be given tothe predicted usage of the stair. The followingdiagrams illustrate this principle.

Stair width 1800mm dueto increased usage

Stair width1600mm dueto lower usage

Stair width1600mm dueto lower usage

1600mm wide stair1800mm wide stairCirculationTeaching, administrativeand support accommodion

All stair widths 1600mmdue to equal usage

1600mm wide stairCirculationTeaching, administrativeand support accommodion


Design and construction

General stability and structural resistance

An internal stairway should have the capabilityto withstand all incidental static, dynamic andimpact forces under normal conditions of use.A stairway should be adequately secure andwithout undue vibration under normalconditions of use.

Fabrication method

The sequencing of the stair installation withinthe construction programme to allow earlyuse by the contractor may be beneficial to theoverall project, but will potentially influencethe design and/or selection of materials.

Speed of erection, durability and safety inthe temporary use condition will need to beconsidered against the provision of separateaccess stairways.

The stairway could be constructed on siteout of a range of components with eachindividual element being supplied andinstalled by a separate fabricator throughoutthe construction programme. Alternativelythe entire stairway enclosure could bedelivered pre-fabricated for installation ata given time in the programme. Typicalbenefits and drawbacks of each approachare highlighted below, although proposalsdeveloped with component fabricators coulddesign out the potential drawbacks.

Early involvement of a building contractorto determine the construction sequence willidentify which method of construction suitsthe specific project. Cost analysis shouldcompare savings on preliminary costs againstthe practicalities of using stairs during theconstruction process and the potential risksof damage.

Benefits

• early installation of stairs for useduring construction;

• cost savings on temporary access stairs;

• minimal protection requirement;

• flexible design;

• ease of assembly through manageablecomponent sizes.

On-site assembly ofpre-fabricatedcomponents

Drawbacks

• temporary handrails and treads (steelstairways) required;

• congestion of finishing/second fix tradesat end of programme;

• co-ordination and tolerance risksbetween trades;

• structural redundancy ofmaterial/components;

• interface detail to resolve.

• high quality pre-finishing achievable;

• structural economy through holisticdesign approach;

• minimal protection requirements;

• single point of responsibility;

• cost certainty;

• lower cost for volume production(through standardisation).

Full pre-fabricationoff-site

• limited use during construction;

• cost/space implications of additionaltemporary access stairs;

• early procurement required;

• higher cost if limited level of production;

• limited scope for late change.


On-site construction using pre-fabricatedcomponents has traditionally been adopted onprojects over full pre-fabrication or in-situconstruction. Allowing sufficient time for designdevelopment to occur prior to start on site willenable the drawbacks of an off-site constructionmethod to be overcome.

High quality components fabricated off-sitewhich have considered the integration of allelements, will allow flexibility to be maintainedwhilst delivering a fully integrated quality product.

Free-standing stairs placed in slightly largerstairwells could readily be developed into aproduct that allows for full pre-fabricationoff-site, and suitable for more than one school.

Above free standing steel stair with vinyl sheet floor finish totreads and landings in stairwell

Above free standing stair in circulation area

Above free standing stair in learning area





Further design issues

A number of related issues must be consideredby buildings designers and clients in order tocoordinate good stairway design.

Provision for building services

Services within stairway enclosures should beminimised. However, where services are runwithin or through stairways, their installationshould not lower the performance of thestairway below the level required for soundinsulation, fire resistance, and any otherrelevant requirements.

Further Requirements for Building Services:

• IEE Regulations & Building Regulations;

• provision of fixings and chases for services inmasonry partitions shall comply with BS 5628-3. Non load bearing masonry walls shall nothave back to back chases within 300mm ofeach other. The maximum depth of chasesshall be advised by the Structural Engineer;

• access panels shall be provided formaintainable mechanical and electrical items.

Ventilation

Stairways, in the case of escape, must be keptclear of smoke so that safe egress can beachieved. If the design is likely to allow smokeinto a stair shaft it is essential that an effectivemethod of smoke removal be an integral partof the design.

Smoke removal can be achieved by naturalmeans such as opening windows or stackventilation at the head of the stair enclosure.Mechanical ventilation can be used and maybe necessary where the ventilation strategyand design of the school necessitates sucha solution.

Seek advice from a fire or building servicesengineer and building control at an earlystage of the design process.


Heating

Depending upon the use and location of thestair heat emitters may be required.

Any wall mounted heat emitter should belocated so as not to obstruct or impinge on theuse of the stair, the landings, the refuge or thedesignated escape route19. Additionally wall orfloor mounted heat sources present anopportunity for pupils to climb and to fall,potentially down or over the stair or balustrade.Placement of the heat source should becarefully considered. In both instances co-ordination with the design of the servicesengineer will be needed.

The robustness of any wall/floor mounted heatemitter, any associated control devices, and itsfixings should be assessed for the potential forvandalism as the stair core can be difficult tomonitor. The volume and movement ofboisterous traffic can result in the reduction oflifespan of such fittings; additionally, the heightof these fixtures lend them to being used aswall mounted seating and as such themaintenance and decoration of the heatemitter should also be reviewed. Alternativeheat sources such as underfloor heating orradiant panels could be considered.

Acoustics

Stairways are potential sources of disruptivenoise within the school environment andparticular attention should be paid to theacoustic properties of the stairway in the designand construction phases.

Designers must consider:

• noise breakout from the stair. Lightweightforms of construction may introduceunwanted noise into adjacent spaces;

• noise absorbency within the stair. A quantityof sound absorbing material will can beintroduced to reduce the level of soundwithin the space.

Building Bulletin 9320: Acoustics in Schools givesguidance in both areas; in addition it isimportant that an acoustic engineer isconsulted at an early stage of school design.

19 Approved Document Part M 3.14 a

20 Building Bulletin 93: Acoustics in Schools. Available at: www.teachernet.gov.uk/schoolbuildings


Other elements

Outside the scope of this report are a numberof design features that will occur in stairwellswhich must be carefully coordinated:

• light fittings – will they be best located onwalls or on ceilings, will conduit be concealedby plaster?

• passive infrared security sensors, fire callpoints, fire alarm bells/beacons, lightswitches – how will these be located toavoid tampering and vandalism?

• directional signage – will it be necessary inthe design and how will it be incorporated?

• windows – fixed or openable lights, whatrobustness/safety requirements are necessary?Does it act as a balustrade?

• ironmongery – should be durable and robust.

• doors – may be on hold-open devices whichrelease in the event of a fire to increase flowrates and reduce incidental damage to thedoors in use.

Cost comment

The stairs element (including associatedhandrails and balustrades) usually representsbetween 1% and 2% of the total building costof a large secondary school.

The school’s teaching and operational modelwill have a crucial effect on the plan form ofthe building and the resulting efficiency of corearrangements and stairway locations. Otherfactors, such as the number of storeys, sitegradients requiring split levels, and externalcirculation routes can have a considerable impacton an otherwise minor cost element. Currentexperience indicates that the cost of stairwaysper m2 of gross internal floor area can varyconsiderably, from between £9/m2 for the mostefficient large schemes, to £65/m2 for moreinvolved or elongated proposals.


Key drivers affecting the overall costs of thestairs element include:

• size of building;

• number of storeys;

• efficiency of plan shape and total number ofcores – buildings with separate wings or split-level sites are likely to be more costly in termsof vertical access;

• fire strategy considerations and means ofescape distances;

• type of stairway and overall geometry –escape stairway or feature stairway;

• overall stair height, width and going;

• number of flights and intermediate landingsrequired 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 balustradesand handrails;

• type of floor finishes;

• crush loadings applicable to handrailsand balustrades.

The overall cost impact of adopting the moregenerous 150mm x 300mm step dimensionsto meet DDA/ambulant disabled requirementsis estimated to be £35-40,000 per secondaryschool, representing the larger footprint ofthe stairs. There should however be scope forefficiencies from the standardised approachand from opportunities for off-site fabricationwhich will help to offset the additional costs.


This section outlines the general

planning considerations relating to

the positioning and design of stairs

in secondary schools. It then provides

examples of four stair design examples

– Types A to D – that should meet the

performance requirements set out

in this guidance.

These examples do not preclude

the designer from using other

arrangements to achieve particular

layout configurations. However, the

alternative proposed stair arrangement

or type should conform to the key

performance requirements.

The examples shown simply offer

guidelines – it is for those involved

to use their own skill and expertise

in deciding what will be a reasonable

and appropriate final design solution

in their particular situation.

Stairway planning

Recent school building designs have takena wide variety of forms, from long striparrangements to denser blocks arrangedaround courtyards. At a finer scale howeverthese designs tend to be composed of cellularteaching spaces (of between 60-100m2)arranged either side of circulation routes.

Locations for the majority of stairs within aschool are driven by the demands of fire safety;most commonly in relation to travel distances.Maximum travel distances are specified withinguidance such as Approved Document Band Building Bulletin 100. These guidancedocuments provide an informed way ofsatisfying the Building Regulations. Theyalso state that alternative solutions maybe proposed if it can be demonstrated thatthey achieve the appropriate level of safety;alternative solutions may include flexibilityon stair locations if an appropriate strategyis put in place. Fire Safety Engineering is arecognised approach for developingalternative fire safety solutions.

Stairway planning and design examples


Whether or not an alternative solution isadopted, economies and better designs canbe achieved where the design for fire safetyintegrates well with the design for normalmovement; accounting for additionalconsiderations such as bullying in enclosedspaces. Where possible, expensive fire escapestairs (especially enclosed cores) should notbe redundant for normal usage.

The following considerations should also betaken into account, particularly suiting theneeds of the personalized learning agenda:

• it is advised that efficient and balanced useof stairs and other circulation provisions isone of the considerations during the earlystages of a school design (e.g. concept stage).Different school geometries will inherentlyachieve different levels of performance fortheir circulation provisions.

• locating stairways away from the very endsof corridors increases the adaptability of thespaces at the ends of corridors; two or morecellular classroom spaces can be convertedinto a larger open plan teaching space (seesketches below);

• consideration is also needed of the effectof the staircase locations on potential forfuture expansion;

• fire escape stairs should have a level exitdirectly to the outside of the building;

• stairways well distributed will ensure shortertravel times between lessons, maximising timefor learning and consequently promoting acalmer atmosphere;

• locating and sizing stairs and corridors toachieve balanced and appropriate use ofcirculation provisions within the schoolwill reduce congestion and maximisecomfortable conditions. Aim to providethe greatest widths where pupil flows willbe highest. Providing single stairs and/orcorridors in locations where it is likely thata majority of pupils will circulate duringsuch as class changeovers is likely to causeunnecessary congestion and should generallybe avoided without due consideration;

• providing only one or two stairs for circulationmay be insufficient for most secondaryschools. This should be avoided without dueconsideration for possible congestion.

• wider stairs enable quicker movement andreduce social friction between students –widths greater than 1550 allow carry downevacuation for wheelchair users;


• stairs are often the location for bad behaviourand bullying. Promote maximum views in fromcirculation routes and out to surroundingspaces to increase passive surveillance and thefeeling of security. Consider placing doors onelectro-magnetic hold-open devices linked tothe fire alarm (this also minimises damage inuse) and large glazed screens to circulationroutes within the school;

• consider grouping stairs, toilets and lockerstogether and locating staff workspaces nearbyto maximise overlooking and student securityfrom bullying. Successful past designs havelocated staff work rooms adjacent to stairwayswith large glazed screens between the spacesso that teachers will overlook the stairway(note that accessible WCs are better locatedclose to lifts and stairs – see SSLD Toiletsin Schools).

• building users incorporate stairways in theirmental map of way-finding around theschool. If they are easy to find and clearlydifferentiated then new users and thosewith anxiety over familiar spaces (for examplein autistic spectrum disorder) will benefit.Colour coding can assist with locating ofspecific areas and assist in evacuation.

• external stairways are likely to be more costeffective than internal ones; however theyare not a preferred solution. They can bedangerous in wet weather, provide a riskto building security, and will increasemaintenance needs as they will admit dirtand water, and energy costs as they willallow heat to escape. They are very unlikelyto provide a suitable accessible stair fordisabled building users.

Above ground and first floor layouts of classrooms in a teaching wing, showing how the cellular spaces can be used to create a largeflexible learning space suitable for the proposed personalised learning agenda. Note the staircase is located away from the end of the wingto enable this and can be supervised by a staff base.


• space below a staircase should be guarded orenclosed for safety reasons. If this space is tobe used as a store then consider carefully anyfire hazard and vandalism likely because ofpoor supervision.

• stairs should be located to avoid significantdirect cross flows which are uncomfortableand may be a cause of disruptive behavior.One example of design leading to undesirablecross flows is Illustrated in the followingdiagram, together with one possible solution.

Cross Flow Solution

VOID

CLASSROOM 3 CLASSROOM 4

VOID

CLASSROOM 3 CLASSROOM 4

Cross Flow Conflict Zone

VOID

VOID

Above designing out circulation cross flows

The following four stairway examples are allbased on a 1600mm wide stair with thepreferred 150mm rise and 300mm tread.

Type A Stairway: Dog-leg with equal flights

A simple and very standard stair configuration.

At ground floor any space with headroom lessthan 2.1 should be enclosed.

Because you are returned to the same pointin plan on each floor this stair works betterwith single-sided circulation plans. The planson the following page show how a groundfloor plan might work including a final exitfrom the building.

The stair below would need a protectedlobby with a final exit door just outside theaccess door.

A type A stair could be positioned near theend of a double-loaded corridor like this.An adjacent staff room with glazed screenson three sides would overlook students inboth the corridor and the stairs to deterbullying. External glazing to the stair willgives views out, daylighting, improvepassive supervision, and aid wayfinding.

A 1600mm wide type A stairway will take uparound 26sqm.


Classroom Classroom Classroom

Classroom Classroom

Staffworkroom

Above Type A stair with glazing assists wayfinding



Type A stairway: typical dimensions

This stairway type is based on a 1600mm widestair with the DCSF’s preferred 150mm rise and300mm tread.

Minimum escape door widths aredetermined by the detailed fire strategyfor an individual school.

A indicates the storey exit requirement.

B indicates the escape stair finalexit requirement.

Doors may be wider and single or double leafas required by the brief. Depending upon thefire strategy for escape on ground floor, thefinal escape door from the stair may need tobe equal in width to the aggregate of the stairwidth and the storey exit width. Doors must notswing into the zone of escape flow, defined bythe dashed line.

W refers to the structural width of the stair (notincluding handrails) and can be adjusted todevelop this for wider or narrower alternatives.

Any area below flights with a headroom of lessthan 2.1m should be enclosed and is hereshown hatched.

3.6 W

7.7 where W=1600

0.3

A

B

0.9

1.4

A

W 3.6 W

0.2

2W+200

3600+2W+900

3.6

3.3 W

1.80.15

0.3

2100minim

um

1.8

Type B stairway: Dog leg withunequal flights

This development of a standard dog-leg stairhas two unequal flights so that there isadequate headroom to pass below the half-landing safely.

The first flight has 16 risers, but is broken by asingle landing so that there are no more than12 risers in one flight. This provides thenecessary opportunity for ambulant disabled topause and rest.

At ground floor any space with headroom lessthan 2.1m should be enclosed.

This stair enables a ground floor final exit on theopposite side of the stair enclosure from theone you enter it from. This stair type could bepositioned near the end of a double-loadedcorridor like this. An adjacent staff room withglazed screens on two sides would overlookstudents in both the corridor and the stairs todeter bullying.

The length of this stairway would mean that itwould project internally as shown beyond theline of the classrooms (but aligning with built incupboards), where used in conjunction with a7.9m standard depth teaching space, so thatthe stair wall is on the building line (see SSLDLearning Spaces). Alternatively the stair couldproject externally as shown on the drawings onthe following page.

A 1600mm wide type B stairway will take uparound 32sqm.


Classroom Classroom

Classroom ClassroomResource space

Staffworkroom


Type B stairway: typical dimensions

This layout is based on a 1600mm wide stairwith the DCSF’s preferred 150mm rise and300mm tread.





In this design the storey exit door width atground floor will affect the overall length ofthe stair enclosure. C indicates the dimensiongenerated by the interaction with the zone ofescape flow.

The length of this stairway would mean thatit would project as shown, beyond the line ofthe building, where used in conjunction witha 7.9m standard depth teaching space, so thatthe stair aligns with the line of the classroomsat the corridor (see SSLD Learning Spaces).



A

C W 0.9 1.6 3.3 W

0.3

5800 + 2W +C B

0.9

1.4

WW

0.2

3.6 0.9 1.6 0.3

0.15

2100minim

um

W3

2100minim

um


Type C stairway: Square open-well

This stair has three equal flights and twointermediate landings around a central opensquare well.

This layout has the largest floor area requirementof the four types, but the space in the centralwell is large enough to accommodate a lift. Thiscould be constructed at construction stage, orin future stages of the building’s life if the needfor mobility across the school increases in time.

At ground floor any space with headroom lessthan 2.1 should be enclosed.

This stair can sit between an external wall anda corridor, the space left over could be usedas a staff work room, group seminar space ora store room.

A 1600mm wide type C stair will take uparound 36sqm.

Classroom Classroom

Classroom

Staff work room


Type C stairway: typical dimensions






In this design the storey exit door width atground floor will affect the overall length ofthe stair enclosure. C indicates the dimensiongenerated by the interaction with the zoneof escape flow.



109

2.4

2400+2W

A

B

W2.4

W

W900 +W

161514131211

W2.4

W

W2.4W

2400+2W

A

0.9

0.3

0.15

1.21.2

1.2

W2.4900 +W

0.3


Type D stairway: Straight flight

A simple and very commo stair configuration.Each flight has 12 risers and could be designedas identical pre-fabricated units.

The overall length of this stair may preclude itsuse in many situations; however it may beuseful in a location where space is restricted insome way. A staff space at the bottom of thestair would enable very efficient use supervision.

This has the smallest floor area of the four typesof stair of around 20 sq.m. for a width of1600mm, but it does not include exclude thespace for a disabled refuge.


Type D stairway: typical dimensions





Doors may be wider and single or double leafas required by the brief. Doors must not swinginto the zone of escape flow, defined by thedashed line. Part K of the Building Regulationsrequires a 400mm minimum between a doorat the top of the stair and the top tread. This isstill a very small distance and increasing thedistance to 1200mm would improve the safetyof this design.

The overall length of this design is dependentupon the required fire door widths and theirinteraction with the escape flow zone. If thefire strategy requires a disabled refuge in thisstaircase it would be necessary to increase theoverall length of this design to accommodatethe number of refuge spaces required underthe fire strategy.

W indicates the structural width of the stair (notincluding handrails) and can be adjusted todevelop this for wider or narrower alternatives.

A3.3 W 3.3

0.3 Bmin

A400 min1200 rec

1600

3.6

3.3 1.6 3.3

0.150.3


References

This document was published in

February 2008. After this date readers

should ensure they use the latest

edition of all references.

Legislation

• Building Regulations:

- Part B: Fire Safety

- Part K: Protection from Falling, Collisionand Impact

- Part M: Access to and Use of Buildings

• Disability Discrimination Act 1995

DCSF Guidance

• BB 77 Designing for Pupils with SpecialEducational Needs and Disabilities in Schools

• BB 91 Access for Disabled People to SchoolBuildings: 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: DesignGuidance for Internal Built Environments,K Bright, G Cook & J Harris, University ofReading 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 MikeSinclair. BRE 2002

Websites

• www.aggregain.org.uk

• www.constructingexcellence.org.uk

• www.breeam.org/schools

• www.teachernet.gov.uk

• www.planningportal.gov.uk


You can download this publication or order copiesonline at: www.teachernet.gov.uk/publications

Search using the ref: 01003-2007

Copies of this publication can also be obtained from:DCSF PublicationsPO Box 5050Sherwood ParkAnnesleyNottingham NG15 ODJ

Tel 0845 60 222 60Fax 0845 60 333 60Textphone 0845 60 555 60Please quote ref: 01003-2007BKT-EN

ISBN: 978-1-84775-091-4

© Crown Copyright 2008Published by the Department for Children,Schools and Families

Extracts from this document may be reproducedfor non-commercial research, education or trainingpurposes on the condition that the source isacknowledged. For any other use please [email protected]

Documents

Internal stairways in schools · Internal stairways in schools 3 Schoolbuildingclients,theirprofessional advisers,contractorsandtheirsupplychains shouldusetheguidancetoinformtheir