The Mayor's Ambient Noise Strategy - Greater London Authority
The Mayor's Ambient Noise Strategy - Greater London Authority
The Mayor's Ambient Noise Strategy - Greater London Authority
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<strong>The</strong> Mayor’s <strong>Ambient</strong> <strong>Noise</strong> <strong>Strategy</strong> Mayor of <strong>London</strong> 175<br />
schools, to rectify existing acoustic deficiencies. Building Bulletin 93 (see<br />
box below) focuses on upper limits for internal levels and sound insulation<br />
in new schools, but also recommends upper limits for external noise.<br />
Box 51: School acoustic design<br />
Existing and new school premises are required to comply with the<br />
Education (School Premises) Regulations 1999 (Statutory Instrument<br />
1999 No 2). Building Bulletin 93 13 provides a regulatory framework for the<br />
acoustic design of schools in support of the Building Regulations, relevant<br />
exemptions from which ended in 2003. BB93 also gives supporting advice<br />
and recommendations for school planning and design. <strong>The</strong> requirements<br />
of the Disability Discrimination Act 1995 reinforce the need for good<br />
acoustic conditions, as do the requirements of the Special Educational<br />
Needs and Disability Act 2001 for integration of children with special<br />
needs into mainstream schools.<br />
4F.16 More Government funding is now becoming available for maintenance<br />
and improvement works to schools. Acoustic improvement can, however,<br />
be complex. Innovations such as ‘School Works’, set up by the<br />
Architecture Foundation, have highlighted the impact of design on<br />
educational achievement. <strong>The</strong> work of SENJIT, Institute of Education,<br />
University of <strong>London</strong>, Makeover at School and other organisations is<br />
relevant. Environmental education can be integrated with pupil/teacher<br />
participation in the preparation of design improvement proposals. Such<br />
work in the acoustics field could help busy schools and local education<br />
authorities to decide on spending priorities. Some <strong>London</strong> boroughs<br />
already carry out noise education work in schools. Wider activities related<br />
to sound and soundscapes (see glossary) would have rich links with many<br />
parts of the curriculum, and could help young people to look after their<br />
hearing (see paragraphs 5.5-6).<br />
4F.17 <strong>The</strong> acceptable level of noise depends on the activities within the different<br />
parts of the school. Clearly, libraries and areas for formal teaching need<br />
quieter conditions than gyms. Some schools may benefit from installation<br />
of noise barriers, subject to safety and security issues. Barriers can also<br />
reduce the impact of playground noise on the locality. Dense planting<br />
within school grounds may also help qualitatively. On some roads near<br />
schools, variable speed limits or other traffic measures could reduce noise.<br />
4F.18 Hospitals and other health facilities generate noise, through the traffic<br />
they create, including ambulances, helicopters, delivery of supplies,<br />
workers and people visiting; and through other activities such as boilerhouses,<br />
emergency generators, pumps, workshops, laundries, kitchens and<br />
building works. <strong>Noise</strong> from travel and other activities may be a particular