Acoustic design of

schools: performance
standards

Building bulletin 93

February 2015
Version control
Version Amendments Author/reviewer Approved Date
by
V14 Published Richard Daniels Ann Bodkin 18 December 2014
Technical Head of
Manager, EFA Design and
Specification
EFA
V15 Minor typos Richard Daniels Ann Bodkin 22 December 2014
V16 Minor correction in Richard Daniels Ann Bodkin 28 January 2015
table 1 for
performance/
recital room
V17 Table references in Richard Daniels Ann Bodkin 3 February 2015
figures 1,2 and 3
corrected to 4a and
4b

2
Contents
Version control 2

Contents 3

Summary 6

About this publication 6

Acknowledgements 6
Disclaimer 6
Expiry/review date 6
Who is this advice for? 6
Key points 6
Definitions 7
School client body 7
0. Introduction and scope 8

0.1. Background 8
0.2. Regulatory framework 8
0.2.1. Building Regulations 8
0.2.2. School Premises Regulations and Independent School Standards 9
0.2.3. Equality Act 2010 9
0.3. Areas covered by the regulations 9
0.3.1. Teaching and non-teaching spaces 9
0.3.2. Temporary buildings 10
0.3.3. New-build, conversion and refurbishment work 10
0.3.3.1. Material changes of use 10
0.3.4. Nursery and community education 11
0.3.5. Sixth-form colleges, universities and colleges of further education 11
0.3.6. When do the regulations apply? 12
0.3.7. Planning issues 13
0.3.8. Performance in use 13
0.4. Provision for children having special hearing or communication needs 13
0.4.1. Special school accommodation and special units attached to mainstream
schools 14

3
 0.5. Alternative performance standards 15
0.6. Surface spread of flame rating of acoustic linings and absorbers 15
0.7. Durability and robustness 16
0.8. Acoustics and ventilation 16
1. Performance standards 17

1.1. Indoor ambient noise levels in unoccupied spaces 18

1.1.1. Objectives and definitions 18
1.1.2. Acoustic performance standards 18
1.1.3. Building services and indoor ambient noise levels 21
1.1.4. Noise from ventilator actuators and dampers 25
1.2. Airborne sound insulation between spaces 26
1.2.1. Objectives and definitions 26
1.2.2. Acoustic performance standards 26
1.2.3. Exceptions 27
1.3. Airborne sound insulation between circulation spaces and other spaces used by
students 27
1.3.1. Objectives and definitions 27
1.3.2. Acoustic performance standards 28
1.4. Impact sound insulation of floors 30
1.4.1. Objectives and definitions 30
1.4.2. Acoustic performance standards 30
1.4.3. Exceptions 32
1.5. Reverberation in teaching and study spaces 32
1.5.1. Objectives and definitions 32
1.5.2. Acoustic performance standards 33
1.6. Reverberation and acoustic absorption in sports halls and swimming pools 35
1.6.1. Objectives and definitions 35
1.6.2. Acoustic performance standards 35
1.6.3. Demonstrating compliance 35
1.7. Sound absorption in corridors and stairwells 36
1.7.1. Objectives and definitions 36
1.8. Open plan teaching and learning 36

4
 1.8.1. Objectives and definitions 37
1.8.2. Acoustic performance standards 37
1.8.3. Exceptions 38
1.8.4. Demonstrating compliance 38
2. Compliance 39

2.1. Procedures 39
2.2. Alternative performance standards 39
2.3. Acoustic commissioning 39
References 40

Further information 42

Useful resources and external organisations 42

Other relevant departmental advice and statutory guidance 42
Other departmental resources 42

5
Summary

About this publication

This document supersedes section 1 of ‘Building Bulletin 93’ (BB93) published in 2003. It
sets out minimum performance standards for the acoustics of school buildings, and
describes the normal means of demonstrating compliance with the Building Regulations. It
also provides guidance in support of the School Premises Regulations (2012) and the
Independent School Standards (2013).

Acknowledgements
The Department for Education (DfE) would like to thank the Schools Committee of the
Association of Noise Consultants and the Institute of Acoustics for their help in drafting this
document.

Disclaimer
DfE and its advisers accept no liability whatsoever for any expense, liability, loss, claim or
proceedings arising from reliance placed upon this document.

Expiry/review date
This advice will next be reviewed in 2019.

Who is this advice for?

This advice is for all those involved in the specification, design and construction of school
buildings.

Key points
The overall objective of the performance standards is to ensure that the design and
construction of school buildings provide acoustic conditions that enable effective teaching
and learning.

6
Definitions

School client body

The school client body consists of both the commissioning authority and the school entity.
The school entity has day to day control of the school and may be represented by the
headteacher or a governor. The commissioning authority is the authority that commissions
the work: central government, a local authority or the school itself.

7
0. Introduction and scope

0.1. Background
This document should be read in conjunction with ‘Acoustics of schools: a design guide’
Ref.1
, published by the Association of Noise Consultants and the Institute of Acoustics, which
contains supporting information and additional design considerations. References to the
guide are made throughout this document. On publication, the guide will supersede sections
2 to 7 of Building Bulletin 93 (2003) Ref.2.

Section 1 of this document sets out the acoustic performance standards. The normal way of
satisfying Requirement E4 of the Building Regulations Ref.3, the School Premises
Regulations Ref.4 and the Independent School Standards Ref.5 is to meet the appropriate
performance standards in section 1.

Section 2 of this document sets out the preferred means for demonstrating compliance of
the design to Education Funding Agency (EFA) or other school client body.

The school design will need to take into account other environmental needs of the pupils
such as thermal comfort, indoor air quality, infection control, ample surfaces for display
materials and easy access to outside areas.

0.2. Regulatory framework

The acoustic conditions in schools are controlled by Part E of the Building Regulations,
School Premises Regulations and the Independent School Standards, which apply to new
and existing schools. School premises are also subject to the Equality Act Ref.6.

0.2.1. Building Regulations

Requirement E4 from Part E of Schedule 1 to the Building Regulations 2010 (as amended
by Statutory Instrument, SI 2002/2871) states:

“Each room or other space in a school building shall be designed and constructed in
such a way that it has the acoustic conditions and the insulation against disturbance by
noise appropriate to its intended use.”

Approved Document E Ref.3 in support of the Building Regulations gives the following
guidance:

“In the Secretary of State’s view the normal way of satisfying Requirement E4 will be to
meet the values for sound insulation, reverberation time and internal ambient noise
which are given in section 1 of Building Bulletin 93 ‘The Acoustic Design of Schools’,
produced by DfES.”

Note: Department for Education and Skills (DfES) is now DfE).

8
0.2.2. School Premises Regulations and Independent School Standards
The School Premises Regulations and Independent School Standards applies to both new
and existing school buildings and contain a similar statement to that in Requirement E4 of
the Building Regulations:

“The acoustic conditions and sound insulation of each room or other space must be
suitable, having regard to the nature of the activities which normally take place therein.”

In addition to the design and construction standards covered by the Building Regulations,
the School Premises Regulations and Independent School Standards cover the
performance in use of schools including speech intelligibility in the classrooms. This means
that in order to comply with the School Premises Regulations and the Independent School
Standards (but not the Building Regulations), operational noise levels (eg of equipment) in
teaching and learning spaces will need to be suitable for the activities taking place and open
plan teaching and learning spaces in new and refurbished schools will need to provide
adequate speech intelligibility as measured by the speech transmission index (STI).

School client bodies are responsible for ensuring compliance with the School Premises
Regulations.

The School Premises Regulations and Independent School Standards do not apply
retrospectively.

0.2.3. Equality Act 2010

The Equality Act 2010 replaces all previous equality legislation such as the Race Relations
Act, Disability Discrimination Act and Sex Discrimination Act and provides a single,
consolidated source of discrimination law, covering all the types of discrimination that are
unlawful. It simplifies the law and extends the protection from discrimination in certain areas.
The aspects that are relevant to acoustics in schools are principally those relating to
disabilities, and where English is not the first language and clarity of speech is particularly
important to assist comprehension.

0.3. Areas covered by the regulations

0.3.1. Teaching and non-teaching spaces

Requirement E4 of the Building Regulations applies to teaching and learning spaces. The
School Premises Regulations and the Independent School Standards apply to all areas of
schools. The Building Regulations are not intended to cover the acoustic conditions in
administration and ancillary spaces not used for teaching and learning except where they
affect conditions in neighbouring teaching and learning spaces, but do require consideration
to be given to adjoining areas, such as corridors, which might have doors, ventilators, or
glazing separating them from a teaching or learning space.

9
0.3.2. Temporary buildings
Buildings that are in place for 28 days or less are exempt from the Building Regulations
including Requirement E4 but not from the School Premises Regulations and the
Independent School Standards. New school buildings and extensions with a site life of more
than 28 days should comply with all applicable Building Regulations including Requirement
E4. Many buildings in schools have only temporary planning permission, which usually lasts
for 2 years. These buildings are subject to the Building Regulations.

Additional guidance on prefabricated buildings is given in Clause 0.6 of Approved Document

E. Prefabricated buildings include, for example, a building created by dismantling,
transporting and re-erecting sub-assemblies on the same premises or another premises. In
these circumstances by virtue of the School Premises Regulations, the minimum standards
for refurbishment and conversion of existing buildings apply.

0.3.3. New-build, conversion and refurbishment work

The School Premises Regulations and the Independent School Standards apply to
refurbishment work, and the acoustic standards for refurbishment works given in this
document apply. Where there is a need to upgrade the acoustic performance of an existing
building or when refurbishment is undertaken for other reasons, then the refurbished
elements should meet, as far as reasonably practicable, the acoustic performance given in
these guidelines to satisfy the School Premises Regulations, the Independent School
Standards and the Equality Act.

Although Building Regulations do not apply to all alteration and refurbishment work, it is
desirable that such work should consider acoustics and incorporate upgrading of the
acoustics as appropriate. In addition, Regulation 4 of the Building Regulations requires that
any building work on an existing school should not make an existing requirement or
contravention any worse than before building work was carried out.

In the case of existing buildings, Part E of the Building Regulations applies to material
changes of use as defined in Building Regulations. The tables in section 1 give
recommended values for both new buildings and for refurbished elements.

Where there is a material change of use as defined in the Building Regulations, such work
should be carried out as is necessary to ensure that the building complies with Requirement
E4 of the Building Regulations. In these cases, the ‘refurbishment’ criteria contained within
this document apply. The School Premises Regulations and Independent School Standards
apply whether or not there is a material change of use.

0.3.3.1. Material changes of use

The Building Regulations apply to certain changes of use of an existing building known as
‘material changes of use’.

10
The meaning of material change of use is given in Regulation 5 of the consolidated Building
Regulations. For schools the most common material changes of use that are listed in
Regulation 5 will be:

“5.(e) any building used as a public building, where previously it was not; and...

A “public building” is defined as a building consisting of or containing—

(b) a school or other educational establishment ...”

The Requirements of the Building Regulations relating to material change of use are given
in Regulation 6.-(1):

“6.-(1) Where there is a material change of use of the whole of a building, such work,
if any, shall be carried out as is necessary to ensure that the building complies with
the applicable requirements of the following paragraphs of Schedule 1—“

0.3.4. Nursery and community education

Part E of the Building Regulations covers rooms used for nursery and adult/community
education within school complexes but does not apply to nursery schools which are not part
of a primary school.

The School Premises Regulations and Independent School Standards cover all types of
schools, including nursery schools.

0.3.5. Sixth-form colleges, universities and colleges of further education

Part E4 of the Building Regulations and the School Premises Regulations do not cover
sixth-form colleges that have not been established as schools. Part E of the Building
Regulations quotes the definition of school given in Section 4 of the 1996 Education Act. In
the case of sixth-form colleges Section 4 of the 1996 Act should be read in conjunction with
Section 2 of the same Act, in particular subsections (2), (2A) and (4) which deal with the
definition of secondary education.

If a sixth-form college is established as a school under the 1998 School Standards and
Framework Act then it will be classed as a school under Section 4 of the 1996 Education
Act and Part E of the Building Regulations on acoustics will apply.

Most sixth-form colleges are institutions in the further education sector and not schools, and
Part E of the Building Regulations will not apply.

In the case of a new sixth-form college it will be necessary to contact the local authority to
enquire if the sixth-form college has been established as a school or as an institute of
further education. However, in the case of universities or colleges of further and higher
education many of the acoustic specifications are desirable and can be used as a guide to

11
the design of these buildings. Part E4 does apply to sixth-form units forming part of a
school.

0.3.6. When do the regulations apply?

Type of space New build Material Refurbishment Temporary

including change of use of existing buildings in
extensions, (from non- school place for up to
pre-fab. school buildings 28 days3
buildings building) including
Material
Alterations4
Building Regulation E4: applicable Building Regulation E4: exempt

Schools1, 2
School Premises School Premises
Regulations/Independent Schools Regulations/Independent
Standards: applicable Schools Standards: applicable

Admin and ancillary

Building Regulation E4: exempt
areas

Nursery schools2 School Premises Regulations/Independent Schools Standards:

(not within school applicable
complexes)

Colleges/sixth-form
colleges

Higher education
Building Regulation E4: exempt
Further education
School Premises Regulations/Independent Schools Standards:
Universities
not applicable
Community and adult
education
(not within school
complexes)

Notes
1
‘Schools’ includes independent schools, academies, free schools, university technical colleges,
sixth-form colleges attached to schools, and nursery/community and adult education spaces
within school complexes.
2
School Premises Regulations apply to all schools, including community special schools and
pupil referral units, which are treated as ‘schools’ in the table above.
3
Temporary buildings are those not intended to remain in place for longer than 28 days. All
buildings that remain in place longer than 28 days must comply with the Building Regulations.

12
 4
Regulation 4 of the Building Regulations requires that any building work on existing buildings
should not make an existing condition any worse than before work was carried out.

0.3.7. Planning issues

Whilst planning consents should not be subject to conditions that are covered by other
legislation, such as the Building Regulations, local planning authorities may include
conditions relating to noise and acoustics when granting consent. These could cover such
aspects as noise from schools affecting nearby noise sensitive properties, or educational
establishments where the acoustic conditions are not subject to Requirement E4 of the
Building Regulations. BREEAM Global currently refers to compliance with BB93 as a means
of attaining specific BREEAM credits, verified by site testing in accordance with the
Association of Noise Consultants ‘Good Practice Guide – Acoustic Testing of Schools’ Ref.7
and compliance with a specific BREEAM rating may be a requirement for planning approval.

0.3.8. Performance in use

To comply with the School Premises Regulations and the Independent School Standards
the operational noise (and maintenance) of classroom equipment should be considered, eg
computers, projectors, fume cupboards etc. Further information on typical noise levels and
good practice for design and operational noise can be found in ‘Acoustics of schools :a
Design Guide’Ref.1.

0.4. Provision for children having special hearing or

communication needs
For the purposes of this document, children with special hearing or communication needs
may include, but are not limited to, children with permanent hearing impairment; or with
severe or complex needs including:

• speech, language and communication difficulties

• visual impairments
• fluctuating hearing impairments caused by conductive hearing loss
• attention deficit hyperactivity disorders (ADHD)
• an auditory processing disorder or difficulty
• being on the autistic spectrum

The Equality Act 2010 places a duty on all schools and local authorities to prepare and
implement accessibility strategies and plans to increase over time the accessibility of
schools for disabled pupils and staff. Schools and local authorities are required to provide
strategies for:

13
 a) increasing the extent to which disabled pupils can participate in a school’s curriculum

b) improving the physical environment of schools for the purpose of increasing the
extent to which disabled pupils are able to take advantage of education and the
benefits, facilities and services provided

c) improving the delivery to disabled pupils of information that is readily accessible to

pupils who are not disabled

This could mean provision of physical aids and acoustic improvements which would benefit
hearing impaired and other pupils.

When alterations affect the acoustics of a space then improvement of the acoustics to
promote better access for children with special needs, including hearing impairments, must
be considered. Approved Document M: 2004 – ‘Access to and Use of Buildings’, in support
of the Building Regulations Ref.8 includes requirements for access for children with special
needs. Other guidance includes BS 8300:2009 ‘Design of Buildings and their Approaches to
Meet the Needs of Disabled People, Code of Practice’ Ref.9 and ‘Acoustics of Schools: a
Design Guide’ Ref.1.

In order to fulfil their duties under the Equality Act 2010, school client bodies should
anticipate the needs of deaf and other disabled children as current and potential future
users of the school.

Pupils with special educational needs are generally even more sensitive to the acoustic
environment than others. Consequently, required reverberation times are shorter, sound
insulation between adjacent spaces is higher and indoor ambient noise levels (and the
capacity for distraction) lower than in environments for other pupils. This is reflected in the
tables contained within this document.

Pupils with hearing impairment, autism and other special needs are often very sensitive to
specific types of noise, particularly those with strong tonal, impulsive or intermittent
characteristics. This should be taken into consideration in the design of areas which may be
used by such children.

0.4.1. Special school accommodation and special units attached to

mainstream schools
The acoustic design of all special school accommodation, and of alternative provision and
special units attached to mainstream schools for pupils with special hearing and
communication needs, should always involve an acoustician and in the case of pupils with
hearing impairment an audiologist, as well as the school client body. The type of
accommodation and approach to inclusion varies and must inform the design process.

The required acoustic conditions will depend on a pupil’s individual special needs and may
be accommodated by a specialist provision (eg a quiet room for private study and
communication, or an assisted listening device for participation in general teaching), or by

14
improving the general acoustic conditions of teaching and learning spaces. Advice from a
specialist acoustic consultant should be sought to allow the school client body to make an
informed decision on the appropriate provision for the school’s intended use.

The acoustic criteria for these types of accommodation should be signed off by the school
client body in the same way as alternative performance standards (APS) as the particular
needs of the pupils and the activities they take part in may vary widely from one school to
another and within the same school.

The figures for rooms intended specifically for pupils with special hearing or communication
needs in mainstream accommodation given in the tables in section 1 are a starting point
and may not be suitable for the particular needs of the children in some types of
accommodation.

0.5. Alternative performance standards

Alternative performance standards (APS) may be adopted for new buildings, where justified
by specific educational, environmental, or health and safety requirements. An APS should
not normally be of a lower standard than those shown for refurbishment in the tables given
in section 1 or those described in the exceptions in section 1. Where the performance
standard for refurbishment is proposed as an APS for a new school, a full and proper case
must be made and documented to justify the decision.

Any APS must be justified by a suitably qualified acoustician and the school client body on
the grounds of educational, environmental or health and safety need. The contractor, with
the assistance of the project acoustician, should make the building control body and the
client aware of the practical implications with respect to the operation of the space.

The procedure set out in section 2.2 must be followed and fully documented in the project’s
design risk register, building manuals or other documentation and this documentation
should be made available to the school governors, staff and parents of pupils at the school,
to ensure that the client and users of the school have the opportunity to understand the
effect of any reduction in standards.

0.6. Surface spread of flame rating of acoustic linings and

absorbers
Functional Requirement B2 of the Building Regulations controls the contribution that the
surface linings of walls and ceilings will make to growth in the initial stages of fire. There are
acoustic baffles and products available that have the necessary certification to comply with
B2 and the need to provide certificates of conformity is part of the Building Regulations
approval process.

Free hanging baffles are not part of the ceiling, but should have the appropriate spread of
flame classification.

15
For further guidance see ‘Building Bulletin 100’ Ref.10 and Approved Document B Ref.11.

0.7. Durability and robustness

Where the physical behaviour of pupils requires a high level of robustness and durability
from room finishes then due consideration should be given to the appropriate selection of
materials in the acoustic design.

0.8. Acoustics and ventilation

The guidance on ventilation performance contained in the notes to table 2 in section 1.1.3
as it relates to the acoustics of schools supersedes the guidance in ‘Building Bulletin 101:
Design of Ventilation in Schools’. In due course BB101 will be revised in line with
section 1.1.3.

16
1. Performance standards
The Building Regulations require that all spaces should meet the performance standards for
indoor ambient noise level, airborne and impact sound insulation, and reverberation time as
specified in tables 1 to 7. These values are for rooms that are finished, furnished for normal
use, but unoccupied. Where rooms are to be used without furnishings, the performance
standards normally apply in the empty condition. Normal furnishing is not anticipated to
have any significant effect on indoor ambient noise levels or sound insulation, but may
reduce measured reverberation times by providing diffusion and absorption.

The School Premises Regulations and the Independent School Standards also require that
consideration be given to operational noise. To comply with the School Premises
Regulations and the Independent School Standards open plan spaces should additionally
meet the performance standards for speech transmission index in table 8. Guidance on the
control of operational noise is provided in ‘Acoustic Design of Schools: a Design Guide’ Ref.1.

Section 2 describes acoustic tests that can be used to demonstrate compliance with the in-
situ performance standards in this section. It is strongly recommended that the client should
require acoustic testing to be carried out as part of the building contract, because testing of
the completed construction is the best practical means of ensuring that it achieves the
design intent.

Further guidance is included in ‘Acoustic Design of Schools: a Design Guide’ Ref.1. This
provides additional information on the acoustic requirements and design of buildings for
education purposes, on how to comply with these acoustic standards, and on testing /
commissioning procedures.

The figures given in the tables for refurbishment should not normally be used for new build
unless there are over-riding educational, environmental or health and safety reasons. The
refurbishment standards are the minimum acceptable standard for Building Regulations
compliance purposes for refurbishments to allow for difficulties of construction and buildings
with a short residual life. However, where possible the target for refurbishment should be at
least the new build standard where new elements of the building such as ceilings are
installed during refurbishment. For example, there is considerable educational benefit in
achieving the reverberation times for new build in refurbished teaching spaces.

There may also be considerable benefit in exceeding the Building Regulations standards for
new build, for example music accommodation particularly where required for community use
and third party lettings may need to be of a higher standard than that found in most schools.
Overall the Building Regulations standards should be regarded as minimum standards and
there is often considerable benefit in improving on them.

17
1.1. Indoor ambient noise levels in unoccupied spaces

1.1.1. Objectives and definitions

The objective is to provide suitable indoor ambient noise levels (IANL) for
a) clear communication of speech between teacher and student
b) clear communication between students
c) learning and study activities

The IANL includes noise contributions from:

• external sources outside the school premises (including, but not limited to, noise from
road, rail and air traffic, industrial and commercial premises)
• building services (eg, ventilation systems, plant, drainage etc). If a room is naturally
ventilated, the IANL is calculated and measured with ventilators or windows open as
required to provide ventilation as described in section 1.1.3. If a room is mechanically
ventilated or cooled, the plant should be assumed to be running at its normal
operating duty.
• actuator and damper noise - see section 1.1.4

The IANL excludes noise contributions from:

• teaching activities within the school premises, including noise from staff, students
and equipment within the building or in the playground (noise transmitted from
adjacent spaces is addressed by the airborne and impact sound insulation
requirements)
• equipment used in the space (eg machine tools, CadCam machines, dust and fume
extract equipment, compressors, computers, projectors, fume cupboards) as these
noise sources are considered as operational noise, see 0.3.8
• rain noise - however, Building Regulation submissions should demonstrate that
lightweight roofs and roof glazing have been designed to provide suitable control of
rain noise reverberant sound pressure level in a space (calculated using laboratory
test data with ‘heavy’ rain noise excitation as defined in BS EN ISO 140-18[Ref.13]).
Levels during heavy rain should not be more than 25 dB above the appropriate
indoor ambient noise level given in table 1 (for refurbishments, this applies only to
new roofing elements and not to repairs to existing roofs)

1.1.2. Acoustic performance standards

Table 1 specifies upper limits for indoor ambient noise levels in terms of LAeq,30mins during
normal teaching hours. Values for refurbishment are also the minimum acceptable
standards for alternative performance standards in new buildings (see section 0.5).

18
Where a type of room is not listed, the nearest approximation should be used. Where a
room is used for more than one purpose, the most onerous condition should be used.

Table 1: noise activity and sensitivity levels and upper limits for indoor ambient noise level

Type of room Room classification for the Upper limit for the
purpose of airborne sound indoor ambient noise
insulation in Tables 3a and 3b level
LAeq,30mins dB
Activity noise Noise tolerance New build Refurbish-
(Source room) (Receiving ment
room)
Nursery school rooms
Primary school: classroom, class
base, general teaching area,
small group room
Average Medium 35 40
Secondary school: classroom,
general teaching area, seminar
room, tutorial room, language
laboratory
Open plan: (See also
section 1.8)
Average Medium 40 45
Teaching area
Resource/breakout area
Primary music room High Medium 35 40
Secondary music classroom1
Small and large practice/group
Very high Low 35 40
room1
Performance/recital room1
Ensemble room 1
Recording studio1 Very high Low 30 35

Control room - for recording1 High Low

35 40
Control room - not for recording Average Medium
Lecture room Average Medium 35 40
Teaching space intended
specifically for students with
Average Low 30 35
special hearing and
communication needs2
SEN calming room High Low 35 35

19
 Type of room Room classification for the Upper limit for the
purpose of airborne sound indoor ambient noise
insulation in Tables 3a and 3b level
LAeq,30mins dB
Activity noise Noise tolerance New build Refurbish-
(Source room) (Receiving ment
room)
Study room (individual study,
withdrawal, remedial work, Low Medium 40 45
teacher preparation)
Libraries:
Quiet study area Low Medium 40 45
Resource area Average Medium 40 45
Science laboratory Average Medium 40 45
Design and technology:
Resistant materials, CADCAM
area High High 40 45

Electronics/control, textiles, food, Average Medium 40 45

graphics, design/resource area,
ICT room, art
Drama studio, assembly hall,
multi-purpose hall (drama, PE,
High Low 35 40
audio/visual presentations,
assembly, occasional music)
Atrium, circulation space not
intended for teaching and Average Medium 45 50
learning
Sports hall
Dance studio High Medium 40 45
Gymnasium/Activity studio
Swimming pool High High 50 55
Meeting room,
Interviewing/counselling room, Low Medium 40 45
video conference room
Dining room High High 45 50

20
 Type of room Room classification for the Upper limit for the
purpose of airborne sound indoor ambient noise
insulation in Tables 3a and 3b level
LAeq,30mins dB
Activity noise Noise tolerance New build Refurbish-
(Source room) (Receiving ment
room)
Administration and ancillary
spaces:
Kitchen High High 50 55
Office, medical room, staff room Low Medium 40 45
Corridor, stairwell, coats and Average High 45 55
locker area High High 50 55
Changing area Average High 50 55
Toilet

Notes
1
Music rooms – the levels of sound insulation between some music rooms may not be sufficient
for particularly noisy activities and timetabling/management will need to be considered. Wherever
possible music accommodation should make use of buffer spaces such as stores to increase the
levels of sound insulation between rooms and to isolate rooms where very noisy activities such
as drum practice will take place. If timetabling/management or isolation is not possible the levels
of sound insulation should be increased. For further guidance on the design of music
accommodation see ‘Music Accommodation in Secondary Schools: a Design Guide’, DfE,
NBS/RIBA, 2010 Ref.12 and ‘Acoustics of Schools: a design guide’ Ref.1
2
APSs are commonly required for these rooms and should be agreed by an acoustician and the
school client body. See section 0.4.

In order to protect students from regular discrete noise events, eg, aircraft or trains, indoor
ambient noise levels should not exceed 60 dB LA1, 30mins. This is achieved by default for
spaces with IANLs up to 40 dB LAeq, 30min, but requires assessment in spaces with higher
IANL limits, eg, 45 and 50 dB.

1.1.3. Building services and indoor ambient noise levels

Noise from building services under normal conditions should meet the limits for indoor
ambient noise levels (IANL) given in table 1.

The design should show that IANLs can be achieved when the ventilation systems are
operating in their normal condition; when providing intermittent boost ventilation; and when
operating to control summertime overheating. A ventilation strategy may use one type of
system for normal operation, and different types of system for intermittent boost and
summertime overheating. The tolerances on the IANL limits in Table 1 for different types of
ventilation system under different operating conditions are summarised in Table 2 below.

21
 Table 2: summary of ventilation condition, system type and associated IANL tolerance

Ventilation
Condition Noise level limit
system

Mechanical1 Table 1 value

Natural2 Table 1 value + 5 dB4

Normal - ventilation for normal Mechanical system noise:

teaching and learning activities Table 1 value
Hybrid2
Total noise level:
Table 1 value + 5 dB

Mechanical Table 1 value + 5 dB4

Summertime5 - ventilation under
local control of teacher to prevent
overheating – allowable during
Natural or Hybrid ≤55 dB
the hottest 200 hrs of the year

Intermittent boost6 – ventilation

Mechanical Table 1 value + 5 dB4
under local control of teacher for
dilution of fumes during practical
activities as in practical spaces
for science, art, food technology Natural ≤55 dB
and design and technology

Process - extract3 can be

automatic ventilation for safety Mechanical and/or See IoA/ANC guideRef1 for
and/or under local control of natural operational noise levels
teacher

Notes
1
The normal condition for a ventilation system with purely mechanical air supply is defined as
when the system is operating to limit the daily average carbon dioxide concentration to no more
than 1,000ppm with the maximum concentration not exceeding 1,500ppm for more than 20
consecutive minutes on any day during normal school operating hours. This would normally
equate to a minimum ventilation rate of approximately 8l/s per person. Mechanical ventilation in
this context refers to systems (or parts of systems) that use mechanical fans to mix or drive the
air including those in mechanical, hybrid, mixed mode and natural ventilation systems and in fan
convector heaters.
2
The normal condition for a ventilation system in natural or hybrid mode is defined as when the
system is operating to limit the daily average carbon dioxide concentration to no more than
1,500ppm with the maximum concentration not exceeding 2,000ppm for more than 20
consecutive minutes on any day. This would normally equate to a minimum ventilation rate of
approximately 5l/s per person. For hybrid systems, the mechanical noise excluding external noise
break in, should meet the IANL figure in table 1.

22
 The mid-season design condition can be used in simple ventilation calculations and is defined as
an outside temperature of 11 °C and an internal air temperature of 20 °C with no external wind
effect.
Where external ambient free field noise levels at the facade expressed as the LAeq,30mins, do
not exceed the IANL figures given in Table 1 by more than 16 dB for single sided ventilated
spaces and 20 dB for cross ventilated or roof ventilated spaces, the criteria for natural ventilation
can usually be achieved. However, the ventilation strategy still requires appropriate design of
façade openings, height differences between low and high level openings, corridor transfer
vents/stacks, etc, to limit the required façade open areas appropriately.
Where there is a hybrid system, any mechanical system components should meet the IANL limits
from table 1. The total noise level including external noise ingress may exceed the IANL limit from
table 1 by up to 5 dB.
3
Process extract includes the operational noise from local exhaust ventilation systems and boost
ventilation under the local control of the teacher as required for fume and dust extract in design
and technology, odour and steam from cookers in food technology, fume cupboard extract and
similar process extract systems. See guidance on specification and measurement of operational
Ref.1.
noise levels in ‘Acoustics of Schools: a design guide’ For example, for new fume cupboards
the maximum noise level should not exceed 50 dB(A), measured at a height of 1,500 mm above
the floor and 1,500 mm from the face of the fume cupboard, with the sash set at a height of 200
mm.
4
The +5 dB does not apply to teaching and learning spaces where the Table 1 IANL is greater
than or equal to 45 dB.
5
Natural, mechanical or hybrid ventilation systems may be used to improve thermal comfort in
summer at the expense of higher indoor ambient noise levels. The normal ventilation IANL can
be exceeded during the hottest 200 hours in peak summertime conditions and the design should
show that IANLs, defined in table 3 can be met under these conditions as well as under normal
operation. The ventilation must be under the local control of the teacher so that the noise level
can be reduced to normal levels when needed. This does not apply to classrooms intended
specifically for students with special hearing and communication needs, or to speech therapy
rooms.
The peak summertime condition is defined as the 200 hottest hours that occur using the design
summer year (DSY) weather file during normal daily school operating hours including the summer
holiday period. Thermal modelling and assessment of acoustic performance should be carried out
as if the school were occupied through the summer holiday period. This corresponds to a much
lower number of hours during normal term time (equivalent to typically 40 teaching hours in a
school year) as most of the hottest hours occur during the holiday period.
6
The noise level from locally controlled intermittent boost mechanical ventilation may exceed the
IANL by up to 5 dB.

Figures 1, 2 and 3 below illustrate the various conditions, ventilation systems and
associated noise levels as described in Table 2.

23
Figure 1: combined mechanical noise and external noise break-in – natural and hybrid/mixed
mode systems (mechanical noise excludes noise from process extract fans)

Figure 2: mechanically generated noise levels – mechanical and hybrid/mixed mode systems
(excludes external noise break-in and noise from process extract)

24
Figure 3: process extract and exhaust ventilation for heat, pollutants, and gas safety

1.1.4. Noise from ventilator actuators and dampers

Relatively low noise levels can be disruptive to class activities where automatic systems are
not under user control. In order to comply with the requirements of the Building Regulations,
the noise from the normal operation of automatic systems measured in accordance with
ISO 16032Ref.14 in terms of LAeq,t 1 should be no more than 5 dB above the IANL specified for
the space. The window frame may also have an effect on the noise emitted, and is to be
included in the assessment of this noise. However as there is not currently sufficient design
data to predict in-situ levels accurately, an assessment based on measurement of a
reference installation 2 may be used until further guidance is provided.

Guidance on using ISO 16032 to assess the noise from window actuators and reference
actuator installations is given in ‘Acoustics of Schools: a Design Guide’ Ref1.

1
LAeq,t the integration period, t, is the duration of a normal operating cycle and the actuator should be operating
throughout the measurement.
2
For the reference installation LAeq,n as defined in ISO 16032 should be measured and the assessment should
compare the proposed installation with the reference installation.

25
1.2. Airborne sound insulation between spaces

1.2.1. Objectives and definitions

The objective is to attenuate airborne sound transmitted between spaces. The effect of
internal glazing, doors, structure-borne and flanking transmission on sound transmission
must be considered.

The sound insulation is assessed in terms of the standardised level difference DnT in
accordance with BS EN ISO 16283-1Ref.15 and the results are weighted and expressed as a
single-number quantity, DnT,w in accordance with BS EN ISO 717-1Ref.16. For the purposes of
the assessment the reference reverberation time T may be either:

• the upper limit for the mid-frequency reverberation time, Tmf,max for the receiving room
type (see table 6) applied to all one-third octave bands from 100 Hz to 3.15 kHz;
or, for commissioning measurements:

• the measured reverberation time in each third octave band, provided that the mid-
frequency reverberation time, Tmf, complies with the requirements in table 6 and is
representative of the reverberation times expected when the room is finished and
unfurnished.

1.2.2. Acoustic performance standards

Tables 3a and 3b show the minimum standards for airborne sound insulation required
between rooms. These values are defined by the activity noise in the source room and the
noise tolerance in the receiving room as given in table 1. Table 3b is for conversions and
refurbishments of existing buildings, and values are also the minimum acceptable standards
for alternative performance standards in new buildings (see section 0.5).

The design assessment of DnT,w between 2 rooms should be carried out in both directions.

Table 3a: new build performance standards for airborne sound insulation between spaces

Minimum DnT,w (dB) Activity noise in source room (see Table 1)

Low Average High Very high

Not
Noise High 35 45 50
applicable
tolerance in
receiving room Medium 40 45 50 55
(see Table 1)
Low 45 50 55 55

26
 Table 3b: refurbishment performance standards for airborne sound insulation between
spaces

Minimum DnT,w (dB) Activity noise in source room (see Table 1)

Low Average High Very high

Noise Not
High 30 35 45
tolerance in applicable
receiving room Medium 30 40 45 45
(see Table 1)
Low 35 40 50 50

1.2.3. Exceptions
a) Serving hatches between kitchens and multi-purpose halls used for dining should be
avoided where practicable, and serveries placed between kitchens and dining areas
wherever possible to avoid noise transfer during meal preparation. Where this is not
possible, serving hatches should be designed to have as high a level of sound insulation as
practicable (not less than 18 dB Rw) and, if necessary, use of the dining hall space
timetabled so that noise sensitive activities, eg exams, do not take place in the hall when
the kitchen is in use. Where the space is used solely for dining purposes, a sound insulated
serving hatch between kitchen and dining space is not necessary.
b) Where it is essential to link a teaching space with another occupied room via an
interconnecting door for operational or safety purposes, a doorset should be used with a
rating of at least 35 dB Rw. The surrounding wall (including any glazing) should have a
composite sound insulation rating of at least 45 dB Rw.
c) Where there is an operable wall or folding partition between a teaching area and a
hall, the DnT,w between the spaces should be at least 40 dB. The end user should be made
aware that the sound insulation performance of the operable wall may not facilitate
simultaneous independent use of the spaces on either side.
d) Vision panels between multi-purpose halls, music rooms and control rooms require
careful consideration. If visual communication only is required then the vision panel should
provide at least 45 dB Rw, set within a wall rated at 55 dB Rw. This degree of sound
insulation from a vision panel will require specialist design input. Where visual and audio
communication is required between the spaces then a sliding vision panel of only nominal
acoustic performance may be appropriate, set in a wall rated at 45 dB Rw.

1.3. Airborne sound insulation between circulation spaces and

other spaces used by students

1.3.1. Objectives and definitions

The objective is to attenuate airborne sound transmitted between circulation spaces (eg
corridors, stairwells etc) and other spaces used by students, for the purposes of minimising

27
disturbance to teaching and learning spaces. This applies where the separating construction
contains doors and/or glazed elements. Where a partition both separates a circulation
space, and also separates 2 teaching and learning spaces, values from Table 3a
or Table 3b should be used for the element of the partition separating 2 teaching and
learning spaces.

Values in tables 4a and 4b are the minimum weighted sound reduction index Rw of doorsets
and the minimum composite weighted sound reduction index of wall and glazing (with and
without ventilators). The weighted sound reduction index is measured in accordance with
BS EN ISO 10140-2:2010Ref.17 and rated in accordance with BS EN ISO 717-1.

The sound insulation of ventilators is specified in terms of the weighted element-normalised

level difference, Dn,e,w – 10 lg N, where N is the number of ventilators with airborne sound
insulation Dn,e,w. The weighted element-normalised level difference is measured in
accordance with BS EN ISO 10140-2:2010 and rated in accordance with BS EN ISO 717-1.

1.3.2. Acoustic performance standards

Performance standards for airborne sound insulation between circulation spaces and
other spaces used by students

Table 4a shows the minimum permissible airborne sound insulation for a composite
separating wall construction, for a separating wall that does not include ventilators in the
wall. Values for refurbishment are also the minimum acceptable standards for alternative
performance standards in new buildings (see section 0.5).

Table 4a: performance standards for airborne sound insulation between circulation spaces
and other spaces used by students, with no ventilator in the wall

Type of space used by students Minimum Rw dB

Composite Rw of wall and glazing Doorset
with no ventilator
New build Refurbishment
Secondary school music room
Control room – for recording
Drama room
Multi-purpose hall 45 40 35
Teaching space intended
specifically for use by students
with special hearing or
communication needs
Primary music classroom
All other rooms used for teaching 40 35 30
or learning

28
Table 4b shows the minimum permissible airborne sound insulation for a separating wall
that includes ventilators in the wall. Values for refurbishment are also the minimum
acceptable standards for alternative performance standards in new buildings
(see section 0.5).

Table 4b: performance standards for airborne sound insulation between circulation spaces
and other spaces used by students, with ventilators in the wall

Type of space used Minimum Rw dB Alternative to composite

by students Rw of wall, glazing and
ventilators dB, provided
values in Table 4a are
provided by wall, glazing
and doors
Composite Rw of wall,
glazing and Minimum
ventilators dB Doorset Dn,e,w – 10 lg N dB for
New Refurbish- ventilators
build ment

Secondary school
music room
Control room – for
recording
Drama room
38 35 35 37
Multi-purpose hall
Teaching spaces
intended specifically
for use by students
with special hearing or
communication needs
Primary music
classroom
33 30 30 32
All other rooms used
for teaching or learning

29
1.4. Impact sound insulation of floors

1.4.1. Objectives and definitions

The objective is to control impact sound (eg from footsteps and movement of furniture)
transmitted into spaces via the floor above. It does not therefore address issues such as
slamming doors (where care should be taken to ensure doors are fitted with soft closers
wherever possible) or significant impacts such as dancing (where specialist advice will be
required from the acoustician and structural engineer).

Values in the tables are the maximum permissible weighted standardised impact sound
pressure level L’nT,w dB. This is measured in accordance with BS EN ISO 140-7Ref.18 and
rated in accordance with BS EN ISO 717-2Ref.19.

For the purposes of the assessment the reference reverberation time T may be either:

• the upper limit for the mid-frequency reverberation time, Tmf,max for the receiving room
type (see Table 6) applied to all one-third octave bands from 100 Hz to 3.15 kHz;
or, for commissioning measurements:

• the measured reverberation time in each third octave band, provided that the mid-
frequency reverberation time, Tmf, complies with the requirements in Table 6 and is
representative of the reverberation times expected when the room is finished and
unfurnished.

1.4.2. Acoustic performance standards

Table 5 shows the maximum weighted standardised impact sound pressure level, L’nT,w for
receiving rooms of different types and uses. Values refurbishment are also the minimum
acceptable standards for alternative performance standards in new buildings
(see section 0.5).

Table 5: performance standards for impact sound insulation of floors

Type of room (receiving room) Maximum impact sound

pressure level L’nT,w dB
New build Refurbishment
Teaching space intended specifically for students with special
55 60
hearing or communication needs (See Section 0.4)

30
 Type of room (receiving room) Maximum impact sound
pressure level L’nT,w dB
New build Refurbishment

Music:
Secondary music room
Small and large practice/group room
Ensemble room 55 60
Performance/recital room
Recording studio
Control room - for recording
Control room – not for recording
Nursery school room
Primary school:
classroom, music classroom, class base, general teaching
area, small group room
Secondary school:
classroom, general teaching area, seminar room, tutorial
room, language laboratory
Open plan teaching and resource area
Library
Lecture room
Science laboratory
Drama studio 60 65
Design and technology - resistant materials, CadCam area,
electronics/control, textiles, food, graphics, design/resource
area, ICT room, art room,
Assembly hall, multi-purpose hall (drama, PE, audio/visual
presentations, assembly, occasional music)
Sports hall
Gymnasium/Activity studio
Dance studio
Meeting room, interviewing/counselling room, video
conference room
SEN calming room

31
 Type of room (receiving room) Maximum impact sound
pressure level L’nT,w dB
New build Refurbishment

Atrium, circulation not teaching and learning

Swimming pool
Dining room
Administration and ancillary spaces:
65 65
Kitchen
Office, staff room, medical room
Corridor, stairwell
Coats and locker area and changing area
Toilet

1.4.3. Exceptions
It is usual under Building Regulations for impact criteria to be achieved by the structural
floor without finishes. However, as floor finishes in schools are usually fixed they may be
taken into account in the design.

1.5. Reverberation in teaching and study spaces

1.5.1. Objectives and definitions

The objective is to provide suitable reverberation times (RTs) for:
• clear communication of speech between teacher and student
• clear communication between students
• music teaching and performance

The reverberation time in table 6 is quoted in terms of the mid-frequency reverberation time,
Tmf which is the arithmetic average of the reverberation times in the 500 Hz, 1 kHz and
2 kHz octave bands, or the arithmetic average of the reverberation times in the one-third
octave bands from 400 Hz to 2.5 kHz. (Although these are not mathematically equivalent, in
practice the difference will be small and in the interests of simplicity and ease of
measurement, either is acceptable).

For teaching spaces for use by students with special hearing or communication needs, the
required reverberation time is expressed as the arithmetic average of the reverberation
times in the 125 Hz to the 4 kHz octave bands, or the arithmetic average of the
reverberation times in the one-third octave bands from 100 Hz to 5 kHz.

These values are for rooms that are finished, furnished for normal use, but unoccupied.

32
1.5.2. Acoustic performance standards
Table 6 contains the maximum mid-frequency reverberation time requirements. Values for
refurbishment are also the minimum acceptable standards for alternative performance
standards in new buildings (see section 0.5).

Table 6: performance standards for reverberation time

Type of room Tmf seconds

New build Refurbishment

Nursery school room

Primary school: classroom, class base,
≤ 0.6 ≤ 0.8
general teaching area, small group room,
SEN calming room

Secondary school:
classroom, general teaching area, seminar
room, tutorial room, language laboratory
Study room (individual study, withdrawal,
remedial work, teacher preparation) ≤ 0.8 ≤1.0
Science laboratory
Design and technology:
Resistant materials, CADCAM area,
Electronics/control, textiles, food, graphics,
design/resource area, ICT room, art

Open plan:
Teaching area ≤ 0.5 [see section 1.8] ≤ 0.5 [see section 1.8]
Resource/Breakout area ≤1.2 [see section 1.8] ≤1.2 [see section 1.8]

Music:
Primary music room ≤1.0 ≤1.0
Secondary music classroom ≤1.0 ≤1.0
Practice/group room, volume ≤ 30 m3 ≤ 0.6 ≤ 0.8
Practice/group room, volume > 30 m 3 ≤ 0.8 ≤1.0
1
Ensemble room, Live room 0.6 - 1.2 0.6 - 1.2 1
Performance/recital room 1.0 - 1.5 1.0 -1.5
Control room - for recording ≤ 0.5 ≤ 0.6
Control room - not for recording ≤ 0.5 ≤ 0.6

Lecture rooms:
Small (fewer than 50 people) ≤ 0.8 ≤1.0
Large (more than 50 people) ≤1.0 ≤1.0

33
 Type of room Tmf seconds
New build Refurbishment
Teaching space intended specifically for T ≤ 0.4 averaged from ≤ 0.4. 2
students with special hearing or 125 Hz to 4kHz octave
communication needs (See Section 0.4) band centre frequencies
and
T ≤ 0.6 s in every octave
band in this range.2

Library ≤1.0 ≤ 1.2

Drama studio ≤1.0 ≤ 1.0

Atrium, foyer, entrance hall, circulation ≤1.5 ≤ 2.0

space not used for teaching and learning
Assembly hall, multi-purpose hall (drama,
PE, audio/visual presentation, assembly, 0.8- 1.2 1 0.8 - 1.5 1
occasional music),
Indoor sports hall, swimming pool ≤ (1.5 - 2.0)
dependant on size of
≤ 2.0
space.
See section 1.6.2
Gymnasium/activity studio ≤1.5 ≤ 2.0
Dance studio ≤1.2 ≤1.5
Meeting room, Interviewing/counselling ≤ 0.8 ≤ 0.8
room, video conference room
Dining room ≤ 1.0 ≤ 1.5
Administration and ancillary spaces
Kitchen ≤ 1.5 ≤ 2.0
Office, medical room, staff room ≤ 1.0 ≤ 1.2
Corridor, stairwell See section 1.7 See section 1.7
Coats and locker area, changing area ≤ 1.5 ≤ 2.0
Toilet ≤ 1.5 ≤ 2.0

Notes
1
Reverberation time should be within the indicated range, including the values given.
2
APSs are commonly required for these rooms and should be agreed by an acoustician and the
school client body. See section 0.4.

34
1.6. Reverberation and acoustic absorption in sports halls and
swimming pools

1.6.1. Objectives and definitions

The objective is to provide suitable reverberation times (RTs) for:
• clear communication of speech between teacher and student
• clear communication between students

The reverberation time is quoted in terms of the mid-frequency reverberation time, Tmf,
which is the arithmetic average of the reverberation times in the 500 Hz, 1 kHz and 2 kHz
octave bands, or the arithmetic average of the reverberation times in the one-third octave
bands from 400 Hz to 2.5 kHz. For sports halls specifically for use by students with special
hearing or communication needs, the reverberation time is specified as the arithmetic
average of the reverberation times in the 125 Hz to the 4 kHz octave bands, or the
arithmetic average of the reverberation times in the one-third octave bands from 100 Hz to 5
kHz.

1.6.2. Acoustic performance standards

The maximum Reverberation Time for sports halls reduces from 2 seconds for halls of floor
area greater than 530 m2 to 1.5 seconds for sports halls of floor area less than 280 m2 floor
as shown in Table 7.

Table 7: performance standards for sports halls Tmf as a function of floor area

Floor area Maximum Tmf seconds

<280 m2 1.5
280-530 m2 2.0 – ((530-floor area)/500)
>530 m2 2.0

1.6.3. Demonstrating compliance

For sports halls, swimming pools, gymnasia, dance studios and other normally unfurnished
activity spaces, compliance with the reverberation time criterion given in table 6 may be
demonstrated either by execution of a design in accordance with the ‘Acoustics of Schools:
a Design Guide’ Ref.1, or measurement of the mid-frequency reverberation time in
accordance with the Association of Noise Consultants ‘Good Practice Guide – Acoustic
Testing of Schools’ Ref.7.

35
1.7. Sound absorption in corridors and stairwells

1.7.1. Objectives and definitions

The objective is to absorb sound in corridors, entrance halls and stairwells so that it does
not interfere with teaching and study activities in adjacent rooms.

The amount of absorption required should be calculated according to Approved

Document E, section 7 Ref 3. This describes 2 calculation methods, A and B, for controlling
reverberation in the common internal parts of domestic buildings. Either of these methods
can be used to determine the amount of absorption required in corridors, entrance halls and
stairwells in schools.

1.8. Open plan teaching and learning

In order to comply with Requirement E4 of the Building Regulations it is necessary to
consider indoor ambient noise level and reverberation in open plan spaces, and sound
insulation from open plan units to other adjacent spaces. STI criteria in open plan spaces
are not included in the normal means of satisfying Requirement E4 of the Building
Regulations.

In order to comply with the School Premises Regulations, the Independent School
Standards and the Equality Act, it is necessary to consider the speech transmission index
(STI) in open plan spaces (both new build and refurbishments), and it is strongly
recommended that STI criteria for open plan accommodation are incorporated as a
contractual requirement within the employer’s requirements/design brief.

It is also strongly recommended that school client bodies obtain specialist independent
advice from a suitably qualified acoustic technical adviser in order to ensure that the
proposed design and associated 3D acoustic model achieves compliance with the required
STI criteria. For enclosed teaching and study spaces it is possible to achieve good speech
intelligibility through specification of the indoor ambient noise level, sound insulation and
reverberation time. Open plan spaces require additional specification as they are
significantly more complex acoustic spaces. The main issue is that intrusive noise arising
from activities in adjacent learning areas and circulation spaces significantly increases the
background noise level, which in turn decreases speech intelligibility and can cause
distraction. Occupants working and talking within the space tend to raise their vocal effort as
the background noise level increases, resulting in a spiralling increase in noise levels. This
can be reduced, but not eliminated, by the provision of large amounts of acoustic
absorption.

Open plan teaching and learning spaces should not be regarded as a simple alternative to
traditional classrooms, and may be unsuitable for some children, particularly those with
special hearing or communication needs. In order to fulfil their duties under the Equality Act

36
2010, school client bodies should anticipate the needs of deaf and other disabled children
as current and potential future users of the space when open plan accommodation is being
considered.

1.8.1. Objectives and definitions

The objective is to control the build-up of occupancy noise, provide clear communication of
speech within teaching groups, and provide sufficient speech privacy between teaching
groups.

The expected open plan layout and activity plan should be agreed with the client at an early
stage of the design as the basis on which compliance with the speech transmission index
(STI) performance standard can be demonstrated.

An activity management plan should be documented and used to establish (via a computer
prediction model) the overall noise level due to all activities in the open plan space.

1.8.2. Acoustic performance standards

Table 8 gives the performance criteria for open plan spaces, to be achieved in conjunction
with the values given in other tables.

Table 8: Performance standards for speech intelligibility and privacy in open plan spaces –
speech transmission index (STI)

Condition Speech transmission index (STI)

Instruction or critical listening activity – within group ≥ 0.61
Between groups (during critical listening activities) ≤ 0.3
1
A higher STI value may be more appropriate for students with special hearing or communication needs.
Refer to ‘Acoustic design of schools: a design guide’ Ref.1 for further details.

The required IANLs in Table 1 and the Tmf s in table 6 for open plan teaching and break-out
areas act as a safeguard against inadequate levels of acoustic absorption in open plan
areas enforced through the Building Regulations. However to comply with the School
Premises Regulations, STI calculations are required for these spaces to enable design
solutions with more precise placing of absorption, diffusion and screening to ensure
verification of intelligibility performance in accordance with a specific activity plan.

‘Acoustics of Schools: a Design Guide’ Ref.1 contains a risk matrix for open plan design and
further guidance for schools and designers. The risk matrix should be used at the early
design stage when open plan spaces are considered.

For moderate and high risk open plan arrangements as identified by the risk matrix it is
essential to carry out STI modelling of the open plan spaces.

STI should be calculated in accordance with EN 60268-16 Ref.20.

37
A computer prediction model should be used to calculate the STI in the open plan space.
The background noise level used in the STI calculation should be the overall occupancy
noise level (established from a prior computer prediction model) for the expected open plan
layout and activity management plan (see section 1.8.4). The background noise level is the
overall noise level due to all activities in the open plan space (including teaching and study
from adjacent classbases, but excluding the relevant speech signal).

The computer prediction software used for this process should be capable of simulating an
impulse response and should have been verified previously for this type of calculation. In
general this type of software requires considerable expertise in room acoustics. The
software should be used to create a three-dimensional geometric model of the space,
comprising surface materials with scattering coefficients and sound absorption coefficients
for each relevant octave frequency band. The model should allow for the location and
orientation of single and multiple sources with user-defined sound power levels and
directivity. See ‘Acoustics of Schools: a Design Guide’ Ref.1 for further details.

1.8.3. Exceptions
In some instances, open plan designs may not be intended for critical listening activities, or
multiple and simultaneous independent instruction. For example, critical listening activity
may only occur as a single, plenary session (ie having negligible intrusive noise from
adjacent areas), followed by break-out activity sessions. These break-out sessions may only
involve less critical personal listening activities (eg one-to-one or small group instruction,
paired or small group work) or individual study. In this case it is necessary to demonstrate
STI compliance for the plenary session only, provided that the reverberation time target
given in table 6 is also achieved. Refer to ‘Acoustics of Schools: a Design Guide’ Ref.1 for
further details.

1.8.4. Demonstrating compliance

The designer should clearly demonstrate how the open plan space will meet the criteria
contained in table 7, by means of layout plans, activity management plans, and a
corresponding 3D acoustic model to predict STI criteria. Refer to ‘Acoustics of Schools: a
Design Guide’ Ref.1 for further details.

These need to be formally agreed by the school client body as they are responsible under
the School Premises Regulations for ensuring that speech intelligibility in open plan
teaching areas is suitable for the intended educational use of the spaces.

It is strongly recommended that the school client body obtains specialist independent advice
from a suitably qualified acoustic technical adviser in order to ensure that the proposed
design and corresponding 3D acoustic model accurately predicts the required STI criteria,
and that the management plan presents a low risk of noise conflict or incompatibility with the
educational vision.

38
2. Compliance

2.1. Procedures
Prior to construction, intention to comply with Building Regulations on acoustics is
demonstrated through submission to the building control body of a set of plans, construction
details, material specifications, and calculations, as appropriate for each area of the school
that is covered by Requirement E4 of the Building Regulations.

There is no requirement in Building Regulations for acoustic commissioning of schools

although it is strongly recommended for contractual purposes.

The school client body is required to approve alternative performance standards and open
plan designs (see sections 0.4, 0.5 and 1.8).

2.2. Alternative performance standards

In some circumstances alternative performance standards may be appropriate for specific
areas within individual schools for particular educational, environmental or health and safety
reasons (see section 0.5). In these cases, the following information should be provided to
the building control body:

• a written report by a specialist acoustic consultant clearly identifying (a) all areas of
non-compliance with the performance standards (b) the proposed alternative
performance standards and (c) the technical basis upon which these alternative
performance standards have been chosen
• written confirmation from the school client body of areas of non-compliance, together
with the justification for the need and suitability of the APS in each space

2.3. Acoustic commissioning

Pre-completion testing and subsequent reporting should be carried out by a specialist
acoustic consultant in accordance with the testing and reporting procedures described in the
Association of Noise Consultants publication ‘Good Practice Guide – Acoustic Testing of
Schools’. Ref.7

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References
1. ‘Acoustics of Schools: a design guide’, to be published in 2015 by the Association
of Noise Consultants and the Institute of Acoustics
2. Building Bulletin 93, ‘The Acoustic Design of Schools’, 2003, DfES.
ISBN 0 11 271105 7
3. Approved Document E – ‘Resistance to the passage of sound’. 2010.
ISBN 978 1 85946 204 1
4. Statutory Instrument: No.1943 ‘The Education (School Premises) Regulations
2012, Education England and Wales’, ISBN 978 0 11 152768 9
5. Statutory Instrument No.2962 ‘The Education (Independent School) Standards
(England) (Amendment) Regulations’ 2012. ISBN 978 0 11 153129 7. A
consolidated version of the regulations showing the 2012 revisions is also
available
6. ‘The Equality Act 2010: advice for schools’. DfE departmental advice for school
leaders, school staff, governing bodies and local authorities. DFE-00296-2013
7. Association of Noise Consultants, ‘Good Practice Guide – Acoustic Testing of
Schools’, 2011
8. Approved Document M: 2010 ‘Access to and use of buildings’, in support of the
Building Regulations, ISBN 978 1 85946 211 9
9. BS 8300: 2009, ‘Design of buildings and their approaches to meet the needs of
disabled people’. Code of practice. ISBN 978 0 580 70730 8
10. Building Bulletin 100, ‘Design for fire safety in schools’, DCSF, 2007.
ISBN 978 1 85946 291 1, NBS/RIBA
11. Approved Document B: 2013 ‘Fire Safety: Volume 2 – Buildings other than
dwelling houses’, in support of the Building Regulations, ISBN 978 1 85946 489 2
12. ‘Music Accommodation in Secondary Schools, a design guide’, DfE, NBS/RIBA,
2010

British and ISO standards on acoustics

13. BS EN ISO 140-18 ‘Acoustics – Measurement of sound insulation in buildings and
of building elements – Part 18: Laboratory measurement of sound generated by
rainfall on building element’
14. ISO 16032:2004 ‘Acoustics. Measurement of sound pressure level from service
equipment in buildings. Engineering method’
15. BS EN ISO 16283-1:2014 ‘Acoustics. Field measurement of sound insulation in
buildings and of building elements. Airborne sound insulation’

40
16. BS EN ISO 717-1:2013 ‘Acoustics. Rating of sound insulation in buildings and of
building elements. Airborne sound insulation’
17. BS EN ISO 10140-2:2010 ‘Acoustics. Laboratory measurement of sound insulation
of building elements. Measurement of airborne sound insulation’
18. BS EN ISO 140-7:1998 ‘Acoustics. Measurement of sound insulation in buildings
and of building elements. Field measurements of impact sound insulation of floors’
19. BS EN ISO 717-2:2013 ‘Acoustics. Rating of sound insulation in buildings and of
building elements. Impact sound insulation’
20. BS EN 60268-16: 2011 ‘Sound system equipment – Part 16: Objective rating of
speech intelligibility by speech transmission index’

41
Further information

Useful resources and external organisations

• Association of Noise Consultants

• Institute of Acoustics

• BATOD

• BAEA

Other relevant departmental advice and statutory guidance

• Standards for school premises

Other departmental resources

• Tools and supporting information on acoustic design are available on GOV.UK

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