Showing posts with label Works. Show all posts
Showing posts with label Works. Show all posts

Tuesday, January 11, 2011

Scaffolding and Temporary Works for Historic Buildings

0353_sc0

A great deal of time and effort is put into developing schemes for the conservation of historic buildings but it sometimes seems that scaffolding and temporary works, the means by which the conservation schemes are successfully completed, receive scant attention. If not erected properly and with due care and attention to detail, these works can cause a great deal of damage to historic fabric.

The basic processes of design and erecting scaffolding and temporary works to an historic building are not greatly different from those necessary when any other existing building is affected. The purpose of this article is to highlight some of the important points which need special attention if damage to historic fabric is to be avoided.

Where non-historic buildings are concerned, damage caused by improperly erected scaffolding and temporary works, whilst being tiresome and causing unnecessary expenditure, can often be repaired without serious harm. Where historic fabric is concerned any damage is permanent and significant detail may be lost. Once scarred, an important facade is scarred forever.

All badly erected shoring work, whether or not it is to an historically important building, has the potential to allow the collapse of part of the building with disastrous and possibly fatal consequences. Experience indicates that when things go wrong it is usually due to lack of attention to seemingly minor details.

Scaffolding and temporary works must be capable of being constructed without the need for major intervention into historic fabric. This must be borne in mind by designers and erectors of scaffolding and temporary works.

ACCESS SCAFFOLDS

‘Independent tied’ scaffolds will normally be provided for painting, pointing or other maintenance work. They consist of two rows of standards (the vertical supports) connected by ledgers and transoms (the horizontal elements). ‘Independent’ scaffolds are not quite what their name suggests. They are termed ‘independent’ because they derive no vertical support from the building and ‘tied’ because they must be tied to the building for horizontal stability. Because of the need to avoid damage, tying scaffolding to the facade of historic buildings can sometimes present difficult problems. Sometimes, if the historic building is fragile, it will not be capable of providing the horizontal restraint that the scaffolding needs and this must be achieved in other ways, such as by providing external scaffold buttresses or by tying the external scaffold to an internal birdcage framework scaffold.

‘Putlog scaffolds’, used for the construction of brick walls, have only one row of standards which are usually erected some 900mm from the face of the wall, with the boards carried on horizontal members known as ‘putlogs’. When used in new construction, the flattened ends of the putlogs are built into the bed joints as work proceeds and then withdrawn on completion, the resulting hole being pointed up. (100mm square holes used for timber putlogs can sometimes be found in medieval work.) Putlog scaffolds should not be used on historic building work as unnecessary damage is caused by cutting holes for the bearing of the putlogs.

SHORING OR SUPPORT SCAFFOLDING

Temporary works are often needed either because there is a risk that a structure might otherwise collapse or because it is necessary to remove some vital supporting member for renewal or alteration. The loads to be carried by shoring can be very great and the danger posed to passers by and the fabric by an inadequate design should never be under estimated.

The main difficulty with shoring historic buildings is to ensure that their installation does not cause damage. Shoring must be designed by a structural engineer or other competent person.

DESIGN

The design of scaffolding should not, unless it is very straightforward, be left to the scaffold erector. It is important that prior thought be given to the location of scaffold foundations, where standards can and cannot go and where boarded out decks are required to enable the work to proceed with as little difficulty and risk as possible.

All temporary works should be designed before the site staff begin erection and the level of design and drawing of scaffolding and temporary works must be commensurate with the scale of the works. A pencil sketch on a sheet of paper may well suffice, indicating that at least someone has thought about what is needed before work commences. A bigger job may well demand calculations and proper drawings.

RESPONSIBILITY

The failure of even a single telescopic prop supporting a major element of a building under repair could be fatal; therefore, as the dangers do not necessarily relate to the size of the project, the architect or engineer should examine the contractor’s proposals for all scaffolding and shoring. After all, the architect and engineer will have been dealing with the building for some long time and are more likely to be aware of its weaknesses than the contractor who, however experienced, may well have only seen the building briefly before being expected to commence work. It must be ensured that schemes are erected so as to conform with previously presented proposals.

Care must be exercised to ensure that the contractor’s responsibility for temporary works is eroded as little as possible. Contract documentation for works to historic buildings should always include a section concerning scaffolding and temporary works.

STATUTORY INSPECTIONS

It is a statutory requirement that all working scaffolds are inspected weekly by a suitably qualified person and that the results of these inspections are recorded in the ‘Scaffold Register’, an official book of forms which have to be completed weekly.

NECESSARY FEATURES AND COMMON PROBLEMS

The following features and problems are all basic and mostly fall into the category of ‘common sense’ rather than being highly technical requirements.

Foundations: Foundations should always be on firm, level ground and should never be undermined. Standards and props should be concentric on foundations. When scaffolding is to remain erected for six months or more, railway sleepers or similar sized treated timbers should be used as foundations.

Historic buildings often have basements outside the periphery of the ground floor which may well be incapable of supporting scaffolding, so thought needs to be given to the means of transferring loads to the ground. One site on which the author was involved had below ground storage tanks. A huge lorry-mounted crane was to be used to erect a temporary roof and it was vital to locate these tanks before the lorry arrived on site and found one accidentally!

If excavations for foundations are required, there may be a need to provide archaeological supervision of the digging operations.

If it is necessary to erect temporary structures on floors or roofs it is important to ensure that the supporting structure can safely bear the weight or that precautions are taken to ensure that the extra loads will be adequately supported.

As historic buildings often have overhanging cornices and other projections, correct setting out of the standards needs to be considered in the light of what is directly overhead.

Ties: When ties pass through sash windows, one sash can be raised to allow the tube to pass through, the resulting gap sealed and the sashes screwed to each other to prevent unauthorised entry. Casement windows are more difficult. If they carry leaded lights it may be possible to remove one small pane but casements with a single glazed sheet may need to be taken off their hinges and stored safely. Regrettably some scaffolders just smash a window (which may contain historic glass) to put their ties in place.

Fixings to masonry: Where fixings are made to stone or brickwork it is necessary to check that the masonry is adequate beforehand. Such a fixing to a facade could dislodge a stone or an area of brick thus endangering the safety of the scaffold and damaging the historic fabric. All fixings made to the wall of an historic structure must be of stainless steel. Listed building consent may be needed before permanent drilled-in fixings are installed.

Decking: Decayed, warped or split boards must never been used as they create tripping hazards. Boards that have become slippery or damaged should be discarded and precautions should be taken to hold boards down in high winds. Excessive loading on platforms should be avoided unless the scaffolding has been specifically designed to carry heavy loads. If dismantled masonry is to be stored on a scaffold platform the scaffold designer should be told of this before the design is commenced.

Scaffolding to building interfaces: However well constructed, scaffolding is always likely to move slightly and a tube end rubbing on a wall face can easily cause permanent scarring. All points of contact or near contact between scaffolding and historic buildings should be protected in some way. All tube ends that either touch a wall or are within 25mm of it should have plastic end caps. All standards should sit on timber sole plates to spread the load and floors beneath should be protected with polythene sheet, old carpet or similar materials to prevent damage. All scaffolding should be galvanised to avoid the risk of rust staining.

Sheeting: The wind loading created by sheeting, which is sometimes provided for weather protection, can be very high and special consideration needs to be given to the spacing of scaffold to building ties.

Telescopic props: These may need bracing if they are over two metres high or if they carry heavy loads. They must be plumb and be properly founded. It is common to find a missing support pin being replaced by a short piece of reinforcing bar or something even less satisfactory such as a big nail. Only the manufacturer’s high tensile steel pin should be used.

Temporary roofs and temporary buildings: In relation to their area or volume temporary roofs and buildings are, by nature, light structures. As a consequence their need for lateral stability and resistance to wind uplift is a major but often ignored requirement. It is usually advisable to seek the help of a structural engineer in the erection of such structures. The contractor should always be required to provide a drawing of his proposals and in any but the smallest of cases, supporting calculations.

Earthing: All scaffolding structures which are at risk from lightning strikes should be properly earthed.

Unauthorised access to the building: Scaffolding can make buildings more vulnerable to intruders; ladders should be locked away at night and extra security precautions may be wise.

Workforce: Efforts should be made to ensure that the workforce is aware of the value of the historic fabric. It is well worth considering giving the scaffolders, and indeed other craftspersons, a ‘conducted tour’ of the building so that they can begin to understand its importance and not assume that is ‘just another old building’. On one English Heritage site the house administrator took the scaffolders around the building before they began work. This seemed to engender some genuine enthusiasm and concern for the building and paid dividends in the extra care which they took.

FORETHOUGHT AND ATTENTION TO DETAIL

Scaffolding and temporary works are not always given the consideration that they deserve. Consequently there is risk of damage to the historic fabric either in relatively minor ways such as scarring of surface finishes or in more serious ways such as partial collapse. There is the additional risk caused to members of the workforce or to passers-by.

Documentation, both that produced by the architect or engineer and that produced by the contractor needs to be commensurate with the scale of the job, bearing in mind that failure of even a small element can cause serious problems. Even if only a single telescopic prop is proposed it is important that some proper estimate of the weight to be carried is made and reference made to literature to ensure that the prop proposed can carry the weight safely.

Architects and engineers involved in historic buildings work should have a clear understanding of the requirements of scaffolding and temporary works and be aware of the consequences if something goes wrong. The safety and success of scaffolding and temporary works in the historic building field relies heavily on two things; forethought and attention to detail.

With an historic building there will be no second chance.

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Synergy Aluminium Scaffolding Tower

Friday, December 17, 2010

<b>Scaffolding</b> a Predictable Chart « Writing Every Day Works

Scaffolding a Predictable Chart Lesson (based on Dottie Hall’s & Pat Cunningham’s work)

 What is it?  A predictable chart is a series of individual student sentences that follow a predictable oral language pattern.

 Who writes the chart?  The teacher writes the chart in front of the students.  The students do not share the pen during this activity.  The teacher thinks aloud as she takes the child’s idea and composes it word by word.

 Purpose:  To draw student’s attention to print, one-to-one correspondence (print tracking), recognition of sight words, develop common oral language vocabulary and grammatical structures.  During the five-day sequence, students learn flexibility about print principles by print tracking, arranging cut up sentences, building sentences etc.

 Five-day sequence:

Day One:  Dictation of Sentences (1/3-1/2 of class)

Develop the sentence pattern from context (shared reading, read-aloud, etc.).  The best predictable charts are created after the teacher has conducted a concept building lesson.  For example, to build the concept of the word on, the teacher will read the book, The Spider on the Floor.  Following the read aloud, the teacher has the sentence starter, The spider is on the _____., written on a sentence strip.  The teacher has a beanie baby spider that the children use to act out the concept of the spider on school equipment.  The teacher has multiple pictures of school items (chair, teacher’s chair, teacher’s desk, student desk, blocks, floor, etc.).  The child closes her eyes, selects a picture then acts out the sentence.  By placing the beanie baby spider on an object the children experience the word, on, instead of just hearing it.  Develop the vocabulary needed for the language structure.Begin the chart with your modeled sentence.  (Use alternating colors for every sentence in the beginning of the year for approximately 4-6 weeks.)  The teacher models the complete sentence orally, and then writes the complete sentence in front of the students.  This is not an opportunity to use a fill-in-the-blank sentence or write one word activity. Students share their sentences using the same sentence pattern. 

Tips: 

Students need to rehearse a complete sentence even if they give you a one-word response.The teacher should break the sentence down word by word as you write it so to model the match between speech and print.  DO not spell words letter by letter.Students can turn and talk to a partner saying their complete sentence. Sometimes students have a picture to build the sentence around.Sometimes students hold onto the popcorn word (high frequency word) and hold it up when the teacher writes it on the chart.

 Day Two:  Finish Dictation of Sentences (2/3-1/2 of class, the remaining students have a turn)

Reread a few sentences on the chart while pointing to each word (can have students clap, chant, or tap fingers, students spell the popcorn word at times, the students learn about concepts of print).  Discuss how readers use an inner voice during reading to make sure the voice matches the word.  Read each sentence out loud and pause to allow them to read it using their inner voice. Where are our eyes during reading?  Our eyes, ears, and mouth need to be on the same word.   Complete the chart with the remaining students.  You can begin by modeling and rereading student sentences from yesterday and call on a few more students to share their sentences. 

 Day Three:  Touch Reading and Mixed up sentences

Preparation:  The night before, type all students’ sentences (landscape comic sans 46 works well) and cut them into individual student strips. 

Sit in a circle and pass out each sentence to individual students.  Model finger-pointing as you read your sentence in front of you on the floor.  It works best to pass around a stuffed animal that students can hold in their lap as they read their individual sentence to the stuffed animal.  My favorite is the beanie baby. Students should be coached to track print.  1-1 word correspondence; eyes, mouth, ears all saying the same word, The student rereads own sentence and the teacher gives the students an opportunity to read own sentence to group using 1-1 word correspondence and eyes on word.Students read their sentence numerous times.  Read to whole class going around the circle, read to partner on right, read to partner on left, read to self using inner voice, (will read to parent). After each student reads their sentence, ask students to find different words on their sentence strips (ie.  Name, sight word, a word that starts like…)Possibly reinforce how many words in their sentence.After reinforcing words that the children can read, reinforce the concepts of print by asking children questions (Where is the period?  Where is the capital?  Do you have a space?…)Prompt students to coordinate speech to print as the year progresses.Note about the individual strips for children:  Send home strips to read to parents or an important person.  Children love to read these strips.  Run the sentences off again for Day 5 and cut them again for Day Five’s Lesson.

 Day Four:   Mixed up sentences (Can be done on Day Three or Day Four)

Choose 3 or 4 students’ sentences and write them on sentence strips (last night in preparation for lesson).The first student goes up to the chart and finds his sentence and reads it to the group.Then, you cut the sentence written on the sentence strip (not the chart) word by word in front of the group while the students read it word by word.  The teacher teaches the difference between space and word. Mix up the sentence in a pocket chart.Have the owner of the sentence go up to the chart and assemble the sentence.Repeat this process for 3 or 4 sentences.

  Sentence Builders / Be the Sentence (Day 4)

Preparation:  Write up 1 or 4 student sentences on large pieces of paper or use the sentence strip words.Have the student locate his/her sentence from the main chart.The student who ‘owns’ the sentence, passes out individual words to students in the class. (There should be one student for each word in the sentence and the student of the sentence keeps own name.)Students build the sentence in front of the group.  Children line up in the proper order of the sentence. Have the owner of the sentence point to each word and read their sentence to check to see if it is in correct sequence.Student of the sentence reads the sentence to the group.All students read the sentence chorally with the student of the sentence.You can ask some probing questions:  What word begins like…, What is the first word?? Etc.  You can have one student turn around while the other students close their eyes and have them guess the missing word.  Who has the first word?  Who has the word, ___?  Who has the last word? Etc. 

 Sentence Builders / Be the Sentence variation (Day 4)

Divide the students into partners or triads. Write one sentence per partner or triad group. (Approximately 12 sentences)Each group gets a cut up sentence (random sentences from chart).Group makes sentence.Group reads sentence to teacher who trades with them for another sentence.

 Day Five:  Make the class book

 Preparation:  The teacher cuts the sentence strips (not the students) to prepare for this final step.  (Progression from easiest to hardest:  You can differentiate by choosing different options depending on student’s literacy development)

 Easiest:  Write a model on the paper and cut only the name

Write a model on the paper and cut into phrase units (3 cuts)  (ie.  I like ——  my cat. —— Devin)Write a model on the paper and cut into individual units (ie.  I—like—my—cat.—Devin)

****You should be through these first three steps by the end of the first six weeks of school.

Cut into phrase units with NO model on the paper.  (You may not need this step for some of your students).Cut into individual word units with NO model on the paper (This is your goal by the end of the first semester- many students will be able to achieve this level much earlier).

Steps for Day Five:

Model the process every week for your students by creating your page for the class book.Early in the year, you provide the strip of glue for the students using a glue stick (Determine when students are ready to take over this step).Option:  Half the class begins their picture while the other half of the students assemble their sentences (This gives you time to help students that might need help.)Students should have to reread their assembled sentence before the glue goes down.Assemble book in page protectors for students to read throughout the year. Filed under: writing Tagged: | , , , , , ,


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Synergy Aluminium Scaffolding Tower

Wednesday, November 17, 2010

Scaffolding and Temporary Works for Historic Buildings

0353_sc0

A great deal of time and effort is put into developing schemes for the conservation of historic buildings but it sometimes seems that scaffolding and temporary works, the means by which the conservation schemes are successfully completed, receive scant attention. If not erected properly and with due care and attention to detail, these works can cause a great deal of damage to historic fabric.

The basic processes of design and erecting scaffolding and temporary works to an historic building are not greatly different from those necessary when any other existing building is affected. The purpose of this article is to highlight some of the important points which need special attention if damage to historic fabric is to be avoided.

Where non-historic buildings are concerned, damage caused by improperly erected scaffolding and temporary works, whilst being tiresome and causing unnecessary expenditure, can often be repaired without serious harm. Where historic fabric is concerned any damage is permanent and significant detail may be lost. Once scarred, an important facade is scarred forever.

All badly erected shoring work, whether or not it is to an historically important building, has the potential to allow the collapse of part of the building with disastrous and possibly fatal consequences. Experience indicates that when things go wrong it is usually due to lack of attention to seemingly minor details.

Scaffolding and temporary works must be capable of being constructed without the need for major intervention into historic fabric. This must be borne in mind by designers and erectors of scaffolding and temporary works.

ACCESS SCAFFOLDS

‘Independent tied’ scaffolds will normally be provided for painting, pointing or other maintenance work. They consist of two rows of standards (the vertical supports) connected by ledgers and transoms (the horizontal elements). ‘Independent’ scaffolds are not quite what their name suggests. They are termed ‘independent’ because they derive no vertical support from the building and ‘tied’ because they must be tied to the building for horizontal stability. Because of the need to avoid damage, tying scaffolding to the facade of historic buildings can sometimes present difficult problems. Sometimes, if the historic building is fragile, it will not be capable of providing the horizontal restraint that the scaffolding needs and this must be achieved in other ways, such as by providing external scaffold buttresses or by tying the external scaffold to an internal birdcage framework scaffold.

‘Putlog scaffolds’, used for the construction of brick walls, have only one row of standards which are usually erected some 900mm from the face of the wall, with the boards carried on horizontal members known as ‘putlogs’. When used in new construction, the flattened ends of the putlogs are built into the bed joints as work proceeds and then withdrawn on completion, the resulting hole being pointed up. (100mm square holes used for timber putlogs can sometimes be found in medieval work.) Putlog scaffolds should not be used on historic building work as unnecessary damage is caused by cutting holes for the bearing of the putlogs.

SHORING OR SUPPORT SCAFFOLDING

Temporary works are often needed either because there is a risk that a structure might otherwise collapse or because it is necessary to remove some vital supporting member for renewal or alteration. The loads to be carried by shoring can be very great and the danger posed to passers by and the fabric by an inadequate design should never be under estimated.

The main difficulty with shoring historic buildings is to ensure that their installation does not cause damage. Shoring must be designed by a structural engineer or other competent person.

DESIGN

The design of scaffolding should not, unless it is very straightforward, be left to the scaffold erector. It is important that prior thought be given to the location of scaffold foundations, where standards can and cannot go and where boarded out decks are required to enable the work to proceed with as little difficulty and risk as possible.

All temporary works should be designed before the site staff begin erection and the level of design and drawing of scaffolding and temporary works must be commensurate with the scale of the works. A pencil sketch on a sheet of paper may well suffice, indicating that at least someone has thought about what is needed before work commences. A bigger job may well demand calculations and proper drawings.

RESPONSIBILITY

The failure of even a single telescopic prop supporting a major element of a building under repair could be fatal; therefore, as the dangers do not necessarily relate to the size of the project, the architect or engineer should examine the contractor’s proposals for all scaffolding and shoring. After all, the architect and engineer will have been dealing with the building for some long time and are more likely to be aware of its weaknesses than the contractor who, however experienced, may well have only seen the building briefly before being expected to commence work. It must be ensured that schemes are erected so as to conform with previously presented proposals.

Care must be exercised to ensure that the contractor’s responsibility for temporary works is eroded as little as possible. Contract documentation for works to historic buildings should always include a section concerning scaffolding and temporary works.

STATUTORY INSPECTIONS

It is a statutory requirement that all working scaffolds are inspected weekly by a suitably qualified person and that the results of these inspections are recorded in the ‘Scaffold Register’, an official book of forms which have to be completed weekly.

NECESSARY FEATURES AND COMMON PROBLEMS

The following features and problems are all basic and mostly fall into the category of ‘common sense’ rather than being highly technical requirements.

Foundations: Foundations should always be on firm, level ground and should never be undermined. Standards and props should be concentric on foundations. When scaffolding is to remain erected for six months or more, railway sleepers or similar sized treated timbers should be used as foundations.

Historic buildings often have basements outside the periphery of the ground floor which may well be incapable of supporting scaffolding, so thought needs to be given to the means of transferring loads to the ground. One site on which the author was involved had below ground storage tanks. A huge lorry-mounted crane was to be used to erect a temporary roof and it was vital to locate these tanks before the lorry arrived on site and found one accidentally!

If excavations for foundations are required, there may be a need to provide archaeological supervision of the digging operations.

If it is necessary to erect temporary structures on floors or roofs it is important to ensure that the supporting structure can safely bear the weight or that precautions are taken to ensure that the extra loads will be adequately supported.

As historic buildings often have overhanging cornices and other projections, correct setting out of the standards needs to be considered in the light of what is directly overhead.

Ties: When ties pass through sash windows, one sash can be raised to allow the tube to pass through, the resulting gap sealed and the sashes screwed to each other to prevent unauthorised entry. Casement windows are more difficult. If they carry leaded lights it may be possible to remove one small pane but casements with a single glazed sheet may need to be taken off their hinges and stored safely. Regrettably some scaffolders just smash a window (which may contain historic glass) to put their ties in place.

Fixings to masonry: Where fixings are made to stone or brickwork it is necessary to check that the masonry is adequate beforehand. Such a fixing to a facade could dislodge a stone or an area of brick thus endangering the safety of the scaffold and damaging the historic fabric. All fixings made to the wall of an historic structure must be of stainless steel. Listed building consent may be needed before permanent drilled-in fixings are installed.

Decking: Decayed, warped or split boards must never been used as they create tripping hazards. Boards that have become slippery or damaged should be discarded and precautions should be taken to hold boards down in high winds. Excessive loading on platforms should be avoided unless the scaffolding has been specifically designed to carry heavy loads. If dismantled masonry is to be stored on a scaffold platform the scaffold designer should be told of this before the design is commenced.

Scaffolding to building interfaces: However well constructed, scaffolding is always likely to move slightly and a tube end rubbing on a wall face can easily cause permanent scarring. All points of contact or near contact between scaffolding and historic buildings should be protected in some way. All tube ends that either touch a wall or are within 25mm of it should have plastic end caps. All standards should sit on timber sole plates to spread the load and floors beneath should be protected with polythene sheet, old carpet or similar materials to prevent damage. All scaffolding should be galvanised to avoid the risk of rust staining.

Sheeting: The wind loading created by sheeting, which is sometimes provided for weather protection, can be very high and special consideration needs to be given to the spacing of scaffold to building ties.

Telescopic props: These may need bracing if they are over two metres high or if they carry heavy loads. They must be plumb and be properly founded. It is common to find a missing support pin being replaced by a short piece of reinforcing bar or something even less satisfactory such as a big nail. Only the manufacturer’s high tensile steel pin should be used.

Temporary roofs and temporary buildings: In relation to their area or volume temporary roofs and buildings are, by nature, light structures. As a consequence their need for lateral stability and resistance to wind uplift is a major but often ignored requirement. It is usually advisable to seek the help of a structural engineer in the erection of such structures. The contractor should always be required to provide a drawing of his proposals and in any but the smallest of cases, supporting calculations.

Earthing: All scaffolding structures which are at risk from lightning strikes should be properly earthed.

Unauthorised access to the building: Scaffolding can make buildings more vulnerable to intruders; ladders should be locked away at night and extra security precautions may be wise.

Workforce: Efforts should be made to ensure that the workforce is aware of the value of the historic fabric. It is well worth considering giving the scaffolders, and indeed other craftspersons, a ‘conducted tour’ of the building so that they can begin to understand its importance and not assume that is ‘just another old building’. On one English Heritage site the house administrator took the scaffolders around the building before they began work. This seemed to engender some genuine enthusiasm and concern for the building and paid dividends in the extra care which they took.

FORETHOUGHT AND ATTENTION TO DETAIL

Scaffolding and temporary works are not always given the consideration that they deserve. Consequently there is risk of damage to the historic fabric either in relatively minor ways such as scarring of surface finishes or in more serious ways such as partial collapse. There is the additional risk caused to members of the workforce or to passers-by.

Documentation, both that produced by the architect or engineer and that produced by the contractor needs to be commensurate with the scale of the job, bearing in mind that failure of even a small element can cause serious problems. Even if only a single telescopic prop is proposed it is important that some proper estimate of the weight to be carried is made and reference made to literature to ensure that the prop proposed can carry the weight safely.

Architects and engineers involved in historic buildings work should have a clear understanding of the requirements of scaffolding and temporary works and be aware of the consequences if something goes wrong. The safety and success of scaffolding and temporary works in the historic building field relies heavily on two things; forethought and attention to detail.

With an historic building there will be no second chance.

Tags:


View the original article here


Synergy Aluminium Scaffolding Tower