Regeneration Through Conservation: Lessons From .
School of the Built EnvironmentRegenerationthroughConservation:lessons fromtheTownscapeHeritage InitiativeDr Alan Reeve – Savills’ Reader inPlanning and Urban Design: OxfordBrookes University
Introduction 1. 2. 3. 4.5.6.7.Background to the studyAims and key questions of the researchThe research scope, structure, approach andmethodsExamples and findingsKey variables and predictorsRecommendationsSummarySchool of the Built Environment
The Townscape Heritage Initiative The THI is a UK government funded programmeFunds are derived from the UK LotteryThe main aim of the THI is to address problems ‘of disrepair,erosion of quality and under use of structures where historicbuildings predominate’The two criteria for grants are 1. that the area has recognisedconservation quality, and 2. that it suffers from multiple levels ofdeprivation.One hundred and seventy five towns and cities across the UKhave benefited from over 170m of HLF investment through theTHI programme over the past ten years, and HLF’s funding haslevered in at least another 170m from other sources.School of the Built Environment
Background to the research OBU commissioned in 1999 to undertake a ten year evaluation ofthe THI programme as a wholeThe research aims to determine how well the programme ismeeting its overall objectives through a review of a sample ofschemes from the first three roundsA number of stages: Base Line (1999) Partial Interim (2003) Full follow up (2007) Potential final follow up (2010)The study has and is providing evidence for improvements to theadministration and implementation of the programmeSchool of the Built Environment
Oxford Brookes University’s Brief: To review selected schemes under fourthemes, and draw general conclusionsregarding the effectiveness of the THI inaddressing these, and the relationshipbetween them: Quality of Life Townscape Appearance Economic Regeneration Image and ConfidenceSchool of the Built Environment
16 ORT PAGNELLWEST WEMYSSMIDDLESBROUGHCOLWYN BAYBLOXWICHBODMINDRAPERS TOWN ANDMONEYMORECLEATOR MOORNEWRYPEMBROKE DOCKBURSLEMWIGTOWNNEWPORTSchool of the Built Environment
School of the Built Environment
A range of sizes: West Wemyss and Pembroke DockSchool of the Built Environment
A range of needs and ambitions Merchant City – Glasgow: city centreregeneration over 20 large urban blocksSchool of the Built Environment
West Wemyss: Small village, 12 propertiesrestoredSchool of the Built Environment
Wigtown: Scottish market town with one keybuilding, and mainly public realm worksSchool of the Built Environment
METHOD Four questions asked by the HLF: Has the THI enhanced the area’s quality oflife? Has the THI improved the area'sappearance? Has the THI facilitated investment in thearea? Has the THI created greater confidence?School of the Built Environment
Using IndicatorsIndicators of Quality of Life EnhancementEmployment and IncomeEducation and Personal AspirationsSense of Community and Social InclusionSecurity, Crime and OrderIndicators of Townscape ImprovementsStreetscape QualityPublic Space ManagementPrivate Space and Façade ManagementHeritage InterpretationIndicators of Economic RegenerationLand Use ChangesRetail Usage and DemandCapital Values and YieldsPedestrian Usage and Traffic FlowIndicators of Image & Confidence BuildingMedia Coverage and PerceptionsAttitudes of Citizens and Community LeadersVisitation and SustainabilityBusiness Vitality and InvestmentSchool of the Built Environment
Townscape Heritage Initiative Research DesignHeritageLottery Fund’sOriginalQuestionsIs the THI contributing tothe community’ssustainability throughinvolvement andaccess?Is the THI improving thearea's appearance?Is the THI facilitatinginvestment in the area?Is the THI creatinggreater confidence in thearea?Field ResearchObservationsand DataKey Indicators&Sub servationSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSub - IndicatorSECONDARY DATAFactStatisticGraphMapTrendThemes Relatedto Original HLFQuestionsQUALITY OF LIFETOWNSCAPEQUALITYECONOMICREGENERATIONIMAGE ANDCONFIDENCEelegancein analysisstrengthfrom triangulationSchool of the Built EnvironmentReportsBase line andsubsequenttime seriesreportsmeasuring theimpact of theTownscapeHeritageInitiative ineach of thesampledlocationsreliability ininterpretation
Questionnaire Postal survey to 500 to randomly selected addresses in each area20% - 30% response rateMixture of questions relating to:perception of quality of placeexpectations re jobs, income, crime, the environmentperception of investment in the areaperception of the attitude of the LA to the areaknowledge of the heritage value/ characteristics of the placeage/ employment profileBaseline established position prior to these issues, and two subsequentsurveys to determine change in perceptions etcSchool of the Built Environment
Response toHouseholdQuestionnaire3.20053.2000As a placeto work,ColwynBayResponses: 69As a placeto work,ColwynBayResponses108MeanScoreout of5Couldn’tbe Better2.832.38OKCould .2%2624.1%54.6%School of the Built EnvironmentDon’tKnow
THI SiteBloxwichQuestion B 6 whereanswer is“Unemployed andlooking for work” [%]7.2Table 6.4.1. c)ClaimantUnemployment Rate2004 or 2005 [%]7.2Bodmin2.22.5Burslem3.73.900.85Cleator Moor1.33.5Colwyn Bay03.4Liverpool2.86.2Newport05.8Pemroke Dock14.3Newport PagnellSchool of the Built Environment
Townscape evaluation Land use survey to establish changes in uses, and changes in vacancyrates and location of theseTownscape scoring – taking a number of views and scoring these interms ofpublic space qualityprivate space qualityheritage standard – maintenance etcSchool of the Built Environment
TOWNSCAPE EVALUATION e between 0 (absent) and 5 (excellent) for each factor.Impression Score out of 5 (1 couldn’t be worse, 5 couldn’t be better).A. STREETSCAPE: QUALITY & MAINTENANCEA1 – Pedestrian FriendlyA2 – CleanlinessA3 – CoherenceA4 – Edge Feature QualityA5 – Floorscape QualityA6 - LegibilityA7 – Sense of ThreatB. . . . . . . .PRIVATE SPACE IN VIEWB15 – Advertising, in keepingB16 – Dereliction, Absence ofB17 – Detailing MaintenanceB18 – Façade QualityB19 – Planting : Private . . . . .School of the Built EnvironmentA8 – Personal Safety: TrafficA9 – Planting: PublicA10 – VitalityA11 – Appropriate Resting PlacesA12 – SignageA13 – Street Furniture QualityA14 – Traffic Flow. Appropriateness C. HERITAGE IN VIEWC20 – Conserved Elements Evident C21 – Historic Reference Seen C22 – Nomenclature/Place Reference C23 – Quality of Conservation Work C24 – Quality of New Development C25 – Neglected Historic Features
Townscape scores for West Wemyss – 2000 & 2005School of the Built Environment
20002006Townscape land use mapping sometimes revealed changesbut without any net gain in occupancy which was the case inBurslem.School of the Built Environment
Interviews Stakeholders:THI officersLocal authority plannersconservation officerspoliceeditor of local paperChamber of Commerceestate agentsTo build up a clear impression of perceptions of the impact of the THISchool of the Built Environment
Secondary data Employment rates Income – households on benefits Exam achievements Absenteeism rates Combined social deprivation ranking(note – all schemes in lowest 25% of wards rated against the index ofmultiple deprivation) Voting turn-outs (in some wards as low as 17% in General Election) Recorded crime levels Average house prices Rents and yields Number of vat registered propertiesDifficulties with secondary data in longitudinal evaluation- mapping information and data against THI area- Changes in the style of data and how it was collected over timeSchool of the Built Environment
The Balanced Scorecard –Creswell 2000 and 2006The Balanced Scorecard of CreswellIndicatorPossible-MaximuAdj. Site ScorIndicators of Quality of Life EnhancementEmployment and Income2010.91Education And Personal Aspirations2011.64Sense of Community and Social Inclusion2011.4Security, Crime and Order208.32Indicators of Townscape ImprovementsTownscape Quality2010.7Public Space Management2010.51Private Space and Façade Management209.4Heritage Interpretation2010.47Indicators of Economic RegenerationLand Use Changes205.6Retail Usage and Demand208.28Capital Values and yields2014.44Pedestrian Usage and Traffic Flow2013.32Indicators of Image and Confidence BuildingMedia Coverage and Perceptions2010.87titudes of Citizens and Community Leaders209.92Visitation and Sustainability209.44Business Vitality and chool of the Built Environment
Examples of change due to THI West Wemyss – High Street terrace restored andre-inhabited, increase in population of the village and greatervitality20002006School of the Built Environment
20002005The physical changes in some THIsites such as the Liverpool RopeWalks was dramaticSchool of the Built Environment
Building improvements in Bloxwich2000School of the Built Environment2006
20002005In Colwyn Bay very modest upgrades in theurban fabric have translated into greaterchanges in local attitudes than one might havepredicted.School of the Built Environment
Positive catalytic effects: Glasgow Merchant City – Glasgow: leverage - 250,000 grant led to 15million investment in a single buildingSchool of the Built Environment
Negative catalytic effect: NewrySchool of the Built Environment
Intractable resistance to improvement: absentee anduninterested property ownersSchool of the Built Environment
Some analysisSchool of the Built Environment
Change by themeTOWNSCAPE %ChangeECONOMIC REGEN%Change CRESWELLWEST CHPEMBROKE BROUGHCOLWYN BAYCLEATOR .7510.75% CRESWELLLIVERPOOLN.PAGNELLWEST OUGHPEMBROKE DOCKCOLWYN BAYCLEATOR .256.256.255.254.2543.532.51.751.750.50.250.25 % Change5.68 % Change4.59School of the Built Environment
IMAGE %ChangeQUALITY OF LIFE %Change CRESWELLN.PAGNELLGLASGOWWEST WEMYSSCOLWYN BAYMIDDLESBROUGHLIVERPOOLCLEATOR PEMBROKE 2.521.751.751.750.5% COLWYN PAGNELLDRAPERSTOWNBODMINCLEATOR MOORMONEYMORENEWRYPEMBROKE DOCKBURSLEMWEST .750.50.50.50.51.52.253.5% %Change4.69 %Change2.21School of the Built Environment
Highly SuccessfulFair SuccessSome SuccessLittle or no ChangeWorseSchool of the Built Environment
Creswell – successful investment:improved on all measuresSchool of the Built Environment
Less successful: Cleator MoorSchool of the Built Environment
Key variables that account for success (or failure) Intrinsic variables – those factors within the funding, organisationand implementation of a project Extrinsic variables – those factors within the context ofregeneration in an areaSchool of the Built Environment
Intrinsic variables The scale of the project relative to the size of the place or locationrequiring regeneration: the more comprehensive a project thegreater its impact The more experienced and developed a partnership the greaterthe impact The commitment, skills and continuity of the key staff involved The length of time allowed within the programme to commitfunding The more focused a scheme’s objectives on quality conservationand physical regeneration the greater the impact Establishing and maintaining the commitment of partners iscriticalSchool of the Built Environment
Extrinsic variables The local economic context is the single most importantfactor in determining a scheme’s success The nature of ownership of properties to be restored The presence or otherwise of appropriate conservationexpectations and building skills: this will impact directly onthe townscape quality of a scheme The most successful THIs are those which are part of, andare designed as part of, a wider regeneration andconservation strategy, particularly in complex and largeareas of regeneration need for instance, Glasgow, andLiverpool. The less successful schemes are where such astrategy is underdeveloped – arguably in Burslem,Middlesbrough and NewportSchool of the Built Environment
Main recommendation: The HLF should develop a clear and measurableassessment framework which can be used toevaluate or predict the likely success of a scheme (iein terms of its potential impacts in the four thematicareas of interest for the THI – townscape, economicregeneration, quality of life and image)School of the Built Environment
Predictors of positive regeneration outputs andoutcomes in heritage based schemes: four themes Conservation/townscape outcomesEconomic outcomesSocial cohesion outcomesWider regeneration outcomesSchool of the Built Environment
Theme: Conservation/townscape outcomes1. Experience of conservation/regeneration2. Objectivity of assessment of cost of expertise3. Local capacity to deliver conservation standard work4. Accurate assessment of conservation and townscapevalue/potential5. Presence of other regeneration/ heritage schemes in theareaSchool of the Built Environment
Theme: Economic outcomes6. Economic trends over previous five years: Locally, regionally,nationally7. Entrepreneurial capacity8. Housing demand9. Absentee and recalcitrant landlords10. Employment and income levels11. Assessment of cost/value gap12. Commercial demandSchool of the Built Environment
Theme: Social cohesion outcomes12. Demographic trends13. Social capital14. Crime rates15. Historical contextSchool of the Built Environment
Theme: Wider regeneration outcomes16. Regeneration experience17. ‘Vision’18 Administrative competence:-knowledge, skills, training19. ‘Fit’ of THI to delivery and management structuresSchool of the Built Environment
SOME CONCLUSIONS Success of schemes cannot be separated fromlocal/regional (and now national) economic and socialtrends Conservation investment focused on highly visiblelandmark buildings, and public realm works producebest results across all themes Where demand and community and conservationaspirations have been latent positive results followBut: Lack of success is associated with entrenchedeconomic and social problems, low demand forhousing and business premises - where there is longterm neglectSchool of the Built Environment
Summary In summary, the THI programme can turn placesaround – combined in some cases with otherconservation investment Without the THI investment it is likely that some ofeven the most improved schemes would havecontinued to decline, and their built heritage havebeen lost The majority of schemes reviewed represent good tovery good value for money: it should be possible topredict where this will not be the caseSchool of the Built Environment
The Research TeamKey researchers: Dr Alan Reeve (Oxford Brookes University/ Townscape HeritageResearch Unit) Dr Robert Shipley (University of Waterloo) Philip Grover (formerly Oxford Brookes University)Field work: Michelle Thomas (Oxford Brookes University) Professor Brian Goodey (Oxford Brookes University) Dana Svihlova (Matej Bel University)Desk based:Andrew Chadwick (Oxford Brookes University)Catherine Tranmer (Oxford Brookes University)plus some half a dozen assistant research staff (Oxford BrookesUniversity)School of the Built Environment
Total 320 166.87 52.1. School of the Built Environment Examples of change due to THI West Wemyss – High Street terrace restored and re-inhabited, increase in population of the village and greater vitality 2000 2006. School
Community Regeneration Learning Network (CRLN) 3 David Cowan, Head of Regeneration, Scottish Government: Community-led regeneration is at the centre of the Scottish Government's regeneration strategy1. The regeneration strategy recognises the need to target funding to tackle area inequality and to involve and empower communities to take
Urban regeneration of historic towns: regeneration strategies for Pauni, India P. Parlewar & Y. Fukukawa School of Architecture and Planning, Chiba University, Japan Abstract The urban regeneration of historic towns is a process of inducing life into decaying assets and developing future potential. These assets and potentials may
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TOPIC 12 Understand Fractions as Numbers 8 LESSONS 13 DAYS TOPIC 13 Fraction Equivalence and Comparison 8 LESSONS 12 DAYS TOPIC 14 Solve Time, Capacity, and Mass Problems 9 LESSONS 11 DAYS TOPIC 15 Attributes of Two-Dimensional Shapes* 5 LESSONS 9 DAYS TOPIC 16 Solve Perimeter Problems 6 LESSONS 8 DAYS Step Up Lessons 10 LESSONS 10 DAYS TOTAL .
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