creating excellent primary schools

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Creating

excellentprimaryschoolsA guide for clients


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Published in 2010 by the Commission for

Architecture and the Built Environment.

Graphic design: Duffy

All rights reserved. No part of this publication may

be reproduced, stored in a retrieval system, copied

or transmitted without the prior written consent of

the publisher except that the material may be

photocopied for non-commercial purposes without

permission from the publisher. This document is

available in alternative formats on request from

the publisher.

ISBN 978-1-84633-025-4

CABE is the government’s advisor on architecture,

urban design and public space. As a public body, we

encourage policymakers to create places that work

for people. We help local planners apply nationaldesign policy and advise developers and architects,

persuading them to put people’s needs first. We

show public sector clients how to commission

buildings that meet the needs of their users. And we

seek to inspire the public to demand more from their

buildings and spaces. Advising, influencing and

inspiring, we work to create well-designed,

welcoming places.

CABE 1 Kemble Street London WC2B 4AN

T 020 7070 6700 F 020 7070 6777

E [email protected] www.cabe.org.uk

Cover image: St Luke’s Primary School, Wolverhamp-

ton, by Architype © Leigh Simpson

Printed by Seacourt Ltd on Revive recycled paper,

using the waterless offset printing process (0 per

cent water and 0 per cent isopropyl alcohol or harm-

ful substitutes), 100 per cent renewable energy and

vegetable oil-based inks. Seacourt Ltd holds EMAS

and ISO 14001 environmental accreditations.

This publication is available inalternative formats on requestfrom the publisher.


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Contents

Foreword by Paul Finch 5

Introduction 6

The importance of good design 8

About this guide 9

Can design quality be measured? 10

How to recognise a well-designed

primary school 11

How to achieve good design 12

Case study Using good design

as a catalyst for change

Birley Spa Primary School, Sheffield 14

Case study Blended learning styles

in an open plan learning environment

Canning Street Primary School,

Newcastle upon Tyne 16

1 New patterns of learningand the implications for design 18

1.1 Future learning – educational transformation 20

1.2 Personalised learning in primary schools 22

1.3 The extended school agenda and its design

implications 23

1.4 Encouraging parental involvement

in children’s education 24

1.5 Inclusion 25

1.6 ICT in primary schools 27

Case study Creating an inviting

and welcoming schoolSharrow Primary School, Sheffield 28

Case study Remodelling a primary

school to improve accessibility

Burnham Copse Primary School, Hampshire 30

1.7 Sustainable schools 33

Case study A sustainable schoolSt Luke’s Primary School, Wolverhampton 34

1.8 Outside spaces in education 36

1.9 Healthy eating 37

Case study Healthy eating

Redbrook Hayes Primary School,

Rugeley, Staffordshire 38


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2 Background to school projects 422.1 People involved in primary school building

projects 43

Case study Public art programme

Barton Hill Primary School

and Children’s Campus, Bristol 48

2.2 Being an excellent client 50

2.3 The role of the local authority 50

2.4 Integrating the project into wider

regeneration plans 51

Case study New school as catalyst

for regeneration

North Solihull Partnership regeneration project 52

2.5 The role of the school 54

2.6 Involving stakeholders in projects 55

Case study Design festival

and impact on school design

North Road Primary School, Darlington 56

3 Creating a brief 603.1 The importance of a vision for a school

building project 61

3.2 Developing the vision and translating

it into a brief 62

Case study Developing an excellent brief

Southwark Primary School, Nottingham 66

3.3 Learning from other schools 69

3.4 How to recognise a well-designed

school – 10 examples 70

4 From vision to reality:

seeing the project through 76

4.1 Funding for primary school projects 77

Case study Procuring projects through

a framework agreement

Alfred Sutton Primary School, Reading 80

4.2 Differences between small and large projects 82

4.3 Types of procurement and when to use them 83

4.4 Choosing a design team 85

4.5 The design process 86

Case study Using a design competition

Southwark Primary Schools, London 88

4.6 Contingencies 90

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5 Getting the design right 925.1 Understanding what you have 93

Case study A masterplan for phased

improvements to a school

Firs Hill Primary School, Sheffield 94

5.2 Masterplanning 96

5.3 Getting the learning environment right 97

5.4 Flexibility and adaptability in primary schools 99

Case study Achieving an excellent

environment for teaching and learning

Northbury Primary School, Barking, London 100

5.5 Getting the building services right 1025.6 Investing sufficiently in external areas 104

5.7 Security: avoiding the fortress syndrome 105

Case study Innovative school grounds

Merrylee Primary School, Glasgow 106

5.8 School halls, dining and other

specialist areas 108

5.9 Coats, toilets and storage 109

5.10 Designing for everyone 110

5.11 Furniture and fittings as part

of high-quality environments 111

5.12Pre-fabrication – providing extraaccommodation for expanding pupil numbers 112

6 Design development,construction and evaluation 116

6.1 Managing the building works 117

6.2 Whole-life costing: creating buildings

that are easy and economical to maintain

and operate 118

6.3 Measuring success after completion 119

7 Appendices 120

7.1 Glossary of terms 121

7.2 Useful organisations 123

7.3 Further information 124

7.4 Local examples 127

Acknowledgements 131


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ForewordGood school design matters. It is about theeducation and life chances of young people.

Evidence shows a clear link between well-designedschools and pupil performance and behaviour.Good design alone doesn’t raise standards, butbad design impacts on the quality of teaching,the aspirations and self-perception of pupils,and the sustainability of a school.

Successful school design is the result of hard work

and collaboration between designers, contractorsand visionary, committed clients. You also need toinvolve the people who will use the buildings. Thismeans talking to both teachers and pupils aboutwhat they want, and giving pupils the chance toexpress themselves creatively and understandhow buildings work.

This guide has been produced especially forprimary schools receiving new capital investment.It shows what can be achieved when clients knowhow to get the best from the process of building orrefurbishment. Taking you step by step through theprocess, it provides practical tools and a dozencase studies that we hope will inspire you.

Despite the challenges presented by a toughfinancial climate, we must not lose focus on thequality of the places where young people learn.To do so would mean failing generations of pupils,their families and the communities of which areschools are such an important part.

Paul Finch

Chair, CABELong view: successful school design needs

collaboration between designers, contractorsand visionary, committed clients


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Introduction

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D al r y

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Many primary schools will soon be involved ina building project, thanks to the primary capitalprogramme (PCP). The programme is makingadditional funding available to enable localauthorities to rebuild or take out of use the worst5 per cent of primary school buildings and tosignificantly improve at least half of all primaryschools. Local authorities are being advised totake a strategic approach to rebuilding, refurbishingor remodelling their primary schools to bring themup to 21st-century standards.

Good good design is fundamental to the delivery

of this programme. An informed school client isvital for the success of a school building project.

This guide has been written for school communitiesto explain the processes involved in a primary schoolbuilding project and advise how to get the best fromit, particularly in terms of design. We have tried tomake it concise, straightforward and jargon free. It

is not intended to be read from cover to cover in onesitting. Rather, it is designed as a reference guideand is divided into sections roughly relating to thedifferent stages of a project.

You can learn a lot from visiting schools that havealready been through a building programme. Wehave included a selection of schools in section

7.4 that may be worth visiting.

We hope you will find this publication useful,and that it results in better primary school buildings.

Good design is fundamentalto the delivery of the primarycapital programme – and aninformed school client isvital for successful schoolbuilding projects


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The importanceof good design

Well-designed buildings lift the spirits and

aspirations of everyone who uses them, and providefacilities that are fit for purpose, inclusive and builtto last.

Research from the UK and abroad proves thathigh-quality educational buildings can:

– promote the performance of students, making it

easier for them to learn effectively. One researchproject found that test scores in well-designedbuildings were up to 11 per cent higher thanin poorly designed buildings1

– help recruit and retain staff, cutting the costsof staff turnover. A UK study found that capitalinvestment in school buildings had a strong

influence on staff morale, as well as pupilmotivation and effective learning time2

– provide facilities that are flexible enough torespond to evolving thinking about teachingand learning.

Design alone cannot raise achievement, but poor

design can be an obstacle to raising educationalstandards above a certain level. A recent researchpaper, Do School Facilities Affect Academic Outcomes? by Mark Schneider, professor ofpolitical science at New York State University,concluded:

School facilities affect learning. Spatial

configurations, noise, heat, cold, light,High performance: test scores in well-designed buildings are up to 11 per cent higher

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and air quality obviously bear on students’and teachers’ ability to perform.3

In the same vein, a research paper commissionedin 2007 by Estyn,4 Her Majesty’s Inspectorate

for Education and Training in Wales, on schoolperformance in new or refurbished buildings,found that:

– ageing school buildings that are in a poor stateof repair cannot meet modern teaching andlearning methods

– inadequate buildings make improvements instandards of achievement more challenging

– in nearly all the schools with new or refurbishedbuildings that were surveyed, pupils’ attainmentand achievement had improved.

About this guide

CABE is the government’s advisor on architectureand the built environment. Our chief objective is

to help and empower clients to achieve the bestbuildings and public spaces. We believe thatinformed and dynamic clients are vital for thecreation of successful school building projects.

For many school communities – staff, parents,students and other people who use the schoolfacilities – embarking on a building project may feel

daunting. This publication is intended to guide andinspire these communities through this complex butrewarding process. It explains what is involved inprimary school building projects and adviseson getting the best from them, particularly interms of design.

Case studies and practical examples are includedwherever possible, and the material is divided intosections relating to the different stages of a project,for ease of reference.

Much has already been written about designingnew school buildings. You will find references forthe most useful publications in the appendix atthe end of the guide.

Built to last: schools should take a

sustainable approach to design, construction,environmental servicing and travel

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Can design qualitybe measured?

Measuring design quality will never be an exact

science. What is right for one site and one schoolmay be quite wrong for another. However, CABEbelieves that by evaluating exactly what is neededfrom a particular building and looking carefully at thedesign solutions available, it is broadly possible tomeasure design quality.

CABE, in association with the Construction Industry

Council (CIC), has developed a methodology forevaluating the design of buildings, known as designquality indicators (DQIs).5

DQIs evaluate three main components:build quality, functionality and impact.

These components are broken down into 10 sub-

sections, each of which have a further 10 criteria.Therefore, around 100 factors are considered todetermine the overall design quality of a building.CABE and the CIC have developed a versionof DQIs specifically for use on school buildings,known as DQI for Schools.6 This works on thesame principles and can be used to determinethe priorities of different stakeholders:

– build quality access, space, uses– functionality performance, engineering,

services, construction– impact the school in its community, within

the school, form and materials, characterand innovation.

For more information see www.dqi.org.uk Outside learning: well-designed external spacesoffer settings for leisure, learning and sport

C o om b e s

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How to recognise a well-designed primary school

CABE has developed a simple checklist to keep

the brief and the design process going in the rightdirection. These are explained in more detail insection 3.4.

a. A high-quality design that inspires users tolearn and is rooted in the community

b. A sustainable approach to design,construction, environmental servicing andtravel to school

c. Good use of the site, balancing the needsof pedestrians, cyclists and motorists, andenhancing the school’s presence in

the community

d. Buildings and grounds that are welcoming,safe and secure, and inviting to the communitywhile protective of the children

e. Good organisation of spaces in plan andsection, easily legible and fully accessible

f. Internal spaces that are well proportioned,fit for purpose and meet the needs of thecurriculum

g. Flexible design to support transformation,allowing for short-term changes of layoutand use, and for long-term expansion orcontraction

h. Good environmental conditions throughout,

including optimum levels of natural light andventilation

i. Well-designed external spaces offering avariety of different settings for leisure, learningand sport

j. A simple palette of attractive materials, detailed

carefully to be durable and easily maintained,and to age gracefully


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How to achieve good design

The local authority and the school should followclear processes to achieve a well-designed school.

They need:

– a clear vision for how education will be deliveredin the future in the school

– a client design advisor who can help to translatetheir vision into a brief; help them to challengedesign proposals that fall short of theiraspirations; and evaluate designs as an‘expert client’

– a well-thought-through approach tosustainability in terms of both the constructionand the use of the building

– a clear idea of functional requirementsand quality

– a thorough brief, developed in consultation withthe school, that sets out these requirements andtakes account of the need to provide flexibil ityand adaptability for future patterns of learningand other uncertainties

– skilled designers who can engage in a

constructive dialogue with the public sectorprocurer, suppliers, manufacturers and end users

– providers (builders and managers) who willdeliver the building, rise to the challenge of thedesign and work well with their clients, engagingthem in the process

– a programme that provides sufficient time forthe designers to achieve a good solution

– a realistic and robust budget that is sufficient tobuild a school of appropriate construction quality.

Introduction – references

1 The value of good design, CABE, 20022 Building Performance: An Empirical assessment of the Relationship

Between Schools Capital Investment and Pupil Performance,PricewaterhouseCoopers Research Report No 242, 2000

3 Mark Schneider is professor of political science at New York StateUniversity, Stony Brook. Do School Facilities Affect Academic

Outcomes? , 2002, www.cabeurl.com/b4 An evaluation of performance of schools before and after moving

into new buildings or significantly refurbished premises, Jan 2007,www.cabeurl.com/c

5 See www.cabeurl.com/d for full details of the methodology.6 DQI for schools is explained at www.dqi.org.uk. The CABE

publication and CD Picturing school design (2005) explains howthe methodology can be used to achieve well-designed schools,www.cabe.org.uk/publications


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Birley Spa Primary School, Sheffield

Birley Spa Primary is a two-form entry school ina deprived area of south-east Sheffield, set in alow-rise 1960s council housing estate.

The school was well run and had reasonable levelsof attainment, but by the early 1990s the timber-framed structure had developed severe structuralproblems, including a leaking flat roof. Accordingto former headteacher Geoff Mawson, the buildingwas a serious barrier to learning, both in terms ofcondition and design.

In the mid-1990s the decision was taken to rebuildthe school. It soon became apparent that thebuilding project provided an excellent opportunityto thoroughly review the way the school worked.

Working groups were made up of the leadershipteam, staff volunteers, parents, pupils and membersof the local community.

Having established new policies, the schoolcommunity sought to embed this thinking in thedesign of the new school. The community wanted:

– all the facilities under one roof, so pupils wouldnot have the disruption of going outside to movebetween different activities

– easy access to outdoor learning spaces fromeach classroom– flexibility of use in the larger spaces, such as

the dining area– community involvement, reflecting the fact that

local people had very few community facilitiesin the area.

In the news: residents and pupils were

heavily involved in the design of theirnew school

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Case study

Using good design asa catalyst for change

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A courtyard plan, with a safe play area at the heartof the school, emerged as the best solution. Localresidents and pupils were heavily involved in theplanning and even construction of the new building.Children were given bricklaying lessons by thecontractor to give them an understanding of

the trade.

By summer 2000, after just one academic yearin the new building, key stage 2 SATS results hadrisen dramatically. The average score in 1999was 65.5 per cent and by 2003 this had risen to96 per cent. This was undoubtedly a result of theeducational changes developed during the planning

and construction of the new building.

It was not just the education that had beentransformed. There was also a major shift in theattitude of parents and the community towards theschool. In the words of Geoff Mawson, ‘the buildingproject was a catalyst for positive change’.

Further informationArchitect: Sheffield Design and Project Management, Sheffield City Council

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Catalyst for change: academic results have

improved dramatically since the rebuilding

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Innovative design: Canning Street Primary was extensively refurbished

Case study

Blended learningstyles in an open plan

learning environment

Canning Street Primary School, Newcastleupon Tyne

Canning Street Primary is in inner-city Newcastle.Many pupils speak English as an additionallanguage and a high number of children have special

educational needs. However, in 2007 Ofstedcommented that ‘this outstanding school is aharmonious working community where every pupilis accepted and valued, no matter what theirbackground or ability’.

The open plan 1970s building had been used verysuccessfully, but was starting to create limitations

for teaching as the class bays were too small.The building was also susceptible to over-heatingbecause of the rooflight running its full length. Asa result, the school was extensively refurbished aspart of the Newcastle Building Schools for theFuture (BSF) programme, and re-opened inSeptember 2008.

The environmental problems were resolved, theteaching spaces enlarged, and the large teachingarea remodelled to provide a greater range ofaccommodation to support the innovative teachingmethodology, described below.

The teaching space now consists of a single, verylarge curved area with no fixed partitions in the

centre. A central circulation route runs the full lengthof the space, separated from the teaching areas bylow storage cupboards. Behind this is a shared areaused by all the classes in a variety of ways. Beyondthis are the classroom bays, divided only by fixedscreens that do not reach fully to the ceiling. Toiletsare in small extensions beyond the classroom bays.

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Learning curve: the teaching space consistsof a single large curved area with no fixed partitions

On the other side of the circulation route, there arevarious group teaching rooms and a library area.

The staff adapt the layout to suit individual lessons.For subjects such as maths and literacy, theteachers tend to teach their own class within their

own bay, and the teaching assistants will supportsmall groups within the class where necessary.For other subjects there may be a more thematicapproach, and the year group is split up into smallergroups involved in two or three different activities,making use of the shared space as well as theclassroom area.

This method of teaching is clearly successful atCanning Street, and is popular with staff. They findthe open plan arrangement supportive, and it isparticularly appropriate for newly qualified teacherswho can work in a co-operative environment andlearn from more experienced colleagues.

To the visitor, the design of the school and the way

it is used can look anarchic, and some expressconcern about the potential for disturbance fromnoise. However, the reality is a calm environmentwhere learning is enjoyed and where older childrenprovide support for younger ones, and welcomenew pupils. It is also apparent that the uniquedesign makes a significant contribution to theinclusive character of the school.

Further informationArchitect: Parson Brickenhoff


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1 New patternsof learning andthe implicationsfor design

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Teaching and learning in primary schools continuesto be a process of evolution.1 The design of newschool buildings needs to reflect this, and providefacilities that can change with the times.

Research and investigations into early years teachingcontinue to develop new thinking on best practicefor primary school education. For example, the Rosereview of the primary curriculum2, which reported inApril 2009, focused on the benefits of cross-subjectteaching and improving transition from early yearsto key stage 1 through a more play-based approach.These changes will have implications for design in

that more flexible spaces will need to be considered.

By designing flexible buildings, schools are ableto respond to new thinking quickly and efficiently,without further disruptive construction work.

The design of new school

buildings needs to providefacilities that can change withthe times, so more flexiblespaces will be needed

Changing times: new primary schools should

offer a better transition from early years throughmore informal play spaces


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1.1 Future learning –educational transformation

How educational transformation affects design

The Department for Children, Schools and Families(DCSF) has identified the goals of educationaltransformation as follows:

– deliver high standards in world-class schools– narrow achievement gaps and tackle the effect

of poverty and disadvantage

– enhance school diversity and parental choice– increase access to community services deliveredby and through primary schools

– deliver creative, flexible designs supportingthe best thinking on teaching and learning

– secure effective use of new technologies– produce places for learning that are exciting,

flexible, healthy, safe, secure and environmentally

sustainable.3

Many of these transformational goals have clearimplications for the design of primary schools,whether they are new-build, remodelling orrefurbishment projects. School buildings willhave to become more accessible and adaptablefor community use, the change in learning patterns

and the implications of increased ICT use. At thesame time the buildings still need to be durable,and secure but welcoming.

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New concept: the design of the Dalry PrimarySchool in Ayrshire involved artist Bruce

McLean. The school’s ICT room is aninflatable silver space

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A strategic approach to transformation

In 2008 local authorities produced primary strategyfor change (PSfC) documents, setting out andprioritising their PCP funding strategically.4

Each PSfC document considers:

– the needs of all eligible schools across the wholeof the primary school estate, including primary-age special schools, voluntary-aided, foundationsand trust schools

– how the PCP investment can join up with other

investment programmes, such as that forcommunity health provision

– achieving best value for money– standards of design quality and monitoring.

Schools should familiarise themselves with theapproved PSfC documents submitted by theirlocal authority. These will contain details of:

– The local perspective The authority’s aims

and objectives for primary education in the21st century

– Baseline analysis The authority’s starting point,both in terms of what is good about primaryeducation now and what needs to improve

– Long-term aims The investment priorities for

the next 14 years to transform education throughbetter facilities and the pattern and type of school

– Approach to change How your authority will runthe primary capital programme. It will cover issuessuch as: governance, staffing and resources,criteria for choosing projects, consultation andcapacity building, design, sustainability, ICT,

procurement and value for money

– Initial investment priorities The specificpriorities for investment during the first four yearsof the programme (five years for pathfinders),showing how these contribute to the long-termaims. It should also specify the school projectsto be delivered up to 2011.

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1.2 Personalised learningin primary schools

Personalised learning involves:

– knowing pupils better as individuals and learners– pupils understanding what they are trying to

achieve– matching teaching and learning more closely

to the needs, aspirations and learning stylesof pupils

– creating a flexible curriculum that meets all

children’s needs– creating a positive ethos in which pupils’ welfare

is nurtured– valuing the knowledge, skills and experience

pupils bring to the classroom.

The DCSF has published detailed guidance5 andhas also commissioned DEGW to undertake a new

research project called Space for Personalised Learning.6 This research is aimed at supportingschools to change or evolve the physical environmentin response to personalised learning.

Good design can help the delivery of personalisedlearning, providing conditions in which staff andstudents can shape teaching around the way

different children learn. Some of the practicalissues to consider include:

– the size, shape and furnishing of classroomsbeing sufficiently flexible to meet a variety ofteaching needs

– additional spaces provided for smaller groups andindividual learning, both with and without adults

– school grounds providing outdoor spaces forsmall groups and individual learning

– capacity for using ICT in a variety of ways within

the learning environment– appropriate illumination, acoustics, ventilation and

heating to support a range of learning activities.

Multi-purpose: the space at the heart of St Luke’s

Primary School in Wolverhampton can be used forone-to-one teaching, group work or library use

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1.3 The extended schoolagenda and its designimplications

In Extended Schools: Access to Opportunitiesand Services for All ,7 the government sets out itsambition that by 2010 extended services will beavailable, including:

– high-quality 8am-6pm year-round childcare– a range of study support activities– parenting support, including family learning– swift and early referral to a wide range of

specialist support services– wider community access to learning and

recreational facilities for adults.

From 2008 to 2011, the government will provideover £1 billion to support the development ofextended services. Extended facilities could

potentially be part-funded from other sources,such as Sure Start or primary care trusts. TheTeacherNet website has information and casesstudies about funding for extended services.8

Providing for extended services should be consideredfrom the beginning of the design process. In somecases, extended services can be offered through the

flexible use of spaces such as the hall, dining area orspecialist music or ICT rooms. However, whereverpossible children should not be located in the sameroom or environment from 8am-6pm, but rathermove around the building for out-of-school-hoursfacilities. This could be problematic for smallerschools and for schools wishing to provide facilitiesfor other clubs and activities. Flexible divisions

within the school hall could be a solution. Byconsidering these issues early in the design

process, the best possible provision can be madefor all children.

Some of the key considerations when designingfor extended services are:

– Stakeholder involvementCommunity stakeholders should be involvedin the project as early as possible to create aninclusive process, but should understand thatthe running of the school is the top priority, anddesign solutions should work for everyone.

– Accessibility and securityBe clear about which areas of the building will beaccessible to the community during the schoolday. The entrance is key to creating an inclusive,welcoming building while also maintainingsecurity and child protection.

– Flexibility

The arrangement of spaces needs to take intoaccount how the building will work in a range ofdifferent situations, at different times of the dayand week.

– Management and running costsA school that is used intensively all day, every day,will get a lot of wear and tear. The building fabric

and external landscape should be designed to bedurable and easy to maintain, perhaps adding tothe initial cost, but saving money in the long term.Running costs should be split between differentusers in advance.

These and other issues are considered in moredetail in the DfES publication Designing Schoolsfor Extended Services, which also includes apractical checklist.9


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Getting involved: Reading’s Coombes School uses outside

spaces for teaching, learning and play – and it encouragescommunity involvement.

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1.4 Encouraging parentalinvolvement in children’seducation

Evidence shows that when parents are involved intheir children’s education and their school, childrenget more out of their schooling and their attainmentis greater.

The design of primary schools can positivelyhelp this process by encouraging parents to comeinto the building and, once inside, making theexperience enjoyable and making them feelpositive about returning.

Parents can be prompted to become involved by:

– making the school entrance welcoming andeasy to find

– providing a comfortable reception area

– creating parent facilities within the school, suchas a dedicated room for adult education classes(such as English lessons), governors’ meetings orother community activities, to be used both duringand outside normal school hours.

The DCSF Standards website lists a selectionof case studies where schools have successfully

encouraged parents to be involved with theschool and children’s learning.10

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1.5 Inclusion

Providing for a range of abilities in every school

Every school should be built to inclusive design

principles. The design process should be inclusive,involving children who are currently at the schooland perhaps recent leavers, parents, local people,specific groups such as young mothers and olderpeople, and people with learning disabilities andneurological conditions, including those withsensory and physical impairments.

Making a mainstream school more inclusive willcreate advantages for all the children taught there.For example, an amplification system provided inall classrooms (called a sound field system) willspecifically assist children with hearing impairment,and will also help audibility for all other children.It sends a clear message that all children are equal,regardless of their needs, encouraging greater

understanding and tolerance throughout the wholeschool community.

The government is committed to including childrenwith disabilities, both cognitive and physical, inmainstream schools, unless their specific educationalneed would be better met in a special school.

There are various approaches to inclusion:

– Special schools for pupils with greater needscan be located on the same site as a mainstreamprimary school. For example, West LondonAcademy, Northholt, London, is an ‘all-through’school from primary to secondary stages. Itincorporates the John Chiltern SEN school that

is located in the middle of the academy.

– Specialist areas, for example for childrenwith hearing impairment and communicationsdifficulties, can allow children to be taught partlyin the mainstream school and partly in thespecialist facilities.

New Bewerley Community School, Leeds, hasa special inclusive learning centre (SILC) includedin the school.11 Children with specific needs usethe SILC in the morning and join mainstreamclassrooms in the afternoon. The food technologyroom is adapted for specific needs by having aworkbench, sink and cooker with adjustable

heights. The school works in partnership withBroomfield SILC in giving children with specificneeds the opportunity to be taught in a mainstreamschool.12

– Mainstream schools can be made more inclusivethroughout so that children with specific needscan participate fully.

Pinewood Infant School, Farnborough,Hampshire, is a small, one-form entry school.It has an integrated resource for 15 childrenwith speech and communication difficulties.The design allows classrooms to be a generoussize which all children benefit from.13

Design considerations for special educational needscan be complex and need to be thought throughfrom the outset of the project. The DCSF’s BuildingBulletin 102: Design for disabled children and children with special educational needs providesdetailed guidance.14 CABE’s publication Inclusionby design offers everyday examples from varioussettings demonstrating how good design can help

create places that work for everyone.15


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26

Key considerations include:

– access clear, simple layouts, with accessiblecirculation routes, suitable for wheelchair users;ergonomic details, such as door handles at the

right height; means of escape designed to takeaccount of people with a range of physical andcognitive disabilities

– space more space for the use and storage ofspecialist equipment

– sensory awareness visual contrast and texture;

avoidance of glare; good-quality acoustics

– enhanced learning sound amplification systems;accessible workstations, furniture and fittings;easy access to ICT resources, aid and mobilityequipment

– flexibility and adaptability movable partitions

to create differently sized spaces; adjustableenvironments, in terms of lighting; movablefurniture for different activities

– health and well-being additional personal carefacilities and specialist medical and therapyfacilities may be needed

– safety and security minimising the risk of harmcan be important where children have morechallenging behaviour

– social sustainability in addition to environmentaland economic sustainability, social sustainabilityinvolves schools developing as models of socialinclusion, enabling all pupils to participate inschool life, irrespective of their culture, race

or special educational needs.Signing in:

the Dalry Primary School includessign language graphics on the classroom wall

D al r y

P r i m ar y S ch o ol ,N or t h A y r s h i r e , b y N or t h

A y r s h i r e C o un ci l ©Di r k B uw al d a


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Case study Sharrow Primary School, Sheffield


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Case study

Creating an invitingand welcoming school

Sharrow Primary School is a new school, built on atight urban site in a dense inner-city area. Previouslytwo separate infant and junior schools, the newschool was built on the infant school site, next to

a small community park.

The school and the architects agreed that the newbuilding should face the park, encouraging familiesto walk to school and avoiding vehicle access to themain entrance. The orientation of the school takesmaximum advantage of space, light and the park.The classrooms facing the park have attractive

views over the valley, which is especially refreshingin such a built-up area.

Bright pink gates greet children and families asthey enter the school grounds from the park, makinga bold and welcoming statement. Curved woodenseating, for children and parents, and a pergolaare two interesting features in the school grounds.

These were commissioned from artist AndrewSkelton who also made pieces of furniture forthe reception area from timber reclaimed fromthe old school.

The reception area is a warm and inviting spacewhich opens out into a larger atrium, rising to thefirst floor and flooding the central space with naturallight. This atrium enabled corridors to be omittedfrom the school plan. The lift shaft in the middle ofthe atrium is painted pink, adding colour and linkingthis entrance area to the gates. The space isdesigned to encourage people to linger, especiallyat the end of the day when children are being

28

Bright start: Sharrow Primary has distinctive pink entrancegates and a large wooden walkway to the main door

S h ar r owP r i m

ar y S ch o ol , b y S h ef f i el d D e s i gn an d P r o

j e c t M an a g em en t , S h ef f i el d Ci t y C o un ci l .A l l ph o t o s ex c e p t r i gh t c en t r e ©P a ul Wh i t e

collected. An open plan library is for the communitya ll a th h l hild


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as well as the school children.

As 80 per cent of the school’s pupils speak Englishas an additional language, literacy is very important,not just for pupils but also for their families.

Architect Cath Basilio is delighted that this centralarea has become a hub of activity at certain times ofthe day, where people of different cultures and agesinteract. ‘Pupils gain great experience from meetingand listening to the many visitors, developing social,language and citizenship skills,’ she says.

The school is visually striking and makes a statement,giving it an identity in its community. It is inviting andwelcomes families, carers and the wider communityinto the heart of the school.

Further informationSharrow construction bodies: www.cabeurl.com/2cSchool website: www.sharrowprimary.ik.orgNCLSCS case study video: www.cabeurl.com/2dArchitect: Sheffield Design and Project Management, Sheffield City Council

29

In the pink: a large panel covers the back of the lift shaft and makesa decorative piece that links the design of the school gates and entrance

© C a t h B a s i l i o

Case study Burnham Copse Primary School, Hampshire


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y

Remodelling a primaryschool to improve

accessibility

Hampshire County Council has invested £2.7million refurbishing, remodelling and extendingthe former Burnham Copse Junior School inBasingstoke to create a one-form entry primary

school building.

The junior school building was built in the 1950sand started life as a secondary school. The originallayout was three separate buildings that were

joined only at ground level by a continuous corridor.This made it inadequate for disabled access toupper levels.

The plan was to extend, remodel and refurbishthe building to make it fully accessible and providepre-school accommodation, seven classrooms, alibrary/resource area, a music and drama classroom,ICT suite, food technology and craft rooms, asmall group tutorial room, and administrationand storage areas.

The aims of the brief were to:

– improve accessibility throughout the school– improve the environmental conditions within

the classrooms– produce a scheme which celebrates outside

learning– reorganise the dynamics of the school to ensure

the entrance and staff areas are at the heartof the school

– create a new identity from the tired existing school– provide a scheme that is cost effective and is easy

to maintain.

B ur nh am C o p s eP r i m ar y S ch o ol , b y H am p s h i r e C o un t y C o un ci l ©D anK e el er

Educational transformation: this1950s building has been turned into afully accessible school building with theaddition of the walkway on the upper level

The response to the brief was to remodel the internalspace build a specialist teaching extension and


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space, build a specialist teaching extension andprovide an external walkway at first floor level tolink all three existing blocks.

The walkway acts as a balcony for al l upper level

classrooms, enabling full access with the additionof a fire evacuation lift located in the heart of theschool. The canopy of the walkway provides shadethat prevents overheating and glare in the classroomsand provides sheltered outside teaching spaces.

Attention was paid to the material and colour palettefor the building, both inside and out. Colours were

chosen so that its appearance would change subtlythroughout the day. The positioning of the walkwaystructure was designed to offer uninterrupted viewsfrom the classroom. These detailed decisions haveall made for a more pleasant learning environment.

The project was completed on time and theconstruction period was 38 weeks. An advanced

enabling contract facilitated asbestos removal andcompliance with a Natural England bat licence.

The overall strategy to reuse, refurbish, extendand adapt the existing building proved to be a moreeconomic and sustainable solution than demolitionand new build. Both children and staff are verypleased with the result. The response to client’sbrief has led to an innovative and attractive schoolbuilding that performs well both operationally andenvironmentally and represents value for money.The school won a RIBA Award in 2009.

Further informationArchitect: Hampshire County Council

31

B ur nh a

m C o p s eP r i m ar y S ch o ol , b y H am p s h i r e

C o un t y C o un ci l ©D anK e el er

Shading: The walkway provides essentialshading for classrooms on the ground floor

©


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through by with with

pupils, staffand parents by

measuring

waste withefficient

equipment

energydemand

energysupplies

energysupplies

to

1 2 3 4 5

Summary approach of zero carbon schools taskforce

‘Halve the demand, double the efficiency, and halve the carbon in the supplies,

and you are down to one-eighth of the emissions’ Taskforce member Bill Bordass

E nga g e R e

du c e D

r i ve o u

t

D e c a

rbo n i s

e N e u

tra l i s e

The carbon/energy hierarchy

Figure 1The hierarchy diagram shows that saving energy and carbon is first aquestion of behaviour change and then one of designing and makingbetter schools with better controls and lower energy equipment, properlymanaged; beyond that zero carbon requires ‘allowable solutions’ suchas zero carbon district power and heat networks

– reduce energyuse/carbon

– reduce costs– enhance the

curriculum

– passive features– energy-conscious

behaviours– energy-efficient

measures

– simple andeffective controls

– recovering usefulheat

– clean fossil fueltechnology

– reducing ICTheat and power

– on-site/near-siterenewableenergy sources,including

communityschemes

– ‘allowablesolutions’

– off-site renewableenergy

– other greenelectricity

supplies– distribution of

surplus heat andenergy through aneighbouringnetwork

E d w ar d C ul l i n anA r ch i t e c t s

1 7 Sustainable schools The framework comprises three parts:


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1.7 Sustainable schools

Schools have an important role to play as models ofgood practice in the design of sustainable buildings.As places of learning, they can physically demonstrate

to students and the wider school community ourimpact on the planet, and encourage them to takesteps towards living more sustainably.

Sustainable design is complex and about far morethan simply building with a low carbon footprint orusing environmentally friendly materials. CABEdefines sustainable design as:

a dynamic process that enables all people torealise their potential and improve their quality oflife in ways which simultaneously enhance and

protect the Earth’s life support systems.19

All aspects of sustainability, including energy andwater use, food consumption, modes of transport for

students and teachers and the grounds around theschool buildings should be considered in the designof primary school buildings. Sustainability alsorequires local inclusion and participation in thewhole life of the school.

The DCSF has published a useful resource forlocal authority clients, called Delivering Sustainable

Communities through Sustainable Schools.20

It introduces the national framework that hasbeen established to guide schools towardsbeing sustainable.

The framework comprises three parts:

– a commitment to care – extend existingcommitments to new areas such as caring aboutenergy and water usage, food consumed at

school and traffic generated by schools

– an integrated approach – explore sustainabledevelopment through curriculum, campus andcommunity

– a selection of ‘doorways’ or sustainabilitythemes – these are entry points for schools to

establish or develop their sustainability practices.Buildings and grounds are listed as one ofthe doorways.

The DCSF has also appointed a taskforce toadvise on how new school buildings could becomezero carbon by 2016. The zero carbon schoolstaskforce21 is chaired by leading architect RobinNicholson, and has a panel of experts from theconstruction, sustainability and education sectors.They aim to overcome the technical, design andconstruction challenges that will be faced byschools and their design teams leading upto 2016.

The Children’s Plan recognised that school buildingprogrammes must support government aims toreduce carbon emissions. This long-term goal buildson the DCSF’s immediate requirement that all newschool buildings reduce their carbon emissions by60 per cent compared with those designed to theenergy efficiency standard set out in the 2002building regulations.

Case study St Luke’s Primary School, Wolverhampton


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A sustainable schoolThis is a new-build primary school in the heart ofthe Blakenhall estate regeneration area. It opened inApril 2009. Originally the school was located on twosites and one of the key requirements was that the

new building would bring everyone together onone site. Ninety per cent of the pupils speak Englishas a second language and the turnover of pupils isvery high.

The school demonstrates an integrated approachto sustainable development through:

– curriculum using the building and its sustainablecredentials as resource material for lessons

– campus the design of the building usessustainable material throughout

– community the school has additional areasfor community use.

The school’s aspiration was to have a modern,low-energy building with cutting-edge sustainabilitycredentials. The school had a specific focus onreducing energy consumption and set the designteam a challenging BREEAM excellent target,which it achieved in July 2009.* The architects,Architype, have a strong track record in sustainabledesign.

Timber is used in every aspect of the construction

of the building and all other materials used aresustainably sourced including:

– UK-grown Douglas Fir wood for external cladding– cedar roof shingles– recycled cellulose insulation

Material difference: a main requirement for the design of St Luke’swas that it should be sustainable. The structure is timber framed andsustainable materials were specified throughout the building

S t L uk e’ s P r i m ar y S ch o ol ,W ol v er h am p t on , b y A r ch i t y p e.A l l ph o t o s ©L ei gh S i m p s on

– high-performance timber windows– a timber frame made of pre-fabricated panels

best way to control the environment in each roomto minimise energy use. Specialist software is being


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and laminated timber structural frames– linoleum, rubber and recycled carpet flooring– ply built-in furniture and linings treated with

natural oils.

The form and section of the building reducesenergy consumption by maximising naturaldaylighting, using a passive ventilation system,and carefully controlling solar gain. A large canopyrunning along south-facing classrooms providesextended teaching space as well as shade fromsummer sun. Every classroom is cross-ventilated

with a combination of manual low-level windows andautomatic clerestory windows (ie a line of windowsabove eye level) linked to the building managementsystem. North-facing clerestory windowsintroduce additional daylight without glare toclassrooms and large open-plan spaces. Gooddaylighting throughout the school minimises theneed for artificial lighting. The underfloor heating

is powered by a biomass woodchip-burning boiler.

Simple cartoon guides are displayed in each roomto explain to users how the building works and the

installed to provide minute-by-minute monitoringand feedback of energy and water consumption.Results are displayed in a prominent position inthe school and are accessible from all computers

on the network.

Extended school and community facilities have beenprovided as part of the school. There is generousspace for parents, carers and the wider communityto attend activities during the school day. There is akitchen area for community use that is also availablefor breakfast and after-school sessions. This part of

the school can be accessed via the reception areawhile the rest of the school is locked. This is a placefor parents to come and mix with other communitymembers and to participate in training sessions thathelp with language and parenting skil ls. The schoolis very keen to support the whole family and thebuilding has provided facilities to enable this totake place.

Further informationArchitect: Architype

*www.cabeurl.com/9u

1.8 Outside spaces encourage creative play and help children


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1.8 Outside spacesin education

Investing in the design of school grounds can

create stimulating and creative places, whichsupport curriculum learning and give children richand varied experiences that may not be availableto them at home.

You should consider:

– The outdoor classroom

This can be used for many teaching activities ingood weather. It might be a paved area, withenough seating space for a whole class, perhapsdirectly outside the classrooms and possibly withshelter from the weather. Or it might be a quietarea with seating for small groups and individualsfor independent study and socialising.

– Environmental educationOpportunities for studying nature, growing foodand observing climate can be integrated even intotight urban sites.

– SportGrass sports pitches and hard games courts areneeded to satisfy the curriculum requirements forPE, as well as the Education (School Premises)

Regulations.22 More information is available inthe DfES Building Bulletin 99.23

– Socialising and imaginative playFundamental to primary-age education, theimaginative design of outdoor spaces can

develop social skills. Excellent examples canbe found on the Play England24 and Learningthrough Landscapes25 websites.

– SustainabilitySchool grounds can help make the school moresustainable. Deciduous trees can provide shadeto internal spaces in summer while allowing sunto penetrate the classrooms in winter. In urbanareas, tree canopies can help to reduce theurban heat island effect, which sees warmertemperatures in built-up areas caused by

buildings and heat emissions.

– Engaging the school communitySome schools have successfully engaged pupilsand the wider community in the design of theirgrounds. West Sussex County Council’ssustainable schools Engage initiative is an exampleof how local authorities can instigate a sustainable

programme throughout all schools, includingworking with school grounds.26

Safe play: Pinewood Infant School has a variety of play

spaces including wooden climbing equipment with bark floor

P i n ew o o d I nf an t S ch o ol ,F ar n b or o u

gh , b y H am p s h i r e C o un t y C o un ci l ©A &

MP h o t o gr a ph y

1.9 Healthy eating

N or t h b ur y P


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y g

There are many new initiatives focused onencouraging healthy eating in schools. Thegovernment policies are listed on the TeacherNet

website.27 The government’s Food in SchoolsProgramme is a joint venture between theDepartment of Health and the DCSF and itsobjective is to transform the quality and provisionof school food. The programme aims to:

– raise the nutritional value of school food– increase the number of children choosing to eat

a school meal– improve the health of children through the quality

of their diet– encourage children, through their experience

of food, to develop attitudes and understandingthat will support healthy eating.

Well-designed primary schools can support these

objectives. For example:

– full service kitchens can produce tasty andnutritious food on the premises, rather thanreheating food brought in from elsewhere. TheDCSF has produced guidance material to helpwith school kitchen design28

– dining areas should be designed to encouragesocial interaction and provide an interestingsetting for the enjoyment of eating, as well asbeing flexible enough to be used for differentactivities at other times of the day and toencourage parents and extended family membersto share in school meals on special days

– outdoor dining spaces, ideally located adjacentto the indoor dining hall, can provide additionaldining capacity as well an alternative diningexperience in fine weather

– growing fruit and vegetables can enhancecurriculum learning. Many primary schools thathave allotment areas within the school groundsinvolve children in growing their own food.

The School Food Trust has been working closelywith the DCSF and other key stakeholders tohighlight the important issue of providing adequate

kitchen and dining space in schools.29 It encouragesconsultation with catering staff and pupils whendesigning or redesigning catering facilities. Thetrust is working with stakeholders to improve thesupply and quality of school meals through improvedefficiency, infrastructure and skills and ensuringtheir sustainability. Its website covers a range ofhealthy eating case studies in both primary and

secondary schools.Light lunch: Northbury Primary School has a glass

roof that provides excellent daylighting

Pr i m ar y S ch o ol ,B ar k i n g , b y Gr e enh i l l J enn er A r ch i t e c t s © Ch

ar l o t t eW o o d

Case study

H l h i

Redbrook Hayes Community Primary School,Rugeley, Staffordshire


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Healthy eating Located in a former mining community, up to 20 percent of pupils at Redbrook Hayes Primary are eligiblefor free school meals.

The school wanted to use its new design toforge closer links with the local community andget parents more involved in school life, includingits healthy eating programme. A core designprinciple was to hold as many activities as possiblein the heart of the school, in the new, light-filleddining areas.

Each term, parents and other family members areinvited to share school lunch, cooked on site. Thereis also a grandparents’ day for each class. Theseare popular and the children enjoy showing theirfamilies around. The family events are seen asa very positive step, opening the school to thewider community. Family picnic lunches in thesummer term give parents/carers an insight intothe important role the school grounds play asoutdoor classroom areas.

The bistro area, used by children who bring packedlunches, is also used for curriculum-related activitiessuch as cooking and family learning projects.Screens between the dining hall and bistro canbe opened to create a large space: great for

celebration events. Healthy schools meetingsare also held in the bistro for children, staff andparents/carers. It also acts as the refreshmentarea at parents’ evenings, celebration assembliesand shows.

Café culture: Redbrook Hayes Primary brings community activitiesand healthy eating into the school

R e d b r o ok H a y e s C omm uni t y P r i m ar y S ch o ol ,R u g el e y , S t af f or d s h i r e , b y W al t er s an d C oh enA r ch i t e c t s

. ©R e d b r o ok H a y e s C omm uni t y P r i m ar y S c

h o ol

The hall and bistro act as a window to the wholeschool, allowing the children to see each other,their friends and family members learning together

Headteacher Mandy Chaganis believes that thedesign has worked well, raising aspirations andcreating a positive culture shift that is evident


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their friends and family members learning together.Teachers spot any potential misbehaviour. It is ahub of activity and there is a strong communityand pastoral feel.

Community focus: the school has a public library on site.Parents join children for lunch in the bistro

creating a positive culture shift that is evidentthroughout the school. It provides a highly functionalenvironment on a domestic scale.

Further information

CABE case study: www.cabeurl.com/2eArchitect: Walters and Cohen Architects

©A & MP

h o t o gr a ph y


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Section 1 – references

1 Primary Curriculum Review, www.cabeurl.com/f2 Primary Curriculum Review, www.cabeurl.com/f

3 Every Child Matters: primary capital programme, DCSF, 2007,www.cabeurl.com/g

4 See Delivering the PCP, www.cabeurl.com/h5 Personalised Learning – A Practical Guide, DCSF, October 2008,

reference 00844 – 2008 DOM-EN. Can be downloaded fromTeacherNet online publications, www.cabeurl.com/6z

6 Space for Personalised Learning (DEGW) commissioned by DCSF,www.cabeurl.com/i

7 Extended Schools: Access to Opportunities and Services for All ,DfES, June 2005

8 TDA website Extended services case studies, www.cabeurl.com/j9 Schools for the Future: Designing Schools for Extended Services,

DfES, 2006. Available from DCSF publications, www.cabeurl.com/k 10 DCSF Standards site on parental involvement in children’s education,

www.cabeurl.com/l11 New Bewerley Primary School, www.cabeurl.com/m12 Broomfield SILC, www.cabeurl.com/n13 CABE case study of Pinewood Infant School,

www.cabeurl.com/o14 Building Bulletin 102: Design for disabled children and children with

special educational needs, DCSF, December 2008,

www.cabeurl.com/p

15 Inclusion by design, CABE, www.cabeurl.com/q16 BECTA website, www.cabeurl.com/r17 Summary of the zero carbon schools taskforce, www.cabeurl.com/s18 Extending the School’s ICT to the Community,

www.teachernet.gov.uk, www.cabeurl.com/t19 Sustainability and design, CABE website, www.cabeurl.com/u20 Delivering Sustainable Communities through

Sustainable Schools: Guidance for Local Authority Officers. DCSF,2009, www.cabeurl.com/v

21 Summary of the zero carbon schools taskforce, www.cabeurl.com/s22 Statutory instrument 1999 No. 2, published by TSO as Education

(School Premises) Regulations 1999, ISBN 0 11 080331 0,www.cabeurl.com/w

23 Building Bulletin 99 (2nd edition), Briefing Framework for Primary

School Projects. Available to order at TSO online bookshop,www.cabeurl.com/x24 Play England, www.cabeurl.com/y25 Learning through Landscapes, www.cabeurl.com/z26 West Sussex sustainability programme: Engage – sustainability in

schools, www.cabeurl.com/1127 This TeacherNet resource page lists policies on food and drink

in schools, www.cabeurl.com/1228 Inspirational design for kitchen and dining spaces, DfES 2007,

reference 00441 – 2007 BOK-EN,www.teachernet.gov.uk/publications

29 School Food Trust, www.cabeurl.com/13

R e d Hi l l P r i m


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m ar y S ch o ol ,W or c e

s t er , b y W or c e s t er s h i r e C o un t y C o un ci l ©A & MP h o t o gr a ph y

2 Background toschool projects


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school projects

42

Ch i s enh al eP r i m ar y S ch o ol ,B ow ,L on d on ©A &

MP h o t o gr a ph y

2.1 People involved in primaryh l b ildi j t

making sure that the design of the building willsupport your school’s educational vision.


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school building projects

The client

There is no standard model or structure, but thefollowing groups may have important client roles:

– The local authorityThe local authority usually owns the land andbuildings, employs the designers and the buildingcontractor and signs the contract with them.Funding is often channelled through the children’sservices department of the local authority. In thecase of voluntary-aided schools, the voluntaryorganisation takes on this role. For example, theDiocesan Board of Education is the client forChurch of England and Catholic schools.

– School governorsGovernors have considerable responsibility for

their school premises through local managementarrangements. Usually they must formally agreeany building proposals before work starts on site,as they have responsibility for maintaining thepremises after completion. The governors haveresponsibility for educational standards in theirschool, and therefore they should be satisfied thatthe designs of any new buildings or refurbishment

will fully support their educational vision.

– HeadteachersThe headteacher will lead the client team withinyour school and push forward the vision for theproject. You and your staff will have a key role in

pp y

– Pupils and parentsIt is good practice to consult and involve parents

and children as much as possible. The schoolcouncil can provide a useful conduit.

– CommunitySchool buildings are an important communityresource, so community groups and otherpotential users of the building can be regardedas indirect clients.

– Local education partnerships (LEPs)These are partnership bodies set up as part of theBSF programme. The majority shareholders areprivate sector consortia, and in some cases localauthorities may use them to deliver buildingprojects in primary schools. The LEP may be thecontractual client on behalf of the local authority,but this should not diminish the role of the otherschool clients in the process.

In most cases, several different individuals andorganisations together make up the client body. Youshould discuss the extent of your involvement withthe local authority so you are clear from the outsetabout which areas of the project you will haveresponsibility for.

Client advisors

During the last decade of rapidly expanded schoolbuilding programmes, several techniques havebeen developed to help clients achieve high-qualitydesign. These generally involve design experts, notactively involved in the project, to provide

independent advice at various stages.

Creative solutions: clients have a critical

role to play in designing the building

– CABE enablersCABE has a panel of some 300 experts, from all

knowledge in designing education buildings whoadvises the local authority and the school. This


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the built environment professions, who are availableto give free advice to clients. CABE Space, whichdeals with parks and external spaces, also has a

large panel of enablers who may be able to adviseon the design of school grounds. For moreinformation visit www.cabe.org.uk/enabling

– Design review panelsThese groups of design experts assess projectsduring or at the end of the design stage, and forman opinion on the design quality. CABE has used

design review panels since its inception, and thesystem has found increasingly wide acceptance,particularly by clients and local planning authorities.In addition to the national CABE panels, there arenow many design review panels at local andregional level, often run by the local authority.1

The CABE schools design review panel normallyonly considers secondary schools. Primary schoolprojects are more likely to be considered at alocal level. Planning applications for a primaryschool project may be referred to a local designreview panel for comment, but a school can alsorequest a review from its local panel. CABE isaffiliated with eight independent regional designreview panels and works with them to provideconsistent and good-quality design advice acrossEngland. To find out if you have a local panel,contact your nearest architecture centre, or ask the Architecture Centre Network for advice.2

– Client design advisorMandatory for the BSF secondary schoolprogramme, a client design advisor (CDA) isa skilled construction professional with a sound

person must not only be an expert in schooldesign but also be extremely competent atcommunicating and working with stakeholders.

Although not mandatory for primary schoolclients, the CDA provides high-level knowledgeand experience of the design and constructionprocess, helping to ensure clients are adequatelyprepared, clear about their requirements and ableto make the most of the opportunities that theschool building presents. The CDA can helpat all stages of a project by:

– promoting awareness of design quality amongstakeholders and the design team

– carrying out option appraisals and feasibilitystudies before the architect is appointed

– helping to develop the vision for the project– assisting with brief preparation– reviewing and evaluating design proposals

at key stages– checking the design proposals against the

technical requirements of the brief, withassistance from other specialist advisorsif necessary.

– Design championIdeally someone in a senior role within the clientbody, a design champion takes responsibility forensuring design excellence throughout thedevelopment of the project. The design championmight be a local authority officer or an electedmember who is sufficiently detached from theproject to take an objective view of design qualityand who has sufficient authority to intervene if heor she feels standards are in danger of falling.There are no rigid rules about how design

champions should carry out the role. Somesuggestions are set out by CABE in Building


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Schools for the Future: the role of a designchampion.3

Design team

Building projects require a range of professionalskills provided by consultants from several differentdisciplines. For everyone to work together effectivelyand creatively, they need to be co-ordinated as adesign team.

The design team should meet regularly to co-ordinate its work and produce an integrated design.Design is an iterative process, with the proposalsbeing reviewed and re-worked by team membersas progress is made. At set points in the processthe team should produce a design report for theclient to sign off before the team progresses tothe next stage.

The roles of the usual members of a design teamcan be summarised as follows:

– Design team project managerThe design team needs a clear structure, a well-organised and effective team leader, traditionallythe architect or the project manager, and agreedprocesses and timescales.

– ArchitectThe architect has overall responsibility fordesigning a building, including all the constructiondetail, and makes sure that the requirements of allthe other disciplines are properly addressed inthe design.

Team work: at St Luke’s the designteam worked closely with pupils on

their new school

S

t L uk e’ s P r i m ar y S ch o ol ,W ol v er h am p t o

n , b y A r ch i t y p e ©L ei gh S i m p s on

– Landscape architectThe landscape architect makes sure that the

l f f i l i d d

G a t ew a y P r i m ar


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natural features of a site are exploited andenhanced, to create an attractive externalenvironment.

– Building services engineersMechanical engineers deal with heating andventilation; electrical engineers are responsiblefor electrical power, lighting, alarms and ICTnetworks. Both should develop effectiveenvironmental designs for the building, in parallelwith the architectural design. Their designsolutions will have a significant impact on thesustainability of the building and its energyefficiency.

– Structural engineerThe structural engineer is responsible for alladvice on the structure of a building, includingdetailed designs for the steel or concrete frame,floors and roof structures and foundations.

– Quantity surveyorThe quantity surveyor is the cost advisor for aproject. In the initial stages he or she will adviseon the budget; during the design stages the jobinvolves preparing costs estimates to make surethe project is still viable. When the design iscomplete, the quantity surveyor may produce

a bill of quantities to obtain competitivequotations from building contractors.

– Construction design and management (CDM)co-ordinatorFor projects that last more than 30 days on site orinvolve more than 500 person days of constructionwork, the client has a legal obligation to appoint a

person to this role. The primary duty of the CDM

Building bridges: at the Gateway PrimarySchool, a new extension is joined to the

Victorian building by use of a large staircase

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co-ordinator is to consider all health and safetyaspects of the design work and prepare a health

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and safety file.4

– ArtistsThere has been great success in bringing artistsinto primary schools to use the building projectand the wider built environment as a tool to aidcurriculum and cultural learning. Their involvementcan produce exciting artworks, to be displayedinside or outdoors in the school, and which areoften a source of great pride for the children whowere involved in the project. Examples range frommosaics on a wall or in a floor to drawings etchedinto glass windows.

Some organisations might contribute towardsthe cost of employing an artist, including:

– Arts Council England5

– Royal Society of Arts6

– CABE Education7

– Creative Partnerships8

– Find your Talent pathfinders9

– arts officers at your local authority.

– Access consultantAccess consultants are responsible for makingsure there is inclusive access to the school’sservices. They can help clients meet their duties

under the Disability Discrimination Acts 1995 and2005, and may also be involved in meetingplanning requirements and building regulationsfor new and extended buildings.

– Other disciplinesThese might include interior designers,acousticians or highway engineers.

Art lessons: decoration throughoutLarmenier and Sacred Heart Primary School

includes canopies shading the classrooms

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Case study

Public art programme

Barton Hill Primary School and Children’sCampus, Bristol

Replacing three schools that were spread across


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p g Replacing three schools that were spread acrossthree sites and provided cramped accommodation,the new school provides integrated services forchildren from 0-11 years and is open from 8amto 6pm. The new school is a landmark buildingin its surroundings and has strong links withthe community.

As part of the rebuilding scheme, the funding anddelivery organisation Community at Heart put aside£40,000 for public arts projects. From the outsetthere was a clear objective to include the pupils in

the programme. A steering group was set up whichincluded teachers, pupils and stakeholders and theydrew up a project proposal plan.

A children’s art group was formed with pupils fromboth the infant and junior schools. They helpedto select a facilitator for phase 1 of the public artsprogramme and commissioned Reckless Orchard,

funded by Creative Partnerships, who helped themcommission artists Annie Lovejoy and Mac Dunlopthrough a competitive interview process.

The brief for the artists was to develop and producepublic artwork to be integrated into the new school,and to collaboratively develop work that would berelevant to the community.

The children’s art group visited the architect’s studioand made regular visits to the site to talk to theconstruction team, make sketches and take photos.Despite the complex logistics and the health and

Art history: artists worked with children from Barton Hill Primary

to tell the story of their role in the design of the new school

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safety issues, these visits were immenselyrewarding, providing much of the subject matterfor the art work.


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It was decided that the new building should displaythe pupils’ drawings as decoration on windows andglazed panels. The glazing along the internalcorridors shows images of children and sunflowers,inspired by the golden section, the mathematicalrelationship found in natural growth patterns. Thefaçade at the front entrance to the school providesa striking street presence, using brightly coloured,abstract glass panels inspired by images found inthe art archives of the old school buildings.

The nursery window design reworked children’sartwork to create an abstract and intricately patternedcomposition.

Involving pupils closely in the building project gavethem an opportunity to observe different professionalsat work, including architects, builders, craftspeopleand artists.

This was a collaborative project, and presentedchallenges in terms of communication and schedule.A blog was set up for progress reports andindividual comment, and a booklet about the projectwas produced by the artists, and these helpedwith dialogue and dissemination.

Further informationPublic Art online: www.cabeurl.com/2fArchitects: ArchitypeArtists: Annie Lovejoy and Mac Dunlop

2.2 Being an excellent client

A strong informed and involved client is more

2.3 The role of the localauthority


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A strong, informed and involved client is morelikely to create a successful building. To quote asuccessful commercial client:

You must have a client…that has to be single-minded and must be a patron. He or she has tobe the individual in the organisationwho has the authority, the vision and the financial muscle to make the project happen.10

This principle is especially true in primary schools,

where an individual providing strong leadership,supported by a good team, can bring out the fullpotential of the building project.

Strong leadership is about vision, good decision-making and effective communication, all supportedby a robust project management structure. Localauthority officers, headteachers and governors haveall demonstrated excellent leadership, creatingexemplary buildings.

One common feature of successful projects is aclear client structure, where all the different clientstakeholders have a defined role and where thereare specific arrangements for them all to be keptinformed and involved in decision-making.

CABE’s Creating excellent buildings is a detailedguide for clients on how to achieve successfulbuildings.11 The general principles it explains canbe readily applied to primary school projects.

o y

In the majority of primary school projects, thelocal authority will take the lead on technicaland procurement issues. In most cases it will:

– arrange the funding– decide the method of selecting the

design team– co-ordinate production of the brief– co-ordinate with the local planning authority

on planning applications

– monitor the design work as it proceeds– procure the building contract– sign all contracts.

The local authority will be familiar with EuropeanUnion rules for procuring goods and services, andthe council standing order relating to the letting ofcontracts. These are complex issues, and the

council’s specialist knowledge will be invaluableto schools.

creating excellent primary schools

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