The context

With the exception of our homes, schools are perhaps the only building type of which almost everyone in society has first-hand, practical knowledge. Not only do we each have over a decade’s experience as a student, many of us also engage with schools as adults – as parents, governors, employees, and as tax-paying clients. With over 24,000 schools in England alone, the design of school buildings is therefore a subject of personal interest to an unusually wide audience.

School design has also been the subject of much public debate over the past 15 years. In this period we have seen the emergence and controversial demise of the Building Schools for the Future (BSF) initiative, the largest and most ambitious programme of capital investment in the UK’s school estate for over 40 years. Since then, and despite the changing political environment, investment in our schools estate has continued. Basic need provision of additional school places is at record levels and set to continue for some years as the demographic increase in student numbers works its way through from the primary to the secondary age group. This, and the ongoing need to maintain, repair and replace existing stock, has resulted in a wide range of projects, from the small-scale expansion of existing primary schools, to the wholesale replacement of life-expired buildings under the Priority School Building Programme, to the conversion of non-school buildings for new free schools. Such variety offers opportunities for architects and other designers, not only those already experienced in school design but those seeking to enter the sector.

As a result of this ongoing school building activity there are now an unprecedented number of recent examples on which to draw. Partly due to the cancellation of BSF however, there has been only isolated appraisal of particular projects, although there has been much debate regarding the successes and failures of BSF itself. This book seeks to address that imbalance, bringing together and drawing on the recent body of work in order to identify, celebrate and learn from best practice.

The approach

Our aim in compiling and editing this book is to reflect the complexity and richness of the school briefing and design process, by bringing together and offering a voice to the different parties involved, allowing each to learn from the experience and concerns of the others. In so doing we seek to show how the most successful outcomes are achieved by a combination of designers and educationalists working collaboratively.

In Chapter 1, Sharon Wright provides the context for our current situation by appraising the historic links between education and design and exploring the lessons that can be drawn from the last two centuries.

Chapters 2, 3, and 4 look in detail at the relationship between the client and the design team and how this can influence the process of designing a school and the success of the results.

Gareth Long sets out the key issues in Chapter 2 for clients preparing themselves for capital projects and developing a detailed briefing document. In Chapter 3, Nick Mirchandani looks at how design teams can interrogate and understand the client brief, explore site requirements and constraints, and learn from existing school typologies. Heinz Richardson shares his personal experiences in Chapter 4, describing how a committed client and an experienced design team worked together to create a building that reflects one school’s particular ethos.

Colin Burden outlines the educational benefits of linking the landscape with the built environment in Chapter 5, while Nick Mirchandani looks at good practice in adapting and extending existing buildings in Chapter 6. Wayne Taylor explores school interiors in Chapter 7, in particular how fittings, furniture and equipment can be used effectively to transform learning spaces.

And in Chapter 8, Mairi Johnson advises schools that, no matter how old or new their buildings might be, regularly reviewing their effectiveness affords the opportunity to continually update the learning environment – even if the change is to be delivered over a longer period and with fewer resources.

Distributed through the book are a wide range of case studies, including new-build projects, extensions, refurbishments and small interventions as well as solutions based on technology, furniture and the landscape. These are included to provide further examples of the diversity and creativity demonstrated across the school estate in the recent past.

Amongst other issues, the case studies highlight the importance of Information Technology, environmental conditions and a sustainable approach. As particular topics however, these are beyond the scope of this book. This is partly due to the changing nature of these subjects, but also because the issues have an application beyond school design and because they are already covered elsewhere in more specialist treatises.

The purpose

In reviewing recent activity in the sector, the book is necessarily of its time. In the post-crash UK of 2015, budget restrictions and affordability remain key concerns. Partly in response to the perceived extravagances of BSF, the design aspirations for new state school buildings are now more limited. Rather than addressing the specific needs of the individual school and community, the expectation is now confined to a minimum acceptable standard.

It is difficult to argue that in challenging economic times, and with a school estate that needs urgent upgrading, money should not be carefully managed. But does good design have to cost significantly more? Architects, of course, would argue that it doesn’t, because creativity allows more to be delivered for the same investment. In this book we have gathered examples that demonstrate the value of schools and design teams collaborating to deliver thoughtful solutions, irrespective of the budget.

As architects and educationalists involved in school design, we know also that the school environment plays a bigger role than simply accommodating learning. Schools are central to their communities, demonstrating the importance and value of education to society. They are workplaces that should attract staff to the profession. They allow young people to grow and flourish. They need not only to allow delivery of the curriculum but also provide spaces in which students can socialise and acquire the life skills necessary for the adult world. Above all, excellent school buildings and landscapes need to delight, stimulate and challenge.

Such a worthy aim can only be achieved through collective effort based on mutual understanding and open dialogue. This book is therefore intended for all those involved in the development and delivery of new school environments – commissioners, educationalists, designers, constructors and end users. It is intended to provoke discussion and start debates – as such, it is a resource for practitioners rather than an academic treatise.

In addressing the particular circumstances in which we are currently working, the book offers practical guidance as well as highlighting more profound, enduring concerns. Most importantly it seeks to celebrate what we have learned over the past 15 years and, like schools themselves, to excite and inspire.

Nick Mirchandani & Sharon Wright