32 | SCHOOL SPECIFICATION | INTERIORS
Material questions
Craig Frost looks at the complexities of specification and planning to meet education’s evolving building needs
THE NEEDS OF the education sector have undergone a complete transformation in recent years. Schools are increasingly being used for purposes beyond education and outside school hours, while changes in the way children are taught during lessons are driving a need for spaces with greater flexibility. At the same time, though, and as a
result of the government’s on-going austerity programme, education specifiers have to contend with reduced budgets. As such, it can be a real batle to design and maintain buildings that meet schools’ ever-changing requirements. This was the subject of a recent ‘leading
in specification’ panel discussion organised by Dulux Trade. The panel brought together architects from firms IBI Group and Architype and ArchiHaus and a headteacher from St Clement Danes School to debate how to create an educational environment that is fit for the needs of today’s teaching practices. One of the key questions raised
during the debate was how to ensure that schools are fit for 24-hour use without increasing maintenance costs. Over the last 10 years, school buildings have become a much more valuable asset to the local community, being used as venues for charity and sports group meetings and even serving as temporary places of worship. All this means that school buildings are
now occupied throughout the day and at weekends, instead of just within school hours, leading to increased traffic and wear and tear, potentially impacting on maintenance requirements. As such, it is clear that more atention needs to be paid to the wider usage of school buildings during their design to ensure the layout, the construction materials and even the paints used in the decoration are suitable. One thing that many involved in the
panel debate agreed on was the role played by robust construction materials in keeping costs to a minimum. Choosing budget paints, for example, may make economic sense in the short term, but may require frequent work to keep the finish looking fresh, impacting on upkeep costs. Selecting a more durable coating, on the other hand, will help to extend maintenance cycles, reducing the pressure on school budgets. The quality of the school’s interior can
also affect the educational experience and performance of pupils. During the debate, panel members discussed how a worn, tired classroom can leave pupils disengaged from their lessons, especially in tough inner-city schools. A well-maintained, atractive learning environment, on the other hand, can help them feel valued, encouraging them to work harder. Everyone on the panel felt that, by considering the usage of the school
building and its durability needs at the design stage, specifiers can make sure they select the most robust paints and other construction materials for use in the locations most vulnerable to wear and tear. This can help reduce the maintenance needs of the buildings over the long term, ensuring they are fit for 24-hour use without hiting schools’ pockets. But how can the people making the
decisions regarding material specification be made more aware of the building’s changing usage needs? And how can they ensure that the materials they select are the most appropriate for the school’s specific requirements? The priority when it comes to selecting
materials for education spaces remains cost, with the upper spend limit for schools set at just £1,300 per square metre. However, many on the panel were concerned that other factors, such as aesthetics and environmental issues, are being sacrificed to stay within this tight budget and minimise maintenance needs. The government has intervened with
regards to environmental performance, with proposals for new building
“A lot can be done to support the specification of materials more suited to the schools’ environment by giving teachers greater input into product selection”
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