13
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© Kilian O’Sullivan Jones was BDP’s main point of contact among the academic
staff when designs were being developed. He says: “It’s easy to pick holes with little things but overall
the new school has worked very well. The school is now open and light.” There had been some concern that having corridors on the
upper two floors, open to the void above the main corridor, could see either accidents in which children fell over the edge or else misbehaviour with objects being thrown at those below. Jones says: “A lot of light comes in through windows and slop-
ing glass roof and that means the triple height classroom corri- dor has clear sight lines and is easy to supervise. If I stand here I can see half the school.” High railings prevent falls and the school has few blind cor-
ners with opportunities for mischief. The classrooms are largely traditional, except “a lot of them
are not square, which has not been a problem, though some thought it might be,” Jones says.
“The lozenge shape was to do with BDP, I think they like
their curves, but also it was a way to fit round the existing build- ings and use space well.” A rooftop penthouse with decking houses the staff room, a
haven well away from pupils and with pleasant views over the site, including a small decorative pond, used for environmental science lessons. At first glance, someone appears to have left a lot of surplus
hardcore on the adjacent roofs, but this is, in fact, part of the school’s sustainability. Hook explains: “The roof is covered with hardcore and log
piles to make a biodiversity area and assist with drainage.” There was a requirement for 20 per cent on-site renew-
able energy, some of which comes from a prominent 2.5kW wind turbine. A ground source heat pump has been used to both heat and
cool the school. The proximity of the main road led to most of the school being mechanically ventilated, as large windows
continued on page 15
Pupils at break time outside the completed school
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