22
views
Blackfen School for Girls, Kent – £2m secondary school refurbishment and expansion. Pellings designed a 735 m2
extension at the
front of the existing school to provide an attractive appearance consistent with a modern performance- orientated environment
‘If my experience of primary school expansion is the norm, there is little place for ego in this type of work’
for Schools treated as guidance. However, every pound of budget will
have to work extremely hard, and tough choices need to be made. Pellings’ approach of agreeing non-negotiable “must have” outcomes with sponsors, school managers and teaching staff during design development means that an overall solution is developed that delivers best value for all parties. To achieve this, the design team must have great expertise in all aspects of design not least of which is keeping abreast of the developing technologies and construction methods. This allows us to help non-expert clients make the best decisions. A good example is modular (volumet-
ric) construction of which, in my experi- ence, many primary school clients hold very negative preconceptions, usually based on decades old practices. However, 21st century modular buildings are a world away from the cabins of old in terms of performance, and still offer the advantages of
short construction
timescales, so speeding up projects. In addition, through selection of facades, such as Trespa panels or brick slip systems, a wide range of aesthetic objectives can be achieved. A modular design strategy could, for
example, focus on the interfaces that users have with the buildings, as it allows each school to tailor each building towards its particular needs. This can be achieved while standardising the elements that are of less interest to the
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schools such as structural elements, form of construction, fenestration, door openings, etc. The quality of design remains critical, however, with high quality educational buildings having a demonstrable impact in facilitating curriculum delivery. This helps to recruit and retain staff and in providing flexibil- ity to conform to developments in approaches to teaching and learning.
Design for flexible use
Flexible design has been a key trend in primary schools and I firmly believe there are lessons to learn for secondary schools. The challenge is greater because of the many specialist teaching areas in secondary schools such as laboratories or sports or arts and design. However by understanding requirements and, for example,
specifying building
services for multiple uses, spaces can be reconfigured far more cost effectively in the future.
Add value
The best educational architects are able to deliver more than just the basic accommodation needs, while not compromising budgets. Indeed, this is the real challenge for myself and the team at Pellings and the real satisfaction comes from exceeding client expectations and delivering something that delights. The specific requirement for secondary schools is likely to be different from primary.
For example, issues such as branding
are generally more important for second- ary schools. Adding value in terms of creating areas that give parents, pupils, and staff pride in the school can be quite simple such as via creative use of graphics, and spaces that allow for a wide range of working practices. Striking design, investment in external space and good connectivity all add value to a school and engage the community.
Understand who the client is
I would argue that a good design outcome is result of having a clear vision of how education will be delivered and how this is translated into a thorough brief. In considering the experience gained from primary school projects, it is important that we do not lose sight of the fact that secondary education will often have distinct criteria and approaches to similar problems. With ever-increasing pressure on local
education authorities to cut back and with government enthusiasm for privately-funded academies, there is a great opportunity for expert educational architects to provide creative solutions to the secondary school ‘bulge’ within the confines of existing school sites or adapting buildings previously occupied for alternative uses.
Andrew Tang is Associate Architect, Pellings
norman@netmagmedia.eu
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