This page contains a Flash digital edition of a book.
W: www.ie-today.co.uk


SCHOOL UNIFORMS | PROMOTION: SCHOOLBLAZER | 27 Schoolblazer’s sportswear click here What next for schoolwear?


Last year, the Headmistress of one of our leading girls’ independent schools asked us a simple question. “Why is school uniform so boring?” She had a point. In the days when design and change


were expensive, the temptation to ‘stick to the same’ was overwhelming – it generated economies of scale for the retailers and manufacturers, meaning that almost any other solution was prohibitively expensive. However, the world has moved on in two ways: Independent schools have recognised that they are international brands and should ensure that all aspects of their branding works together. Uniform is a vital, constantly visible aspect of that brand. New fabrics and processes in weaving and production are now having a major impact on uniform development. Minimum order quantities have declined, products have improved and innovation has increased markedly, producing previously unthinkable ideas and products. At Schoolblazer we have used these developments to rethink the concept of schoolwear. Gone are the days when an embroidered blazer and grey trousers sufficed. The world has opened up, and we are able to deliver genuine innovation.


So what do independent schools really want? We’ve redeveloped the uniform in 50 leading schools over the last three years, and a number of trends are clear: • Branding via fabric, not crest


Insights into the changing world of school uniform design, from leading schoolwear providers Schoolblazer


We are seeing a rapid move away from the traditional embroidered blazer. A number of schools have adopted suits using a bespoke fabric, while bespoke plaids for skirts or blouses are now almost universal. Natural fibres, cleverly used Boarding schools see a real tension here. They recognise that their pupils want coton and wool garments, but are acutely conscious of the importance of easy laundering. So we’ve liaised with the world’s most innovative manufacturers to bring natural- fibre products which still perform. For example, we were the first to introduce machine-washable wool mix tailoring into this market. Our recent innovation Performance Coton wraps coton braid around a central strand of polyester to give a shirt and blouse fabric with the comfort and softness of coton, alongside the durability and non-crease properties of a traditional 70:30 poly-coton fabric. Girls should be girls Girls want to wear flatering products that make them look good. If they are forced to wear shapeless jackets, they will show off their feminity in the only way possible – by rolling up their skirts. At Schoolblazer we have driven the adoption of real fited garments. We’ve used our detailed sizing data and fashion-industry experience to develop a range of fited blouses and jackets that ensure a feminine silhouete. Girls are happy to wear our garments as they were intended, knowing that


they’ve been designed with care and understanding. Our sizing and patern-making expertise also means that we can cater for the full range of shapes and sizes, with cuts and styles that look good on all. Online convenience Boarding-school parents have beter things to do than book appointments with rarely-open school shops. Leading schools have recognised this, adopting our ‘virtual shop’ model. This recognises that most uniform is purchased during the summer holidays, and features an efficient online service with Intelligent Sizing and free name-taping. Uniform is held off-site, freeing the old school shop to serve the pupils during term-time with the items they genuinely need. It’s an exciting


UNIFORM IS A VITAL, CONSTANTLY VISIBLE ASPECT OF A SCHOOL'S BRAND


time to be supplying uniform. As the largest supplier to the BSA, we recognise that it’s a competitive market and are delighted to be able to use our expertise and experience to bring real innovation to the schools we serve.


Schoolblazer T: 0333 7000 703 W: www.schoolblazer.com


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58