3

Case studies

The following case studies cover a range of primary and secondary schools, new and refurbished, with varying kinds of catering provision. There are also two examples from overseas which, although based on different cultural priorities, provide some interesting and contrasting views on food provision in schools.

Case study

Acland Burghley School

secondary school dining room refurbishment

DATA Pupils on roll

v Kitchen & dining layout

1296
Age range

11-16
Meals served

Break approx. 150 servings Lunch 400 500 servings (including salads and sandwiches)
Vending
1. Dining 2. Snacking 3. IT 4. Outdoor dining

Healthy vending available

Area

3 4 1

Kitchen/servery: 105m2 Dining: 260m2

Architect
2

SHH
Local authority

Camden

Context
Acland Burghley is an urban secondary school in a busy area of Camden, with a specialism in Arts. The main building is three and four storeys high and was constructed in the 1960s.

Design
The project began life as a concept design exercise undertaken at the invitation of the joinedupdesignforschools28 initiative, run by the Sorrell Foundation, which explores how good design can improve school life by listening to pupils. Its aim is to inspire creativity in young people and improve quality of life through good design. Architects SHH worked closely on the design with a client group of pupils
Photo by: Morley von Sternberg

aged 14-16. The Hub then became a reality, thanks to joint funding from the DCSF, Camden LA and the school.

28

See www.thesorrellfoundation.com 43

i d u t e s a C

The nal design is multi-functional, catering for different user groups. Certain areas needed to process dining at speed, others had to be comfortable and relaxing. There are zoned areas for different types of eating: snacking, salads and traditional dining, as well as an IT zone with built-in easy-clean keyboards. Outdoor overspill areas include a series of metal pods, allowing for all-weather use, and a caf terrace under a retractable canopy. The pupils have a sense of ownership of their canteen, not least because, as the end users, a client team of pupils had input into the process. It is not possible to quantify precisely the effect of the
44

refurbishment on school meal uptake (since the refurbishment coincided with a change to the food provider and the offer), but the school is now serving between 400 and 500 meals a day, including sandwiches and salads.

It was an important objective of the refurbishment project to attract more pupils to take up school meals, but the school also wanted to provide an inviting environment for those choosing to bring in food from outside. Hence the retail feel of the project.

School food policy

From Year 10 upwards, the pupils are allowed to leave the school at lunchtime. There are many options for buying lunch inexpensively locally, not all of which are necessarily poor options. The school would prefer that there was sufcient space for all pupils to dine on site.

Feedback
Pupils Pupils are enthusiastic about the look and feel of The Hub. They like having a choice of different places to eat. The outside pods are particularly popular and used whenever possible.

Kitchen & dining plan

v Snack area

GUIDANCE CONCLUSIONS O
what this case study does well

There was successful engagement with the client and a good consultation process. The dining area has an exciting identity. Dividing the sandwich and hot food offers shortens queuing time. Imaginative and interesting materials, colours and nishes have been used. Interesting furniture was chosen to reect different zones. There is good outside space for dining, which is very popular with the pupils. It is an easily maintained and hygienic environment, with intelligent stacking of used crockery and cutlery. Head of catering The spaces are well-planned and popular with the pupils. The facilities are designed for easy cleaning and maintenance. Bins and tray/crockery/cutlery return positions are neatly integrated into the walls. Recessed, ush panel radiators with concealed pipework are easy to clean. The queuing system is an improvement on the former arrangement but would work even better with a dedicated queuing stream for each main servery point. Although the pendant light ttings look attractive, they are not suitable because they are low enough to
45

Photo by: Morley von Sternberg

be knocked and the bulbs need replacing frequently. Staff The project has generally been a great success and transformed a previously gloomy and unattractive indoor and outdoor area. The high level of design reects the arts ethos of the school and the successful collaboration between pupils and the design team. The internet area has not yet been workable in practice, since the space is difcult to manage (both technically and in terms of mealtime supervision).

Different zones give variety and appeal to different tastes and moods. Interesting lighting gives a different feel to each zone.

Case study

Jo Richardson Community School secondary school with dining in the central street

DATA Pupils on roll

v Kitchen & dining layout

1020 (1450 when full)

Age range

11-19
Meals served

Breakfast 7.45-8.00 approx. 100 servings Break 11.10 -11.30 approx. 200 servings Lunch 13.35 -14.15 approx. 550 servings After school Tuckshop 3.30-4.00 approx. 50 servings
Vending

Yes - 7 dispensers take 600 per week in total

Extended school

Occasional events catered for community groups and bodies

Area

Kitchen/servery: 200m2 Dining: 530m2

Architect

Context
Jo Richardson Community School forms part of the new Castle Green community centre, a PFI project providing a range of extended facilities including a public library, nursery and crche as well as shared accommodation for sports, performing arts, further and adult education.
Photo by: Construction Photography

Design
At the centre of the school is a triple height street, tapering along its length to reect circulation ows from the main student entrance at one end. This space acts as the social heart of the building and accommodates a number of important functions. It provides the main circulation routes, linking each
Photo by: Construction Photography

architecture plb
Local authority

Barking and Dagenham

Private sector partner

Bouyges UK Ltd

of the discrete teaching departments. Underpinning all of the above is the main dining area. To prevent disturbance to adjacent spaces, the street was carefully modelled acoustically and site visits
47

Case studies

'The food is wellcooked and healthy. We like coming to the same table and we all sit together every day.
Year 7 pupil Jo Richardson

were made to schools with similar arrangements. As a result, a range of absorbent nishes has been provided, including perforated softs at high level and below walkway balconies, together with large wall-mounted acoustic panels. No teaching spaces open directly off the dining street, thereby avioding sound transfer between dining and classroom spaces. Following detailed discussions with the headteacher, it was decided to provide circular dining tables to encourage an informal social dining environment.

School food policy

The school policy is to provide a pleasurable mealtime experience for pupils and to encourage social values, such as respecting the environment and practising good manners. Communication between pupils and staff over lunch is encouraged. Staff are entitled to free meals if they eat it with the students - there is no separate staff dining area. Pupils are not allowed to leave the site during the lunch period. There is a healthy eating strategy and the school has gained Healthy School status. There is a variety of food options each day, with a varied hot meal offer

and salads and baked potatoes always available. Pupils within the school do work experience and placement in the kitchen as part of the Food Technology curriculum.

Feedback
Pupils Pupils are positive about the food on offer at the school, and also about the dining environment. They are critical of the length of time taken queuing. They like the barbecue that operates in the courtyard during the summer.

48

Kitchen & dining plan

v Dining street

GUIDANCE CONCLUSIONS O
what this case study does well

Head of catering The four different sections of the cafeteria - sandwiches/potatoes/ pizza, chefs menu (the hot food offer), salad/soup, and pasta - reduce queues overall. Since the main kitchen also prepares food for the cafeteria in the public entrance and prepares and serves food for two or three functions per week (including at weekends), it lls a demand locally for community services and reinvesting revenue in the school. The school currently uses a cashbased payment system but is researching cashless options, preferring to move away from cash.

The atrium dining space is a clear and strong concept and works well in practice. The heart of the school is a social space, which has been important in dening the character and ethos of Jo Richardson. The servery is a reasonable size and relates well to the kitchen for efcient and quick food transfer from the preparation and cooking areas. The delivery and storage arrangement works well, with a dedicated separate corridor. The queuing system, using the circulation spaces around the atrium dining area, is very successful. The round tables work well socially. The summertime barbecues in the courtyard are a good idea, and relieve the queue. Staff Using the central atrium space is an efcient way to accommodate the dining requirement and makes a positive contribution to the social experience of the school day. As part of the extended facilities provided, there are often adult education groups and other visitors, as well as staff, eating in the dining space, making for a lively and diverse atmosphere and reducing the institutionalised feel. The space is easy to manage at mealtimes. The atrium can be overseen from the rst oor bridge, and only two staff are required.
49

The short lunch period means that queuing could become a problem when the school is full unless new arrangements are made (such as a longer lunch period or dedicated sixth form dining area). The dining space tends to be draughty, with doors being left open to the courtyards. (This could be addressed with draught lobbies on external entrances.)

Case study

West London Academy

through school provision with special educational needs

DATA Pupils on roll

v Kitchen & dining layout

1300 (1720 when full)

Age range

11-19
Meals served

Breakfast 8-8.45 35-50 servings Lunch 11.45 600-700 servings Nursery, reception, year 1 and 2, including special educational needs, eat packed lunch in nursery area (1) or school lunch (except nursery) in small dining area (2) 12.15 Years 3 to 6 eat in main dining area (5) 12.45 6th form and staff eat in main dining area (4) and pod (7) 13.15-14.00 Rest of the school (each year group on a rota) eat in main dining area (4) and pod (7)
Vending

2 3 4 6 5

7 8 1. Nursery/reception/year 1 and 2 packed lunch 2. Small dining area: reception/year 1 and 2/ special needs dining 3. Reception/year 1 and 2/special needs servery 4. Main dining area 5. Main servery 6. Kitchen 7. Pod 8. Milk bar

Context
The West London Academy incorporates a nursery, primary, and secondary schools, together with the John Chilton School for children with special educational needs. The academy has specialisms in Sport and Enterprise and encourages students to succeed by taking risks and developing creative, interpersonal, organisational, and team working skills. The academy also includes facilities for adult education and community sport, making it an important part of the community.

Design
The site is bounded to the north by a busy four-lane road. To alleviate noise and air pollution, the northern elevation is largely closed. By contrast, the southern facade is generously glazed, with courtyards that open onto grassed areas and the sports elds. The two sides of the building are linked by an open street, which forms the organisational spine of the academy. The dining areas are all adjacent to the spine. The catering arrangement is centred on a single kitchen, with a servery directly
51

No
Area

Kitchen/servery: 160m2 Dining: 475m2

Architect

Foster and Partners

Local authority

Ealing

Case studies

attached and the dining area adjacent. The milk bar was established later and serves sandwiches and salads (prepared in the main kitchen), with its own seating area in a double height atrium between classroom blocks (the pod). Younger primary age pupils, including those with special educational needs, eat in the nursery and in an area that is close to the main dining space, with its own mini servery supplied from the main kitchen. Older primary age pupils eat in the main dining area. Nursery pupils have their own dedicated area where they eat packed lunches. Older pupils with special educational needs eat in the main dining area. The payment system
52

uses swipe cards, with top-up machines distributed around the school.

Feedback
Pupils Years 8, 9 and 10 are upbeat about the two main spaces, with their different characters (the pod - for sandwiches and salads - and the main dining area) but they would ideally make both bigger because it can be difcult for them to nd places to sit with friends. If the pod space were opened up to the outside, pupils could eat outside in good weather. Halal diets should be catered for. Queuing and circulation arrangements are not ideal.

School food policy

The school aims to provide healthy food. The menu is balanced to suit all students, both primary and secondary.The principal policy objective is to make mealtimes a sociable, enjoyable experience.The school also has a clear inclusion policy, and is aiming to be the rst academy to earn the Inclusion Quality Mark. Staff generally eat with the students.

Kitchen & dining plan, main dining area

v Packed lunch and cold food area

GUIDANCE CONCLUSIONS O
what this case study does well

Head of catering The kitchen is conveniently located to supply the serveries. The kitchen is well equipped, but is now too small to provide freshly prepared food for all those taking lunch, and will need to be extended. This will become more apparent as the school lls up. Staff There is a highly organised rota system with a staggered lunch period, which ensures that the queues are as short as possible. Having a number of different dining areas (nursery, reception/special

All the dining spaces are well designed, with high quality materials and good lighting. The pod space is particularly pleasant, with good daylight and views. The acoustics work quite well - acoustic panelling in both the lower and higher level softs provide good absorption. The use of different zones for the different schools works well, providing some autonomy and taking advantage of a shared kitchen facility.

needs, main and pod) close to each other gives a nice range of options. Overall, the space for both the kitchen and dining areas will need to be expanded. The school seems to have grown out of the kitchen and dining areas before it is full, and will need to nd more areas for both but the plan appears to allow for this relatively easily. The queuing arrangements are currently in conict with the central circulation route through the school and a better circulation system needs to be found. The quality of furniture in the dining areas detracts from the otherwise pleasant environment.

'The view out

over the football elds is nice. I wish that the lunch period was longer so that there was more time to eat and talk.
Year 9 pupil West London Academy

53

Case study

St Aidans Church of England secondary school with multiple points High School of service

DATA Pupils on roll

v School food provision arranged around a central kitchen

1833 (614 in 6th form)

Age range

11-18
Meals served Main dining area Year 7 dining

Breakfast 100-150 servings 8.00 9.00-12.00 6th form caf service (snacks and drinks, closes for half an hour to prepare for lunch) Morning break 11.00-11.30 in main hall approx. 300 servings Lunch 12.30-13.30 approx. 1200 servings Afternoon snacks 15.30-17.00 6th form Dinner Takeaway service two nights a week - up to 60 servings per evening to staff
Vending

Deli bar Sixth form caf

No
Area
2

Context
St Aidans is located on the edge of Harrogate. The school occupies a range of buildings built at different times, but the majority were constructed in the 1960s. A series of refurbishments have taken place over the last ve years to upgrade the catering provision.

Design
The school food provision is arranged around a central kitchen, which was upgraded and re-equipped to the chefs requirements. There are four dining spaces, all served directly from counters attached to the main kitchen: a dining hall for Year 7 using the existing multipurpose dining hall, which is set out with tables for this purpose; a sixth form caf; a new purpose-built main dining area (for Years 8 to 11); and a sandwich and salad deli bar (a converted classroom and conservatory extension) designed for those who have lunch clubs or sport and want a quicker service.
55

Kitchen/servery: 170m Dining: 845m2

Architect

Richard Eves & Associates

Local authority

North Yorkshire

Case studies

Deli bar

Main dining area

Year 7 dining

Sixth form caf

The intention is to ensure that the needs of the whole school community can be met by this variety of spaces. By splitting the provision, the queuing time is reduced to the minimum. Each space has a different character, bringing variety and a sense of progression as pupils move up through the years.

the curriculum, in Food Technology, Health Education, Citizenship and Science. Staff encourage pupils to try new foods, and there are special events and promotions to introduce new dishes. Mealtime management is undertaken by staff (not mealtime supervisors), who are offered free meals in return for lunchtime duties. This has encouraged better behaviour and better communication within the school community.

Feedback
Pupils Pupils in Year 7 like having their own dedicated dining hall and the outside space with canopies is popular. They think the food is good and healthy, and seem very aware of the nutritional benets. Sixth form pupils similarly enjoy having their own area, although they are critical of the lighting, queuing arrangement and furniture. Pupils in Years 8 to 11 are generally positive about the food offer, and on the whole like the dining area, though some commented that they would like

School food policy

St Aidans has a whole-school approach to nutrition, with an overall objective to make healthy eating a focus for the school. There are assemblies on healthy eating and the links between nutrition and health are taught throughout
56

Kitchen & dining plan

v Outdoor snack area

GUIDANCE CONCLUSIONS O
what this case study does well

Head of catering The food offer has evolved over the last six years to provide the highest quality and nutritional value for the budget, and in response to comments from pupils. Work goes into sourcing good quality ingredients and experimenting (such as using different ways of cooking cheaper cuts of organic meat). The suppliers are local, much of the food is sourced locally, and deliveries are made daily. Although the kitchen was upgraded four years ago, the new nutritional

'We have proved that if you give children a nice

environment and fantastic food, they can only react in one way, and thats positively. The children are all better behaved at lunchtimes and calmer in the afternoon.
Deputy Head St Aidans

The school has an exemplary food policy, which has become an important part of the whole educational approach. The use of different spaces to meet different specic needs across the age groups in the school community is very successful. The kitchen/servery layout, which serves four different dining area serveries, is a very efcient design. Dividing the dining areas, and in particular providing a fast service for those with lunch club/sport engagements, is an effective strategy for shortening queues. Customer service training for catering staff has been highly effective in improving the atmosphere and behaviour in the dining areas.

to have an external dining area for the summer time.

standards mean that increased storage area is needed (for example larger walk-in fridges and freezers) and the kitchen will shortly be extended. There is staff Customer Service training twice a year. This has played an important part in the success of the new school food policy, transforming the relations between pupils and catering staff, and creating a positive and relaxed atmosphere in the dining areas. Staff The success of the new food policy has been surprising at many levels. Uptake is currently running between 90% and
29

94%29 , and as a result modications are made each year to cope with increasing demand.The catering provision now turns over in excess of 500,000 annually, and is nancially independent of the local authority. The original investment was made with a loan secured from the local authority (repayable over ve years). 250,000 was added later from various sources including Local Management of Schools (LMS) funds, trust funds, grants and fundraising.This investment has been very worthwhile.

School Food Trust Case Study, see www.schoolfoodtrust.org.uk 57

Case study

The Academy of St Francis of Assisi dedicated dining hall

DATA Pupils on roll

v Servery area

661 (900 when full)

Age range

11-18
Meals served

Breakfast 7.15-8.00 approx. 50 servings 9.00-12.00 6th form caf service (snacks and drinks, closes for half an hour to prepare for lunch) Morning break 10.10-10.25 in canteen Lunch 11.15-11.45 Years 7-8 approx. 500 servings 12.05-12.35 Years 9-11 Staff have a 20 minute break in between sittings
Area

Kitchen/servery: 140m2 Dining: 190m2

Architect

Capita Percy Thomas

Local authority

Context
The Academy of St Francis of Assisi, located in a suburban area of Liverpool, opened in September 2005.

Design
The key gathering space of the academy is the main circulation street, with its four-storey solar atrium. It has galleries at all the upper levels overlooking the wide ground oor circulation route, which leads from the main entrance and cyber-caf to the dining facilities at the eastern end, linking these two key social spaces. The designers collaborated with an acoustician to ensure that the noise breakout from the dining area met the requirements of BB93. They produced a lively environment along the solar atrium, including the dining area as part of the overall circulation space, rather than a closed-off room.
59
Photo by: Martin Workman

Liverpool

Case studies

1. Cyber caf 2. Dining hall

1 2

The dining space walls are a combination of white painted plasterboard and polished in-situ concrete walls. The ceiling is also insitu concrete, with ventilation extracts left on show. The ooring is white terrazzo. The dining room furniture consists of beech tables and chairs, to create a high quality environment for meeting and social interaction. The space has good daylight from the large windows overlooking the playground and the long rectangular roof light, painted bright orange on their reveals to bring strong colour into the space.

The kitchen is next to the dining space. It has good daylight and easy access for deliveries and recycling facilities. The oor is non-slip vinyl. Servery units have laminate fronts with Corian worktops.

tend to come in to use the internet and get breakfast. The school is looking at establishing vegetable plots on the roof.

Feedback
Pupils There is good variety of food offered, both hot and cold. An outdoor dining area for the summer time would be welcome. The furniture, lighting and colours of the dining space are popular. The servery gets crowded and would be better bigger.

School food policy

The school is aiming to achieve the LOAF principle developed by the Christian Ecology Link, which sets out the catering ambition: Locally purchased, Organically grown, Animal friendly, Fairly traded. The cybercaf (serving teas, coffee and hot chocolate) provides a welcome internet service and is popular in the mornings. Pupils

60

Kitchen & dining plan

v Cyber caf

GUIDANCE CONCLUSIONS O
what this case study does well

Head of catering The payment system is cashless, which is good, but would be better if it were ngerprint activated, since the cards often get lost. The servery now works much better, since an additional doorway has been opened to give a through circulation (it was previously a cul de sac). The kitchen is bright and pleasant. A servery shutter would be a good idea, since this would allow the cabinets to be stocked and kept secure.

The kitchen is a very pleasant working environment, with good daylight and layout. The servery has stylish detailing, with particularly attractive counters. The dining area has good daylight and is stylish, with a high quality feel. The furniture in the dining area is well-designed and built of high quality timber, giving a sophisticated feel to the dining area. It is proving to be durable in use.

Staff The staggered lunch period reduces the pressure on the dining space and has resulted in a calmer atmosphere and better behaviour. The school is looking to increase the amount of locally sourced food. The acoustic in the dining space is a problem and staff have to work hard controlling noise. For more information on acoustics, see page 117.

'The dining area

is bright, and the tables and benches are nice.
Year 9 pupil The Academy of St Francis of Assisi

61

Case study

The Campus
primary, community and special needs provision

DATA Pupils on roll

v Kitchen & dining layout

The Baytree School (3-19) Special education needs 67 Herons Moor Primary School (3-11) 423
Age range

3-19
Meals served

Breakfast Commencing Autumn 2007 Morning break served in classrooms Lunch approx. 110 servings 12.00-13.00 Herons Moor 12.00-13.30 Baytree But both schools are present in the dining area at the same time
Area
Sports and assembly hall Community area Main hall

Double height atrium

Kitchen/servery: 75m2 Dining: 275m2

Architect

David Morley Architects

Local authority

Context
The Campus integrates two schools and a community centre. Herons Moor Primary School has pupils from ages 3 to 11, and Baytree School has pupils with special educational needs from ages 3 to 19. The Campus is designed to maximise the sharing of facilities between the mainstream primary school, the special school and the community. It is situated in WestonSuper-Mare, close to the district centre, and is newly built.

Design
A central kitchen is located in the shared zone between school and community. It has the capacity to provide food to both the community centre internet caf and the school dining room. (The provision to the community area is not yet fully up and running.) It is also designed to cater for evening community events - by opening up the movable wall, the atrium can be adapted to become a foyer for events in the main hall. The kitchen is equipped to cook food from fresh ingredients. The dining room is shared between the mainstream primary
63
Photo by: Morley von Sternberg

North Somerset

Case studies

From community centre

Community entrance From Baytree School

Movable wall

From Herons Moor Primary School

school and the special school, with one shared servery and subdivision of dining spaces to accommodate different needs, whilst children with packed lunches can eat in the adjacent double height atrium. Dining is an important activity for children with special educational needs and is seen as a lesson in life skills, particularly as they share the space with other pupils and eat at the same time. The room has been designed with high levels of indirect natural daylight, plus natural ventilation and acoustic control, with retrotted acoustic panels.

School food policy

The food policy is currently being rewritten to cover both schools. The school will be appointing a new catering contractor, with an ethos that reects the schools ambitions. The new contractor will use locally sourced and organic food only, with an emphasis on fresh produce. It is hoped that these strategies will substantially increase the up-take of school lunches. The school is also planning to change the arrangements for the mealtime: pupils from the two schools will sit together (at the moment they sit at

separate tables) and there will be new and improved furniture. The school is considering buying new cutlery and providing table cloths and owers.

'I like the fun colours

on the walls, and the nice lighting.
Year 5 pupil The Campus

64

School main entrance

Kitchen & dining plan

v Servery and dining space

GUIDANCE CONCLUSIONS O
what this case study does well

Feedback
Pupils Pupils like the big spacious hall and colourful walls. They would like to have more comfortable furniture and to be able to eat outside sometimes. Sometimes the dining hall and packed lunch areas are cold in winter.

Head of catering The kitchen has good equipment but the long thin shape is not ideal for preparation and cooking. The workspace would be better with windows and views.

The layout of the school works well for encouraging community use, and the catering provision could be an important asset once it is fully functioning. Pupils like the dining area, and the arrangement for accommodating the two schools works well. Further improvements are currently being discussed.

With the increasing emphasis on cooking from fresh, the kitchen will need to be reorganised to have more storage capacity. The servery works well (it can handle two separate queues) and could deal with additional capacity (for example, increased demand for community use). Staff There is considerable community demand for using the catering facilities for conferences, Council meetings, training days and promotional events. With the increased capability of the new contractor, it will be easier to meet these demands.

The plan of the school is well organised to allow community use (the dining hall and adjacent sports hall can be opened to the community when the rest of the school is closed), and the school is looking forward to increased revenue from the anticipated additional community use.

65

Case study

St Augustines Primary
primary school with single menu offer

DATA Pupils on roll

v Balcony overlooking dining hall

210
Age range

4-11
Meals served

Morning break served from tuck shop in entrance area Lunch 12.00-12.30 approx. 80-90 servings
Area

Kitchen/servery: 45m2 Dining: 150m2

Architect

ctmarchitects
Local authority

Kent

Context
St Augustines Primary School is located in an Area of Outstanding Natural Beauty in the town of Hythe, Kent, overlooking the sea. It is a newly built Church school.

Design
The brief for the kitchen and dining provision was developed in close collaboration with the school. The kitchen is located to one side of the main hall and accessed via a wide door with a porthole viewing window. The main kitchen space is lit by a large skylight and windows, and has stainless steel sinks and cooking surfaces around a central work surface. Next to the main kitchen area are a store, a staff toilet and a small ofce space with a computer and printer for invoicing and deliveries. A wide level
67

Case studies

access door with a y mesh gives direct access to the kitchen from the delivery area outside. An automated servery shutter opens to the hall from the kitchen the serving surface is low enough for even the youngest pupils and is located to enable queues to form around the hall. The hall doubles as the schools dining area and has a sweeping roof form with exposed curved steels. Storage for tables and chairs is tucked away either side of the central chapel space, while a rst oor viewing platform, accessed from the staff area, offers a space
68

for school staff to keep an eye on the pupils at meal times.

eating a balanced meal (although they do not have to eat everything). Reception choose from the daily menu and the food is brought down to their classroom on a trolley, where they eat together at their tables. They all help to clear up afterwards.

School food policy

The school food policy is to serve healthy, well-balanced meals in a social and inclusive environment. Children from several year groups sit at each table, with enough from each year to allow them to sit next to friends. Only one set meal is available, plus a vegetarian alternative. Pupils cannot exclude anything from the plate, and are encouraged to extend their range of tastes and become accustomed to

Feedback
Pupils The food offer is very good and healthy. The shape of the space is attractive, having the library balcony over the dining area is popular, with the chapel to one side.

Kitchen & dining plan

v Main hall and chapel

GUIDANCE CONCLUSIONS O
what this case study does well

Eating outside in summer is popular, but because of this more pupils bring in packed lunches. The queue is sometimes too long. Head of catering The kitchen layout is good and efcient. Additional storage area for Reception class trolleys would be useful. The cashless system works well (parents can top up on line) but having only one till point restricts the pace of serving. Two till points would speed this up, since having one dish on offer makes the serving process very fast.

The kitchen has an efcient layout, with good distribution of equipment. The dining area is popular, with good daylight and views, and has some attractive and unusual features (such as a library balcony and chapel space). The single main dish food offer is successful and provides an interesting model that might be usefully followed by other schools (particularly primary level). The school demonstrates how careful collaboration during the brieng and design process results in successful catering provision.

Staff The design of the kitchen and dining areas was carefully planned and the school, catering contractors and architects worked together successfully. The school has a good relationship with the contractor and has been able to tailor the food offer. The acoustics in the dining hall are not good. For more information on acoustics, see page 117.

'The kitchen is very well

planned and laid out, and its compact size works well: there is no time wasted travelling between the key parts.
Head of catering St Augustines

69

Case study

Kingsmead Primary
primary school with sustainability programme

DATA Pupils on roll

v Crop cultivation

205
Age range

4-11
Meals served

Breakfast 8.00 approx. 20 servings (Does not use the school kitchen facilities) Morning break 10.00 approx. 100 servings in main hall Lunch 12.00-1.00pm approx. 120 servings
Vending

No
Area

Kitchen/servery: 50m2 Dining: 170m2

Architect

White Design
Local authority

Cheshire

Context
Kingsmead Primary opened in September 2004. The teaching staff have developed the curriculum and school operation specically to take advantage of opportunities that the new facilities present to teach pupils about their environment and reduce their overall ecological footprint. The buildings energy-in-use data support Maths teaching, class gardens are used for pupils to learn about food miles while they grow their own food, and a green travel to school scheme encourages parents to leave their cars at home.

Design
The project sets out to be an exemplar of sustainable design and construction. This ethos informs every aspect of the design, from its orientation on the site, to the selection of natural materials, the use of natural ventilation and day lighting techniques, and the landscape concept. The kitchens have mechanical ventilation for extraction, but are naturally lit through roof lights.The dining area, which is also the hall, is lit by natural light and naturally ventilated to provide a bright and contemporary dining area.
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Case studies

'Everything
School food policy
The school food policy focuses on encouraging healthy eating in a relaxed and sociable atmosphere. Part of this involves teaching pupils some basic skills (such as how to use a knife and fork) and introducing them to new food. Pupils grow some of their own vegetables, linking with curriculum activities around sustainable crop growing. Crops grown include broad beans, carrots, and potatoes. Herbs are grown for kitchen use. The school works with the local authority contractor to focus on eating seasonal produce. Parents volunteer to maintain the
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that they make in the kitchen is good.

garden during the summer holidays. Vegetable waste from the kitchen is composted for use on the garden, and appropriate food waste is placed in the wormery. (See Sustainability, p 30.) The success of the ambitious food policy and the frequent use of the main hall by the community has put pressure on the catering facilities and the equipment. Year 2 pupil Kingsmead

Feedback
Pupils Pupils in Years 2 to 5 like the food offer and enjoy being able to take part in gardening and competitions for recipes. Although they like some aspects of the hall as a place to eat, they all nd it very noisy. For more information on acoustics, see page 117.

Kitchen & dining plan

v Kitchen

GUIDANCE CONCLUSIONS O
what this case study does well

Head of catering The school has a clear approach to healthy eating, developed in partnership with the catering team. The catering team collaborate on curriculum-related projects (such as foods from around the world to coincide with study themes) and on separating waste for the compost and wormery. The kitchen is well equipped but the increasing emphasis on fresh ingredients means that there is now a shortage of storage area. The layout also means that deliveries come into the kitchen to be unpacked, which is not ideal. There is a lack of preparation space

The cycle of food, from growth to composting, is an integral part of the pupils learning experience. The integration of the catering team with the teaching agenda is successful. The servery layout works well and the cashless system is appropriate and effective. The tables are well designed for quick set up and storage.

in the current layout.The ofce is too small to be useful and lacks ventilation. The servery area functions well and the cashless system is excellent. (No cards are required.) Staff Staff would prefer a hall that can be divided into two, so that dining and other activities could co-exist; or separate halls for dining and PE. It is difcult to accommodate extended services properly, since clubs ideally need to be set up while the hall is in use for teaching. The main hall works well for performances and assembly. It is a

light, airy room but is not ideal as a dining space, since it is too noisy. The type of tables has changed since the design stage so there is now insufcient space for storage.

'The mid-morning
snack is healthy, and there are always vegetables served with lunch. In the afternoon we distribute free fruit, so the pupils can get three of the ve a day.
Head Teacher Kingsmead

Case study

Mulgrave Primary
large primary with early years provision

DATA Pupils on roll

v Food trolley/family dining

489
Age range

3-11
Meals served

350 total (90 reception + nursery, 80 Key Stage 1, 140 Key Stage 2, 45 adults) 11.15-11.45 Nursery (on trolleys from the kitchen) 11.45-12.15 Reception (in hall) 12.15-12.30 Key Stage 1 (in hall) 12.30-1.10 Key Stage 2 (in hall)
Vending

No
Area

Kitchen/servery: 85m2 Dining: 180m2

Architect

Dannatt, Johnson Architects

Local authority

Context
Mulgrave Primary School is in Greenwich, the borough that worked with Jamie Oliver in transforming their food offer. The school is situated close to the centre of Woolwich, in a mixed commercial and residential area. The school is newly built.

Design
The multi-purpose hall is used for assembly and lunch, and for indoor PE and school sport. The kitchen opens directly off the hall with a roller shutter hatch. There is a large storage area at one end of the hall where the wheeled combination tables and stools are parked. Setting up for dining is very rapid. The hall has good daylight and makes a pleasant dining space.

Greenwich

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Case studies

School food policy

The school has a Healthy School Award and a school food policy that aims to create a pleasant social experience at lunchtime. The catering staff encourage pupils to try out new foods that they may not have experienced at home. There is an emphasis on hygiene as part of the lunchtime experience. Pupils wash their hands and in the Nursery also brush their teeth before the meal. The Nursery and Reception have a family service approach to the meal: for example communal salad/bread/hot food are placed in bowls on the tables
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and the children help themselves. For the Nursery and Reception class, each child has a mat with their name and photograph, placed by a teacher. For Key Stage 1 and 2, the school operates a helpers system whereby pupils take it in turns to help with the clearing up after the meal.

The fans are for fresh air supply. For more information on acoustics, see page 117.

'The chairs
are comfy and I like having my own place mat with my name on it.
Reception pupil Mulgrave

Feedback
Pupils Pupils appreciate having a big enough space for everyone to eat together. They like the food very much and think it is healthy. The hall is noisy, particularly the fans.

Kitchen & dining plan

v Entrance

GUIDANCE CONCLUSIONS O
what this case study does well

The dining hall is a pleasant space with good daylight and views, which is popular with the pupils. The school has developed some good techniques for making the lunch time enjoyable for pupils, such as the family service and individual place mats. The tables are an excellent design, and can be erected and put away in a matter of minutes.

Head of catering The arrangement of the kitchen servery area next to the hall is excellent - open the shutter and everything is ready to serve. There is a good window with a view from the wash up area (which was adapted to be openable at the request

Staff The nursery and reception pupils have beneted from the family service and the school is considering extending this to the other pupils. There are some queuing bottlenecks, even though the lunch period is nearly two hours long, and ideally the hall would be larger. The environmental controls on the space are not ideal - it can be too hot in summer and too cool in winter. Although there is some acoustic absorption, it is still noisier than it ideally should be during the busy lunch period.

'On Fridays
someone becomes star of the week if theyve been good all week. They get to sit on the adult table with owers and they get seconds.
Year 6 pupil Mulgrave

of kitchen staff). The equipment layout could be improved - for example the custard boiler is currently too close to the workbench. More storage area could usefully be allocated for fresh goods and for the trolleys taken to the nursery school.

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Case study

10

Redbrook Hayes Primary

exible hall, choice of dining areas

DATA Pupils on roll

v Kitchen & dining layout

208
Age range

3-11
Meals served

Breakfast provided by a breakfast club (not the school caterer) Break 10.30 approx. 200 servings (toast and milk) served in the main hall

5 4 6

Lunch 12.00-12.50 approx. 70-100 servings in main hall

Vending
1. Kitchen 2. Main hall 3. Servery
2

1 3

No
Area

Kitchen/servery: 75m Dining: 180m2

Architect

4. Kiosk & bistro area 5. Heart of School 6. Classrooms

Walters and Cohen Kitchen design: Staffordshire Catering Service

Local authority

Context
Redrook Hayes Primary is located in Rugeley, Staffordshire. As well as early years and primary school facilities, the building houses the local branch of the public library, making it an important new facility for the community. The project has evolved from one of the ve Exemplar Designs developed for primary schools .
30

Design
The key to the halls success as a multifunctional space is the use of folding, sliding doors at one end of the hall. These open onto the heart of the school, which in turn connects to a smaller cooking facility, primarily used for Food Technology lessons. Serving not only as an overspill dining area but also as a practical space for the breakfast club scheme, the heart allows for other activities to take place in the main hall with minimal disruption. This will prove
Photo by: Dennis Gilbert/VIEW

Staffordshire

30

See Schools for the Future: Exemplar Designs concepts and ideas, DCSF. Downloadable from www.teachernet.gov.uk/docbank/index. cfm?id=6113

invaluable as a kiosk selling snacks and as a gathering area during break times when the hall may be unavailable.
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Case studies

Smaller functions may also make use of this more intimate space and kitchen, giving the school useful exibility in how to approach and deliver school catering. The main kitchen was designed by Staffordshire Catering Service.

the tables have a family seating (mixed age group) policy, which is likely to be the next step in the evolving plan.

Feedback
Pupils Pupils like the proposal to eat in a family seating arrangement (with mixed years at one table). They are looking forward to eating outside, since there are nice grounds to the school. They like having more than one place to eat inside, and particularly like the bistro area, because it has round tables and is quieter.

'The bistro area

is a good place to sit, because you can talk to more of your friends on the round tables.
Year 5 pupil Redbrook Hayes

School food policy

The school has a nurturing ethos, which inuences the policy for food provision. Staff tend to eat with pupils, and two free lunch places are offered to staff daily. The school council (representing the views of pupils) has a food focus group, which works closely with the Head of Catering. The group has proposed that
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Kitchen & dining plan

v Heart of school

GUIDANCE CONCLUSIONS O
what this case study does well

The dining hall is a wellproportioned space with a pleasant mix of daylight and articial lighting. The hall provides a good acoustic environment for dining. The bistro area and kiosk kitchen in the heart of the school give considerable scope for catering for parent and community events and is popular with the pupils.
Photo by: Dennis Gilbert/VIEW

Staff Head of catering The kitchen is a good size, and is well equipped. The servery is well-equipped and generally works well, though the counter is a little wider than optimum. Currently the fresh air intake above the hood creates a strong draft, which makes the kitchen uncomfortably cold on winter mornings. It would be nice to have a view out from the main working area of the kitchen. The stores would be better located next to the entry area for deliveries. The much larger hall size in the new school has been good for mealtime management, giving greater exibility in the way lunchtimes are organised. The hall makes a pleasant dining area, and is large enough to give a reasonable amount of time for the pupils to eat, using a staggered rota. There are picnic tables and landscaped steps, which can be used for outside dining in the summer. It would be good to have a view from the dining hall to the outside.

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Case study

11

West Sussex
off-site hub and satellite provision

v Food production and delivery

Some local authorities use an off-site kitchen (the hub) to make food that is then transported to several schools in the area, where it is heated and served (the satellite). West Sussex embarked on a two-year programme in January 2007 to provide hot meals to 238 primary schools. The project is organised in eight phases

and will provide the infrastructure and equipment at each school to allow hot meals to be served without the need to have traditional on-site kitchens.

83

Case studies

How it works
Food is prepared in the Cuisine Centre, where it is placed in serving dishes with a lm incorporating a valve that controls the cooking process. At the school, the serving dishes are placed in pre-programmed microwave ovens and steamed for four to six minutes. Microwave technology is used because it can generate steam from within the foodstuffs themselves so that all nutrients are retained. Schools need a specialist refrigerator, a commercial dishwasher, a standard refrigerator and a number of microwave ovens, depending on how many meals
84

will be cooked. Three microwaves are sufcient to cook 100-120 lunches. This kind of system is designed for schools with no existing kitchens or limited kitchen space. Menus have been nutritionally analysed and comply fully with the Governments new school meal standards introduced in September 2006. According to the supplier, to prepare and heat 50 meals, schools require 9m2 of space. 200 meals would need at least 21m of space, plus a service area. (These area requirements are at the lower end of the range of areas recommended in Building Bulletin 99.)
2

Strengths of off-site provision

The system can be adapted to the available space at the school. If uptake increases, space permitting, it is possible to install an extra microwave or a fridge. A consistent standard can be maintained, as the food is cooked a few minutes before the pupils are due to eat. More nutrients are retained during the cooking process. The use of microwaves allows for exibility in timetabling; if the school has a special event it is very easy to alter the lunch hour.

 The system requires less maintenance of equipment than a traditional kitchen. There should be less food wastage as meals are pre-ordered and there is no need to cater for estimated numbers.

Weaknesses of off-site provision

There is reliance on the food being transported each day to the schools, which in the event of adverse weather conditions or vehicle breakdowns may result in no hot meals being available. Disposable containers are currently used. A recycling system needs to be developed. The requirement to order six working days in advance has caused some confusion with parents, and is currently being reviewed.

85

Case study

12

Kanazawa State Japan31 dining in classrooms

Izumichugaku (junior high school)

v Food production and supply

In Japan meals are generally served in the classroom. All pupils wash before the meal and a trolley is sent from the kitchen to each classroom. The tables are rearranged by the pupils into a lunchtime format, and they take it in turns to serve their classmates and teacher (who always shares the meal). Kyushoku (school lunch) is regarded as an important social event in the
Photo by: Naoko Yoshimura

day, where manners, conversation and healthy food are on the agenda. At the end of the meal, the pupils clean up and prepare the room for afternoon lessons. The major benet of this arrangement is fostering community responsibility around the mealtimes.
Photo by: Naoko Yoshimura

31

Source: Naoko Yoshimura, Kanazawa Shitisu Izumi-Chugaku, Japan 87

Case studies

The Kyushoku meal system

Originally school meals were only provided for primary schools (for age 6-12), with other ages bringing packed lunch. Recently more and more junior high schools (for age 13-15) have begun using this system. Meals are designed with input from a nutritionist, and menus are provided monthly in advance to all students and parents.
88

There are two main variations: the Kyushoku Centre system (a central kitchen producing and delivering meals every day to a group of schools) and the In-house Kyushoku system for schools with their own kitchen. In Kanazawa State, some primary schools take the In-house Kyushoku system, but the majority of junior high schools use the Kyushoku Centre system.

Food information leaet

v Classroom servery

GUIDANCE CONCLUSIONS O
what this case study does well

Pupils are involved in preparing for and serving the meals, which encourages responsibility. Informal social interaction is encouraged by the family-like organisation of the meal time. Good manners and understanding of the cultural value of dining together is promoted by the teachers involvement. Pupils awareness of food is enhanced through information leaets and discussions during lunch.

Photo by: Naoko Yoshimura

How the centre system works

At around 11.30, vans deliver meals to each school. School staff take the containers to dedicated Kyushoku rooms and stock the trolleys for each class. Lunchtime: 12.35 to 1.05 pm Pupils (wearing masks, hats and aprons) bring the trolleys from the Kyushoku room to each classroom, serve the meals, clear the dishes and

return the trolleys to the Kyushoku room. This task is organised on a rota, so all pupils serve at some point each month. When all pupils have collected their meals, the class says, ITADAKIMASU, Thank you for the food. At the end of the meal the pupils say, GOCHISOUSAMA (also thank you). During Kyushoku, teachers will often discuss food-related issues, such as

the benets of balanced nutrition, of using local ceramics or wood dishes in serving food, or of eating local produce. Teachers also demonstrate good table manners. Sometimes through the lunch period live presentations or programmes made by students are broadcast on radio or TV.

89

Case study

13

Kvernhuset Ungdomsskole
Fredrikstad, Norway pupil-led catering

DATA Pupils on roll

v Informal dining space

494
Age range

11-16
Meals served

Break 10-10.30 Milk, fruit Lunch 12.00-12.30 approx. 350 servings - a range of baguettes, except for Thursdays, when there is a hot meal. Extended school Occasional events
Area

Kitchen/servery: 120m2 Dining: 265m2

Architect

Pir II Arkitektkontor/ Duncan Lewis and Associates

Context
The school is situated in a pine forest on the edge of the town of Fredrikstad, on the Oslo Fjord. It is newly built and both the building and curriculum focus on the local habitat and principles of sustainability.

the Drama stage (a exible, multi-use box) and outdoor caf area in the south end. The roof above is cast from in-situ concrete, penetrated by small skylight domes and supported on timber posts from the site. The forest is rebuilt inside the building. The student cafeteria is an important part of the hall, but students can nd their own places to eat anywhere in the school (except the library). The Music and Drama rooms are next to the cafeteria and can be opened as a stage for the dining area.

Design
The hall, which is the main artery of the school, runs along the rock face (against which the back of the school is built), all the way from the Arts & Crafts department and exhibition areas in the north end to the cafeteria and

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Case studies

Classroom kitchen

Main kitchen

The kitchen facilities are divided into two main rooms. One is a standard classroom kitchen. The other is tted like an institutional or restaurant kitchen, with more technically advanced facilities, where smaller groups of students can study Cooking at a more advanced level, with links to subject areas of Biology and Chemistry. This kitchen also serves as the production unit for the cafeteria. The students themselves produce and sell the food, through a serving unit between the kitchen and the seating areas. The dining and catering facilities play a very important role in the school Student Businesses programme. Small groups
92

of students form real companies and make their own business using the schools facilities.

students manage the food production, till and dining area cleaning. This school has an educational

In a quiet part of the cafeteria, between some big rocks, there is seating space designated for larger groups at one big table. There is an emphasis on durable materials (concrete, the bedrock itself, tree-trunks, aluminium sheets) that are also easy to clean.

approach that embeds learning in the local environment: themes are explored through a vertical learning process (for example, a local wetland might be the theme for a term of study, and all science, mathematical and other study areas will derive from this thematic focus). The forward plan is to extend this philosophy to the school food provision, so that food is sourced locally.

School food policy

Pedagogy in Norway is founded on a collaborative approach with students, which is reected in the food policy;

Kitchen & dining plan

v Dining space extending into entrance area

GUIDANCE ONCLUSIONS
what this case study does well

Feedback
Pupils Pupils like the choice of baguettes (the menu is set by them and frequently reviewed), although they would like the ingredients to be healthier. The hot meal on Thursdays is very popular, and the pupils would like to see this extended to other days in the week. They like the dining hall. There is no restriction on where they can eat, and so some choose to go to the classroom (for a quieter environment or to study). They enjoy preparing the food

The dining area is lively and exciting, creating a social focus for the school. The dining furniture is good quality. Popular with the students, it complements the space. Students are responsible for producing the food and managing the canteen, which is a successful enterprise. The dining area is located next to a music room, which can be combined (with a sliding concertina partition) for events. There is a good variety of spaces in the dining area and throughout the school, giving students choice over where they eat.

and running the canteen, and are planning to upgrade the quality of food over time. Head of catering The Head of catering is a teacher with responsibility for overseeing the ordering and production of the food. It is not usual in Norway for pupils to be so involved in the canteen, but it has been a success as a project. There is some frustration over the quality of ingredients.The school is currently constrained on where it can source the food, which tends to be over processed and not particularly healthy. The Thursday hot lunch is prepared

by students with special educational needs as part of a vocational skills training curriculum, and is a weekly school community celebration. Staff The school considers that the canteen is a valuable social focus. As well as the daily meal, there are frequent special school events (cabarets, parents evenings) when the canteen is used, often with food prepared by the pupils. The canteen also provides an opportunity for skills training in business and management.

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