Professional Documents
Culture Documents
PART 1: CONTEXT
T
What are Optimum Schools?
he Optimum Primary School is the This publication should become a point
result of a 12-month research and of reference for schools, local authorities,
Optimum Schools are one of several options
development exercise, led by Galliford school providers and other agencies;
being devised which could provide a
Try, with the support of the University as well as for design and construction
standardised solution to school building.
of Southampton, in response to current professionals.
economic conditions and significant
The concept has been likened to that of
challenges facing the education and The Optimum Primary School:
a Lego set, providing a kit of components
construction sectors including: - Is a credible way forward in this
that can reduce construction costs while
- Lack of available capital investment; changing market;
maintaining the flexibility to respond to
- The condition of the school estate; - Demonstrates how the best of
individual sites and clients.
- An increased demand for school places; innovation, learning from past
- The James Review recommendations experience and managing risk can
Michael Buchanan, education director at
regarding design standardisation and be brought together to solve seemingly
Galliford Try, said:
the need for reduced design and intractable challenges;
“We don’t think templates work because
construction costs, simple procurement - Provides a supportable, evidence-
most sites are urban, constrained and may
and quicker delivery. based ‘case’ for primary school design
involve extending an existing building. That’s
and construction, firmly located in
not to say you can’t have a large degree of
This publication does not describe a best primary school practice;
standardisation – 80% of a building is fairly
template product. - Uses a ‘kit of parts’ approach to
standard; the other 20% is the critical bit”.
maximise the cost and programme
It does promote a considered, robust and efficiencies inherent in standardisation
Mark Wilding, in Building Design and
deliverable approach to standardised and modular design whilst allowing
bdonline, 11 November 2011
school design which can both deliver the configuration and organisation of
significant cost and time efficiencies and spaces, design elements and components
retain design and construction quality, to be an individual response to a
providing highly functional and fit for school’s particular circumstances
purpose schools which meet users’ needs. and educational design brief.
Galliford Try | 5
Why now?
Good teachers
The best thing always help
about coming to us learn and
school is seeing
sometimes learn
your friends and
from us
learning something Luke Page, year 4 pupil
new every day
Annie, class 14, Locks Heath Wellbeing not by themselves bring about change.
Primary School To learn effectively pupils need to feel safe, Priorities for the effective leadership and
valued, comfortable and healthy. Central management of change:
to promoting wellbeing is the provision - Pupils (and staff) look forward to
of nutritious food, exercise, opportunities coming to school
to socialise and make friends, to lead - An effective balance between
healthy life styles and have a strong sense flexibility and the need to ensure a
of identity with the school. common entitlement
Priorities for wellbeing: - Creativity is encouraged
- Feeling safe and secure and free from - Opportunities for all to flourish and
Inclusion intimidation succeed
Inclusion means meeting all needs, - Socialisation/friendships - People are confident to take managed
including special educational needs, - A sense of belonging risks
social inclusion, gifted and talented, - Well-nourished and ready for learning; - Shared vision and values
vulnerable children, English as an - Health and exercise
additional language and others. The - Posture
principle being to value all and remove Relationships
barriers to achievement and participation.
Priorities for inclusion: Leadership
Effective relationships between staff,
pupils and their families (as well as the
The biggest
- Cater for the needs of all pupils Primary school leadership is about wider community) are a fundamental determinant of
- Any pupil might be vulnerable at times creating an environment where learners feature of effective primary schools.
- Support (individual, in-class and and staff feel safe, supported and Priorities for relationships: pupil behaviour is
withdrawal)
- Sense of security
motivated. In the context of creating a
new school, a planned approach to the
- Collaboration and negotiation
- Consistent frameworks
staff behaviour
- Positive ethos and its influence on management of change is vital. Successful - Behaviour policy
positive behaviour change management is based on an - People to talk to
- Engagement with parents/carers understanding that people change rather - Organisational culture and ethos
- Consider/manage transitions than organisations; and that buildings do
and modular approaches - whilst providing - Greater accuracy and less waste; Think Lego. From a small range but
To achieve these design principles and schools which are configured and tailored - Ease and speed of construction, with optimum number of components,
meet the brief set by heads, it became to users’ particular requirements. less need for on-site coordination and virtually anything is possible.
clear that one approach best delivers the integration.
required efficiencies and cost savings By working with standardised com- The components in the ‘kit of parts’ school
whilst providing sufficient flexibility to ponents, less design time is required, All these reduce design and construction can similarly be configured in endless
meet different schools’ requirements and so design fees are kept low - although costs and provide programme savings - i.e. ways, allowing design solutions which
size, and the complexities and challenges the architect and design team’s role in cheaper schools delivered more quickly. can be individual, unique, bespoke, site-
of different sites. creatively configuring the ‘kit of parts’ and The elements or components might specific and very responsive to the user
innovatively utilising the available space include: brief whilst being very efficient to design
are pivotal to delivering the ‘optimum’ - The design grid; and build.
That is the ‘kit of parts’. solution. - Classroom dimensions;
- Floor-to-ceiling and floor-to-floor heights; Schools designed in this way are a
Different schools have different needs, In essence, the ‘kit of parts’ is an approach - Windows, doors; family of schools, genetically related but
ambitions, specialisms, ethoses and rather than a product. The ‘Optimum - Toilets / cloakrooms; not clones or one-size-fits-all template
operational models; and all school sites School’ is a set of parameters rather than - M&E systems; designs.
pose different logistical and construction a template. It standardises dimensions, - Structural frame elements.
challenges. These differences require cross-sections, design elements and
designers and contractors to be more components. It involves agreeing, at the One considerable advantage of the
nimble and responsive than using a outset, an optimum number of basic approach is that it is not material-
standard whole-school template design elements, components and repeating specific, allowing the savings to be
could be. ‘Off the shelf’ solutions do not units which will be employed throughout achieved regardless of market prices for
recognise these factors. the building. Doing so gives rise to: construction materials or the specific
Because of the way in which it is designed, compact layouts, single or multiple-storeys is to achieve optimum environmental Clearly, to maximise cost and time benefits,
the Optimum School is highly adaptable (one design shows a two-storey option), conditions and performance though the Optimum School approach is best
for future expansion, changes in school different age ranges, different types of low-tech M&E solutions and intelligent undertaken as a design and build contract
organisation (e.g. age range) and potential school (e.g. special, secondary, pupil design, e.g. site orientation, natural venti- where all the key disciplines can design
change of use. referral units, children’s centres), more lation / CO2 management and passive the school as a modular, standardised kit Savings over traditional design and
modest school extensions and different management of solar gain, temperature, of parts and as an integrated whole from construction practices arise from:
Being modular, it also lends itself to and constraints (e.g. access), planning site challenges - e.g. sloping, constrained, day-light, acoustics and glare. the outset. It is much more difficult to - Design simplicity and repetition
developing core and ‘over and above’ requirements, structural demands (e.g. urban. achieve these benefits in a school which - Standardised components and
options which can be added later as number of storeys) and client preference. Being 80% standardised offers greater has been designed to an advanced stage elements
finances allow. In terms of space standards, they achieve cost certainty and less risk. to be traditionally constructed. - Efficient utilisation of space
The possible designs included in this up to 7% saving in gross area over BB99 - Gross area reductions
The Optimum school ‘kit of parts’ approach publication are for 2FE and 3FE primary (primary). They do this by designing The target construction cost, assuming - Low energy design
is suited to a wide range of construction schools. They are simply illustrations to out surplus net and non-net areas and reasonable site conditions and excluding - Sustainable building practices
methods - concrete, steel, cross-laminated demonstrate how it is possible to adopt achieving higher utilisation of space (area abnormals, is estimated at c. £1200/m2. - Shorter programmes
timber, load-bearing brick/block or mixed the ‘kit of parts’ design and construction influencing cost) but do not compromise With fees and other costs, this re-presents - Off-site manufacture - speed,
mode. Unlike many standardised and principles and secure the economies of teaching space (teaching areas are an all-in target cost of c. £1500/m2. For a efficiency, waste, pre-testing
prefabricated products on the market, standardisation whilst providing very maintained as BB98/99) or quality, robust- typical new build Optimum 2FE primary - On-site integration and coordination
this means that each school design can individual schools which are education- ness and durability. school with nursery, this would mean - Reduced running and lifecycle costs
respond intelligently to site conditions and design-led, not pre-designed or a cost of c. £3.25m.
An Environmental Approach
in a school can
account for up to
30% of the overall
Matt Dickinson; Max Fordham; Mechanical and Electrical services and sustainability (M&E) carbon emissions
livestrong.com;
trition in addition to more general project-based learning. If we
are to compare these projects, the palettes in each classroom
to this constantly and learn, coupled with the long-term health benefits, are
compelling reasons for considered investment in well-designed
4 Article: Beware of the Sitting Trap in
Learning Postures which pupils are encouraged to keep mobile, regularly changing
their positions and posture. This bears some similarities to the
Case study:
Milton Park Primary School in North Somerset recognises this dilemma very clearly. Central to their philosophy is the commitment to tailor learning
As they start school, children are encouraged - through teaching settings which are created for company/staff away-days and
around the child, identifying their strengths and needs and bringing a diverse range of learning activities into any single day. A typical morning methods, choice of resources and the physical environment large public sector recruitment processes, where the emphasis
session may entail: including furniture - to be inquisitive through play and exploration. is on team-working coupled with individual thinking, and the
- Sitting in a circle on chairs as ‘whole class instruction’ activity; In art, role-play, music, games, storytelling, dressing up etc, there setting and activities are changed and adapted according to the
- Design a poster - working in groups, each organises themselves with assigned roles responsible for their resources and seeing the project through;
is a large variety of fluid movements that the body benefits from, task. Those tasked with running such activities plan and design
This could involve: developing postural reflexes, coordination and balance. them to be engaging, ensuring those involved do not remain
- Groups of pupils convening around a meeting table set-up, agreeing one another’s roles and setting out the process they will need to complete static and therefore maintain focus and concentration.
the poster project; As children get older and daily activity becomes more static, the
- A pair of students convening at a laptop to prepare research for the poster campaign;
- Members organising a space for the production of a poster - a large surface and messy workspace may be convened;
risk of reduced concentration and focus, along with increasing
incidence of poor posture and the longer term health side effects
In taking the view across a whole classroom cohort, the daily activities see children gaining independence in their learning. Collaboration is key, increases.
with certain activities seeing group working, with children assigning specific roles across the team to plan and create. At other times, space makes
way for role play.
Milton Park School’s model for learning described opposite is
that the nature of pedagogy pre-defines a learning culture within
The Principles of Learning Postures To illustrate how this space may be put to use, consider the - Once the teams have developed their ideas fully, they may
By reference to the Learning Postures principles, the direct following learning scenario: choose to use the interactive whiteboard , or other means, to
To inform the selection of furniture appropriate for purpose relationship between posture, furniture and learning activity can present back to their peers.
and activity, Team a go-go has developed a set of illustrative be more clearly and simply understood and categorised The school may choose, for example, to set a full-day project that
principles to demonstrate Learning Postures. These principles deals with issues of global warming for 1-2 classrooms of pupils, Within the Scott Brownrigg concept above, with the inclusion
set out a range of posture types, some with and some without pulling together activities that are both art and science based. of a folding partition between classrooms, many of the project
furniture. Looking at each posture and furniture type in turn, a The illustrations above and below show a KS1/KS2 classroom activities described above can take place by reaching into
series of learning and social activities are related specifically cluster with central forum space within the Sheppard Robson - The pupils sit within the large soft seating pod enclosure classrooms as well as the central homebase/forum. The central
to them and considered. In observation of children or adults school. Both the classrooms and central forum present a mix as teaching staff introduce the project, in a relaxed space that open learning space within the classroom cluster is fitted to
in different types of settings, the body dynamics and social of furniture types and heights, enabling an extensive choice of invites engagement and discussion; provide an exploratory studio, with the furniture palette geared
relationships are affected by furniture and this in turn shapes the learning activities to be supported, enabling project-based and - Pupils are assigned groups which, following the introduction, towards this. Within this cluster, the setting could support a
learning activity. If we want to read a book, we will naturally self-directed work to be introduced. migrate across the space to plan their next stages and assign project on nutrition, whereby research and exploration includes
find somewhere lower and more comfortable where we can one another to specific roles in their groups. The project the study of structure of vegetables and protein foods, viewed
recline. Role play and performance activities are best provided Team a go-go planning can take place with groups standing if they wish to under microscope in their raw state, before being prepared in
by moving furniture aside and using clear space. Whilst there use a whiteboard; or they may choose to sit at stools or chairs the kitchen area to a recipe, researched by pupils for nutritional
is overlap of certain activities from one posture to another, the with tables to plan and discuss; value.
overall qualities of each are unique. Those activities best suited - Equipped with portable devices/laptops, pupils undertaking
to each Learning Posture are listed. research can choose to work individually or in pairs in spaces In the development of the ‘kit of parts’ for the Optimum Primary
and on furniture that they feel most comfortable with, the same School the modularity of the building system expressed in both
When looking at KS1 & 2 learning spaces in particular, it is approach that many of us take if popping into a high street designs offers local choice. This is extended further as we look
most often the case, as children progress from Reception year, coffee shop to catch up on emails; at the F&E selection. It is Galliford Try’s intention that when
that the variety of Learning Postures reduces as the variety of - As pupils develop and test ideas, the space allows for looking at classrooms and homebases in the 6-classroom cluster,
furniture and choices of settings and activities decreases. If we activities of production, testing, review, role play; various the schools will be able to choose from a selection of furniture
only provide ‘traditional’ classroom furniture - standard stacking creative means to study, explore and present their findings. packs. This way, schools will be able to select the best fit for their
chairs and tables - we are missing out on opportunities to ensure Finding levels and working settings that best suit their needs, pedagogy and school community.
that pupils get the optimum variety of learning experiences. the children use the space as a living studio;
By using the Team a go-go Learning Postures as a guide, the Display Storage
options made available within the furniture pack can be
explained through the learning opportunities that each provide. Display of pupils’ work and learning resources is essential to A key element in the effective function of learning
celebrate and stimulate learning and achievement. Ideally, spaces is that of storage
Where change to building fabric is limited, much can be gained displays should contain both completed exemplar work and ‘work Through the use of storage-walls, the maximum amount of
by re-thinking the activities in other areas of the school. As in progress’- so that the wall becomes a live learning resource. storage can be provided with the minimum of footprint. This in
an example, the re-imagining of a library space can provide a turn helps realise the potential for floor-based activities without
destination within the school which feels quite different; tailored The most common solution in use is pin board, surface mounted too much upheaval. As illustrated within the exemplar interiors
around places for pupils to recline with a book, engage in a to walls. The use of grab-rails (wall-mounted strips that ‘grab’ developed for the Optimum Primary School, it is important that
storytelling session or to research resources with fixed ICT. To paper or card) or magnetic surfaces can encourage more regular some of the storage wall contains open compartments, with or
serve these activities, the key postures could be floor-based, low/ changes of display. Furthermore, open shelving enables objects without trays in order that pupils have access to their work, or
comfortable and stool-based. and 3-dimensional pupil work to be on show, zoning space at access to retrieve resources independently.
the same time. VS furniture
To further ‘sweat’ the asset of the Optimum Primary School The use of storage walls can significantly reduce the ‘clutter’ of
building, it is possible to consider internal spaces or modules classrooms, with elements not requiring regular access stowed at a
A head teacher recently was keen to look at a more formal
which have flexibility through F&E to transform from one setting method of selective display of pupils’ work, some sandwiched higher level, rather than on top of a cupboard. With consideration Storage and teaching walls are potential features of
to another. The illustration above shows a room within The Fuse, between sheets of perspex and others created for picture frames to well-being, the effective reduction of clutter through storage standardisation, thereby achieving cost efficiencies through
a youth and community project in Trafford. Whilst this is not a or canvas in areas of circulation. The intention is to encourage can help provide a ‘calming’ setting for learning. ‘design repetition’. How the storage walls are configured within
school, it offers a demonstration of how an otherwise traditional, children to take time and care over the production of artwork, the room needs to be discussed in terms of pedagogy. Depending
being awarded a place in gallery zones
single-use space can be re-imagined to offer a multi-use space, Turning attention to the teaching wall, through the integration on the importance of self-directed learning, schools may wish to
transformed with little effort given its palette of F&E. In the of storage and doors with writeable/magnetic surfaces, it is see the storage wall and its features more ‘dispersed’, rather than
daytime, the space is rented out as meeting and conference For this method of display, it is possible to ‘borrow’ methods possible to not only maximise storage of teaching resources but focused on a single wall.
facilities for organisations including the project sponsor. In from galleries, whether painted timber battens or picture rails also to provide an extensive surface for projection and writing.
this scenario, the posture is solely chair-based and formal. In with hanging components. Directional spot lighting within the If this runs the length of a wall, more than one group of pupils For a primary learning space it is important to offer supplementary,
the evenings, this space is transformed into an informal mini- overall lighting scheme will help present and promote gallery can make use of writing, display and presentation space. By freestanding, low storage, assisting in zoning of space and
cinema, with the meeting table folded and stowed whilst bean areas. The open learning areas within the Sheppard Robson ‘building out’ the teacher wall in this manner it is also possible allowing pupils to access resources in close proximity.
bags are deployed from within the storage wall, adding low/ and Scott Brownrigg projects illustrate this more sophisticated to discreetly conceal connections for power and ICT.
comfortable additions to the seating mix. approach to display of finished work and work in progress.
catalogues may Postures more greatly than the settings of nursery and reception. The principles described here can be usefully transposed for early years learning
or for secondary schools, be they principles of Learning Postures, storage and display, colour or the production of design templates.
imply otherwise,
it is not a rigid
requirement that Lifecycle
As we reconsider a dynamic yet efficient strategy for the design of spaces and of product selection, we have the opportunity to ensure that this is
centred around longevity, both in terms of lifecycle and suitability for learning for our children now and in the future.
primary school
furniture must
Colours always be in bright Indoor/Outdoor - Work surfaces that support various postures can be
considered for outside and either be fixed and integral or
Whilst school furniture catalogues may imply otherwise, it is not colours Whether working on a new-build, remodelled or refurbished brought out from the classroom when required, particularly
a rigid requirement that primary school furniture must always be school, the relationship between interior and exterior is key. if the materials are weatherproof;
in bright colours. Indeed, this is an illogical orthodoxy sometimes As highlighted in David Martin’s essay in this publication, - If, rather than a single door, a section of glazed screen can
validated by the fact that children ‘like’ bright colours. Whilst there are great opportunities for extending the learning space open, the whole class can benefit from good weather;
they might, scientific evidence suggests that some colours to the exterior. The Scott Brownrigg exemplar accentuates the - If the school benefits from a wireless cloud, portable devices
excite and promote high levels of energy, noise and anxiety, relationship between the learning cluster modules and exterior can be used in shaded space.
whilst others are calming, restful and promote more measured space. It is through play, exercise and exploration that the
behaviours and noise levels (we would presumably prefer the exterior keeps young bodies and minds healthy, so it is important
latter in our schools). Why, for example, do doctors and dentists Many UK and European manufacturers are willing to offer greater that this exploratory and playful approach to learning flows Flexibility
Focusing on the role of the Learning Postures tool, as pedagogies and
tend not to use bright colours in their surgeries? Colour choice colour and texture choice at no extra cost, so it is important that seamlessy between interior and exterior. educational demands evolve, many of its aspects will remain constant
should be setting-specific; it is not simply a matter of aesthetics schools feel empowered to ask for this or work with designers and will continue to serve a purpose in demonstrating and shaping
or personal preference. or specifiers who can assist. This offers great opportunity for Where site and investment opportunities allow, the exterior learning spaces.
architect, client and interior design & procurement specialist to zone adjacent to the learning space can offer an extension to
The use of natural timbers and a more sophisticated palette of coordinate their finishes and avoid the default school furniture the interior on dryer, warmer days. As well as outdoor furniture
colours can take cues from precedents in retail and in learning mail-order catalogue feel. The interior images developed for this (e.g. fixed benching and tables), it is possible that other Learning
environments for older students. Laminate surfaces for storage publication offer a glimpse of how the future primary school Postures and learning opportunities can be encouraged through Inside-out design
can be produced from a wide range of colours if requested of can offer a more calming and sophisticated approach to colour. the collaboration of F&E advisor/designer, architect and By using the Learning Postures tool and considering F&E early in the
the manufacturer. Even trays for tray units are available in a wide It is possible to be more considered in this way, yet maintain an landscape architect. development of a school design or refresh, we can ensure that our
schools are designed from the inside out, utilising an integrated team
range of subtle colours. If lighter white or pale grey shades can inspiring approach to interior finishes. of designers to work effectively with schools to deliver their learning
be used for table surfaces, their reflective qualities can assist in Some of the opportunities for consideration are: vision. As the design of each Optimum Primary School takes shape,
maximising natural daylight rendering. - Surfaces such as timber decking can provide a less abrasive using a ‘pre-determined’ palette of furniture packs will assist in reducing
surface, suited to bean bags and other low, informal furniture timescales of project design and delivery,with minimum fuss and
without compromise to the desired learning outcomes.
being brought outside;
62 | Optimum Primary School | Is your head in the sand or up in the clouds? Galliford Try | 63
with a trolley that comprised a class-set used in the form of image projection and be impressive and beneficial, this projection images - in some cases 3m wide. It is crucial that whatever ICT preferences
of ‘devices’ then ICT can be in the right learner interaction. functionality can still be obtained from and developments are chosen, what
place. A range of devices also means that your existing providers even without the Interactivity can still be gained from should also be included is the voice of
each place has the right device available actual IWB. using a teacher touch screen monitor or the voice of the learners and teachers.
in it. Classroom interactivity a wireless graphics tablet device. Even Whether it be devices in the classrooms, A collaborative
A multi-purpose learning space or central A study was conducted in a London an iPad can now be used to provide reporting tools that save teachers
The space that was previously dedicated breakout space with different interactive Authority whereby different projection remote control and interactivity. All can time, development and use of Virtual approach to decision
to an ICT Suite can now be a multi-
function break-out zone that not only
and display options is well worth
considering as part the school design.
screen sizes and surface types were
tried in order to establish the optimum
be connected to a brighter projector, or
multiple large format strategically placed
Learning Environments, the teachers’ and
pupils’ voices need to be canvassed and
making may take
includes ICT and projection capabilities These types of spaces provide greater ‘classroom projection’ solution. In every LCD screens. considered. slightly longer to
but also design technology, art and flexibility without the need for a defined instance, a room larger than 50 to 55sq.m
creativity, wet play and practical science front of the classroom. was deemed to be too big for every A collaborative approach to decision achieve but will be
learning capabilities. The hidden benefit
from making ICT available everywhere, One option is not to have an interactive
student to be able to clearly see a standard
size Interactive Whiteboard. It was either
Importance of staff training / change
management
making may take slightly longer to
achieve but will be more effective and
more effective and
all the time, at teachers’ and learners’ whiteboard (IWB) in the classroom. mounted too low so a student at the back It is valuable to establish of a systemic have a greater impact on learning. have a greater impact
finger tips, means there will be ample For some this might be a step too far. It of the class could not see the bottom third process of continued and shared staff
opportunities for integrating it into is acknowledged that IWB technology of the screen or the image size was just too development. A ‘cascade’ and ‘train the on learning
teaching, learning and the curriculum. In can, for example, create ‘flip chart’ style small to be able to read the words being trainer’ model of shared best practice can
addition, these new learning spaces allow resources in advance or during of a lesson. projected on it. The response to this was work well and peer mentoring courses are
opportunities to rethink how ICT can be Whilst the tools and functionality can to think BIG and use large, widescreen available.
64 | Optimum Primary School | Is your head in the sand or up in the clouds? Galliford Try | 65
cloud-based ICT services
66 | Optimum Primary School |Is your head in the sand or up in the clouds? Galliford Try | 67
Email is either a school-based solution or Early experiences of ‘Managed Services’
an online web-based solution as part of arrangements saw a restriction in what
the Internet Connection subscription. A the end users could or could not do.
Learning Platform is being used, although However, as the market has matured and
might be fully embedded. aspects of risk have either been mitigated
or reduced, it is now the school which
A self-managed solution, supported by the can choose and design the level of service
ICT Coordinator, Deputy Head or bought- they require from the service provider.
in services manages to keep the worst of
the problems at bay, but is quite costly Being able to define your requirements
and only ever provides reactive support. does need to come with a health warning.
Whilst it may appear to be essential that
Managed ICT Services and support every device is working 100% of the
Very similar ICT solutions to those time and that should one fail it must
described above but with the task be replaced or fixed within 2 hours
of managing and maintaining the of it being reported, this would be an This not only creates more confidence in When negotiating this type of service 5. Your existing staff, who were running
functionality and availability of the ICT expensive insurance policy. Realistically, staff to be able to use the ICT resources as there are some things to consider: around fixing things before, are now
being provided by a Managed Service would it matter if it was replaced the they are more reliable, but it also means 1. You will only get the services that you better placed in the classroom
Provider. Handing over the management next working day? By taking a measured the focus is on the delivery of learning, ask for; supporting the use of the ICT and
of ICT to a third party is often considered to view of what is reasonable and essential, not the management of ICT. As part of 2. You might have to give a little in order developing curriculums that benefit
either be a luxury that cannot be afforded a range of compromises can be agreed the Managed Service the responsibility of to get a lot; learning;
or a constraint that stops creativity and that retain the schools ability to be agile, drawing up development plans, spending 3. Clearly defining your requirements 6. Sometimes building in performance-
takes away flexibility. flexible and able to try new things whilst profiles and seeking best value solutions, from the point of view of learning related financial penalties with the
knowing that all key proactive and reactive could also be ‘contracted out’ and put outcomes, availability, accountability; Service Provider creates a risk-free
ICT management tasks are being dealt with into the hands of the experts. 4. Building in ‘on-going’ training and solution for the school.
by others. development programmes;
68 | Optimum Primary School | Is your head in the sand or up in the clouds? Galliford Try | 69
<
70 | Optimum Primary School | Is your head in the sand or up in the clouds? Galliford Try | 71
The ‘Outside Story’
Integrate and activate external
environments in the Optimum Primary School
David Martin, Physical Activity Adviser; Director, F9 Health Promotions Ltd
Becoming comfortable that you don’t could be used to influence school-based Do they:
need to own or touch all of the ICT that decisions and act as a catalyst to start - Design individual components (spaces) of playgrounds purely to meet the design brief?
is required means that more cost effective thinking differently and take your head
and efficient ICT solutions can be out of the sand and consider sticking it in - Design a space that meets the design brief but allows for other factors to influence
developed that not only benefit the planet the clouds. choice and design?
and the learning experiences but also the
school budget. - Or do they start with the needs of the pupil, designing spaces that meet their needs,
taking inspiration, influence and guidance from a range of sources and then finalise
By applying 4 key requirements that are a design solution that also meets the design brief?
fundamental to a new school build project,
ICT purchasing decisions will be more The design of the outdoor environment can significantly impact on pupil development
suitable for a new learning environment and evidence is now well established as to its impact on health and education1.
and can enhance learning experiences and
outcomes. The relationship between external and internal environments will be an important
factor in reinforcing the notion that learning is no longer confined within the classroom.
The time for schools to rethink what Pupils should see the outdoor environment as a place to learn in, and from, as much 1 For more information see Children in the
teaching and learning is about and how as their classroom. As pupils’ needs are at the heart of all learning and teaching, there Outdoors, Dr Sarah-Anne Muñoz 2009,
they effectively achieve it is now. That should be a link between the classroom and the outdoor learning environment, so that http://www.countrysiderecreation.org.uk/
may mean schools should consider it can actively contribute to learning outcomes and experiences. Children%20Outdoors.pdf
stopping doing what they have always
72 | Optimum Primary School | Is your head in the sand or up in the clouds? Galliford Try | 73
The design of outdoor environments should:
1. Consider the needs of the pupil within the design so that they will naturally provide opportunities
for pupils to develop their confidences, competences and skills; Increased
2. Provide a range of opportunities that are targeted specifically for that area for pupils to choose
what they want to do with their free time;
3. Promote and improve the health and wellbeing of pupils and staff;
physical activity When designing
4. Provide natural opportunities to link outdoor spaces to the curriculum as learning is no longer
confined to the four walls of the classroom;
levels will impact a school
5. Maximise potential for out of school hours and community use. on obesity levels environment:
and the risk of
cancer, reducing
future health
The design of the external environment, including its fixtures and fittings, should 4. Health and wellbeing , confidence and self esteem by providing challenge, reward
be carefully considered as to how it can contribute to the development of pupils’ costs and enjoyment:
competencies and confidences, providing opportunities to learn and develop and - Increased physical activity levels will impact on obesity levels and the risk of
improve their: cancer, reducing future health costs.
1. Literacy, numeracy and thinking skills through engaging in active and experiential 5. Resilience, showing respect for others and their property through shared duties and
learning in the outdoor classroom: responsibilities in managing and developing different aspects of the playground:
- Key to developing successful learners, reducing inequalities and improving - Resilient pupils are less likely to capitulate at the first hurdle and more
employment levels, especially within areas of high deprivation. likely to find solutions to problems; developing responsible citizens.
2. Movement and co-ordination skills through formal, structured and informal play: As teachers and classroom assistants will use outdoor spaces to support learning and
- Key to confident individuals trying new things and stretching themselves to live teaching for pupils, the architect should design environments suited to the way teachers
better, more active and healthier lifestyles. need to work. Integrating the design of the indoor and outdoor environments and
considering the needs of the pupils and teaching staff will increase the likelihood of
3. Communication, problem solving and leadership skills through socialising and outdoor spaces being used.
working with others:
- Integral to improving employment opportunities, dealing with challenging
situations and improving life opportunities.
There are limitless ways we can describe the spaces that make up the outdoor
environment. To rationalise the possibilities the table below describes twelve ‘types’ of
space that together encompass the outdoor school environment. This is not a definitive
list, but one intended to stimulate thought and provide rationalisation to the number of
areas that could be described within a playground.
- How does the design encourage sustainability and address the nine topic areas of an eco-school (water, energy, biodiversity, global perspectives,
school grounds, litter, healthy living, transport and waste)(http://www.eco-schools.org.uk/)
- Places to sit and seated areas to talk, eat and rest, utilising natural opportunities from Further considerations
low level walls and tree trunks as well as building terraced slopes and using e.g. Designing an Orienteering Course that is
sprayed on various places on the playground
traditional seating options: The outdoor environment could incorporate:
and wall surfaces provides the opportunity
· consider that a teacher may need a variety of options suitable for a class outdoors for teachers to: lead an ‘active’ lesson that - Floodlights for pitches and lighting in playgrounds to maximise after school and
- Quiet and private spaces away from the bustle of the main playground: contributes to pupil health and wellbeing community use;
· for pupils to relax, to think, to read and talk to friends and also develops their literacy, numeracy, - Vantage points for direct or perceived supervision (active v. passive);
cooperation, teamwork, thinking and
- Litter and recycling bins in sensible places around the playground, next to seating - Direct access to outdoor space from the classroom;
strategy skills as well as being good fun and
areas, where pupils will congregate at entrances and exits, and at the side of pitches; challenging. - Individualised cloakrooms as a wet play buffer zones, wet shoes, coats, etc;
- Storage areas for outdoor play equipment, especially within nursery classes for a - Community access to facilities separate to that of the school so that the main
variety of equipment from toys, bats, balls and marker quoits to goal posts and building can be locked when PE and other facilities are available for community use;
netball hoops and skipping ropes; - Facilities promoting staff health & activity, e.g. showers, lockers, cycle storage, etc;
- Cycle storage areas for staff and pupils; Consider: - Entrances and exits from schools that:
- Planting, natural areas, gardens and vegetable patches; - School orchards for pupils to explore and · do not lead directly to main roads
that provide shelter from the elements;
- Playground and educational markings: - Planting areas such as vegetable gardens · have safe pickup and drop off points away from school gates
· whether permanent as they will be used continually every year and in that and flower beds; · have staff car parks outside the school grounds and well away from the school gate
position, e.g. court markings and gridded areas; or - Using natural materials and planting to · make it a safer environment to walk and cycle and minimise the risk from traffic
· semi-permanent markings such as game zones and skipping areas that you may separate spaces; · create natural active walking routes
wish to keep flexible in order that pupils can periodically choose what they want. · reduce traffic congestion and flow at peak school times
· lead directly to cycle ways;
- Walls and fences:
· as places providing fall heights onto sand and other safe surfaces
· as places for low level traverse climbing walls
· as places to have games, equipment, markings and murals to stimulate pupils to
play and role play
· as places to profile the pupils’ work to the community (display cases on outside
fences and walls).
Physical activity and health Evolving spaces Looking after your grounds and sustainability Learning through Landscapes
The key lies in the brief - Similarly, no two sites are the same - all present challenges
of ground conditions, size, access, typography, local
Intelligent design saves money and time - Effective school design results in efficient, highly functional - A detailed, realistic, prioritised educational design brief is architecture, neighbouring properties and so on;
and usable buildings with high levels of utilisation and essential; - These might suggest that every school design should be
- It is still possible to design and build great schools within low lifecycle, maintenance and running costs; and which - Good design emerges from an inside-out, user-led approach unique. However, there are many features which are
current economic constraints which are fit for purpose, are buildable and affordable. in which dialogue between educators and designers is vital; common to all schools (up to 80% of schools are
effective and functional teaching environments and truly - We should think in an integrated way about architecture, essentially common, it is argued), and evidence over time
aspirational places; design, mechanical and electrical services, furniture and suggests that some solutions are better than others (higher
- To achieve this, it is important to establish and focus on Flexibility and adaptability are vital equipment, landscape and ICT; they are all part of the impact and/or more cost effective);
the core requirement - the essence of the effective school. optimum solution and influence each other; - This means that standardisation of some design elements or
- It is not possible to have all we want so the ability to - The best utilisation of available space arises from creating - Because empirical evidence demonstrates the influence of building components is possible; and, in the current
prioritise, compromise and make difficult decisions is crucial; environments which can be used for a number of purposes; physical and environmental conditions on learning outcomes economic environment, desirable;
- This is best achieved by thorough engagement with the - Schools can operate equally well in less space if timetabled and behaviours (including concentration, motivation and - Standardisation has the potential to save money and time in
school and client, so that the core educational experience or organised differently; productivity), the school’s design brief should emphasise both design and construction. When applied to modular
and the integrity of design can be secured whilst still - A good school design is one with growth and change in mind; those features which have the greatest influence on the design approaches and design repetition, it can lead to cost
reducing overall area and cost; emergent designs should be tested against different scenarios; quality of teaching and learning and users’ productivity, savings, more accurate construction, less waste and shorter
- Utilising prior experience of design and construction and - By focusing on a structural shell with non-load-bearing behaviour and morale. programmes;
lessons learnt, and exploiting the potential of standardisation, internal walls and intelligent service routes, it will be - This is the ‘kit of parts’ approach - an optimum set of
design repetition and modular construction are means of possible to adapt the internal configuration in future with standardised components and elements which secure the
gaining efficiencies without compromising design quality; ease and little cost; even to convert the school building to There is no single solution for ‘best’ school design cost and programme efficiencies, yet which can be
- Designing-in optimal environmental conditions from the other uses; but standardisation is possible configured differently according to the user and client brief
outset, rather than relying on mechanical systems to - When designed in this way, it is possible to offer additional and the nature of the site - in other words, a bespoke solution
compensate for design inefficiency offers savings in both options ‘over and above’ to be added at some future point - No two schools are the same - they have different methods which uses the same component parts;
construction and running costs; as budgets allow. of organisation, styles of teaching, ethoses and circumstances, - It is possible to benefit from standardisation without resorting
all of which are valid and necessary for real parental choice; to simplistic, off-the-shelf, ‘one size fits all’ solutions.
and this gives rise to different design requirements; Standardisation does not mean the same physical form for all
schools.
The Optimum Primary School explores this, with expert opinion from leading
Educationalists, Architects, Interior Designers, Landscape Designers, ICT Advisers
and Engineers
www.nciles.co.uk