free schools thinking: places and spaces for teaching and learning

8/8/2019 Free Schools Thinking: Places and Spaces for Teaching and Learning

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Free Schools ThinkingPlaces and Spaces for Teaching and Learning


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Foreword

Recent Governments have talkedabout returning freedom and greaterindependence to schools. This direction ofpublic policy was given life with the creationof Academies under the last Government,and the new coalition policy establishing'free' schools and new style academies.Autonomy for schools was enshrined by the

present Government in the Academies Actin July 2010.

The announcement of the rst 16 FreeSchools in September 2010 signalled acommitment to thinking about theprovision of school places indierent ways.

Government, too, seems committedto reforming planning and buildingregulations, including change of use toenable schools to be established in manydierent types of buildings.Free schools thinking is the term we use asa framework for freeing up thinking aboutthe education system and the way schoolswork: the time when learning happens, the

spaces in which teachers plan and deliverlessons, the range of people who help tosupport learning, and the places whereschools can operate and be located.

Through the investment in the school estate,there has been a quiet revolution in theway a number of schools have approachedtheir environment and how they haveused this to raise standards and improvethe life chances of their communities.

This publication explores the many

types of spaces and places that weall recognise and their benets andlimitations for becoming schools.

Realising the ambition of the current freeschools policy will take new thinking.What is already evident are new approachesto curriculum and teaching and learning.Ambition will need to be coupled withpractical common sense. The new 3Rsof refresh, refurbish and the reuse ofour public buildings when budgets aretight should not diminish the need tothink creatively about making decentspaces for teachers and learners.

Despite recent press, decent schoolenvironments do matter for teachersand young people and we can now

prove it. We must continue to focus ondelivery not waste, and partnerships thatdeliver real value to our communities.

Free Schools Thinking allows

us to think about

Buildings in a dierent way they are a public asset

Re-using buildings whether oldschools or other buildings rejuvenates

our communities and promotesthe environmental agenda

Educational spaces and the qualityof the places in which teachingand learning take place

Free schools thinking is already happeningthroughout the country. This publicationurges further thinking and creativity aboutthe environment as a tool and an asset thatenriches learning and enables teaching.

It is imperative that we continue to investin our schools estate. In doing so it isequally important that we free up ourthinking about the way our schools work.

Ty Goddard and Ian Fordham

BCSE and The Centre for School Design

www.freeschoolsthinking.org.uk

www.thecentreforschooldesign.org


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Introductionto Free Schools Thinking

The trajectory of government thinkingon education is taking us towards greaterfreedom for schools and academies, moreautonomy for sta and teachers, lessbureaucracy and fewer initiatives. Withfree schools there seems to be a chanceto rethink the physical spaces and placeswhere teaching and learning take place.

Free schools thinking is the term we useas a framework for freeing up thinkingabout the education system and the wayschools work: the time where formal andinformal learning takes place, the spacesin which teachers deliver the curriculumand learning happens, the range ofpeoplewho help to support learning such asfamilies, businesses, teaching assistantsand entrepreneurs and the places whereschools can operate and be located.

At the heart of free schools thinking is arecognition that the school environmentplays a vital role in school improvement.Through the investment in the school estate,there has been a dramatic change in the wayschools have approached their environment

and used this to raise standards and improvethe life chances of their communities.

This publication highlights the importanceof free schools thinking in a new policyenvironment. It focusses particularly onthe potential of dierent spaces and placeswhich could be created. In an age wheremoney is tight and resources restricted,the thinking about how we might use thesecannot be hampered in the same way.

In an era of less constraints such as thereform of building bulletins and planningregulations, our case studies and typologiescreated by some of the UKs leadingarchitects show just how imaginativeschools and education providers couldbe. The education and environmentaldividends could be enormous.

Greater autonomy for schools, epitomisedby the introduction of 'free schools' and theAcademies Act passed in July 2010, providesthe opportunity to apply for greaterfreedoms and a more independent status.

The freedoms granted to

these schools include:

The ability to set their own pay andconditions for sta

Greater control over their own budget Freedom from adherence to the National

Curriculum Freedom to change the length of the

school day and school terms Freedom from Local Authority control

Free school groups are also beingencouraged to explore a range of places andspaces well beyond the refurbishment of anexisting school.

The 16 free schools due to open inSeptember 2011 have understandablyopted for more traditional options, given thetime constraints available. Yet the potentialis much greater given the underutilisationof the public sector estate and the potential


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of oces and other private sector assetsto be creatively transformed into modernteaching and learning environments.

The Governments capital review islooking to break down barriers weargue it should be radical in cutting wastebut not cutting the investment in our

school estate. With careful considerationand by involving the right people earlyon in the development of the school, awhole range of dierent building typeshave the potential to be convertedinto eective school environments.

This publication aims to create a debateabout free schools thinking and usesthe typologies and case studies as astimulus to take thinking forward in thisfast paced and changing environment.

Our websitewww.freeschoolsthinking.org.uk

will also enable us to carry onthe discussion with schools, localauthorities and the private sector.

PeopleTeachers

Local businesses

Parents and carers

Entrepreneurs

University / college students

Teaching assistants

Mentors

PlacesOld schools

Public buildings

Oces

Retail buildings

Industrial buildings

Community / village halls

Churches

TimeBreakfast clubs

Lunchtime activities

After school clubs

Saturday catch-up classes

Holiday / summer programmes

Online 24:7

Staggered / shared use

SpacesClassrooms

Halls and social spaces

Dining rooms

Practical / vocational spaces

Library / learning resource centre

Outdoor environments

Studios / breakout spaces

School Improvement


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Who are you?

Group of parentsGroup of teachersLocal Education AuthorityA private education providerAn Academy sponsorA sports clubAn FE College

A faith group

What do you want?

To create the best opportunity for childrenand young people to learn, grow andcontribute eectively to their society

What do you need to know?

A lot, but dont be dauntedthe development of schoolshas to be incremental

Step 1: Free Thinking

The new world - what does itmean for your school?

Thinking dierently -challenge and improve

What is the impact of fresh thinking- are you going to be a Free School,

an Academy, an LEA funded school, anew technology/vocational college, aFederation/Partnership with links to FEColleges, Universities, or other schools?

What are the legal implicationsof your thinking?

What are the governance implications?

Step 2: Prepare your vision

Who, How, What and Why? Identify locations and potential sites

Free SchoolsThinkingA Short Guide for New Providers

Step 3: Can your site support your vision?

Options appraisal: what can be refreshed, refurbished, remodelled, extended? What is missing and what can be plugged in from the local area? Test the options against the Vision Identify barriers to success

Step 4: Remove the barriers

Step 5: Climb the mountain

Detailed visioning Develop detailed proposals, rm up costs etc

Step 6: Building and delivering your vision

Procure the building OGC, Academies Framework, LEPs, SCAPE, Design Build OperateManage, new funding models, prudent borrowing, development opportunities, etc

Step 7: Never stop challenging, improving or innovating

Assess performance in use and change where required

Can you change the working day, develop a dierent curriculum model, have a two

shift school, a 48 week year, share space with others?

Be creative and explore what can be done with what you have

Bring in incubator businesses (or other schools) which could provide revenue

streams, learning opportunities and allow for future expansion

Use public open space , collaborate with sports clubs, have a contract with public

and private providers of sports facilities

Look for the nearest theatre and other spaces close by that could be used - other

schools, colleges, universities, community halls, church halls, cinemas, night clubs

Contract with other schools, bring in a high street brand catering service, facilitate

bring your own

Building is too small

Budget too low

Building is too big

No external sports

elds within the site

Nowhere for assembly

or performances

Cant aord

commercial kitchen

OpportunityChallenge


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The DNAof a School

The idea of free schools thinking is to lookafresh at what makes up a school (thegenetic material) and what a school couldbe if it were freed from current constraints.

The basic requirement for a learningenvironment is to provide a shelter whereteachers and pupils can gather and partake

in learning. How we then expand this todevelop the best equipped environment forteaching and learning is open to new ideasthat can facilitate learning, promote newmethods and inspire a new generation.

A school building needs to moderatethe internal environment to provide acomfortable place for learning. The buildingfabric should provide basic shelter from theelements, along with a means of temperinglight, air, heat and sound to varying degrees.It is also a social environment wherechildren learn to communicate and interact.

The components of a school can be tailoredto best suit the brief based on the particularethos, pedagogy and vision.

The current regulatory environmentrequires consideration of means of escape,re protection, security, disabled access,energy eciency and health and safety.

A school building needs to be wellorganised to support the complex functionsassociated with teaching and learning. Itshould be welcoming, safe, robust, exibleand easy to understand.

Ultimately it needs to provide a pleasantenvironment for eating, drinking, learning,playing and working.

The external environment the learning site should also be considered as an importantpart of the learning experience.

With advances in technology and virtuallearning environments there may even beinstances where a building is only requiredfor the very basic provisions, with teachersand learners meeting periodically in otherpublicly available facilities such as museums,theatres and other places of assembly andlearning.

There are common and essential elementsthat are likely to be needed in all learningestablishments and these are illustrated inthe diagram opposite. Think through youroptions and think creatively.

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Typologiesand Case Studies

Free schools thinking is about challengingthe traditional route to setting up a newschool. Once the need has been establishedand the motivation is in place, looking forpremises can be the next major challenge.

In this section we consider a range ofbuilding types, the particular merits of eachand how they might be converted:

Commercial Buildings Community Buildings Retail Buildings

Industrial Buildings Public Buildings

There are many common themes toconsider when converting an old or evenabandoned building. Breathing new lifeinto a previously underutilised building canbe a very creative endeavour and there aremany examples of where this has generatedfunctional and successful solutions.

Common themesLocation

The school catchment area may dictatethe location, balanced against availabilityof suitable buildings. For a communitybuilding with many users transportation

may also be a factor.

Access

How a building is approached, if there isspace for drop-o and if the building can beeasily entered and serviced.

Condition

The building's condition will have a directimpact on the cost of conversion, rangingfrom a simple re-paint to a partial re-build.Certain buildings will have particularconditions to consdider, for exampleasbestos in post war construction.

Landscape

Schools need grounds as well as buildings.Where these are and how they can be usedwill need to be considered.

Services

Schools tend to need a lot of servicingto achieve the environmental conditionsand to supply the power and data. Somebuildings may have much of this in placealready (oces), others none (churches).

Structure

The structural stability and loading potentialwill need to be considered by an engineerbefore refurbishment or remodelling starts.

LegislationWhich local or national standards needto be met will need to be assessed.

Ownership

The legal process of buying,borrowing or leasing will be a keyaspect of acquiring a building.

Many of these themes may require specialistknowledge and expertise. Assembling ateam of partners will be part of the processof tackling these issues and developingthe building proposals in more detail.

Opportunities and challenges

Many buildings are centrally located anda benet of this can be easy access to

an excellent range of o-site curriculumresources such as libraries, museums,theatres and sports centres. Buildings onhigh streets in particular are well locatedto operate as part of a joined-up rangeof community resources, sustaining thecommunity at its heart.

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Commercial Buildings

The term commercial oce can applyto a wide range of dierent buildingtypes, from high street solicitors toCity Centre bespoke developments,to out of town business parks.

The range within this typology is furtherdierentiated by location and age.

The more bespoke the developmentthe less exible/adaptable they tendto be for a range of other uses.

Over the last 30 years much commercialoce space has been developed byspeculative entrepreneurs who havebuilt a range of developments that havebeen designed and constructed withouta particular tenant in mind. This hasmanifested itself in a formula of buildingtype that is recognisable and exible andsuited to a variety of workplace activities.

The location of these developments vary butas part of the commercial formula they havetended to be located so that they are easy toget to and from, for both sta and clientele.

There is a constant shift in popularityof commercial developments which isdetermined by rental values, location, ageand suitability. Many large corporationssuch as government agencies andnance organisations have vacatedtheir bespoke oce buildings for theconvenience of the speculative oce

development. This has left a large numberof often high quality buildings vacant,which are less easy to let for commercialuse but which could, however, supportdierent uses, including schools.

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Commercial


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Typology StudyModern Business Park

Key Facts Built without specic end-users in mind

and consequently exible and adaptable

Designed to a recognised setof dimensions which could

suit school design

The buildings tend to be varied insize and height from 3 to 6 storeys

Circulation can work bothhorizontally and vertically

The best are designed with sub-divisionin mind for multiple occupants

Generous oor-to-ceiling heights

Good natural daylight

The best have very good energy ratings

Generally good vehicular access,close to public transport hubs and a

high proportion of surface parking

Limited outdoor space other thancar parking (could be converted)

Generally highly servicedfor power and data

ContextThe popularity of the business park hascoincided with the decline of traditionalmanufacturing, the expansion of theservice sector, expanded ownership of thecar and the dispersal of local government

services from the the 'town hall.

Good examples include Spinningeldsin Manchester, Cobalt in North Tynesideand Stockley Park in Hillingdon.

The building type is exible and adaptable.They are designed to a set of dimensionswhich could suit school design.

Commercial

Circulation can work both horizontallyand vertically, with the best designedhaving sub-division in mind, good oor-to-ceiling heights, good natural daylightand energy ratings, good vehicular

access, a high proportion of surfaceparking and generally close to publictransport. Whilst outdoor recreationspace may be limited, car parking could betransformed into external learning areas.

They would be easy to adapt to learningenvironments, but would lack largescale spaces such as sports halls etc.


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Commercial


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ContextThese developments tend to be highquality, built to impress and express thewealth and success of the businesses thatoccupy them. They are generally clusteredin the central business districts of our

larger cities and are self-sucient, withhigh quality public spaces between them.

They will often have good public transportlinks, and are not reliant on car parkingto succeed. Good examples include theManchester Commercial Quarter, theCity of London and Canary Wharf.

They generate high rentals which may

preclude the use as a school. However,with the complexities of modernliving, the attraction of the familytravelling together to and from a placeof work and learning has logic.

Typology StudyModern City Centre

Key Facts The buildings tend to be varied in size and

height and can be over 20-30 storeys

Circulation is predominantly vertical

They have limited vehicular access andparking

There is limited or no outdoor space

The building often denes the boundary

Often deep plan, mechanically ventilatedand reliant upon high levels of tasklighting and as such can be expensive torun and maintain

Very highly serviced for power and data

Commercial


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Norgas House was designed as theheadquarters for Northern Gas in theearly 1960s. It was occupied until the late1990s by British Gas and is now vacant.The building is of architectural merit andbuilt to a very high standard for the period.Its organisation and location make it anideal case study for re-use as a school.

The site is no longer prime real estate andis currently on the market. It is locatedadjacent to many local amenities, includinga local authority leisure complex with an8 court sports hall, a boating lake boundby public open space with walkwaysand trim trails, a primary school and asecondary school with large playing elds.

The heritage of the building would alsolend itself to supporting specialismsin energy, technology and science.

The building has dining areas andlarge span spaces that are adaptablefor sports, drama, lectures as well astypical teaching and learning spaces.

Case Study1960s Headquarters

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Commercial


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Commercial

ground oor

rst oor

second oor

Area: approximately 11,450m


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Case Study1960s Headquarters

ChallengesServices

The building will require a thoroughaudit on services condition. However,it has been well maintained and theservices should be adaptable.

The building benets from a stand-alone energy centre which makesupgrades and replacement of servicesplant relatively straightforward.

Natural ventilation and daylighting wouldneed to be analysed. However, the facadewould be dicult and expensive to adapt.

MaterialsThere is evidence of a signicant amountof asbestos in the building due to thetime when it was built. This is only areal issue if there is wholesale removal,demolition or alteration required. It willaect service diversions and alterations.

Acoustic separation between spaces

would need to be tested, however ,thebuilding was designed with exibilityin mind and as such has been adaptedin the past without disruption to theexternal fabric of the building.

Access and Egress

The building was designed for an adultpopulation and did not consider the owsof pupils through its doors, which is a keydriver in any good performing school.

Unlike oce buildings where occupierscome and go and move at irregular times,schools have movement en masse at regularintervals. The impact of this on the existingbuilding needs to be fully explored for theproposals to be viable.

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Commercial


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Commercial


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Community Buildings

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Key Facts Potentially ideal re-use of redundant civic

buildings

Often important character buildings, welllocated and with an existing community

focus

Typically large open plan space suitablefor group activities or creative subdivision

Size means that they may be moresuitable for small secondary or primaryschools

May be limited external space

May be signicant costs in building fabricand ensuring appropriate environmentalperformance

Community


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ContextAccording to the Church of EnglandCommissioners, around 30 churchesare closed every year. While some ndsubsequent re-use as homes or otherfunctions, there are many currently available

and in need of a new use. Combine thiswith redundant or underutilised communityhalls and other worship spaces, andthere is a signicant and readily availablestock of buildings with the potentialfor full or part-time educational use.

Many schools have developed from thechurch hall as a building type and for thisreason redundant churches and community

halls are often ideally suited for education.Both churches and community hallsare commonly planned with a naveand aisle arrangement, comprisinga large exible assembly space withadjacent ancillary accommodation.

The large central space in particularoers potential for creative subdivision,

permanently or using exible furnituresolutions. It may even be possible toaccommodate multiple levels insertedwithin the existing volume as a mezzanine.

y

Nevertheless, churches in particular canpose specic challenges. For example theremay be restrictions of covenant, continuedaccess to tombstones or even Home Oceapproval for consecrated ground. There are,

however, many sources of specialist supportsuch as English Heritage and the ChurchesConservation Trust and, in some instances,the possibility of funding assistance.

St Georges's United Reformed Church

Belvedere Road, Sunderland SR1 3NW

Grade II Listed Church in central Sunderland location

Approximate GIA 1,184.38m2

Additional 2 bedroom Caretaker House

Oers invited for the freehold interest

UNIQUE

CHURCH

FORSAL

E


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Case StudyChurch

The original church, which lled the site,was bombed during WW2 and replaced inthe1950s by a single storey church.

This has subsequently become disused, itslast function being as a recording studio.

This case study illustrates how the site might

be developed as a small primary school for asingle form of entry (30 pupils).

The redevelopment would include:

Re-modelling of existing single storeychurch to form a two storey schoolbuilding, including an extension alongthe northern boundary to accommodateancillary spaces including stores, toilets,

stairs, lift and kitchen

Re-use of existing fragment of originalchurch to create a hall and library

Re-use of existing crypt space to create amusic/art room

Re-use of existing church hall to create a

nursery and administration building

Re-use of existing garden to createexternal learning/play space

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Community


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Retail Buildings

Retail businesses shops, banks, restaurantsetc occupy a wide range of building typessituated in diverse locations, mostly withinor on the outskirts of built-up areas.

Up until the 1950s retail buildings weregenerally centrally located in built-up areasto give ease of pedestrian access for thecommunity that they served. This might beas a stand-alone unit, as a cluster in a villageor small town, or on a high street in a largertown or city.

With the reshaping of the country to alignwith private car use that has occurred overthe last 60 years there has been signicantdevelopment of large out of town, edge oftown and suburban retail buildings, mostlyfunctioning as supermarkets or homeimprovement and furniture stores. Generallythese are located autonomously or withinretail parks.

Another signicant trend over the past30 years has been the development ofshopping malls with sheltered streets thatfunction regardless of the weather. These

are privately-owned domains that aretypically arranged as American-style, out-of-town developments or located centrallywithin existing town centres, where theycan have a reinvigorating eect.

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From retail buildingsto schools?Many retail buildings are ideally located tofunction as schools as they are situated atthe heart of existing communities, either onthe high street or in the suburbs.

Current rental market conditions mean thatthere is good availability of retail space inmany parts of the country. Rental valuesfor retail buildings vary widely, from ratesthat may be considered for school use upto those far higher than would typically beanticipated.

The range of retail buildings availableoers broad opportunities to reinventschool design for the new generationof schools. Whilst some retail buildingsoer good opportunities for schools, theschools themselves also have the potentialto reinvigorate local communities and actas powerful drivers of regeneration andrenaissance.

Retail


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Typology StudyShopping Mall

Key Facts Usually located in town centres or out-of-

town Typically large scale and arranged over

two or three storeys, sometimes withunderground car park

Mall retail units are of varying size, somelarge enough to accommodate a school

Private domain starts at entrance to mallcausing access challenges for a schoollocated away from the perimeter

Structure is steel or concrete frame with

good exibility of internal arrangement(but with limited oor-to-ceiling height)

Units are typically highly serviced butaccess to sucient daylight for school usewould be a challenge.

Generally no external space is availableso break times likely to be spent indoors,with PE facilities located o-site

Not ideal for primary school, may suitbusiness or ICT focussed secondaryschool or 14-19 studio school


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Typology StudyLarge Shed

ContextSince the 1970s the development of large-span steel portal frames has meant thatlightweight, metal clad sheds which rely onarticial lighting have become the standardmeans of providing exible retail, storageand industrial space.

Roofs and oors now account for the largestproportion of the buildings surface area,rather than the windows and walls of earlierbuilding types.

This has lead to the development ofinsulated sandwich panel systems whichare light and easy to handle, often with

interchangeable inserts .

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Key Facts Typically located in the suburbs or out

of town and with new generation storeslocated in town centres. Suburbanlocations may suit school use due toresidential catchment.

Buildings are typically laid out over onestorey plus a mezzanine level and arevery large, some with sucient area toaccommodate a substantial secondaryschool.

External hard surfaced area is oftenavailable, suitable for conversion to hardgames courts etc.

Building structure is generally steel frame,often with large clear spans suitable foraccommodating large volume spacessuch as assembly halls, games courts orlarge teaching studios.

Building envelope and services aregenerally basic, often with limitedlifespan, making the delivery of suitableenvironmental conditions a challenge.Suitable compartmentation of internal

space is also challenging.

May suit schools where signicant areas oflarge, robust internal spaces are neededsuch as those with a D&T or PE specialism.

d

Retail


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ContextThe high street is the historic heart aroundwhich our towns and cities have evolved.

The second half of the twentieth centurysaw an emphasis away from the high street,towards out of town and edge of towntrading alongside suburban development.

Today there are powerful sustainabilitydrivers for reinvigorating the high street as akey forum for local, community interaction.

Case StudyHigh Street

Key Facts Location is typically ideal for schools, at

the heart of the community.

Building age, scale and form ofconstruction vary widely. Unifying factorsinclude high street frontage and an easilyaccessible ground oor. Rear serviceaccess is also common.

Larger, 20th century steel or concreteframe units may be best suited to schooluse. Typical original uses would includedepartment store, supermarket andgeneral store such as Woolworths.

Such units oer exibility and typicallyhave a taller ground oor suitable forcommunal use, dance, drama, etc, aswell as being a shop front to the widercommunity. Day lighting could be achallenge in these buildings.

Typically no external areas are available.Use of at roofs, as seen in some VictorianBoard schools, may be viable.

High street schools are potentially apowerful driver for regeneration as a partof broader community amenities.

C S d


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The building selected for this studyoccupies a central site on a local highstreet which started developing inthe mid nineteenth century.

The building was constructed in the 1930swhen it operated as a drapers. More recentlyit was the local Woolworths and is nowin operation as another general store.

The form of construction is robuststeel frame with masonry walls andconcrete oors. The interiors are laidout in an open plan arrangement withcompartmented areas for services,storage, vertical circulation etc.An indication of the current oor layout isshown opposite. The ground oor is the

shop oor with storage in the basement andoces and storage to the upper two oors.

The glazed shop front to the groundoor gives views in and excellentaccess from the generously scaledpavement of the high street. The rearof the building, which is more closedin nature, is accessed via a service roadrunning parallel to the high street.

The plans indicate a potential arrangementas a school. The high street location isarguably best suited to secondary schooluse and this has been assumed here.The building size (around 3,000m )would accommodate around 200 pupils,assuming access to o-site PE facilities(both sports elds and indoor facilities

are available within 1km of the site).

Case StudyHigh Street

The generous ground oor gives anexcellent community interface and shopwindow into the school. Communalfacilities and a dance and drama studioare located here. Specialist science andD&T facilities are located in the basement,with general teaching and other specialistaccommodation located on the upper oors.

A new glazed roof is indicated, tobring daylight into the deep planoorplates, and the at roof is utilisedto give informal break-out space.

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Retail


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Gen

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Break

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Area: approximately3,000m

I d t i l B ildi


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Industrial Buildings

The term Industrial can apply to a widerange of dierent building types, fromunheated storage warehouses to highlyengineered and specialised factories.

Since these buildings are, by theirvery nature, machine-like utilitarianfacilities, most industrial buildingstend to have internal spaces that areas functional and ecient as possible often at the expense of the morehuman scale demands of architecture.

These unusual spaces do, however,oer the potential to create the kindsof spaces undreamed of in otherbuilding types. Vast turbine halls or longmachine rooms oer a unique chance to

develop dramatic, exible and dynamicenvironments for teaching and learning.

The UK has a rich heritage of industrialbuildings built to symbolise reliability andambition. Those that have survived havedone so because of their ability to adaptto new uses and dierent congurations.

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T polog St dIndustrial


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Typology StudyHistoric Mill/Factory

ContextEarly industrial buildings of the eighteenthand early nineteenth centuries weremainly mills for processing cereals andfor spinning or weaving cloth. They tendto have load-bearing masonry wallswith an internal structure of timbercolumns carrying timber oors.

By the 19th century, standardisedmaterials such as stock bricks and castiron structural elements allowed the

development of re-proof buildingsusing cast iron columns and solid brickoors supported by brick jack arches.

There was a limit to the span that a singleroof could cover, so larger buildingstypically feature a series of pitched roofssupported by rows of internal columns.

Key Facts Structural elements often incorporate

ornamental details that add a uniquecharacter to the space

Rows of columns every few metres dictatethe placement of partition walls - moresuited to smaller cellular spaces

Shallow plan is ideal for even daylightdistribution and natural ventilation

Timber: easy to alter but vulnerable to reand only safe if oversized. Check for wetor dry rot

Cast-iron: corrosion-resistant andre-resistant. Tends to be brittle andcould crack or shatter in a re

Typology Study


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Typology Study20th Century Factory

Key Facts Usually multi-storey with large machine

hall at ground Level

Reinforced concrete: strong butresistant to corrosion as long asreinforcement is not exposed(dicult to cut through or adapt)

Facade inll panels can often be replacedor upgraded

Steel: corrodes if not protected andvulnerability in re means it needs to beprotected by sprinkler systems or coatedwith re protecting paint

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Industrial


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ContextIn the early twentieth century thedevelopment of reinforced concretetechnology allowed more spaciousbuildings with an expressed structuralskeleton based on a regular gridof columns, beams and slabs.

Welded or riveted steel sections andgirders were available in stock sizes bythe 1920s and the speed of steel frameconstruction made it equally popular.These new structural arrangements allowedlightweight inll panels to the facade.

Large window areas were ideal for lightengineering factories, where workersneeded good daylight to see what theywere doing. The inll panels could also beeasily removed and replaced in order toaccommodate new technologies or layouts.

Case Study


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Case StudyIndustrial Building

Occupying a dense inner city site,this mid nineteenth century clusterof buildings currently houses artistsworkshops and light industrial units.

The fact that the buildings are currentlyoccupied is a good indication that theexternal fabric is in reasonable conditionand therefore any initial construction workscan focus on rearranging the internal spacesto meet the requirements of a school.

Likewise, the current lift and stairprovision is sucient enough thatthese services could remain for the rstphase, possibly being replaced at a laterstage when pupil numbers increase.

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Industrial


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Spatial planningThe plans opposite show how it is possibleto accommodate all of the principalteaching spaces, sta areas and resourcerooms.

The dramatic rooit top oor provides

sucient space for a multi-purpose hallcombining dining and assembly spaces. Forthe rst phase of occupation it would benecessary for external catering provision,but a dedicated kitchen and dining areacould be added at a later stage if required.

Given the inner-city location, it is anticipatedthat the school could make use of local

sports and gym facilities. However, thereis also some external play space availableto the front and rear of the building,depending on the level of car parking andservicing required.

Area: approximately 2,700m

Case Study


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A lesson inadaptibilityThe resulting design is a modest, wellproportioned school that providesecient, practical learning spaceswith the potential for future expansion

as pupil numbers increase.

Structural columns, loadbearing facadesand re escape distances were all factorswhich determined the scope of whatspaces could be accommodated.

Case StudyIndustrial Building

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Industrial


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Public Buildings


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Public Buildings

Converting PublicBuildingsPublic buildings vary widely in their form,function and construction, from grandhistoric civic halls to simple, modern oces.

Buildings suitable for use may include: Schools, colleges and universities Childcare facilities Libraries Emergency services buildings Judiciary facilities Leisure centres Healthcare buildings Civic and council buildings

Some will oer the simplest transition,with a well established communityposition oering an environmentsuitable for immediate habitation.

Yet others will require greater vision. Publicbuildings can present prospective schoolswith great potential, oering uniquestructures combining character and function.

Many are located at the heart ofcommunities or situated strategically topresent public access to their services.

Public buildings have traditionally survivedand strengthened through changing use inline with changing public needs and haveleft a legacy of robust, adaptable buildings.

Typology StudyPublic


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ContextEducational buildings may become availablefor many reasons, often nothing to do withthe basic usability of the available facilities.The buildings may even provide a directsolution, ready to open immediately.

When assessing existing educationalbuildings, any problems the previous usersfound must be considered. Issues withfacilities, structure or suitability of spacemay need to be addressed.

The buildings may need some developmentto best t the particular vision of the newproposal, yet all school buildings should

provide a good starting point of exible,habitable spaces.

Typology StudyEducational Buildings

Key Facts Existing educational buildings can be a

simple option, almost ready to inhabit

A large variety of building types areavailable, from those catering for toddlersto adult learning centres, most oer a

good base of light, usable spaces

Reusing educational facilities forstudents of a dierent age may requirerestructuring of spaces or replacement offurniture and facilities

The existing establishment may benetfrom access to sports, drama, or other

specialist facilities required by your school

Typology Study


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Typology StudyEmergency Services

Key Facts Usually based around a combination of

communications, vehicle and welfarefacilities

Emergency services facilities are wellpositioned for quick and easy access to a

large section of the community

Garages for emergency vehicles tendto be large open halls, which oeropportunities for a wide range of uses

Welfare facilities, including kitchens,toilets and showers can be retained andreused

Services buildings tend to have externalspace, drill yards and hardstanding which

may be suitable for external social orsports space

Buildings may be old, robust structures,new lightweight panel structures or a mix

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ContextBuildings for emergency services havechanged as the services have evolved. Somecurrent facilities have themselves beenadapted and have proved to be robust.A common feature across dierentstructures is their location, providing

services accessible to entire communities.

The buildings are often located on largesites, with spacious yards and outbuildings,presenting a blank canvas for reorganisationor expansion.

Where oces and communications spacesare included, the buildings have a greatbase for teaching space. Where capacityis limited, teaching space can be addedeconomically whilst the assets that thebuilding does possess in space, location

and exibility can be much more valuable.

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This modest local public library occupiesan open corner site on a main road cuttingthrough the centre of this suburb.

The library is in partial public use, with alarge storage area. Relocating the bookstorage would leave a large, light hall,requiring only the arrangement andinhabitation of internal spaces.

Its position close to the facilities of thetown centre and adjacent to public sportsgrounds means that the development canfocus on refurbishment works to create thebest possible teaching environment.

yPublic Library

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Design ProposalWithin the existing building, all of the keyspaces can be accommodated. The high,open space of the former library is ideallysuited to conversion to a school hall withthe remaining space divided as requiredto form class bases and supplementary

resource areas. Existing utilities, toilets, storeand sta amenities can be incorporated anddeveloped.

The site benets from generous surrounds,giving space for external teaching orinformal play and providing the opportunityto expand, adding extra classrooms as theschool grows.

A public library can be retained, maintainingthe public resource and strengthening linksbetween school and community.

Typology Summary


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Most of the buildings discussed in thissection were designed for a dierentfunction and for specic users.This means that there are severalpotential obstacles to a successful andfully accessible building conversion.

Access/Fire

Most potential sites of sucient size for

adaptation will comprise of a collection ofbuildings built at dierent times and fordierent purposes.These may: have dierent oor levels have doorways or staircases that are too

narrow only have a single staircase incorporate materials that are

combustible or fail in a re

Unlike oce buildings where occupantscome and go and move at irregular times,traditional schools tend to encouragemovement en masse and at regularintervals. The impact of this on existingcirculation routes needs to be fully exploredfor the proposals to be viable.

ServicesAny building under consideration willrequire a thorough audit to assess thecondition of the basic services: heating,power, water supply, sanitation and lifts, asmany of these may no longer comply withmodern Building Regulations.

The capacity for utilising natural ventilation

and daylighting would also need to be

analysed. However some roofs and facadesmay be too dicult or expensive to adapt.

Structure and Fabric

Many historic buildings will contain areasof asbestos, lead-based paint and othertoxic materials, so a thorough survey isrecommended. The presence of toxicmaterials may aect any planned diversions

or alterations to existing service routes.

Asbestos, famous for its re-resistantproperties, was popular until the 1970s.It can be found in oor tiles, plasterwork,gutters and downpipes, ducts, wiring, pipelagging and many other items.

Lead, known for its durability, is typically

found in paint and plumbing but could alsobe present in glass and other items.

Acoustic separation between spaces willalso need to be tested.

A full structural survey will also be necessarybefore any building is considered foroccupation by the public.

Existing roof and wall bracing could restrictthe addition of any extra openings.

Location

Although an out of town or high street sitemay be ideal in terms of access for parents,the adjacent businesses or neighboursmean that there are often issues of noise,privacy and security to consider.

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Ideas BoxBring out the character

Make the most of the contrast betweenthe old and the new

Think big!

Flexible, large span spaces oer the

opportunity to create dierent types ofteaching and learning spaces

Make new openings

Atria and lightwells can be introduced toimprove daylighting and ventilation

Use every space

Flat roofs and terraces could be used toprovide rooftop play areas and terraces

Next Steps


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This publication has set out howfree schools thinking challenges thepreconceptions about how schoolsare organised, how they operate andhow they can be accommodated in arange of dierent building types.

The process of creating a new school orrelocating an established school into new

premises is a challenging endeavour.Undertaking any building project, whateverits scale, can be a daunting experience.

Specialist and expert advice is available tohelp you achieve your aspirations and vision,as well as add value to your project throughgood design and lateral (free) thinking.

Pedagogy and ethos are an intrinsiccomponent of a school's philosophy andthe premises may need to respond to yourparticular requirements, or the buildingitself may even inuence the philosophy.

When looking at the adaptability ofdierent building types for conversionto schools, not only are the potentialsuitability of the space, ease of conversion

and location important, but it is alsoessential to consider the cost of adaptionand conversion to provide the requiredconguration and spatial planning.

The cost of the building will be asubstantial part of any investment, butconsideration should also be given to thelong term running and operational costsonce the building has been completed.

The cost of bringing a building up to currentstandards to meet design criteria can requiresubstantial initial outlay. If the capital cost

is not spent wisely, the cost of runningand operating a poorly converted buildingmay be expensive and not economicallyor environmentally sustainable.

As with any project it helps to clearly set outyour aims and objectives: the EducationVision. This helps to formulate a Brief whichsets out your spatial and organisationalrequirements. The Brief will inform yourBusiness Case and Feasibility Study.

Think about people, time, place and space.Free up the thinking around schools.

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Further Information

WebDepartment for Educationwww.education.gov.uk

New Schools Networkwww.newschoolsnetwork.org

Specialist Schools and Academies Trustwww.ssatrust.org.uk

Independent Schools Councilwww.isc.co.uk

US Charter Schoolswww.uscharterschools.org

CreditsEdited by Ty Goddard and Ian Fordham,BCSE and Jude Harris, Jestico + Whiles

Graphic design by Aurlien Thomas,Jestico + Whiles

BCSE September 2010

PartnersBCSE would like to thank the followingarchitects for their invaluable contributionto this publication and free schools thinking.

architecture plbGSSArchitecture

Jestico + WhilesRH PartnershipRyder

ContributorsBCSE: Ian Fordham, Ty Goddardarchitecture plb: Andrew Field,Nick Mirchandani (Community);GSSArchitecture: Thomas Lyons,Michael Magri (Public); Jestico + Whiles:Ben Marston, Tom Fowlie, Suzanne Gilmour,Heinz Richardson, Oliver Watson (Industrial);RH Partnership: Phillip Naylor, Oliver Wilton(Retail); Ryder Architecture: Jenny Thomas,Richard Wise (Commercial);

PhotographsFront cover: Walthamstow School for Girls,architecture plb Simon WarrenInside cover: Clapton Girls' TechnologyCollege, Jestico + Whiles Tim CrockerBack cover: Haberdashers' Aske's HatchamCollege, Jestico + Whiles Tim CrockerPage 39: Queen Elizabeth Hospital School,GSSArchitecture Fotohaus

www.architectureplb.co.uk

www.gssarchitecture.com

www.jesticowhiles.comwww.rhpartnership.co.uk

www.ryderarchitecture.com

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For further information about free

schools thinking and how you can

apply this to your own school,

please contact BCSE.

www.bcse.uk.net


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The British Council for School Environments(BCSE) is the UKs leading charity ineducation, design and construction. We arealso a membership organisation made upof local authorities, schools, constructioncompanies, architects and others involvedin the design and build process in theeducation sector.

It acts as a forum for exchange, dialogueand advocacy for anyone interested inlearning environments, from educators topolicy makers, users to designers, managersto constructors.

To join the BCSE visit our website.

www.bcse.uk.net

free schools thinking: places and spaces for teaching and learning

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