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8/3/2019 Helm Schools

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The Future of HistoricSchool Buildings


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The Government and local education authoritiesare embarking on the biggest investment programme inschool buildings for the last half century.This will leaveus with a stock of new and refurbished school buildingsthat are likely to remain in use for another fifty years.Consequently, it is crucial that decisions taken about thefuture of existing school buildings are not only the mostsustainable solutions, but are based on an understandingof their importance and the way in which they are

valued by the local community.

THE CHANGING CHARACTEROF ENGLISH SCHOOLS

The curriculum of the English education system iscurrently undergoing significant changes and as aresult there are emerging trends which present problemsfor those responsible for managing certain kinds oftraditional school buildings, for example the increasinguse of information technology and the need for an

inclusive environment. The Department for Educationand Skills (DfES) indicated its intention to address thesetypes of issues when it announced its Building Schoolsfor the Future initiative in February 2004 (seewww.bsf.gov.uk).The Department aims to rebuild orrenew every secondary school in England within thenext fifteen years, and a large number of constructionprojects are already underway or are being considered.Government announced in the Budget report inMarch 2005 that the Building Schools for the Futureprogramme would be extended to primary schoolsas well.

Clearly, this initiative is likely to have a significant impacton the existing stock of school buildings. English Heritagerecognises the need for change, and considers thatinvestment in the school estate is both welcomeand necessary to ensure that learning environmentsare equipped for the 21st century.

THE PLACE OF THE SCHOOLIN THE COMMUNITY

School buildings have long occupied an importantcultural and usually very visible place in cities, townsand villages.The gradual growth in provision ofeducation in the 18th and 19th centuries meant thatschool buildings provided an additional focal point forlarge parts of society.The evolution of school boardsand local authorities during the later 19th centuryensured that schools became very much part of thelocal landscape.

Today, schools continue to form a significantpart of the local fabric, to the extent that in manysettlements (and particularly smaller ones) they arefrequently the most important buildings after theparish church.The shared experience they represent(in the case of historic school buildings across severalgenerations) can be a powerful source of communityidentity and cohesion.They are often an integral part oflocal identity and character in villages, towns and cities.Furthermore, in addition to their primary role as aneducational venue, they can often act as a social hub forcommunities through secondary uses such as life-longlearning or sports activities.

In 2005, there are approximately 25,500 schoolsfor children of all ages in England, although the numberof schools is falling, with a drop of 13% between 1983and 2003. Many school sites contain buildings of specialarchitectural and historic interest, and there are justunder 6,000 entries on the English Heritage listedbuilding system relating to schools and former schoolsites. Many other school buildings are not listed but arelocated in conservation areas.There are also a significantnumber of schools which are neither listed nor inconservation areas, but are still of heritage significanceand are valued by the local community. Some of thesemay be eligible for listing and others are likely to beincluded on a local list of historic buildings which aremaintained by some local authorities.

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This English Heritage position statement is intended to be a contribution to the debate on the

future of school buildings. It deals only with those of historic or architectural interest, although not

all of these will necessarily be formally designated.The current investment programme is likely to

have significant implications for the current stock of historic school buildings and English Heritage is

keen to ensure that decisions concerning their future are taken in the light of a clear understanding

of their significance.

Save Britains Heritage Beacons of Learning Breathing New Life into Old Schools (1995)

Department for Education and Skills Statistics of Education Schools in England(2003)2

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THE ENGLISH HERITAGE APPROACHTO HISTORIC SCHOOL BUILDINGS

As a national body, English Heritages main role is to offerbroad guidance and advice on historic schools, and weare not normally able to become involved in the detailsof individual cases. Heritage specialists (both historicbuildings and archaeological officers) based in localauthorities are usually best placed to provide initialadvice on the significance of a particular site.

English Heritage should be consulted on planningapplications where the proposal affects the setting of aGrade I or II* building and on certain listed buildingand conservation area consent applications. EnglishHeritage encourages pre-application discussions to ensurehistoric environment issues are appropriately addressedbefore the application is submitted.

Where the asset is of proven historical and architecturalsignificance, retains its integrity or is valued by the localcommunity, English Heritage will favour an approach

which promotes its repair, refurbishment and reuseas a school rather than direct replacement.

Where it has been demonstrated that it is not possibleto adapt an existing building for school use, EnglishHeritage will normally favour the conversion of thebuilding to a new use rather than its demolition. It is anintegral part of sustainability that places with widely-recognised value and the potential for imaginative re-useare not swept away unnecessarily. All parties need tocarefully consider the medium and long-term implicationsof development, not just the short-term ones.

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See www.english-heritage.org.uk3

A (and cover image) Ikon Gallery,Birmingham.The former OozellsStreet School (dating from 1878)has in its time been put to a varietyof uses, including an infants school,a girls grammar school, a theatricalcostume hire department and aroad tax office. During the 1990s itwas refurbished and converted intoa contemporary arts venue, and

became the Ikon Gallery in 1998.It has provided an ideal venuefor exhibition, workshop andseminar space, and has playeda key role in the Br indleyplaceproject and the wider regenerationof Birmingham city centre. English Heritage

B A planning and listed buildingapplication was submitted to EppingForest District Council in 1998 toredevelop the former ElmbridgeSchool for residential use.Thescheme involved the conversionof Abbey House, a Grade II listedboarding school, into 18 residentialunits and the demolition of morerecent additions with the erection

of 34 new dwellings.Althoughthe implications of the schemeon the historic fabric were fullyunderstood a condition wasattached to permission for therecording of those features andspaces that would be lost duringits conversion. Essex CountyCouncil


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CHECKLIST FOR THE FUTURE OF AHISTORIC SCHOOL BUILDING

General principles:

Understand what is there. Decisions on all schoolbuildings of historic interest should be made on thebasis of sound information about their historicalsignificance, their contribution to the character oftheir neighbourhood and the value placed upon them

by students, staff and the local community. All theseconsiderations need to be taken into account alongwith educational priorities before the full impact ofa scheme can be assessed and a final decision madeabout the buildings future. A model brief whichsets out how to commission and undertake anassessment of an historic school building is availableon the English Heritage website.The first step inalmost all cases will be to consult the historic buildingsspecialist in the local authority.

Understand the range of buildings in ownership.Where

a local education authority is considering a range ofoptions for its property portfolio, a rapid assessmentof all its school buildings will help inform this process.This is especially valuable in areas that used specialistarchitects who gave their schools a distinctive localcharacter. By integrating this information with othersocial and economic factors, informed decisions can betaken in a robust and transparent manner. Guidance onthis approach should be sought from the local authorityhistoric buildings and archaeological officers and, ifappropriate, English Heritage.

Consider the entire site. In some cases, it is notjust the buildings that give schools their architectural orhistoric interest, but also the spaces between and aroundthem. In considering options for the future use of schoolbuildings, care should be taken to avoid unnecessaryimpact on areas such as playgrounds, playing fields andlandscapes. Local education authorities and schools needto consider the stipulations of Section 77 of the SchoolStandards and Frameworks Act 1998 which requiresthe approval of the Secretary of State for disposal ofplaying fields.

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C St Stevens School in Windsorwas designed by Henry Woodyerand built in 1876. It has now beenextended to the rear and convertedto provide office premises for 16small businesses; this prominentbuilding has proved to be capable ofa new use without compromising itshistoric integrity or townscape value. English Heritage

DWestgate School,Winchester,Hampshire. Hampshire CountyCouncil has undertaken severalprojects at Westgate School overrecent years.This project (completedin 1993) has created a high qualitycourtyard and landscape setting tothe new extension to the existingschool buildings,while at the sametime providing additional teaching

space. Hampshire County Council

E Bishop Wordsworths school islocated in a confined and extremelysensitive site within the CathedralClose (also a conservation area) inSalisbury. In developing its long-termstrategy for the updating of itsbuildings and facilities, the schoolcommissioned a masterplan forthe entire site.This set out theimportance of high quality design

in any new buildings or therefurbishment of existing ones, andidentified a strategy that has meantthat the school has been able toremain on site throughout thework undertaken.The developmentof the masterplan has enableddecisions that result in buildingsthat respond sensitively to theircontext. DfES


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Try to keep the buildings in educational use.Governments view is that the best way of securingthe upkeep of historic buildings and areas is to keepthem in active use and the best use will very oftenbe the use for which the building was originally designed,and the continuation or reinstatement of that useshould certainly be the first option when the future ofa building is considered. This should be taken intoaccount in developing proposals. As a recent RIBA/CABE

document pointed out new learning environments donot have to be new-build; they can be adapted fromexisting buildings.

Consider adaptation and extension rather thenreplacement.The fact that a building is listed does notprevent necessary change or the introduction of newfacilities. Listing simply means that the architectural andhistoric interest of a building is taken into account whenalterations are proposed. Many school buildings haveproved to be adaptable previously, and in so doinghave accommodated imaginative new design. Indeed,

sympathetically refurbished historic buildings makepleasant working environments while at the same timemaking an effective contribution to the sustainable useof often finite resources.The adaptation or remodellingof existing buildings will use fewer raw materials andexpend less energy than complete demolition andreplacement, while the work involved will usually be lessdisruptive for both staff and pupils. Such an approach willalso ensure that what currently works well in a particularschool will be retained.The DfES has recently producedguidance on the adaptation and remodelling of schoolbuildings which covers many of these issues.

Find another use rather than demolish.Where re-usefor educational purposes has been ruled out, everyeffort should be made to find a new use.The aimshould be to obtain the best return for the taxpayerconsistent with government policies for protecting thehistoric environment. 8

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Paragraph 3.8 of Planning Policy Guidance Note 15: Planning and the Historic

Environment (PPG15)

Paragraph 3.10 of PPG15

Royal Institute of British Architects and the Commission for Architecture & the Built

Environment 21st Century Schools: Learning Environments of the Future (2004)

Department for Education & Skills Transforming Schools: an Inspirational Guide to

Remodelling Secondary Schools (2004)

DCMS, ODPM and English HeritageManaging Local Authority Heri tage Assets (2003) page 9.

Local Government Act 1972: General Disposal Consent 2003.9

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H Sir John Moore C of E PrimarySchool in Appleby Magna,Leicestershire occupies a Grade Ilisted building dating from 1697and executed from designs preparedby Sir Christopher Wren. By 1998,the building was on the EnglishHeritage Buildings at Risk registerdue to its condition, and proposalswere made to relocate the school

and dispose of the existing site.

However, there was a great deal ofsupport locally for the school toremain in its historic location, and afeasibility study was commissionedwhich identified a programme of worksto enable the school to be adapted formodern requirements.These workswere completed in 2003, and staff andpupils now enjoy fully updated facilitieswithin the setting of a striking historic

building. English Heritage

F Tiffin School, Royal Borough ofKingston upon Thames.The newlearning resources centre wascompleted in August 2004,providing library and IT facilities.The high quality of design andmaterials of the new buildingcomplements those of the existinglisted buildings. IID Architects

G Hampshire County Councilsproject at Burley Primary School(completed in 1997) has providednew classrooms to allow for agrowing school population andmodern facilities.The newextensions on the right sit well withthe original historic school buildingand provide staff and pupils withmuch needed extra teaching space.

Hampshire County Council


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Department for Education & Skills Finding the Right Solution: A Guide to Option Appraisal (2002) and www.teachernet.gov.uk/amps

Paragraph 3.19 of PPG15.The tests include consideration of: the condition of the building, the cost of repairing it and

maintaining it in relation to its importance and to the value derived from its continued use; the adequacy of efforts made

to retain the building in use and the merits of alternative proposals for the site.

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This may mean accepting less than the highest pricefor the building if the outcome promotes the economic,social or environmental well-being of an area. Thereare many examples where the reuse of an historicbuilding has acted as a catalyst for the economic andsocial regeneration of an area.

Consider all the implications of relocation.Quite apart from wider planning issues, the possibleimpact of a re-sited school on the historic environmentand the surrounding area needs to be considered (onboth the original and new sites), and an option appraisalfor existing sites and buildings should help to determinethe next steps. For example, a change of use for schoolbuildings may lead to pressure for further developmentin areas such as the former playing fields. Proposals forrelocation should also be fully integrated with other localand regional strategies developed by relevant publicsector bodies. Guidance on option appraisal aimed atlocal education authorities and schools has also beenproduced by the DfES.

Determine the archaeological impact.Wheredevelopment is proposed, the impact of the scheme inrelation to the potential archaeological significance shouldbe assessed at the earliest possible stage. Provision mayneed to be made for the protection and/or analysis,recording and publication of significant remains.

ADDITIONAL CONSIDERATIONS FORSCHOOLS DESIGNATED AS LISTED BUILDINGS

All the above considerations apply, but listed buildingconsent will be needed for any works that affect itscharacter as a building of special architectural orhistoric interest.

Alteration. Listing covers both the interior and theexterior of a building as well as most structures withinits historic curtilage, or immediate surrounding area. Itis extremely important that the local authority historicbuildings specialist is consulted when initial options are

being considered, so that they are able to advise on thelikely sensitivity of alternatives.

Extension.The fact that a building is listed doesnot mean contemporary or radical extensions willnot be acceptable. However, the applicant will needto demonstrate that the proposals are sufficientlyimaginative and sympathetic to the buildings historicand architectural interest.

Demolition. If total or substantial demolition is beingconsidered, a very strong case will need to be made todemonstrate that retention is not a viable option.Generally, conversion to another use will be preferableto demolition.

Setting.The impact on the setting of the listed

building also needs to be considered. In some cases thearchitectural design of the original building may limit thescope for extension on certain elevations, or may suggestthat modern extensions should be subservient to themain structure.

ADDITIONAL CONSIDERATIONS FORSCHOOLS WITHIN CONSERVATION AREAS

The designation of a conservation area encompassing aschool will not prevent modernisation or updating but is

intended to protect the character of a particular locality,by ensuring that any new development or alterations tobuildings respect and respond to the surrounding area.Careful attention to the original design of the school inquestion (and to its setting) will usually mean that asolution can be found that allows for the necessaryupdating while also protecting the valued historic qualitiesof the wider area.

In some conservation areas the spaces between buildingscan be as important as the buildings themselves. Althoughin most cases, less sensitive parts of a site can be

identified for extensions and new buildings, the infilling ofthe whole of a school site at a very high density can havea negative impact on the character of the conservationarea. A full site appraisal and early discussions with thelocal authority historic environment officers are essential.

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North EastBessie Surtees House4144 SandhillNewcastle upon TyneNE1 3JFTel: 0191 269 1200

[email protected]

North WestSuites 3.3 and 3.4Canada House3 Chepstow StreetManchester, M1 5FWTel: 0161 242 [email protected]

Yorkshire37 Tanner RowYork,YO1 6WPTel: 01904 [email protected]

West Midlands112 Colmore RowBirmingham, B3 3AGTel: 0121 625 [email protected]

East Midlands44 DerngateNorthampton,NN1 1UHTel: 01604 [email protected]

East of EnglandBrooklands24 Brooklands AvenueCambridge, CB2 2BUTel: 01223 [email protected]

London23 Savile RowLondon,W1S 2ETTel: 020 7973 [email protected]

South EastEastgate Court195205 High StreetGuildford, GU1 3EHTel: 01483 [email protected]

South West29 Queen SquareBristol, BS1 4NDTel: 0117 975 [email protected]

CONTACTING US IN THE REGIONS

For copies of this leaflet, please contact English Heritage Customer ServicesDepartment on 0870 333 1181 or email: [email protected] by English Heritage May 2005. Product Code:51097

www.english-heritage.org.uk

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