Planning Learning Spaces: A New Practical Guide For Architects, Designers And School Leaders

Murray Hudson, co-editor and contributing author explains why this book has come at a critical time.

“Over the past decade there has been virtually no improvement in learning outcomes from students in the western world…”
World Class – How to build a 21st-century school system. Andreas Schleicher 2018.

The shocking statement made last year by Andreas Schleicher from the Organisation for Economic Co-operation and Development that there has been virutally no improvement in learning outcomes from students in the western world over the past decade must not be ignored, but instead seen as a call to arms.

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      string(274) "In issue 1 of C21 Schools, we described tools to defne an effective brief. There are many relationships which can be established between a client and architect. Here David Hills, of award winning architects DSDHA, explains how to get the best out of your architect."
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      string(341) "... disgruntledstaff, but such poor relations are not in anyone’sinterests in the short or long term.An angry neighbour may be enough to slow downthe planning process for example, and it is only thesupportive neighbours who may help to monitorsecurity of the new buildings out of school hours andhelp protect ..."
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      string(5700) "other way round.Similarly, every school is unique, and rather than relyon the statistics of how many similar projects have beencompleted by an architect, perhaps it would be moreuseful to try and look at how a few completed projectshave met, or defined, the vision of their client.With a shortlist of no more than five or six architectsin place, the final selection can be made throughone of two typical common methods, either a designcompetition, or an interview process.  Both can besuccessful, but if as a Client you want to be involved indefining your new building you should not be lookingfor a design until you have been able to discuss yourvision in person with the designers.  To do this, we havealways found that a competitive interview based on thearchitects approach alone, will enable a client to seewho they can work with most effectively to help definetheir vision.   This is arguably the best way that a clientcan be sure they will be working with an architect withwhom they can communicate easily, and find a practicesuited to the project – not the other way around.  This iscertainly how DSDHA have been appointed for all of ourmost successful schools projects.   Sometimes we havebeen given the opportunity to do a project larger thanwe have done before, and sometimes we have proventhat we have already delivered just what the Client hadin mind.  Either way the success was borne out of theshared confidence that we all wanted to work togetherto deliver a shared vision.4. Effective consultationOnce you are up and running with your design team, itis important to build in the support of all stakeholdersto the project which will include staff, pupils, parentsand the wider community.For outsiders of the schoolGenerous rooflights in the children’s centre open to encourage natural ventilation andbring light to key areas of navigation and use.  This cork lined wall helps to orientatemovement through the building, and accommodates much of the practical storageneeded within the building.52 Century 21 Schools  Summer 2006Early Years  www.century21schools.comenvironment there is often fear of change; will a newchildren’s centre mean more pressure on parking tolocal residents?  More disruption from deliveries, ormore noise?  Will the staff be undermined by changes,or feel “de-skilled” to teach in a new environment whereeverything is different?  The architect is of course an easytarget for any vociferous neighbours, or disgruntledstaff, but such poor relations are not in anyone’sinterests in the short or long term.An angry neighbour may be enough to slow downthe planning process for example, and it is only thesupportive neighbours who may help to monitorsecurity of the new buildings out of school hours andhelp protect them for the future.   So make sure thatpeople know what is going on, early, middle and end.Combine consultation and feedback sessions with otherappropriate events, or occasions when an audience isguaranteed.  Get the architects along, but make surethat they do not stand alone – if things have gone toplan, they are presenting the client’s vision and notsimply their own – so take joint credit, or joint blamewhere criticism falls.5. Understanding drawingsThere are two excellent guides by CABE which describes“How to be a Good Client” which we encourage everyClient should read before undertaking any significantbuilding project (available from CABE at www.cabe.org.uk). Almost every difficulty we have experienced can betraced to the breaking of one of the 10 key principlesestablished in what should be the Client Bible.   Despitehaving been given a copy, on these occasions either ourclients did not read the guide, or perhaps once thingsget going it is far too easy to forget the principles whichseemed so clear in advance.An equally useful guide we have found , alsoproduced by CABE is called “What we are Scared of?”which helps empower a client to believe in the benefitsof taking what are often small risks to deliver a bespokeproject suited their needs.  This is perhaps increasinglyrelevant as legislation controlling the design of the builtenvironment increases, but which can be countered ifappropriate management of the building is enforcedby its “Owners.”The time commitments required of a client foreducation buildings cannot be underestimated, and wedo not envy the Headteacher or Chair of Governors whoneed to carve this time from an already busy schedule.But perhaps the issue which is not always madeentirely clear is the extent of new skill sets which maybe required to be an effective client.  This comes backto team work.  Whoever has taken the responsibility toact as the “Client “ or Design Champion may have verylittle experience in reading drawings for example.  As thedevelopment of a design progresses through what theRIBA define as the different Work Stages A –L, differentskills will be needed and it is essential that the client isable to understand what they are getting spatially andnot just in words before it is built!Of course the responsibility to communicate thedesign lies with the architect, but in the spirit ofteamwork it is really important for a client to beconfident enough to speak up loudly if they do not fullyunderstand what is on a drawing, for example.  It willnot cause offence – and sometimes it may encouragethe architect to use other forms of presentation such asphysical models, which may be easier to understand.Equally, it is important to define things which you reallycare about – perhaps choices of colour, or materialswhich are favoured, or"
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Learning Spaces

Early wins with Early Years

22 Sep 2009

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      string(5779) "Does the notion of Outdoor Learning immediately conjure up for you Forest Schools? Minibeast safaris? or food growing?  All these activities are very worthwhile of course, but this article looks at another aspect of learning outside the classroom.The school grounds are a huge and often underused learning resource and ‘classroom’ space, where there is open air and opportunity for practical activities, louder, bigger, wetter and messier learning. This is generally accompanied by fun and laughter too.  So, my working life as a landscape architect has revolved around helping children and teachers to make the best use of this space, for everyday core curriculum delivery and enrichment. I also believe that engagement in the process of change, during implementing school ground developments large or small, is a valuable learning opportunity. This article explores this in more detail.Learning through design and buildLandscape architects and teachers could make a lot more of the possibilities of engaging children in the process of design and build, whether on the scale of a major development, a small extension project that impacts the grounds, or modest playground modifications. Budgets are always tight, and funding children’s engagement might be considered a luxury, however, the learning benefits can add weight to the argument to allocate a percentage of the capital budget for specialist support to do this. Some schools use their pupil premium funding to support this enriching learning opportunity.  Many schools have valued the opportunity to engage children meaningfully in their grounds projects and feel it is important to do so. Even small projects benefit from the overview and experience of a landscape architect who really understands schools and can work effectively with children and staff. We can ask the right questions, to be sure that budgets are spent carefully and that real needs are met, to enhance outdoor learning and play from early years to secondary. Remember that this is not always the same as perceived needs! Skillful observation of the grounds in use, together with insights from the children themselves is the starting point.Engagement in the process of changeKeeping the learner at the heart of design is key, and children are often consulted, but are they engaged? Adults who are pressured by time frames and other imperatives take the decisions.  I would argue that children should also have the opportunity to begin to understand the process of change, and the complexity of these decisions.  How better to do this, than to have them involved in school grounds development projects. Depending on scale, this can either be shadowing a larger scheme and developing a part of it, or for smaller tasks undertaking the whole project themselves, with support.  Children are often asked what they ‘want’ when planning playground changes, but they need experiences and reference points to answer this question effectively.  Instead, we may take children and staff on research visits (for larger scale projects) and on-site problem identification ‘audits’ to make sure that the right questions are asked. Children are the best guides for tours of their grounds and always give us excellent insight into issues that need resolution and, just as importantly, what works really well already and why! (so you don’t change something inadvertently  that supports creative play or important learning opportunities!) Feeling pride in achievementThe Building Schools for the Future program and Primary Capital Program in the 2000s used laudable involvement programs for children, but there was lack of clarity about how the outcomes and opinions expressed by the children actually informed or influenced the resulting design outcomes. There was very little to show the children whether their work made any difference.  Did this turn out to be tokenistic? I believe in many cases it was. This article advocates a different approach, scalable to any sized project.  Also, when the inevitable value engineering takes place, the children should be involved in these decision too, in an age appropriate way.  If not, Heads can expect protest letters asking for explanations! A group of Yr10 students did just this after their Quad designs had been ‘simplified’ by staff not involved in the project, who did not consider other options for cost reductions that would still have met the brief and, most significantly, without any reference back to the students  or staff who were involved in the design.  However, when they are involved, and even if plans change, children report feeling a great sense of pride in their achievements when they can see how their work made a difference. Colwall Primary School – Case studyThis was a low budget project to support positive behaviour at breaktimes. Children and staff looked at playtime activities to identify the issues and missing experiences (upper body activity and imaginative play) Yr6 children then made scaled models of ideas for fixed and modular resources which formed the brief for contractors. Two small and carefully chosen items of fixed equipment were installed, but the most effective resources were an abundance of logs, planks, decks, tubes, cargo nets etc that offered open ended possibilities.  This was a very low cost solution. Children were also involved in carving some details into some of the logs, to provoke further sparks of imagination.  Staff training and risk/benefit assessment was"
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Leadership

Outdoor Learning… In The Playground

16 Jan 2018

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      string(5759) "And that’s worth taking into account. Noteverybody’s walking around with an iPhone in their pocket, you know.This interview was conducted by TimHaidar, Editor-in-Chief at Higher EdIQ, with Dr Mark Winterbottom, theSenior Lecturer in Science Educationat the University of Cambridge.This interview was conducted ahead of the Next Generation LearningSpaces Conference taking place on 21st – 23rd March 2016 in London.If increasing your global standing by creating smart, robust learningspaces and technology strategies are your priority, you won’t wantto miss Next Generation Learning Spaces as we uncover the keys tosuccess from top ranking UK and international universities.Attend Next GenerationLearning Spaces 2016 to:■ Hear 22+ leading experts includingUniversity of Warwick, University ofOxford and University of Glasgow provideexclusive insights into how they improvedlearning & teaching through innovationin space design to help you attainbetter results and enhance the studentexperience■ Discover how the University of Warwickis leading the way by amalgamatingvirtual and physical spaces, enabling youto select and integrate the most effectivetechnology for your spaces■ Obtain a step-by-step approach to use yourdata to future-proof availability of spaceand build the business case for futureinvestment from King’s College London■ Learn how to avoid time delays and costblow outs by optimising every stage ofyour project from concept, design throughto delivery via project case studies fromtop 20 globally ranked universities■ Gain a 360 perspective from Headsof Learning & Teaching, IT, AV, Estates,Planning and Space on how to collaborateeffectively on your next big projectFor more information download the agendahere.http://library.teachingtimes.com/articles/what-is-good-design1http://www.teachingtimes.com/articles/good-school-designhttp://www.learningspacesuk.com/agenda-mchttp://www.learningspacesuk.com/agenda-mcPlease return to: Subscriptions, Imaginative Minds, 309 Scott House, Gibb Street, Digbeth, Birmingham B9 4DTNameJob TitleDelivery addressPost codeTel. no.Email address (Mandatory for emailed bulletins)■ Official Order No.✂I enclose: ■ Cheque £ payable to Imaginative Minds.■ VISA or MASTER CARD (Please give card address if different to delivery address)Card name Card addressCard No.Start date Expiry date Security NoSignaturePrint nameFor Libraries, Universities & Trade orders, please telephone 0121 224 7599 as different prices apply.Call the Subscriptions Orderline 0121 224 7599 Fax back this form 0121 224 7598School prices include whole school site licenceEvery Child Journal & Every Child UpdateService(12 months online access)Every Child Journal is a publication that uniquely providessolutions to help professionals across the education, healthand care sectors improve the life chances of vulnerablechildren.Plus, Every Child Update is an emailed newsletterfor practitioners to help keep up-to-date with issuessurrounding vulnerable children. Providing news, reportsummaries, extra information such as legal briefings,official report summaries and research findings, trainingprogrammes and courses.Select your service:■ Primary £110 +VAT■ Secondary £135 +VAT■ Business/ Corporate £145 +VAT■ Individual £85 +VATe-�earning Updatee-�earning Update(12 months online access)e-�earning Update’s aim is to support education professionalsin using ICT in the classroom, developing new skills andkeeping abreast of the latest news, products and initiatives.Plus, access to ICT Video Based �earning – a series oftraining videos, packed with practical advice to help youmake the most of digital technology.Select your service:■ Primary £80 +VAT■ Secondary £120 +VAT■ Business/ Corporate £125 +VAT■ Individual £60 +VATBecome a member ofTeachingTimes ServicesFor the best professional practice support available – for all your staff!www.teachingtimes.comProfessional �earning Community Service PackageOur Professional �earning Community service provides online access for staff to all the acclaimed CPD magazinesand resources listed. All staff also get unlimited access to Knowledge Banks, weekly information updates, online andtelephone advice.Select your Professional �earning Community (P�C) membership package:¢ Primary £500 +VAT¢ Secondary £700 +VAT¢ Business/ Corporate £800 +VATSchool �eadership Today & �eadershipBriefing Service(12 months online access)The complete support package for school decision-makers. School �eadership Today is an established andrespected guide to every aspect of school leadership. Withessential news, research and analysis of the issues affectingtoday’s school leaders, its expert articles explore how toimplement policies and initiatives that will raise pupils’ andschools’ performance.Plus, �eadership Briefing provides a weekly onlinesummary for the school leadership team of essential in-depth reports and analysis by email, with original sourcedocuments to download.Select your service:■ Primary £125 +VAT■ Secondary £170 +VAT■ Business/ Corporate £180 +VAT■ Individual £110 +VATProfessional Development TodayProfessional Development Today(12 months online access)Focusing on good practice, research and staffdevelopment, the pages of this journal contain the latestthinking of writers in professional development, as well astestimonies from practitioners who make it happen in theirschools.Select your service:■ Primary £75 +VAT■ Secondary £97 +VAT■ Business/ Corporate £125 +VAT■ Individual"
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Learning Spaces

Learning Spaces HE/FE issue

16 Mar 2016

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      string(5915) "26 21 Century Schools  Volume 3:2FFEwww.teachingtimes.co.ukUnprecedented investment in new andrefurbished schools across the country hasfocused debate on how we teach and learnin the 21st Century. The usual way of designing a newschool is from the ‘outside in’.  Led by an architect, aschool must be designed to a certain size and numberof floors and must meet stringent regulatory, technical,cost and planning requirements to be approved.Understandably, hopes for the new school will behigh. The head teacher and the leadership team willbe expected to transform the education it provides tomeet the aspirations of programmes like BSF.As demanding as this is, the process of designing,procuring and then building does not allow theteachers to see early enough how their school willwork from the ‘inside out’. They will be asked toapprove or ‘sign off’ at stages through the designprocess so the contracting teams can achieve designand cost freeze as required by the DCSF and only lateron will they consider how to use the building.Designing A School FromThe Inside OutLawrence Brenchley describessome of the thinking that must takeplace to design a school that meetsits educational aspirations andgovernment regulations27 Volume 3:2  21 Century SchoolsAs FF&E consultants working with teams on the BSFprogrammes, the challenge we are often given is howcan we help transform a school.  This, of course, needsan ‘inside out’ approach that is addressed early inthe process and involves early engagement with theschool, educationalists and the architect-led designteam. This approach has two main drivers:n	size, interconnectivity and flexibility of teachingand learning space.n	selection of actual furniture and equipment thatwill go in the space to deliver the current andfuture curriculum.Government funding limits and Building BulletinGuidelines for new schools require groups of up 30children to be taught in a general classroom of around60m², and the accommodation schedules (from whichfunding limits are determined) necessitate a givensize of school will require a certain number of sciencelaboratories and design technology workshops inorder to meet the curriculum requirements.  Howis it possible to meet these requirements, deliverthe curriculum and give enough flexibility to allowdifferent approaches to teaching and learning?Increasingly, we see schools adopt differentteaching and learning styles.  These include project-based learning in plazas, adopting new ways to teachscience as shown by Project Faraday and open accessand Break Out areas. Such styles are intended toengage pupils who would otherwise fail to respondto traditional teaching methods and the challenge ishow to design and incorporate these areas in waysthat are practical, affordable and will work alongsidethe traditional classrooms.With Alsop Architects we designed a project-based learning plaza called New Line Learning inOldborough Manor School, in Maidstone, Kent.  Anexisting old sports hall of around 150m² was convertedto a learning plaza incorporating whole class seatingunits, teachers’ resource bays, storage units, island andperimeter tables with full ICT accessibility. Designedfor 90 pupils, the concept is similar to a primary schoolwhere pupils will spend the majority of their timein the plaza with associated lockers and an indoorshoe policy.  Pupils go to other areas of the schoolif they need practical science or resistant materials,but otherwise would have all lessons in the plaza.All the furniture and equipment in the space is looseand moveable which allows the school to configurethe space to suit the teaching and learning needs ofthe group. There is some bespoke furniture includingfour tier 120 degree seating units which hold up to 30pupils. These are constructed using a steel frame, linedwith mdf, covered in fabric or leather and, despite aweight of 750kg, are mounted on wheels  so they canbe moved around the plaza.  All three seating unitscan be combined to create an ‘in the round’ lecturetheatre for all the pupils.The plaza can deliver a range of activities includinglightweight DT, theoretical science and ICT. Thismeans that if it is included as part of a new school, areduced number of DT and science rooms is requiredcompared to the standard accommodation schedule.This allows the learning plaza to include high qualityand durable FF&E. New Line Learning is a prototypeproject that has been built and is intended to informthe development of new schools in Kent.Another example of a different approach toteaching is Project Faraday.  This involved developingpractical and innovative designs for secondary schoolscience facilities which support more interactive andexciting ways of teaching and learning.The DCSF commissioned three teams of designers,educationalists and practitioners to develop exemplardesign ideas for science accommodation.   The aimof the project is to support the drive to improveattainment levels in science, encourage more youngpeople to take science at higher levels and help toreverse the recent decline in numbers taking scienceat A-level and at universities.F F E  C o n s u l t i n g  w e r ecommissioned to developscience laboratories forschools in Bideford andYork,  which reflect the needfor more flexible teaching spaces where practicaland theoretical work can be carried out within onelarge area.  The limitations of practical laboratoriesstill apply where gas, water, electricity and ICTservices are still required in serviced bollards.  Wedesigned hexagonal shaped serviced bollards basedon a DNA structure that"
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Learning Spaces

Designing A School From The Inside Out

23 Jun 2008