The Optimum Primary School

Galliford Try Construction

Cowley Business Park
Cowley
Uxbridge
Middlesex UB8 2AL
O ptimum means both:

- Optimised: efficient, lean, affordable, realistic and useable;

- Ideal: the most favourable and effective conditions for learning and teaching.
Tel: 01895 855 000
http://www.gallifordtry.co.uk
The Optimum Primary School is:
Email: education@gallifordtry.co.uk
- fit for purpose
- education- and user-led
- intelligent
- efficient in its use of space
- sustainable
- an integrated solution
- robust and durable
- high quality
- efficient to construct
- cost-effective in capital and running costs
Galliford Try
G alliford Try is one of the UK’s
leading construction, infrastructure
and housebuilding companies, with a
strong reputation and track record in
the education sector, having constructed
some 80 primary, special and secondary
schools and academies in the last 5 years
across England, Scotland and Wales,
from the Highlands and Islands to central
London, as well as children’s centres,
early years settings, FE colleges and
university facilities.
As a result, Galliford Try has substantial
experience of new build, remodelling,
refurbishment and extension projects,
of working on constrained, urban sites
and of managing the complexities and
sensitivities of working on occupied sites
and decanting.
It has a strong commitment to building
schools which are of high quality design
and construction, highly functional,
efficient in operation, sustainable and
affordable.
Most importantly, it is keen to build schools
which are ‘fit for purpose’ - in other words,
meet the needs of the users and actively
support a highly effective educational
experience in the 21st century.
Central to the company’s ethos are:
- Having a dedicated Education
Director, a former headteacher, to lead this publication. Their role is to ensure that
the sector;
- Working in real partnership with
schools and clients, and with well-
respected architects, technical teams
and suppliers;
- Undertaking thorough stakeholder
engagement - before and during
construction;
- Meeting user requirements in full;
- Exceeding expectations of performance;
- Achieving best value;
- Applying innovation in construction;
- Using KPIs and post-occupancy
evaluation to draw out lessons learnt
and maintain continuous improvement;
- Focusing on good communications,
capacity-building, timely delivery, cost In other words, that they are ‘optimum’
certainty;
- Maximising community benefits.
This philosophy is greatly assisted by the
‘Expert Advisory Group’ of headteachers,
architects and designers who have shaped
the company is challenged, informed and
aware of best practice and new thinking,
so that the schools they construct are:
- High impact and effective, fully
meeting the education design brief and
users’ requirements;
- Individual - reflective of the school’s
culture, context and aspiration;
- Integrated as, from experience, the PART 4: DESIGN AND BUILD CONSIDERATIONS
best solutions and greatest benefits
arise when architecture, construction,
design, M&E services, FF&E, ICT and
landscaping are considered as a single Is your head in the sand or up in the clouds? (ICT) p. 62
piece of thinking from the outset;
- Efficient to build and best value.
school solutions.
Contents
PART 1: CONTEXT
What is this publication?
Why now?
p. 5
p. 6
The project journey p. 8
The challenge and the response p. 12
PART 2: DESIGN THINKING
Educational Drivers p. 14
Education Design Brief p. 18
Design Principles p. 22
PART 3: DESIGN SOLUTIONS
Scott Brownrigg p. 26
Sheppard Robson p. 34
Buildability p. 41
An Environmental Approach (M&E and sustainability) p. 44
The ‘inside story’ (a considered F&E strategy) p. 49
The ‘outside story’ (external environments) p. 73
Observations on school grounds p. 86
KEY MESSAGES p. 88
What is this publication?
A point of reference
T
he Optimum Primary School is the
result of a 12-month research and
development exercise, led by Galliford
Try, with the support of the University
of Southampton, in response to current
economic conditions and significant
challenges facing the education and
construction sectors including:
- Lack of available capital investment;
- The condition of the school estate;
- An increased demand for school places;
- The James Review recommendations
regarding design standardisation and
the need for reduced design and
construction costs, simple procurement
and quicker delivery.
This publication does not describe a
template product.
It does promote a considered, robust and
deliverable approach to standardised
school design which can both deliver
significant cost and time efficiencies and
retain design and construction quality,
providing highly functional and fit for
purpose schools which meet users’ needs.
What are Optimum Schools?
This publication should become a point
of reference for schools, local authorities,
Optimum Schools are one of several options
school providers and other agencies;
being devised which could provide a
as well as for design and construction
standardised solution to school building.
professionals.
The concept has been likened to that of
The Optimum Primary School:
a Lego set, providing a kit of components
- Is a credible way forward in this
that can reduce construction costs while
changing market;
maintaining the flexibility to respond to
- Demonstrates how the best of
individual sites and clients.
innovation, learning from past
experience and managing risk can
Michael Buchanan, education director at
be brought together to solve seemingly
Galliford Try, said:
intractable challenges;
“We don’t think templates work because
- Provides a supportable, evidence-
most sites are urban, constrained and may
based ‘case’ for primary school design
involve extending an existing building. That’s
and construction, firmly located in
not to say you can’t have a large degree of
best primary school practice;
standardisation – 80% of a building is fairly
- Uses a ‘kit of parts’ approach to
standard; the other 20% is the critical bit”.
maximise the cost and programme
efficiencies inherent in standardisation
Mark Wilding, in Building Design and
and modular design whilst allowing
bdonline, 11 November 2011
the configuration and organisation of
spaces, design elements and components
to be an individual response to a
school’s particular circumstances
and educational design brief.
Galliford Try | 5
Why now?

What this project set out to do The design challenge

The present context A major review was set up, chaired by Sebastian James, and
faced with this dilemma of constrained capital availability yet a - Respond intelligently to the present context, proposing an The project group recognises that, for the Optimum Primary

E ducation is clearly central to the well-being of the national

economy and the UK’s competitiveness and to the future
cohesion and resilience of society. It is therefore a central priority
continuing and urgent investment requirement, recommended:
- The re-profiling of capital funding (albeit a smaller quantum)
on condition and demand (need for places);
approach to future school design which is efficient,
informed, achievable and fit for purpose;
- Take stock – interrogate our understandings and challenge
School to be successful in the new context, it must conform to
these parameters:
- Provide more for less (more ‘bang for one’s buck’);
for investment for all Governments. - More efficient and transparent procurement; the status quo; - Use less gross area (>5% reduction in primary schools);
- Lower construction costs per square metre; - Rethink our approach to school design and construction and - Achieve a significantly lower cost per square metre;
In 2010 as a response to the economic environment, and - Reduced ‘front end’ (principally design and stakeholder re-focus on core requirements; - Create buildings which are both adaptable (for future
because of concerns about the inefficiencies of the process, the engagement) costs; - Establish a cross-discipline dialogue in search of solutions growth or change of use) and flexible on a day-to-day basis;
incoming Coalition Government scrapped the principal schools - Quicker delivery; which are realistic and creative and a direct response to - Adopt a lower specification, but ensure robustness and
capital investment programmes in England, Building Schools for - Lighter regulation (e.g. the stripping back of Building Bulletins educational needs; durability;
the Future and Primary Capital Programme. and simplification of requirements); - Identify core design features and elements which might - Deliver projects more quickly; with a shorter time on site -
- Standardised school design to maximise cost efficiencies, benefit from a standardised approach. schools delivered earlier with less disruption to education
Yet there is a continuing and urgent need for investment in simplify construction and reduce design time. during construction.
school buildings arising from:
- The poor condition of much of the existing school estate In essence, James, endorsed by the Secretary of State for
due to past under-investment in maintenance; Education, Michael Gove, threw down the challenge of ‘more
- A pressure on new school places, particularly the demand for less’ - fit for purpose schools delivered more quickly and
for additional primary school places in the medium term due more cheaply.
to rising birth rates;
- The need to continue to raise standards at all ages, unders- The Priority Schools Building Programme, announced in 2011
tanding that school facilities have a demonstrable effect on and due to be launched in 2012, models these expectations.
performance and productivity; Whilst being a privately-financed (PFI-type) programme, the
- The need for schools to evolve in line with changes in expectations of design standardisation, construction cost and
society and the world of work. efficient delivery are embedded in it.

6 | Optimum Primary School | Why now? Galliford Try | 7


The project journey
The Optimum Primary School project
was deliberately planned as a linear,
sequential process. It seemed crucial to
begin by firstly challenging, refreshing and
confirming contemporary understandings
of good primary education; only then
to begin to think about how intelligent
design can best meet these educational
requirements; and to temper any
conclusions so that they are demonstrably
deliverable in the current constrained
economic climate and in the context of
the challenges set out in the James Review
of school capital (2011).
The first stage was to form a small Expert
Advisory Group of three successful,
reflective primary headteachers from
highly-regarded primary schools to
explore a number of central educational
issues in depth and to arrive at a consensus
(or define their differences!) about the key
features and ‘conditions’ which need to
exist in a highly effective modern primary
school. The headteachers were:
- Sister Hannah Dwyer, Larmenier and elements off-site to take advantage of
Sacred Heart RC Primary School;
8 | Optimum Primary School | the project journey
- Tom Donohoe, Anton Junior School;
- Tim Deery, Portway Junior School.
Two extended sessions were held at the
University of Southampton, structured
and facilitated by Keith Smith, Principal
Teaching Fellow, for professional rigour.
From these discussions, a list was drawn
up of characteristics which epitomise
a highly effective 21st century primary
school experience, and an understanding
of the best ‘conditions’ for it. These
were prioritised as either ‘essential’ or
‘desirable’ and encompassed matters such
as learning and teaching; organisation and
planning; relationships and behaviours;
staff skills, confidence and competence
and the management of change; the
school’s organisational culture and ethos;
styles of leadership and teamwork and
decision-making; and the impact of the
physical environment and resources.
Our aim at this stage was to focus solely
on education, not buildings. It was an
important tenet of this project that the
Optimum School design proposals should
be education-led.
In a third session, we treated the heads’
priority list of features and conditions
(the essence of a really great primary
experience) as a proxy Education
Design Brief and presented this to two
architectural practices:
- Sheppard Robson (Georgina Collins performance;
and Tony Poole); and
- Scott Brownrigg (Michael Olliff)
thus setting up a dialogue between
the education and design disciplines,
exploring the design challenges and
driving out potential design solutions
which demonstrably respond to
educational needs and which are
buildable, affordable and sustainable in
the current financial and policy context.
The design challenges included:
- Spaces for learning (inc. size, type, only to new build but also to remo-
adjacencies etc.);
- Spaces for socialisation / social - That it should work in a number of
outcomes;
- Promoting ethos, culture and a sense
of community;
- Inside/outside relationships;
- The influence of furniture and solution, respond to planning constraints
equipment;
- New technologies and ICT;
- Sustainability and environmental
- Facilities maintenance and lifecycle costs.
This dialogue settled on a number of
design principles including:
- An approach to standardisation which
was not an off-the-shelf solution but
exploited the benefits and efficiencies
of employing modular design approa-
ches, design repetition, standardised
elements and components and the notion
of ‘repeating units’;
- The potential for manufacturing
cost and programme benefits;
It was an
important tenet
of this project
that the Optimum
School design
proposals should
be education-led
- That any solution must lend itself not
delling, refurbishment and extension;
different materials and construction
methods so that it can work on any
site conditions, meet clients’ preferences,
be the most cost-effective available
and work for both large and small,
single- and multi-storey projects;
- The importance of integrating, from
the outset, architecture with the design
and specification of mechanical and
electrical services (M&E), furniture
and equipment (FF&E), ICT and new
technologies and the external space
and site. Because these are interrelated
and mutually - dependent contributors
to the effectiveness of the overall
physicallearning environment, it
became apparent that they needed
to be a single piece of thinking from
day one of any project.
Galliford Try | 9
 Standardisation need
not mean that you have
to pick from School
This publication A, B or C. What it
contains two designs should mean is that
which illustrate how there is a standardised
these principles of suite of sports halls,
standardisation, toilet blocks, science
At this stage, the group was extended to This publication contains two designs integration and value blocks and, from this
catalogue, one can
include experts in: which illustrate how these principles of
for money can applied
- FF&E: initially Anthony Hill (ah07) standardisation, integration and value for
create a “school of
and later Steve Threlfall (Team a go go);
- ICT: Neil Iles (nciles.co.uk);
money can be applied intelligently - in
different ways with individual results - to
intelligently - in parts”; parts that
- M&E: Matt Dickinson (Max Fordham); meet different contexts and user briefs. different ways with are tried and tested
- Landscape / external environment:
David Martin (f9 Health Promotion). These are only two examples and not individual results - to and successful, from
Their input and the design principles they
the only solutions. They are illustrations,
not products. Tackled in an integrated
meet different contexts an educational and
propose are captured in this publication way, with early design and contractor and user briefs economic perspective.
as ‘side essays’. involvement, every project can be
‘Optimum’, but different.
We are seeing some
The wider group met for two further face- excellent examples of
to-face sessions and, from this point on,
the project’s process was one of design
the market stepping up
development, educational review, peer to the plate with regards
challenge and consolidation, with key
tests of buildability, cost, programme and
to standardisation
deli-verability applied. A key lesson learnt (notably Wates and
was that full integration of all disciplines
(and the client) is vital in securing a design
Galliford Try).
which best meets all the criteria and
expectations: cost, deliverability, running
costs and educational fitness for purpose.

Tim Byles, Chief Executive, Cornerstone Assets

(formerly CEO, Partnerships for Schools) In
Building, 9 September 2011.

10 | Optimum Primary School | the project journey Galliford Try | 11


The challenge
Good design at the lowest
possible cost
I t is acknowledged that school buildings
do not themselves bring about change
or improvement. Highly successful
schools share certain characteristics:
excellent teaching, strong leadership, an
exciting curriculum, proper resources,
a distinctive ethos and culture, effective
organisation and good support systems.
These, then, can be described as the key
‘conditions’ for success.
However, the physical environment - the
design and layout of school buildings
and external spaces, and their adequacy,
condition and quality - are an important
influence. They can impede or actively
facilitate these ‘conditions’. When wrong
or inadequate, the buildings can limit
the range and quality of teaching and
the curriculum; and make successful
organisation and support more difficult.
Given the opportunity to build a new
school, or to extend or remodel or
12 | Optimum Primary School | the challenge
refresh the existing building stock, good
school design is a powerful enabler and
intelligent consideration of it is therefore
an intrinsic success factor in planning
a highly effective 21st century primary
school.
The challenge is to do so in the context of
a constrained economic environment and
to meet urgent needs quickly; in other
words, to achieve the optimum solution
for a fit-for-purpose and high quality
school in a realistic, achievable and cost-
efficient way.
The Optimum
School ‘kit of
parts’ approach
secures and
The response
maximises the
efficiencies
and savings of
standardisation The Optimum School ‘kit of parts’
approach to standardisation
whilst still
enabling each U ndertaking this project has led us
to conclude that standardisation
school to look and of school design is vital in reducing
construction costs and delivering schools
feel different more quickly; although the context, site,
user requirements and organisation of
individual schools vary enormously from
project to project, so the ability to tailor
each solution is vital. Hence we do not
believe that ‘template’ designs are the
answer for most sites or will meet the
needs of most schools.
The Optimum School ‘kit of parts’
approach secures and maximises the
efficiencies and savings of standardisation
whilst still enabling each school to look
and feel different. Using a ‘kit of parts’ as
the principle of standardisation means that:
- Each school will share common
components and elements but these
will be configured differently school
to school; this means that different
schools will share the same essential
principles (sharing genes - a ‘family coordination, and shortening
of schools’) but not be clones; programme times; thus reducing
- Design costs are reduced substantially construction costs, shortening the
because a large proportion of
components and elements (we
time on site and minimising disruption;
- User engagement can be kept to a
suggest 80%) are transferable from
project to project;
minimum and focus on key questions,
e.g. space configuration, adjacencies
- Design detailing and mechanical and and specialist facilities, and, in doing
electrical services are kept simple, so, minimise the demands made on
reducing costs of construction, installation the school and reduce cost and time.
and lifecycle maintenance;
- When schools are batched, it is
possible to drive out significant cost
savings from volume of procurement;
- There is no need to be tied to particular
materials or construction methods: the
efficiency lies in the design approach,
manufacturing and construction
method and particular components
agreed at the outset rather than being
an off-the shelf, take-it-or-leave-it
product;
- It opens up the potential for off-site
manufacture of key elements and
pre-engineering, thus improving
accuracy and reducing waste,
minimising on-site integration and
Galliford Try | 13
Educational Drivers
Characteristics of a highly
Sometimes you
learn something
effective primary school that your parents
don’t know
School Council Member,
Ropley Primary School

I n order to develop and test design solutions which are

intelligent and a direct response to educational requirements, it
is important firstly to establish a clear and agreed understanding
of how good primary schools work. A group of successful
primary Headteachers explored a number of central issues in
depth and arrived at a consensus about the optimum conditions Teaching - Research skills
for a highly effective modern primary school. The following Teachers create environments that challenge - Decision-making
features (whilst not exhaustive) were seen by the group to be I like learning and stretch pupils. They motivate and - Presentational skills
central and therefore key design drivers.
because you learn involve learners in the learning process
and recognise and celebrate progress of all
- Leadership skills
- Team working skills
in different ways, kinds. Priorities for teaching:
Learning - High expectations
Learning in a successful primary school making and doing - Stretch and challenge Social outcomes
School Council Member,
should be enjoyable, active and engaging.
Priorities for learning: Ropley Primary School
- Negotiation / choice
- Good subject knowledge
Social outcomes are given high importance
and pupils learn to respect and value
A good school
- Independent others and develop the ability to challenge should be a
- Collaborative appropriately and to resolve conflicts.
- Reflective Learning outcomes Priorities for social outcomes: friendly, fair,
- Practical
- Exciting, engaging, motivating, enjoyable
A creative and interactive curriculum
supports and celebrates improvement
- Interpersonal skills
- Respect for others and their
safe, caring
- Ownership of own learning and personal achievement. Academic environment environment
- Able to make mistakes / take risks (safely) progress is important but this is achieved - Value others School Council Member,
- Enquiry through the development of a range of - Ability to build relationships Ropley Primary School
- Knowing what to do next skills and abilities. Priorities for learning - Social harmony
- Teaching it to others outcomes: - Positive attitude
- Communication skills - Resilience
- Problem-solving - Taking initiative

14 | Optimum Primary School | educational drivers Galliford Try | 15

Team a go-go
The best thing
about coming to
school is seeing
your friends and
learning something
new every day
Annie, class 14, Locks Heath
Primary School
Inclusion
Inclusion means meeting all needs,
including special educational needs,
social inclusion, gifted and talented,
vulnerable children, English as an
additional language and others. The
principle being to value all and remove
barriers to achievement and participation.
Priorities for inclusion:
- Cater for the needs of all pupils
- Any pupil might be vulnerable at times
- Support (individual, in-class and and staff feel safe, supported and
withdrawal)
- Sense of security
- Positive ethos and its influence on management of change is vital. Successful
positive behaviour
- Engagement with parents/carers
- Consider/manage transitions
16 | Optimum Primary School | educational drivers
Good teachers
always help
us learn and
sometimes learn
from us
Luke Page, year 4 pupil
Wellbeing not by themselves bring about change.
To learn effectively pupils need to feel safe, Priorities for the effective leadership and
valued, comfortable and healthy. Central management of change:
to promoting wellbeing is the provision - Pupils (and staff) look forward to
of nutritious food, exercise, opportunities coming to school
to socialise and make friends, to lead - An effective balance between
healthy life styles and have a strong sense flexibility and the need to ensure a
of identity with the school. common entitlement
Priorities for wellbeing: - Creativity is encouraged
- Feeling safe and secure and free from - Opportunities for all to flourish and
intimidation succeed
- Socialisation/friendships - People are confident to take managed
- A sense of belonging risks
- Well-nourished and ready for learning; - Shared vision and values
- Health and exercise
- Posture
Relationships
Leadership
Effective relationships between staff,
pupils and their families (as well as the
The biggest
Primary school leadership is about wider community) are a fundamental determinant of
creating an environment where learners feature of effective primary schools.
Priorities for relationships: pupil behaviour is
motivated. In the context of creating a
new school, a planned approach to the
- Collaboration and negotiation
- Consistent frameworks
staff behaviour
- Behaviour policy
change management is based on an - People to talk to
understanding that people change rather - Organisational culture and ethos
than organisations; and that buildings do
Galliford Try | 17
Education Design Brief
for the Optimum School
A rising from the headteachers’
consideration of optimum ingredients
or ‘conditions’ underlying a highly
effective primary school, a number of
design drivers were identified in the form
of an education design brief for architects
and design teams. These were:
For learning and teaching
Teachers should have their own classrooms
and ideally, they should also have:
- The potential to merge some classes;
- Access to shared spaces to ‘spill out’
into.
Classes in the same year group should
be located together and close to other
facilities (e.g. storage, toilets, break-out
spaces and wet and group areas).
There needs to be good provision for
storage of resources (large and small),
readily accessible by teachers and children.
18 | Optimum Primary School | education design brief
Children should be able to work in pairs,
groups and teams (as well as individually
and whole-class).
Small ‘break-out’ spaces are needed,
shared between one or two year groups (i.e.
2, 3 or 4 classes), e.g. for small groups on
extension work, preparing presentations,
informal learning, individual support and
adult-child discussions.
There should be variety in both fixed and
loose furniture and specialist equipment
to provide varied opportunities for
different styles of learning and teaching.
Technology should be embedded and
readily accessible - including interactive
and mobile devices.
Within the school, there is a need for
sufficient provision for:
- Large groups to meet and work;
- Quiet spaces (for reflection, reading - Staff learning spaces;
and ‘time out’);
- Specialist, practical facilities and resources
(e.g. drama, science, technology);
- One-to-one or small group spaces
(e.g. for pupils to work with
professionals, parents to meet with
teachers);
- Team working (e.g. large meeting
spaces; and practical areas for
investigative / creative activities).
To promote social outcomes and a
positive ethos
Provision needs to be made for:
- A breakfast club;
- After-school care;
- Zoning; with lines of security and lock
down areas;
- Passive supervision (sightlines etc.);
- Social areas (inside and outside - with
shelter);
- Privacy in toilets;
- Parents’ meeting places;
- A welcoming, secure and efficient
reception area;
To achieve a sense of progression and
transition through the school (the edu-
cational journey), different areas of the
school should have different identities,
themes and physical markers.
The building design should promote
calm and good behaviour. Circulation is
a particularly important consideration.
For staff
Provision should be made for sufficient:
- Staff work spaces e.g. for scheduled
PPA time;
- Meeting spaces for staff;
- Staff room;
- Administration space.
For effective inclusion
Provision should be made for both
proactive and reactive approaches,
including:
- Nurture spaces (e.g. soft seating, Children should
kitchen, homely feel);
- Quiet spaces;
be able to work in
- Spaces to work with individuals and pairs, groups and
small groups (e.g. TA + a few students);
- Adaptations - to the curriculum, resources, teams (as well as
FF&E, the physical environment;
- Meeting spaces for multi-agency
individually and
professionals (up to c.12 people); whole-class)
- Private v. open (flexible screens);
- ‘Cool off’ rooms (Isolation);
- Rooms for staff to meet parents.
Galliford Try | 19
 External spaces
should be designed
as learning
environments

Externally Whole-school design considerations: Furniture and equipment

There should be direct access to external Within the school, there should be good Simple classrooms can be transformed
spaces for early years; and the opportunity provision for: and made much more effective through Galliford Try
to access the outside for other year groups. - Display (2D and 3D); the specification of imaginative, robust
- Performances (drama, dance, music etc.); and adaptable FF&E.
External spaces should be designed - Presentations; Important considerations are: Team a go-go
as learning environments (the outside - Learning resource area(s), with a variety - Ergonomics and posture, to promote
classroom). of forms of information; good concentration and long term
- Quiet spaces for reflection, reading, health and well-being;
The site should be a series of zoned, high concentrating. - The size of furniture (ideally adjustable
quality external spaces for designated for different ages); Simple classrooms
purposes, such as: The quality of the environment, FF&E, - Furniture should be aesthetically
- Play; resources should be robust and durable attractive; can be transformed
- Exercise;
- Learning - formal/informal (e.g. garden,
and require minimal maintenance, but
should also be aesthetically pleasing,
- Adaptability and flexibility for
different purposes;
and made much
environmental areas, amphitheatre); professional and aspirational. - Durability and lifecycle cost. more effective
- Social;
- Sport/ PE/ team games. For maximum efficiency, spaces should: through the
- Be suitable to be used for multiple
There should be: purposes (the smart use of space); specification of
- All-weather surfaces;
- Shelter from rain, wind and sun;
- Adaptable, so that the use of spaces
can change over time.
imaginative, robust
- Seating; and adaptable FF&E
- Opportunities for gardening and
growing food. Malcolm Cochrane Photography
Grounds for Learning / Learning through Landscapes
Team a go-go

20 | Optimum Primary School | education design brief Galliford Try | 21

Design Principles
for the Optimum School
T he focus of the project was a new
build 2- or 3-form entry 3-11 primary
school (including nursery). The principles
underpinning it apply equally to smaller
or larger schools, including special and
secondary schools and to modest school
extensions.
 
One point of reference was Building
Bulletin 99 but, recognising the current
economic climate, reduced capital
funding and the recommendations of the
James Review, the group’s task was to:
- Secure the school’s core requirement
more efficiently with less gross area;
- Make the best use of this limited space
(sweating the asset);
- Employ a simple form which lends
itself to efficiencies and savings in
construction and manufacture.
There are a number of ways of tackling
this but one clear target is to reduce or
remove non-net areas such as circulation.
One idea floated was to group classrooms
around a central, multi-purpose ‘heart’.
22 | Optimum Primary School | design principles
We also factored in the potential for
standardisation of components and ele-
ments, and the likely impact of these ideas
on cost, programme and construction
methods. This was based on the principle
that something like 80% of all schools is
common - and could therefore lend itself to
design standardisation; the remaining 20%
being what is required to meet the users’
specific brief (e.g. the school’s character,
ethos, specialism or community role),
site constraints and conditions, planning
considerations and the like.  - Minimum circulation and non-net space;
 
This is, after all, the principle underlying
the efficiency of the manufacture of motor
cars which share common platforms,
and many parts and components for
manufacturing efficiency and cost
reasons, yet are providing different market
segments very different design solutions.
 
We were not looking for particularly
new, radical or ‘clever’ solutions; but
were seeking to respond intelligently to
the current mood of ‘return to basics’,
identifying the school’s core business and
getting it right, making sure it is fit for
purpose and providing ‘more for less’. 
The project’s inter-disciplinary dialogue
gave rise to a number of core design
principles:
Space:
- Greater efficiencies and utilisation of
space;
- Multiple uses of space;
- Make spaces flexible and ‘agile’;
- Protect teaching space if reducing
overall area.
 
Design:
- Integrated architecture, landscape, changing future needs;
FF&E, M&E and construction;
- Fixed shell and core only - all other
elements not load bearing or heavily
serviced so could be re-configured
in future;
- Use of repetition; a modular design - Lower specification mechanical and where possible, to secure efficiencies,
approach; repeating units and elements
- Standardised grids, set floor-to-ceiling
heights, etc.;
Sweat the asset
Efficiency
Intelligent
Standardisation The 80% rule
Fit for purpose
More for less
- Standardised components (e.g. doors, - A greater degree of designed-in - Use of engineered and pre-tested
windows); environmental conditions (e.g. natural systems;
- Future-proofed - tested against possible ventilation, temperature, glare). Two - Consideration of prefabricated elements
scenarios; design for adaptability- external walls in each classroom enable (e.g. pods);
school designs which meet today’s this; - Lightweight buildings which require
requirements but which can also meet - Service grids and rafts (‘get-attable’ simpler foundations (cheaper and
for maintenance); potentially surface quicker).
- Designed to minimise whole-life costs mounted services (for ease and speed of
(operation, energy consumption, installation and future adaptability).
maintenance, renewal and replacement).
  Construction:
M&E: - Use of off-site construction methods
The design principles guiding our approach to
furniture, fittings and equipment (FF&E), ICT
electrical services; accuracy and programme savings; note: and the external environment and landscaping
- Less reliance on mechanical and buildings need to be designed for such are contained in the ‘side essays’ on these
technological systems; manual controls; from the outset; topics.
Galliford Try | 23
 The ‘kit of
parts’ approach
 
To achieve these design principles and
meet the brief set by heads, it became
clear that one approach best delivers the
required efficiencies and cost savings
whilst providing sufficient flexibility to
meet different schools’ requirements and
size, and the complexities and challenges
of different sites.
 
That is the ‘kit of parts’.  solution.
Different schools have different needs,
ambitions, specialisms, ethoses and
operational models; and all school sites
pose different logistical and construction
challenges. These differences require
designers and contractors to be more
nimble and responsive than using a
standard whole-school template design
could be.  ‘Off the shelf’ solutions do not
recognise these factors.
24 | Optimum Primary School | design principles
The ‘kit of parts’ approach secures tangible
efficiencies and savings in terms of area, cost
and programme - through standardisation
and modular approaches - whilst providing
schools which are configured and tailored
to users’ particular requirements.  less need for on-site coordination and
 
By working with standardised com-
ponents, less design time is required,
so design fees are kept low - although
the architect and design team’s role in
creatively configuring the ‘kit of parts’ and
innovatively utilising the available space
are pivotal to delivering the ‘optimum’
 
In essence, the ‘kit of parts’ is an approach
rather than a product. The ‘Optimum
School’ is a set of parameters rather than
a template. It standardises dimensions,
cross-sections, design elements and
components. It involves agreeing, at the
outset, an optimum number of basic
elements, components and repeating
units which will be employed throughout
the building. Doing so gives rise to:
- Design simplicity and repetition;
- Procurement savings (through volume);
- The potential for off-site manufacture;
- Greater accuracy and less waste;
- Ease and speed of construction, with
integration.
All these reduce design and construction
costs and provide programme savings - i.e.
cheaper schools delivered more quickly.
The elements or components might
include:
- The design grid;
- Classroom dimensions;
- Floor-to-ceiling and floor-to-floor heights;
- Windows, doors;
- Toilets / cloakrooms;
- M&E systems;
- Structural frame elements.
One considerable advantage of the
approach is that it is not material-
specific, allowing the savings to be
achieved regardless of market prices for
construction materials or the specific
requirements of site conditions, planning
authorities and client preference.
Think Lego. From a small range but
optimum number of components,
virtually anything is possible. 
The components in the ‘kit of parts’ school
can similarly be configured in endless
ways, allowing design solutions which
can be individual, unique, bespoke, site-
specific and very responsive to the user
brief whilst being very efficient to design
and build.
Schools designed in this way are a
family of schools, genetically related but
not clones or one-size-fits-all template
designs.
Galliford Try | 25
2 Form Entry plus nursery
Scott Brownrigg

26 | Optimum Primary School | Scott Brownrigg Galliford Try | 27

1 & 1.5 Form Entry plus nursery
Scott Brownrigg

28 | Optimum Primary School | Scott Brownrigg Galliford Try | 29

 Team a go-go

30 | Optimum Primary School | Scott Brownrigg Galliford Try | 31

Design Commentary
2 Form Entry plus nursery
Scott Brownrigg
T here was an overwhelming consensus
from our project group that the key
component of a primary school should be
the class or home base. Each base should
satisfy both the learning and pastoral
needs of the pupils and should be an
environment that is spacious, stimulating
and comfortable and should encourage
positive social behaviours.
Design Approach
The Scott Brownrigg concept is to create
a school that is integrated with the
landscape. Each base opens out onto a
covered outdoor play area and circulation
back to the communal areas such as
the hall is via covered walkways. This
solution is not only spatially efficient and
therefore cost effective, but it encourages
pupils to become more connected with
the environment and benefit from fresh
air and exercise. Bases are paired together
so that classes can combine to work on
common projects and share resources,
32 | Optimum Primary School | Scott Brownrigg
thus encouraging team building and
social skills.
Adaptability, Flexibility and Efficiency
We have demonstrated that the model can
adapt to suit a range of school sizes along
with the challenges and opportunities
presented by a particular site. The model
is made up of different component parts
that allow adjustment at both the macro
and micro scale.
This ‘kit of parts’ can create a variety
of solutions, each responding to the
unique requirements of the brief and site.
Our aim is to use standard elements to
create bespoke designs not the creation
of standard designs, more a bespoke
standardisation.
The shared zone forms the entrance and
accommodates the areas of community
use, along with the public and admi-
nistrative elements of the school. This
building presents the public face to the
community and the internal organisation
can adapt to suit. We have proposed a
standard cross section which has the
benefit that it can be stretched to suit
school size and can be extended at a
future date.
This approach to design is very space
efficient and delivers savings of up to 7%
on the area recommended in Building
Bulletin 99. This saving is achieved without
sacrificing learning space.
Management and Organisation
Accessibility is the key. We have placed
office space where staff are easily
available to both pupils and parents. Each
classbase module has a one-to-one space
so that teachers can focus on the needs of
each individual child with privacy.
The administrative and head’s offices are
easily accessible to parents whilst the
classbases are conceived as secure spaces
where access can be controlled.
Environmental Performance
The optimum primary school combines
the principles of low energy design
and sustainable building practice with
simplicity of use. The design uses natural
lighting and ventilation and renewable
materials in order to conserve energy
and arrives at a solution that is easily
controlled and maintained, with long-
term cost savings through the use of
passive rather than mechanical solutions.
A fundamental of the design is that each
class base has direct access to the outside
and has windows and doors on two
elevations to deliver high levels of daylight
and ventilation. Mechanical ventilation
is only required in the toilets, main hall
and kitchen. Heating is delivered through
local energy efficient condensing boilers
and panel radiators that respond quickly
to temperature variations and are cost
efficient to run and maintain.
There was an
Buildability overwhelming
We have produced a design that is both
efficient and flexible that can be delivered
consensus from
using offsite manufacturing techniques our client group
to reduce construction time on site and
improve build quality. The design is con- that the key
ceived as a timber panellised building
built on shallow raft foundations. The
component of a
simple frame and uniform shape allow for primary school
speed and economy of structure as well
as being a sustainable material choice. should be the
Toilets can be manufactured as pods and class or home
components such as doors and windows
can be reduced to a small number of
base
standard sizes. This approach will not only
realise capital cost savings, but will also
achieve long term savings in maintenance
budgets.
Galliford Try | 33
3 Form Entry plus 50 place nursery
Sheppard Robson

34 | Optimum Primary School | Sheppard Robson Galliford Try | 35

Alternative configurations
Sheppard Robson

36 | Optimum Primary School | Sheppard Robson Galliford Try | 37

Design Commentary
3 Form Entry plus 50 place nursery
Sheppard Robson

O ur design solution for a three form

entry primary school and nursery
has been developed by:
Design Approach
The key to the design is the module
that comprises six classrooms clustered
- Challenging a prescriptive BB99 brief, around a large, flexible, multi-functional
to offer greater flexibility and better space. Shared by two year groups, these
space utilisation; central areas provide a ‘focus’ or ‘forum
- Creating modular ‘clusters’ of space’ within which staff and children
accommodation; can interact formally and informally.
- Utilising similar components, materials
and specifications offering Used as studios for science, art or ICT, as
standardisation; demonstration areas or for break-out, the
- Exploring various building configurations ‘forum spaces’ have dedicated storage to
to address different school requirements; facilitate the changing nature of the area.
- Recognising a desire that each design Small group rooms accessed directly from
should be unique, albeit from a ‘family’ the ‘forum spaces’ provide opportunities
of schools; for peripatetic group work, focused
- Looking at off-site pre-fabrication of learning or quiet space.
standardised components.
Adaptability, Flexibility and Efficiency
Both single or two-storey modular solutions
have been developed, demonstrating
the adaptability of the design to
differing school requirements and site
configurations.
Two-storey proposals locate the nursery
and Infant accommodation at ground
level and Junior accommodation at first
floor level, giving the youngest children
direct access to outdoor play areas.
The flexibility of the design is inherent
in the modular approach. The module is
appropriate for Nursery, Infant and Junior
accommodation - classroom are the same
and the use of the ‘forum space’ varies
to reflect the needs of each age group.
Two alternative arrangements for the
ancillary areas are offered for the different
age groups. Infant pupils have class
dedicated WCs and cloakrooms accessed
directly from the classroom, and Junior
pupils have access to WCs and lockers
from the ‘forum space’.
At all floor levels corridors have been
minimised and subsumed into the ‘forum
spaces’, eliminating uninhabited areas
and making an efficient use of the entire
building.

38 | Optimum Primary School | Sheppard Robson Galliford Try | 39


Management and Organisation
The main school entrance for visitors and
staff is centrally located, offering parent
and community access to the general
office, main hall, head’s office and
meeting room. This part of the building
is the main ‘heart’ of the school where
Infant and Junior pupils meet either in the
hall or library.
Pupil entrances are located at each of the
stair cores, allowing Junior pupils to enter
at ground level and rise directly to the first
floor accommodation, and Infant pupils to
access classrooms from the ‘forum space’.
Alternatively, Infant pupils can enter
classrooms directly from the external play
area. A projecting roof overhang at each
stair core provides covered outdoor play
areas and shelter for parents dropping off
or picking up pupils.
Environmental Performance
There are a number of sustainable
benefits in modular construction. It can
minimise waste and increase material
efficiency especially, for example, if we
consider the principal source material
40 | Optimum Primary School | Sheppard Robson
Corridors have
been minimised
and subsumed
into the ‘forum
spaces’ eliminating
uninhabited areas
and making an
efficient use of the
entire building
for structure and walls as sustainably
sourced ‘cross-laminated timber’ or CLT.
Embodied energy in CLT is minimal as
the raw material is carbon positive and
is a genuinely green product. There is the
potential to make the system volumetric,
further minimising site activity and
reducing waste.
Simple, twinned ‘L’ shaped blocks formed
of three classrooms each wrap around
the central forum spaces; this strategy
will allow good levels of natural light
and naturally ventilated classrooms,
with acoustic baffles where needed. The
forum spaces are mixed-mode ventilated
and naturally lit from above. In the two
storey configuration the lower level will
be lit principally by light from the glazed
classroom walls and the full-height glazed
corner; diagonally opposite the entrance
to the cluster.
Each classroom at ground level has direct
access to the external teaching and play
space, encouraging pupil engagement
with the landscape.
Buildability
From the most compact solution, a ‘pattern
book’ of schools can evolve, each offering
an area that meets the requirements of
BB99 or its successor guidance. To address
the Government’s proposals to reduce the
cost of school buildings, areas either need
to be reduced or alternative cost savings
explored without affecting the overall
quality of the learning environment, such
as modularisation, standardisation and off-
site pre-fabrication, as shown in this design
solution. The com-bined result of this
approach is a simplicity of construction,
and one which can be executed in a
variety of materials and finishes.
Buildability
Galliford Try
T he acid test of the ‘kit of parts’
approach is whether it is achievable
in the current policy environment and
economic conditions. Is it fit for purpose,
technically buildable, quick to deliver
and affordable?
The Optimum School offers real
efficiencies and savings in terms of area, cost
and programme - through standardisation
and modular approaches - whilst providing
schools which are configured and tailored
to users’ particular requirements. It is
a ‘kit of parts’ approach to design and
construction which:
- Uses up to 80% standardisation, associated savings in foundations and
achieving significant savings and
efficiencies in terms of design, cons-
truction and procurement costs;
- Takes a modular approach to design,
systematising and streamlining the
design process by adopting grids and
repeating units;
- Employs off-site manufacture, pre-
engineering and pre-testing wherever
possible, giving rise to greater
accuracy, less waste and improved
quality and shorter programmes;
- Integrates architecture, design, M&E,
ICT, FF&E and landscape from the outset
so that an holistic, fit for purpose
solution can be achieved;
- Designs-in optimum environmental
conditions, rather than relying on
unnecessary mechanical and costs and accelerating the programme;
technology-based M&E systems and
complex Building Management
Systems (with benefits in term of cost
and ease of use);
- Lends itself to lighter structures, with
substructure;
- Uses robust and durable materials,
components and FF&E to reduce
ongoing maintenance, replacement and
lifecycle costs;
- Works to smaller gross areas, focusing
on what is critical to the school’s core
business and utilises space very
efficiently;
- Requires less bespoke design (the
’80:20 rule’), meaning that design
fees and other ‘up front’ costs are
minimised;
- Reduces the engagement time for
the school, focusing on specific
requirements in the education design
brief, thus being less time-consuming
and demanding, and so reducing
- Is quicker to construct (e.g. structural
sections can be in manufacture while
the substructure is being done; and there
is less need for on-site coordination and
integration). This means that it is possible
not only to deliver the building earlier
but also to minimise disruption to
learning on occupied school sites.
Galliford Try | 41

The ‘kit of parts’ approach using ‘repeating
units’ lends itself to phased delivery
(‘growing’ the school over time), particu-
larly helpful in circumstances where the
demographic demand is changing, or a
new school is filling from the bottom up,
if capital investment is limited or staged.
Because of the way in which it is designed,
the Optimum School is highly adaptable
for future expansion, changes in school
organisation (e.g. age range) and potential
change of use.
Being modular, it also lends itself to
developing core and ‘over and above’
options which can be added later as
finances allow.
The Optimum school ‘kit of parts’ approach
is suited to a wide range of construction
methods - concrete, steel, cross-laminated
timber, load-bearing brick/block or mixed
mode. Unlike many standardised and
prefabricated products on the market,
this means that each school design can
respond intelligently to site conditions
42 | Optimum Primary School | buildability
The Optimum
school ‘kit of parts’
approach is suited
to a wide range
of construction
methods -
concrete, steel,
cross-laminated
timber, load-
bearing brick/
block or mixed
mode
and constraints (e.g. access), planning
requirements, structural demands (e.g.
number of storeys) and client preference.
The possible designs included in this
publication are for 2FE and 3FE primary
schools. They are simply illustrations to
demonstrate how it is possible to adopt
the ‘kit of parts’ design and construction
principles and secure the economies of
standardisation whilst providing very
individual schools which are education-
and design-led, not pre-designed or
prefabricated products. Both designs adopt
the principle of ‘repeating units’ (sometimes
called elements, clusters or modules) as well
as employing standardised components and
design repetition.
The approach is equally well suited
to smaller or larger schools, linear or
compact layouts, single or multiple-storeys
(one design shows a two-storey option),
different age ranges, different types of
school (e.g. special, secondary, pupil
referral units, children’s centres), more
modest school extensions and different
site challenges - e.g. sloping, constrained,
urban.
In terms of space standards, they achieve
up to 7% saving in gross area over BB99
(primary). They do this by designing
out surplus net and non-net areas and
achieving higher utilisation of space (area
influencing cost) but do not compromise
teaching space (teaching areas are
maintained as BB98/99) or quality, robust-
ness and durability.
They are mainly naturally ventilated, with
good thermal mass and performance,
and employ largely manually operated
M&E systems for ease of use, economy
and ongoing maintenance. They aim for a
BREEAM rating of Very Good as a mi-
nimum, although it would be possible to
upgrade this if desired. A key principle
is to achieve optimum environmental
conditions and performance though
low-tech M&E solutions and intelligent
design, e.g. site orientation, natural venti-
lation / CO2 management and passive
management of solar gain, temperature,
day-light, acoustics and glare.
Being 80% standardised offers greater
cost certainty and less risk.
The target construction cost, assuming
reasonable site conditions and excluding
abnormals, is estimated at c. £1200/m2.
With fees and other costs, this re-presents
an all-in target cost of c. £1500/m2. For a
typical new build Optimum 2FE primary
school with nursery, this would mean
a cost of c. £3.25m.
Because of the
way in which
it is designed,
The Optimum
School is highly
adaptable for
future expansion
Greater savings are possible if a number
of schools, using the same genetic kit of
parts, are batched. This is because there are
design savings, procurement advantages
in volume, scheduling efficiencies, site
team familiarity and the opportunity for
continuous improvement.
Clearly, to maximise cost and time benefits,
the Optimum School approach is best
undertaken as a design and build contract
where all the key disciplines can design
the school as a modular, standardised kit Savings over traditional design and
of parts and as an integrated whole from construction practices arise from:
the outset. It is much more difficult to - Design simplicity and repetition
achieve these benefits in a school which - Standardised components and
has been designed to an advanced stage elements
to be traditionally constructed. - Efficient utilisation of space
- Gross area reductions
- Low energy design
- Sustainable building practices
- Shorter programmes
- Off-site manufacture - speed,
efficiency, waste, pre-testing
- On-site integration and coordination
- Reduced running and lifecycle costs
Galliford Try | 43

An Environmental Approach
Matt Dickinson; Max Fordham; Mechanical and Electrical services and sustainability (M&E)
T he classroom is a highly demanding
space: densely populated, used in any
number of different ways, and requiring the
very best quality of internal environment.
To create healthy and inspiring learning
environments we must consider five key
elements:
- Light - good light management,
addressing both the volume of light and
its dispersion, is essential to guard
against gloom and glare in schools;
- Sound - complex acoustic considerations
go into the good classroom, which is
both well-buffered from the outside,
and internally absorptive and rich;
- Air - air means temperature control,
but also flow: concentration is optimised
when rooms are neither too hot, too
cold, nor too stuffy;
- Use - successful educational spaces are
flexible and fit for purpose across a
multitude of different uses, both today and
in the future. They must also be simple
and intuitive for the occupiers to use;
44 | Optimum Primary School | an environmental approach
- Energy - environmental control should
be achieved without resorting to energy
intensive means.
Resolving these elements requires an
loads. The heat load for a Victorian primary
integrated approach to design and a
consideration of how the spaces will be
used. The design of these primary schools
has utilised the building envelope to
modify the internal environment as far as
possible. We have deliberately designed
out the need for energy - and maintenance -
intensive equipment for conditioning the
internal environment.
Gas fired air source heat pumps- effectively
Natural ventilation is the default mode of
operation for schools and the basis for the
Optimum designs. This means more than
groundworks required - or the maintenance
simply opening windows on one side of
the classrooms. Primary classrooms are
often by necessity deep plan spaces in
excess of seven metres across. To achieve
effective ventilation and natural daylighting
we must configure spaces to make the
building perforate to air and daylight.
Energy performance is key. The challenge
is to make buildings that are simple to
operate and do not consume unnecessary
energy. We must get to grips with ICT
school is around 150-200 kWh/m2. Heat
load in an insulated new build primary
school is 60-90 kWh/m2.
Communication and understanding bet-
ween the building users and designers is
paramount to getting the strategy right.
air conditioning in reverse- provide a
low carbon heating source without the
high costs associated with ground source
heat pumps - particularly the expensive
and air quality issues associated with
biomass. Gas is more effective than
electricity, which is not so efficient in the
cold. Gas fired air source heat pumps
reduce carbon emissions from around 28
kg/m2 to 42kg/m2.
Natural ventilation is a simple and low cost
way of ventilating classrooms. Mechanical
ventilation is expensive, complicated, requires
maintenance and does not deal with summer
overheating without additional cooling.
This means a departure from a traditional
double banked corridor arrangement.
The modular single storey option is
built up around a module of dual aspect
classrooms. In this way we achieve
uniform distribution of daylight and a
means of cross ventilation. By enabling
cross ventilation across the classrooms
we avoid the acoustic issues and
complications that arise with ventilating
though into common areas. Ventilation
and daylighting can also be supplemented
with rooflights.
Providing dual aspect classrooms in the
three form entry school proved to be too
The out of hours
electrical use
in a school can
account for up to
30% of the overall
carbon emissions
restrictive. Arranging two year groups
around a central forum and incorporating
the stair cores, WCs and other support
facilities resulted in some of the classrooms
becoming single aspect. In this case, we
use the forum space as an integral part of
the environmental strategy allowing air
to ventilated through to the forum and
Electrical loads
through ligthwells to the roof. in schools are
Effective occupant control is essential. ever increasing:
Automated controls are considered by
some to be a mechanism to ensure that doubling within
windows are opened and closed when
they should be. To others, automating
the last ten years
the decision to control the classroom and attributed
environment is intrusive, difficult to get
right and not reactive enough to the largely to
changing demands of the occupants.
increased use
People are more comfortable in environ- of ICT
ments over which they have some control.
On balance, we feel that the occupants
should have choice over how they
Galliford Try | 45
Some challenges and opportunities for mechanical and
electrical services and sustainability:

- With cuts in building budgets, sustainability

is being discussed as ‘optional’;
- Reducing carbon emissions is mandatory.
Carbon reductions could be an ‘easy win’ in
refurbishment projects;
- There is a need to monitor energy /
building performance better throug robust
post-occupancy evaluation;
- Effective handover, commissioning and
a planned ‘soft landings’ programme
help efficient operation of the school post-
completion;
- We need to focus on what really matters,
creating healthy and confortable
enviornments; and not be sidetracked by
the technicalities of some of the standards;
- Improvements to the design approach are
needed - good environmental factors
designed - in at low or no cost;
- Grouped / batched school projects
offer greater efficiencies and opportunities
for evaluation and research, continuous
improvement, refinement of solutions and
probing dialogue with clients;
- The anticipated removal, or reduction in
scope, of Building Bulletins represents
an opportunity for new approaches and
innovation;
- There is a tension to be resolved between
the drive for standardisation and the
demand to refurbish existing buildings.

46 | Optimum Primary School | an environmental approach Galliford Try | 47

 The ‘inside story’
A considered furniture and equipment
Issues to resolve with natural ventilation include:
strategy for the Optimum Primary School
- How to provide a simple and secure means of ventilation opening - and a means for ‘cross’ or
‘stack’ ventilation - without undermining acoustic standards
- How to resolve the potential clash between opening windows and blinds.
Steve Threlfall; Creative Director; Team a go-go
One simple standard solution is to keep all glazing fixed, with blinds for glare control.
Ventilation openings are then provided through simple opening panels behind a louvre. Separate
highlevel openings provide winter ventilation without draughts.

adapt their environment. To do this, they

need simple and intuitive controls. Our
Optimum design proposes to decouple
the ventilation openings from the glazing
by keeping all glazing fixed and providing
louvres in the facade for ventilation, with
a simple openable panel behind.
If it is too warm, the large panels can be
opened as easily as opening a door. If
there is glare from the sun or the light is to
be subdued then the blinds can be drawn
without clashing with open windows. By
providing a louvre in front of the opening,
security is provided from both intrusion
and rain. Occupants are free to open
the vents in warmer weather. Using an
acoustic louvre in place of a standard
weather louvre also attenuates external
noise and allows this approach to be used
in noisier environments.
Adopting this passive approach to environ-
mental control inherently reduces the
energy demand of the building. Imported
energy is not required for cooling, running
fans and the requirement for electric
lighting is reduced. Effective user controls
reduce the risk of energy wastage.
Over the last few years it has become
apparent that electrical loads in schools
are ever increasing; doubling within the
last ten years and attributed largely to
increased use of ICT. It does not matter
how efficient the building envelope is
if the school is filled with inefficient
equipment left to operate without control.
The out of hours electrical use in a school
can account for up to 30% of the overall
carbon emissions. The modular nature of
the construction allows us to readily shut
down sections of the building when not
in use. Locking of the door to the module
could be linked to a ‘kill switch’ to cut
off power ensuring that energy is not
consumed overnight.
Finally we should consider appropriate
low and zero carbon technologies. The
modular approach has been considered
as a building block for construction of a
new school or extension to an existing
one. We can service the module as a
‘stand-alone’ element or allow for it to be
serviced from centralised plant. Where
installed as a stand-alone unit we have
developed a zero carbon in operation
option. The zero carbon option utilises a
gas fired air source heat pump for heating
and PV panels for electricity production.
An area of photovoltaic (PV) panels
equivalent to 40% of the floor area would
make the building zero carbon in use. A
PV array of this size for a four classroom
module would still be attractive in feed-
in tarriff terms despite the proposed
reduction in tariffs.
F urniture and equipment (F&E) specifications and interior
design for our primary schools needs to be compatible with
the Optimum Primary School’s proposition of modular design
templates that can be tailored to meet the needs of individual
schools, their site and communities. An intelligent and cost-
effective approach to F&E needs to satisfy the reasonable desire
that there should be a parity of quality in teaching environments
across schools, irrespective of the levels of new-build, re-model
or refresh. Herein lies the challenge but also the opportunity for
furniture to make a real difference.
Irrespective of policy on education and capital investment, there
are key principles and aspirations that will always be critical to
the effective delivery and upgrade of schools. When designing
and specifying furniture, we recommend that the school, client
and design team consider the following key principles:
- Health, well being and posture - these attributes can be
directly influenced by furniture and the learning settings
offered;
- The potential for learning spaces to engage and sustain young
people in learning;
- The ability for furniture to enhance the effectiveness of
teaching, organising resources and providing settings that
work most effectively for the chosen pedagogies;
- The right furniture can promote (or, if we get it wrong,
inhibit!) the creation of optimum, high quality and rich
learning experiences that provide pupils with the best start
in life and development of skills relevant to adulthood. In
many cases, we will be preparing our young people for jobs
that do not yet exist and the school environment will need to
respond to this constantly moving target;
- Sense of place - the overall design of the school should
respond specifically to the school’s ethos and organisation,
its specialisms and passions, the community it serves and
its site. Furniture has a key role in creating identity. As we
consider the building exemplars in this publication,
remember these are a kit of parts rather than a fixed
template. These buildings are deployed in response to site
and the school community. In order that the school has a
sense of place and responds to the strengths of staff, pupils
and ethos, this notion of a responsive kit of parts needs to
filter through to the internal environment;
- Longevity of the product - F&E should provide value for
money by being robust and durable with maximum
lifecycle and minimal maintenance; and through flexibility
and adaptability, accommodate changes in pedagogy.
As part of this project, to address these key points, Team a go-
go has observed and categorised a series of ‘Learning Postures’
which correlate learning opportunities with the anthropometrics

48 | Optimum Primary School | an environmental approach Galliford Try | 49


Team a go-go
of furniture types and activities according to posture. An
understanding of this, where embraced and encouraged,
will assist schools in the creation of effective and aspirational
learning settings within their buildings. A graphic illustration of
Learning Postures is shown in fig. on pages 52-53.
These principles have informed the development of spaces
within the Optimum Primary School, with Team a go-go working
with Scott Brownrigg and Sheppard Robson to look beyond
organisation of the building, deeper into the opportunities for
rich and varied learning possibilities within.
The Scott Brownrigg and Sheppard Robson side essays and
illustrations above and on the following pages, show key spaces
within the two exemplars, focusing on Key Stage 1&2 spaces in
both cases. The thinking that has led the furniture selection is
explained in the following pages.
What is evident is the variation in the core home base/forum
areas central to each learning cluster. Central to the Sheppard
Robson model, the forum space provides a project-space that
combines functions of project-based learning and a 21st century
LRC. For the Scott Brownrigg exemplar, the central home base
offers infrastructure and F&E that enable exploration of specialist
learning which would support aspects of science and food / nu-
trition in addition to more general project-based learning. If we
are to compare these projects, the palettes in each classroom
space are similar in F&E and learning opportunities. The central
spaces are where the cultures of the two schools meet.
50 | Optimum Primary School | the ‘inside’ story
Furniture has
a key role in
creating identity
Team a go-go
Health and Well-Being According to FIRA,
According to the Furniture Industry Research Association (FIRA), pupils are expected
pupils are expected to spend 15,000 hours of their lives in a
school chair. FIRA also states that, by the age of 10-13, 13% to spend 15,000
of pupils are prone to a significant incidence of recurrent back
pain1. As children assume static and slumped postures associated
hours of their life
with traditional settings, their muscles are over-controlled in a school chair
and held tensely, with their ribs pressing their organs2. Other
related issues at a younger age include poor bowel function and
Let’s not forget, decreased lung capacity. The longer term impact on health can
include poor posture, poor blood circulation, chronic aches
that in many and pains - particularly back pain, joint stiffness and poor sleep
cases, we will be patterns3. Those who practice yoga will recognise how our
posture, movement, breathing and effectiveness of organs are
preparing our inter-related.
young people for Studies by ergonomicists such as Dr Dieter Breithecker4 stress 1 Article: ‘FIRA to help raise standards in
jobs that do not yet the importance of physical activity (a lot of it!) amongst children
and adolescents in order to supply growing organs, muscles and
school furniture’; www.fira.co.uk;
2 Article: ‘The importance of Good Posture
exist and the school brain with blood, oxygen and nutrients. Where activity is more
for Children’; quoting David Newbound
static, restricting the flow of oxygen and nutrients, children are
environment will shown to struggle to focus and concentrate.
of the Children’s Seating Centre; www.
familiesonline.co.uk;
need to respond The influence of good posture on pupils’ ability to concentrate
3 Article: Bad Posture in Children; www.
livestrong.com;
to this constantly and learn, coupled with the long-term health benefits, are
compelling reasons for considered investment in well-designed
4 Article: Beware of the Sitting Trap in
Learning and Schooling; Dieter Breithecker;
moving target furniture and responsive learning spaces.
www.designshare.com
Galliford Try | 51
 learning postures © Team a go-go

Learning Postures which pupils are encouraged to keep mobile, regularly changing
their positions and posture. This bears some similarities to the
Case study:
Milton Park Primary School in North Somerset recognises this dilemma very clearly. Central to their philosophy is the commitment to tailor learning
As they start school, children are encouraged - through teaching settings which are created for company/staff away-days and
around the child, identifying their strengths and needs and bringing a diverse range of learning activities into any single day. A typical morning methods, choice of resources and the physical environment large public sector recruitment processes, where the emphasis
session may entail: including furniture - to be inquisitive through play and exploration. is on team-working coupled with individual thinking, and the
- Sitting in a circle on chairs as ‘whole class instruction’ activity; In art, role-play, music, games, storytelling, dressing up etc, there setting and activities are changed and adapted according to the
- Design a poster - working in groups, each organises themselves with assigned roles responsible for their resources and seeing the project through;
is a large variety of fluid movements that the body benefits from, task. Those tasked with running such activities plan and design
This could involve: developing postural reflexes, coordination and balance. them to be engaging, ensuring those involved do not remain
- Groups of pupils convening around a meeting table set-up, agreeing one another’s roles and setting out the process they will need to complete static and therefore maintain focus and concentration.
the poster project; As children get older and daily activity becomes more static, the
- A pair of students convening at a laptop to prepare research for the poster campaign;
- Members organising a space for the production of a poster - a large surface and messy workspace may be convened;
risk of reduced concentration and focus, along with increasing
incidence of poor posture and the longer term health side effects
In taking the view across a whole classroom cohort, the daily activities see children gaining independence in their learning. Collaboration is key, increases.
with certain activities seeing group working, with children assigning specific roles across the team to plan and create. At other times, space makes
way for role play.
Milton Park School’s model for learning described opposite is
that the nature of pedagogy pre-defines a learning culture within

52 | Optimum Primary School | the ‘inside’ story Galliford Try | 53


The Principles of Learning Postures
To inform the selection of furniture appropriate for purpose
and activity, Team a go-go has developed a set of illustrative
principles to demonstrate Learning Postures. These principles
set out a range of posture types, some with and some without
furniture. Looking at each posture and furniture type in turn, a
series of learning and social activities are related specifically
to them and considered. In observation of children or adults
in different types of settings, the body dynamics and social
relationships are affected by furniture and this in turn shapes the
learning activity. If we want to read a book, we will naturally
find somewhere lower and more comfortable where we can
recline. Role play and performance activities are best provided
by moving furniture aside and using clear space. Whilst there
is overlap of certain activities from one posture to another, the
overall qualities of each are unique. Those activities best suited
to each Learning Posture are listed.
When looking at KS1 & 2 learning spaces in particular, it is
most often the case, as children progress from Reception year,
that the variety of Learning Postures reduces as the variety of
furniture and choices of settings and activities decreases. If we
only provide ‘traditional’ classroom furniture - standard stacking
chairs and tables - we are missing out on opportunities to ensure
that pupils get the optimum variety of learning experiences.
54 | Optimum Primary School | the ‘inside’ story
Team a go-go
By reference to the Learning Postures principles, the direct
relationship between posture, furniture and learning activity can
be more clearly and simply understood and categorised
The illustrations above and below show a KS1/KS2 classroom
cluster with central forum space within the Sheppard Robson
school. Both the classrooms and central forum present a mix
of furniture types and heights, enabling an extensive choice of
learning activities to be supported, enabling project-based and
self-directed work to be introduced.
Team a go-go
Team a go-go
Team a go-go
To illustrate how this space may be put to use, consider the - Once the teams have developed their ideas fully, they may
following learning scenario: choose to use the interactive whiteboard , or other means, to
present back to their peers.
The school may choose, for example, to set a full-day project that
deals with issues of global warming for 1-2 classrooms of pupils, Within the Scott Brownrigg concept above, with the inclusion
pulling together activities that are both art and science based. of a folding partition between classrooms, many of the project
activities described above can take place by reaching into
- The pupils sit within the large soft seating pod enclosure classrooms as well as the central homebase/forum. The central
as teaching staff introduce the project, in a relaxed space that open learning space within the classroom cluster is fitted to
invites engagement and discussion; provide an exploratory studio, with the furniture palette geared
- Pupils are assigned groups which, following the introduction, towards this. Within this cluster, the setting could support a
migrate across the space to plan their next stages and assign project on nutrition, whereby research and exploration includes
one another to specific roles in their groups. The project the study of structure of vegetables and protein foods, viewed
planning can take place with groups standing if they wish to under microscope in their raw state, before being prepared in
use a whiteboard; or they may choose to sit at stools or chairs the kitchen area to a recipe, researched by pupils for nutritional
with tables to plan and discuss; value.
- Equipped with portable devices/laptops, pupils undertaking
research can choose to work individually or in pairs in spaces In the development of the ‘kit of parts’ for the Optimum Primary
and on furniture that they feel most comfortable with, the same School the modularity of the building system expressed in both
approach that many of us take if popping into a high street designs offers local choice. This is extended further as we look
coffee shop to catch up on emails; at the F&E selection. It is Galliford Try’s intention that when
- As pupils develop and test ideas, the space allows for looking at classrooms and homebases in the 6-classroom cluster,
activities of production, testing, review, role play; various the schools will be able to choose from a selection of furniture
creative means to study, explore and present their findings. packs. This way, schools will be able to select the best fit for their
Finding levels and working settings that best suit their needs, pedagogy and school community.
the children use the space as a living studio;
Galliford Try | 55

By using the Team a go-go Learning Postures as a guide, the
options made available within the furniture pack can be
explained through the learning opportunities that each provide.
Where change to building fabric is limited, much can be gained
by re-thinking the activities in other areas of the school. As
an example, the re-imagining of a library space can provide a
destination within the school which feels quite different; tailored
around places for pupils to recline with a book, engage in a
storytelling session or to research resources with fixed ICT. To
serve these activities, the key postures could be floor-based, low/
comfortable and stool-based.
To further ‘sweat’ the asset of the Optimum Primary School
building, it is possible to consider internal spaces or modules
which have flexibility through F&E to transform from one setting
to another. The illustration above shows a room within The Fuse,
a youth and community project in Trafford. Whilst this is not a
school, it offers a demonstration of how an otherwise traditional,
single-use space can be re-imagined to offer a multi-use space,
transformed with little effort given its palette of F&E. In the
daytime, the space is rented out as meeting and conference
facilities for organisations including the project sponsor. In
this scenario, the posture is solely chair-based and formal. In
the evenings, this space is transformed into an informal mini-
cinema, with the meeting table folded and stowed whilst bean
bags are deployed from within the storage wall, adding low/
comfortable additions to the seating mix.
56 | Optimum Primary School | the ‘inside’ story
Team a go-go
Display
Display of pupils’ work and learning resources is essential to
celebrate and stimulate learning and achievement. Ideally,
displays should contain both completed exemplar work and ‘work
in progress’- so that the wall becomes a live learning resource.
The most common solution in use is pin board, surface mounted
to walls. The use of grab-rails (wall-mounted strips that ‘grab’
paper or card) or magnetic surfaces can encourage more regular
changes of display. Furthermore, open shelving enables objects
and 3-dimensional pupil work to be on show, zoning space at
the same time.
A head teacher recently was keen to look at a more formal
method of selective display of pupils’ work, some sandwiched
between sheets of perspex and others created for picture frames
or canvas in areas of circulation. The intention is to encourage
children to take time and care over the production of artwork,
being awarded a place in gallery zones
For this method of display, it is possible to ‘borrow’ methods
from galleries, whether painted timber battens or picture rails
with hanging components. Directional spot lighting within the
overall lighting scheme will help present and promote gallery
areas. The open learning areas within the Sheppard Robson
and Scott Brownrigg projects illustrate this more sophisticated
approach to display of finished work and work in progress.
Team a go-go
Storage
A key element in the effective function of learning
spaces is that of storage
Through the use of storage-walls, the maximum amount of
storage can be provided with the minimum of footprint. This in
turn helps realise the potential for floor-based activities without
too much upheaval. As illustrated within the exemplar interiors
developed for the Optimum Primary School, it is important that
some of the storage wall contains open compartments, with or
without trays in order that pupils have access to their work, or
access to retrieve resources independently.
VS furniture
The use of storage walls can significantly reduce the ‘clutter’ of
classrooms, with elements not requiring regular access stowed at a
higher level, rather than on top of a cupboard. With consideration Storage and teaching walls are potential features of
to well-being, the effective reduction of clutter through storage standardisation, thereby achieving cost efficiencies through
can help provide a ‘calming’ setting for learning. ‘design repetition’. How the storage walls are configured within
the room needs to be discussed in terms of pedagogy. Depending
Turning attention to the teaching wall, through the integration on the importance of self-directed learning, schools may wish to
of storage and doors with writeable/magnetic surfaces, it is see the storage wall and its features more ‘dispersed’, rather than
possible to not only maximise storage of teaching resources but focused on a single wall.
also to provide an extensive surface for projection and writing.
If this runs the length of a wall, more than one group of pupils For a primary learning space it is important to offer supplementary,
can make use of writing, display and presentation space. By freestanding, low storage, assisting in zoning of space and
‘building out’ the teacher wall in this manner it is also possible allowing pupils to access resources in close proximity.
to discreetly conceal connections for power and ICT.
Galliford Try | 57
Pupil Seating
‘Life is movement, even if we are sitting’
Dr. Dieter Breithecker 4
Through consideration of chosen pedagogies, and the movement
and diversity inherent in Learning Postures, it is possible to begin
to reduce the 15,000 hours confined to a largely static posture.
However, it is also important to consider those occasions where
pupils need to be seated whilst working on a longer task. More,
often than not, the optimum conditions for learning will depend
upon the quality of the pupil’s chair.
It is essential that the chair not only ‘fits’ the size of the user but
encourages rather than inhibits some movement, maintaining
blood flow to muscles including the brain and improving
concentration.
Within the last 5 years, the UK furniture industry has been
responding to pressure to ensure that pupil chairs satisfy testing
and dimensional standards set out by European standard EN1729
Parts 1&2 (ergonomics and stability of pupil chairs and tables -
most fundamentally relating to seating). This is not a mandatory
or enforceable standard. However, schools and technical advisors
are increasingly (and quite rightly) requesting that pupil chairs
and tables conform to this standard. The standard requires that:
- Either through height adjustability or height options,
seating and tables relate to age and stature;
- The furniture must be robust;
- Seating must be shaped to provide an ergonomic fit.
58 | Optimum Primary School | the ‘inside’ story
Schools, school designers and suppliers have a responsibility to
provide seating that exceeds these requirements. Regrettably,
though, the way in which this standard is written and structured
misses subtle details that can assist healthy seated posture. There
are still many pupil seats on the market that satisfy this standard
yet are rigid, uncomfortable over longer periods and encourage
poor posture. Many teachers don’t like to see their pupils moving
about or ‘fidgeting’ on a classroom chair, endlessly telling them
to ‘sit still’.
When a child chooses to lean back on two legs of the chair,
rather than misbehaving they are, in fact, often responding to
discomfort and their body’s need to create movement. There is
a growing recognition of the positive attributes of encouraging
movement whilst seated, but many teachers need to develop
their understanding of this.
Ideally, in addition to comfort through form, a pupil chair will
allow for movement and more than one single approach to
sitting in it. For the Optimum Primary School interiors, we have
selected a chair option that, in ergonomics terms, exceeds the
benchmark set by the EN1729. As the illustration on the previous
page shows, this particular product allows a child to sit facing
the reverse, encouraging change of posture. In addition, the
cantilever leg frame allows natural movement that encourages
minor movement whilst sitting. Such a chair works ‘with’ a
child’s desire to move rather than against it.
Investing in Quality and Value for Money
It is important that with continuing pressure on budgets, bursars,
facilities managers, contractors, teachers, school leaders,
governors and local authorities clearly understand that value
for money is not simply achieved through lowest price. When
making a capital investment in furniture, a key consideration
must be lifecycle cost, viewing the whole-life costs of a new
or refurbished school. Whole-life cost is determined not just
by purchase price but by the durability of materials, robustness
of manufacture, resistance to wear and tear, manufacturer
guarantees, the availability of spare parts and the ability to
maintain and repair.
If for example, £30 is spent on tables which last 5 years, but
there is an option to spend £60 on tables which are designed
to last 20 years, then we can see that it makes sense to invest a
little more up front for long-term value for money. Furthermore,
when purchasing furniture, if the manufacturer has the ability to
provide spare parts, by occasional maintenance, the furniture’s
operational lifetime is lengthened. We need also to consider the
value of paying a little more for ergonomic seating that assists
the improvement of concentration and avoids side effects of
pain, discomfort and lack of concentration. In terms of value for
money, this is harder to measure, but absolutely essential.
Template school designs v. school-specific designs
The current economic and political backdrop to the Optimum
Primary School is promoting design standardisation to assist in
shortening and simplifying the procurement process for new
and remodelled schools and their design costs. If, as we argue,
F&E should be an integral part of the Optimum Primary School
solution, then F&E design templates could have a useful role
in the commissioning process, particularly when ‘batches’ of
schools are procured simultaneously and where dialogue may
be limited.
However, it is also important that templates are not too
constraining or uniform. The choice and layout of furniture should
be site-specific, responding appropriately to the school’s ethos,
organisation, specialisms, particular challenges, architecture,
materials, colours, services and landscape.
The earlier that the F&E design and specification can be introduced
in the building design or re-model, the more integrated these
will be, forming a key element of the architect’s vision for space,
light, flow, ambience, colours etc. This integrated approach from
an early stage in design will ultimately boost the potential of the
physical environment for learning.
Galliford Try | 59
 Whilst school
furniture Wider applications
Intentionally, this narrative has been largely focused upon KS1 & KS2 learning spaces, where the settings traditionally limit the level of Learning

catalogues may Postures more greatly than the settings of nursery and reception. The principles described here can be usefully transposed for early years learning
or for secondary schools, be they principles of Learning Postures, storage and display, colour or the production of design templates.

Colours
Whilst school furniture catalogues may imply otherwise, it is not
a rigid requirement that primary school furniture must always be
in bright colours. Indeed, this is an illogical orthodoxy sometimes
validated by the fact that children ‘like’ bright colours. Whilst
they might, scientific evidence suggests that some colours
excite and promote high levels of energy, noise and anxiety,
whilst others are calming, restful and promote more measured
behaviours and noise levels (we would presumably prefer the
latter in our schools). Why, for example, do doctors and dentists
tend not to use bright colours in their surgeries? Colour choice
should be setting-specific; it is not simply a matter of aesthetics
or personal preference.
The use of natural timbers and a more sophisticated palette of
colours can take cues from precedents in retail and in learning
environments for older students. Laminate surfaces for storage
can be produced from a wide range of colours if requested of
the manufacturer. Even trays for tray units are available in a wide
range of subtle colours. If lighter white or pale grey shades can
be used for table surfaces, their reflective qualities can assist in
maximising natural daylight rendering.
imply otherwise,
it is not a rigid
requirement that
primary school
furniture must
always be in bright
colours
Many UK and European manufacturers are willing to offer greater
colour and texture choice at no extra cost, so it is important that
schools feel empowered to ask for this or work with designers
or specifiers who can assist. This offers great opportunity for
architect, client and interior design & procurement specialist to
coordinate their finishes and avoid the default school furniture
mail-order catalogue feel. The interior images developed for this
publication offer a glimpse of how the future primary school
can offer a more calming and sophisticated approach to colour.
It is possible to be more considered in this way, yet maintain an
inspiring approach to interior finishes.
Lifecycle
As we reconsider a dynamic yet efficient strategy for the design of spaces and of product selection, we have the opportunity to ensure that this is
centred around longevity, both in terms of lifecycle and suitability for learning for our children now and in the future.
Indoor/Outdoor
Whether working on a new-build, remodelled or refurbished
school, the relationship between interior and exterior is key.
As highlighted in David Martin’s essay in this publication,
there are great opportunities for extending the learning space
to the exterior. The Scott Brownrigg exemplar accentuates the
relationship between the learning cluster modules and exterior
space. It is through play, exercise and exploration that the
exterior keeps young bodies and minds healthy, so it is important
that this exploratory and playful approach to learning flows
seamlessy between interior and exterior.
Where site and investment opportunities allow, the exterior
zone adjacent to the learning space can offer an extension to
the interior on dryer, warmer days. As well as outdoor furniture
(e.g. fixed benching and tables), it is possible that other Learning
Postures and learning opportunities can be encouraged through
the collaboration of F&E advisor/designer, architect and
landscape architect.
Some of the opportunities for consideration are:
- Surfaces such as timber decking can provide a less abrasive
surface, suited to bean bags and other low, informal furniture
being brought outside;
- Work surfaces that support various postures can be
considered for outside and either be fixed and integral or
brought out from the classroom when required, particularly
if the materials are weatherproof;
- If, rather than a single door, a section of glazed screen can
open, the whole class can benefit from good weather;
- If the school benefits from a wireless cloud, portable devices
can be used in shaded space.
Flexibility
Focusing on the role of the Learning Postures tool, as pedagogies and
educational demands evolve, many of its aspects will remain constant
and will continue to serve a purpose in demonstrating and shaping
learning spaces.
Inside-out design
By using the Learning Postures tool and considering F&E early in the
development of a school design or refresh, we can ensure that our
schools are designed from the inside out, utilising an integrated team
of designers to work effectively with schools to deliver their learning
vision. As the design of each Optimum Primary School takes shape,
using a ‘pre-determined’ palette of furniture packs will assist in reducing
timescales of project design and delivery,with minimum fuss and
without compromise to the desired learning outcomes.

60 | Optimum Primary School | the ‘inside’ story Galliford Try | 61

Is your head in the sand
or up in the clouds?
Educational ICT - Primary Considerations
Neil Iles, Independent Education Consultant
A s any school leader knows, being able
to justify your ICT investments (or
outlay, depending on your point of view) is
difficult enough let alone directly attributing
the use of the ICT to a return on learning
outcomes or Impact on Learning (IOL).
Consider also how ‘comfortable’ schools
are with the pace of change that has been
seen in IT developments over the last 5,
10 or even 20 years? Are you up to speed
yourself? Do you Tweet, IM or SKYPE your
way through the day or do you choose to
print out, photocopy, word process and
mail out letters?
Some of us are comfortable with what
we know and our ICT purchase choices
are subsequently influenced and shaped
by our current and previous experiences.
This ‘side essay’ makes no apologies for
challenging some previous beliefs about
suitable ICT for use in schools.
We argue that, there is ‘an alternative way
62 | Optimum Primary School | Is your head in the sand or up in the clouds?
of doing things’. We hope to challenge
the orthodoxy that has evolved to date,
encourage re-evaluation and provide a
mechanism to measure IOL.
This essay has been grouped into some
Do you Tweet, key headings that describe a different way
IM or SKYPE your of doing things and how these alternative
ideas might benefit students, staff and the
way through the wider community. Above all, we would
stress the need to measure the impact
day or do you of ICT procurement against the 4 key
messages of the document.
choose to print
out, photocopy, If these agreed aims are deemed to be the
‘optimum requirements’ for a purposeful
word process and learning space, then arguably they are
also the key requirements of the resources,
mail out letters? services and ICT systems that integrate into
a physical built space:
- Intelligent design can save money and time;
- Flexibility and adaptability;
- The key lies in the brief;
- No single solution but standardisation
is possible.
Learning outputs should drive the
requirements
It is common practice to see a list of what
ICT ‘kit’ is required: a range of desktops,
laptops, number of specific size monitors,
maybe even some software or printing
devices, even an interactive whiteboard
or two thrown in for good measure. We
often talk about the appropriate use of ICT
and the ability to teach through the use of
ICT rather than teaching ICT in its own
right. It’s not actually about the ICT, it is
about how ICT is used and what it adds to
the learning experience.
Instead of starting with a list of ICT ‘kit’,
we suggest starting with a list of the skills
students in the school should leave with
and how differentiation is provided.
Consider the types of learning activities
that are currently enjoyed and the
benefits that you would seek to obtain in
relation to learning outcomes or Impact
on Learning.
Finally, allocate appropriate ICT resources
and services that could support those
objectives. This then is the first draft of
a new ICT Development Plan linked to
learning outcomes and a framework or
tool that will support the measurement of
the Impact on Learning.
Think BIG
It is very tempting to remain in one’s
comfort zone and repeat the same
practices one has tried before, whilst
trying to avoid the known risks drawn
from bad experiences.
Thinking BIG is about ensuring that the
learning plans and teaching practices
being considered now will potentially
deliver the right results at various
milestones in the future - could be a one
year, 3 year or 5 year plan. Whatever
you think is possible or capable of being
achieved and benefits learning now - think
BIGGER! The future requirements will be
different, maybe even in as short a time
frame as next term. A classic example of
this is file storage space. It is guaranteed
that you will need more storage space
per user or staff member than you ever
thought you would, within a very short
space of time.
Big question
As part of the new classroom or school
building designs, is a dedicated ICT Suite
still a real requirement? When considering
a new school design the dilemma of
deciding where to put a large, single
function ICT suite is very challenging.
Are there opportunities to implement
alternative curriculum delivery models
and therefore rethink how the delivery of
ICT teaching, or teaching with ICT, could
be achieved? If every class was provided
Galliford Try | 63
with a trolley that comprised a class-set
of ‘devices’ then ICT can be in the right
place. A range of devices also means that
each place has the right device available
in it.
The space that was previously dedicated
to an ICT Suite can now be a multi-
function break-out zone that not only
includes ICT and projection capabilities
but also design technology, art and
creativity, wet play and practical science
learning capabilities. The hidden benefit
from making ICT available everywhere,
all the time, at teachers’ and learners’
finger tips, means there will be ample
opportunities for integrating it into
teaching, learning and the curriculum. In
addition, these new learning spaces allow
opportunities to rethink how ICT can be
64 | Optimum Primary School | Is your head in the sand or up in the clouds?
used in the form of image projection and
learner interaction.
Classroom interactivity
A multi-purpose learning space or central
breakout space with different interactive
and display options is well worth
considering as part the school design.
These types of spaces provide greater
flexibility without the need for a defined
front of the classroom.
One option is not to have an interactive
whiteboard (IWB) in the classroom.
For some this might be a step too far. It
is acknowledged that IWB technology
can, for example, create ‘flip chart’ style
resources in advance or during of a lesson.
Whilst the tools and functionality can
be impressive and beneficial, this
functionality can still be obtained from
your existing providers even without the
actual IWB.
A study was conducted in a London
Authority whereby different projection
screen sizes and surface types were
tried in order to establish the optimum
‘classroom projection’ solution. In every
instance, a room larger than 50 to 55sq.m
was deemed to be too big for every
student to be able to clearly see a standard
size Interactive Whiteboard. It was either
mounted too low so a student at the back
of the class could not see the bottom third
of the screen or the image size was just too
small to be able to read the words being
projected on it. The response to this was
to think BIG and use large, widescreen
projection images - in some cases 3m wide.
Interactivity can still be gained from
using a teacher touch screen monitor or
a wireless graphics tablet device. Even
an iPad can now be used to provide
remote control and interactivity. All can
be connected to a brighter projector, or
multiple large format strategically placed
LCD screens.
Importance of staff training / change
management
It is valuable to establish of a systemic
process of continued and shared staff
development. A ‘cascade’ and ‘train the
trainer’ model of shared best practice can
work well and peer mentoring courses are
available.
It is crucial that whatever ICT preferences
and developments are chosen, what
should also be included is the voice of
the voice of the learners and teachers.
Whether it be devices in the classrooms, A collaborative
reporting tools that save teachers
time, development and use of Virtual approach to decision
Learning Environments, the teachers’ and
pupils’ voices need to be canvassed and
making may take
considered. slightly longer to
A collaborative approach to decision achieve but will be
making may take slightly longer to
achieve but will be more effective and
more effective and
have a greater impact on learning. have a greater impact
on learning
Galliford Try | 65
 cloud-based ICT services
on-premises ICT solutions
managed ICT services
ICT Landscapes
There are various approaches to delivering
and securing ICT-based services to mul-
tiple types of user, along with various
levels of technical expertise and finance
options to consider. By revisiting the 4
design aims and principles and setting
these against learning objectives some
sense can be drawn and a vision of what
functionality is required for this new
learning space emerges.
However, that assumes a clean slate and
approach to designing an optimum ICT
solution whereas, in reality, schools have
often invested in technology solutions that
need to be maintained and upgraded.
A school’s current ICT solution is likely
to fit into one of the three categories
illustrated in the diagram opposite. Below
are a rough life cycle guide and investment
profile that would be required to maintain
each solution type.
66 | Optimum Primary School |Is your head in the sand or up in the clouds?
Note that it is feasible to migrate from one
type of solution to the next without having
to throw out everything you have already
invested in. However this is where a
vision and strategic long term plan needs
to be developed to ensure that the right
decisions are made at the right stages in
order to maximise capability, minimize
costs and ensure an impact on learning
still takes place.
On-premises ICT Solution
A typical school in this category might have:
- A range of ‘thick’ desktop clients,
typically Windows-based or maybe
Apple devices with a variety of installed
software applications;
- Possibly some staff or classroom based
laptop computers configured in a similar
way to the desktop devices;
- Some freestanding fileservers either in a
locked cupboard or mounted in purpose
built racks or cabinets, providing network
security, file and print management and
integration with an MIS and reporting
system.
Galliford Try | 67
Email is either a school-based solution or
an online web-based solution as part of
the Internet Connection subscription. A
Learning Platform is being used, although
might be fully embedded.
A self-managed solution, supported by the
ICT Coordinator, Deputy Head or bought-
in services manages to keep the worst of
the problems at bay, but is quite costly
and only ever provides reactive support.
Managed ICT Services and support
Very similar ICT solutions to those
described above but with the task
of managing and maintaining the
functionality and availability of the ICT
being provided by a Managed Service
Provider. Handing over the management
of ICT to a third party is often considered to
either be a luxury that cannot be afforded
or a constraint that stops creativity and
takes away flexibility.
68 | Optimum Primary School | Is your head in the sand or up in the clouds?
Early experiences of ‘Managed Services’
arrangements saw a restriction in what
the end users could or could not do.
However, as the market has matured and
aspects of risk have either been mitigated
or reduced, it is now the school which
can choose and design the level of service
they require from the service provider.
Being able to define your requirements
does need to come with a health warning.
Whilst it may appear to be essential that
every device is working 100% of the
time and that should one fail it must
be replaced or fixed within 2 hours
of it being reported, this would be an This not only creates more confidence in When negotiating this type of service 5. Your existing staff, who were running
expensive insurance policy. Realistically, staff to be able to use the ICT resources as there are some things to consider: around fixing things before, are now
would it matter if it was replaced the they are more reliable, but it also means 1. You will only get the services that you better placed in the classroom
next working day? By taking a measured the focus is on the delivery of learning, ask for; supporting the use of the ICT and
view of what is reasonable and essential, not the management of ICT. As part of 2. You might have to give a little in order developing curriculums that benefit
a range of compromises can be agreed the Managed Service the responsibility of to get a lot; learning;
that retain the schools ability to be agile, drawing up development plans, spending 3. Clearly defining your requirements 6. Sometimes building in performance-
flexible and able to try new things whilst profiles and seeking best value solutions, from the point of view of learning related financial penalties with the
knowing that all key proactive and reactive could also be ‘contracted out’ and put outcomes, availability, accountability; Service Provider creates a risk-free
ICT management tasks are being dealt with into the hands of the experts. 4. Building in ‘on-going’ training and solution for the school.
by others. development programmes;
Galliford Try | 69

Cloud-based services
We all use cloud-based services for more
IT related tasks and services that we
may be aware of. In fact the leap from
localised, ‘on-premises’, school-based
software and tools to running a school
with a toolset delivered or accessed in the
cloud is not difficult to achieve.
This new delivery mechanism of ICT
services brings with it a new set of
challenges and opportunities but also
some interesting sustainability and
financial considerations.
The range of cloud-based services is en-
dless and whilst the public ‘cloudbased’
services do not come with any guaranteed
levels of service availability, they do come
with some mandatory data protection
responsibilities and controllable access
and security settings.
70 | Optimum Primary School | Is your head in the sand or up in the clouds?
There are many benefits to be gained from
migrating school-based ICT services to
the cloud. These could include:
- Less hardware and equipment to
install on site;
- Lower cost of purchase and ongoing
management;
- Smaller and more affordable thinner
device options - just need an internet - Look up things online: Google, holidays,
browser;
- Remote or web-based access to
resources all the time, even from home;
- More reliable security and dependability.
One source of additional information
is Microsoft’s ‘School in a Box’ concept
and guide to cloud-based services which
offers a deeper perspective of the benefits
of being able to trust the clouds to look
after schools’ ICT.
http://www.agent4change.net/policy/ict-
provision/995-microsoft-shows-routes-to-
cloud-in-school-in-a-box.html
<
The diagram on the left indicates the
expected life cycle and hence frequency
of refresh and reinvestment in ICT
resources for each of the 3 ICT landscapes
described. The most sustainable and
therefore cost effective solution is that
of a cloud-based one. These solutions are
most affordable and best achieved when
working in collaboration with a cluster
of other schools or wider ‘federation’ of
establishments. Sensible economies of
scale are then able to be developed.
Do you?
- Buy things online: ebay, Amazon, Next,
Tesco/Sainsbury/Waitrose?
- Manage things online: Gas, Electric,
Telephone, Mobile phone, Banking?
cars, insurance, property?
- Communicate online: Hotmail, Yahoo
Mail, Google Mail, Skype, Live Messenger?
- Store things online: Flicker, Facebook,
Skydrive?
If you can answer yes to any of those then
you already have your ‘head in the clouds’!
Affordability and the environment
Consideration of the cost of paper, printer
cartridges and toners and maintenance
and support contracts for printing devices
would provide immediate opportunities
for savings.
Ultimately, the paperless office would
result in an electronic document library
where correspondence and paper is stored
digitally and accessible on the computer or
Learning Platform environment. By making
some behavioural change decisions, now
printing and consumable costs can be cut
significantly.
By talking to printer manufacturers, great
lease options can be provided which
significantly reduce consumable or
management overheads. If this approach
is combined with a revised printing
behaviour strategy, considerable changes
can be achieved.
School cluster-based solutions
(benefits of scale)
Economies of scale really are possible. By
working together in Clusters, Federations,
Trusts or LA Head Teacher groups,
common aims and requirements can
be quickly agreed and taken to market.
Anything related to school services,
provision of learning, building expansion,
support, ICT and CPD can be procured
with significant savings if schools club
together with their requirements.
By clearly defining functional descriptors
(not equipment shopping lists) and im-
posing performance or service-level
agreements as a collective set of requi-
rements, real savings can be achieved.
By making some
behavioural
change decisions,
printing and
consumable
costs can be cut
significantly
Rent it
There is often a desire to own IT
equipment. This can be a false economy
in that equipment nearing the end of its
life is often not fit for purpose and has
a negative effect on learning experiences,
confidence and outcomes.
It may be beneficial to negotiate finance
agreements to rent or lease equipment
or services and include refresh and
replacement of equipment within the
contract. The benefit in not having a
recurring period of poor functioning ICT
as it nears the end of its life outweighs the
small additional costs you pay for these
types of agreements.
Galliford Try | 71

Summary
By working in partnership with other
schools, better economies of scale
and more affordable solutions can be
developed.
Becoming comfortable that you don’t
need to own or touch all of the ICT that
is required means that more cost effective
and efficient ICT solutions can be
developed that not only benefit the planet
and the learning experiences but also the
school budget.
By applying 4 key requirements that are
fundamental to a new school build project,
ICT purchasing decisions will be more
suitable for a new learning environment
and can enhance learning experiences and
outcomes.
The time for schools to rethink what
teaching and learning is about and how
they effectively achieve it is now. That
may mean schools should consider
stopping doing what they have always
72 | Optimum Primary School | Is your head in the sand or up in the clouds?
done and do things in a different way. This
might mean seeking out opportunities
for collaboration and cluster-based
development and procurement.
Even if a new school building is not on the
agenda at present, the 4 key requirements
could be used to influence school-based
decisions and act as a catalyst to start
thinking differently and take your head
out of the sand and consider sticking it in
the clouds.
The ‘Outside Story’
Integrate and activate external
environments in the Optimum Primary School
David Martin, Physical Activity Adviser; Director, F9 Health Promotions Ltd
Integrated, active external environments
H ow do architects design playgrounds? Where and how do they start?
Do they:
- Design individual components (spaces) of playgrounds purely to meet the design brief?
- Design a space that meets the design brief but allows for other factors to influence
choice and design?
- Or do they start with the needs of the pupil, designing spaces that meet their needs,
taking inspiration, influence and guidance from a range of sources and then finalise
a design solution that also meets the design brief?
The design of the outdoor environment can significantly impact on pupil development
and evidence is now well established as to its impact on health and education1.
The relationship between external and internal environments will be an important
factor in reinforcing the notion that learning is no longer confined within the classroom.
Pupils should see the outdoor environment as a place to learn in, and from, as much 1 For more information see Children in the
as their classroom. As pupils’ needs are at the heart of all learning and teaching, there Outdoors, Dr Sarah-Anne Muñoz 2009,
should be a link between the classroom and the outdoor learning environment, so that http://www.countrysiderecreation.org.uk/
it can actively contribute to learning outcomes and experiences. Children%20Outdoors.pdf
Galliford Try | 73
The design of outdoor environments should:
1. Consider the needs of the pupil within the design so that they will naturally provide opportunities
for pupils to develop their confidences, competences and skills; Increased
2. Provide a range of opportunities that are targeted specifically for that area for pupils to choose
what they want to do with their free time;
3. Promote and improve the health and wellbeing of pupils and staff;
physical activity When designing
4. Provide natural opportunities to link outdoor spaces to the curriculum as learning is no longer
confined to the four walls of the classroom;
levels will impact a school
5. Maximise potential for out of school hours and community use. on obesity levels environment:
and the risk of
cancer, reducing
future health
The design of the external environment, including its fixtures and fittings, should 4. Health and wellbeing , confidence and self esteem by providing challenge, reward
be carefully considered as to how it can contribute to the development of pupils’ costs and enjoyment:
competencies and confidences, providing opportunities to learn and develop and - Increased physical activity levels will impact on obesity levels and the risk of
improve their: cancer, reducing future health costs.

1. Literacy, numeracy and thinking skills through engaging in active and experiential 5. Resilience, showing respect for others and their property through shared duties and
learning in the outdoor classroom: responsibilities in managing and developing different aspects of the playground:
- Key to developing successful learners, reducing inequalities and improving - Resilient pupils are less likely to capitulate at the first hurdle and more
employment levels, especially within areas of high deprivation. likely to find solutions to problems; developing responsible citizens.

2. Movement and co-ordination skills through formal, structured and informal play: As teachers and classroom assistants will use outdoor spaces to support learning and
- Key to confident individuals trying new things and stretching themselves to live teaching for pupils, the architect should design environments suited to the way teachers
better, more active and healthier lifestyles. need to work. Integrating the design of the indoor and outdoor environments and
considering the needs of the pupils and teaching staff will increase the likelihood of
3. Communication, problem solving and leadership skills through socialising and outdoor spaces being used.
working with others:
- Integral to improving employment opportunities, dealing with challenging
situations and improving life opportunities.

For example consider:

As well as improving the school grounds, growing and planting areas provide opportunities for:
- outdoor learning: http://www.outdoor-learning.org/Default.aspx?tabid=207
- socialisation;
- improved pupil health and wellbeing: http://www.ltscotland.org.uk/
learningteachingandassessment/curriculumareas/healthandwellbeing/index.asp
- personal and collective responsibility;
- personal and financial reward.

74 | Optimum Primary School | the ‘outside story’ Galliford Try | 75

Types of areas within the outdoor environment

There are limitless ways we can describe the spaces that make up the outdoor
environment. To rationalise the possibilities the table below describes twelve ‘types’ of
space that together encompass the outdoor school environment. This is not a definitive
list, but one intended to stimulate thought and provide rationalisation to the number of
areas that could be described within a playground.

The areas These kinds of areas include

The areas
1. Paths and pathing
2. Surfaced areas
3. Pitches and PE / games areas
4. School parking, entrance and
pickup / drop off points
5. Walls and fences
6. Rubbish and Recycling
These kinds of areas include:
- Teachers will look for opportunities everywhere in the outdoor environment,
- Cycle and walking routes to and from school so consider:
- Paths within the playground . Designated areas for each class / year group
- Desire lines within an active playground 7. Learning spaces
. Natural amphitheatres and sloped / terraced / grassed areas for seating
- All natural surfaces (grass / dirt / stone / bark / etc) suitable for class-sized groups
- All synthetic surfaces (rubber / turf / concrete / etc) . Seats / tables / shading / windbreaks
- Natural and synthetic games and sports areas (football / hockey / - Places to store goalposts, nets, bats and balls, skipping ropes and other
basketball / tennis etc) moveable / non-permanent fittings and fixtures
8. Outdoor equipment storage
- Natural and synthetic games areas (skipping, throwing and target games, - Sufficient outdoor storage will be particularly important within nursery
running games, tag invasion games etc) schools
- Parking within or outwith the school gate for staff and parents 9. Quiet and private spaces / areas - Places to explore / hide / sit and talk / read / think
- All entrances to and from the school grounds
- Entrances and exits to the playground from the classroom - Sheltered areas from the sun, wind, rain and snow
10. Covered and sheltered areas
- Entrances and exits to areas within the playground - Cycle storage
- Perimeter fencing or walls - Natural amphitheatres / seating in playgrounds / gardens /
- Perimeter fencing or walls round games areas and sports pitches 11. Seating and seated areas quiet areas / social areas
- Retaining walls - Places to sit that are not just seats
- Walls of the school building - Gardens
- Segregation of specific areas e.g. nursery - Flower and vegetable planting areas
- Litter bins: are they for all waste or are there - Wooded and orchard areas
recycling opportunities for pupils to develop lifelong habits - Natural areas where weeds and nettles are allowed to grow:
12. Wild and natural spaces
- Are they placed in the middle of the playground where they would be a . Natural play spaces
hazard and disrupt the space . Places to play and learn from water
. Places to climb / balance / fall/ jump / etc
- Environment and wildlife areas

Malcolm Cochrane Photography

76 | Optimum Primary School | the ‘outside story’ Grounds for Learning / Learning through Landscapes Galliford Try | 77
Design Considerations 2. Flexibility of use
If facilities are to be more cost effective and maximise their potential for return on
1. How innovative design can contribute to other priorities investment, they must provide more than just a space for the pupils within school
Getting ‘more bang for your buck’ requires a designer to consider what wider priorities hours. Flexible spaces and facilities that provide opportunities for the local community
the design can contribute to and what else it could be used for i.e. targeting of resources/ could impact on health, community cohesion, crime and sustainability.
flexibility of design / dual use facilities.
Schools have an important function to play out of school hours.
Considering how the design may contribute to outcome targets and key performance Partnerships with parents and other community groups will be important to the success
indicators set by National and Local Government will bring other departments and of any community facility. School clubs may take up some of the out-of-school hours
potential investors / contributors to the table. Consider the impact the design will have on: time but facilities could be used by the community in evenings, weekends and holidays.
- Local Area Agreements; Consideration should be given to:
- Local Authority Public Service Agreements; - Play areas also used as community parks;
- Single Outcome Agreements; - Designing flexible spaces used for more than one purpose, maximising the potential
- Public health strategies and HEAT targets; for community use and letting;
- Health and Wellbeing strategies; - Indoor and outdoor facilities, pitches that are floodlit, sports halls, etc;
- Children’s Plans; - Revenue opportunities through letting;
- Sustainability and carbon emissions strategies, etc. - Joint projects where the sports facilities are funded and managed by the Local
Authority or by private sector providers after school;
- Providing facilities for local community and sports clubs;
- Community libraries located within the school;
For example consider: - Designing out violence, vandalism and boredom.
- How high levels of childhood obesity in the local area may justify putting extra investment into activity opportunities in the playground and using
the outdoor space as a community park out of hours. (http://www.who.int/dietphysicalactivity/childhood/en/)

- With inter - and intra - school competition being the primary focus of School Sport Coordinators, how does the design encourage participation
levels in sport? (http://www.kentsport.org/schools/asch_ssc.cfm)

- How does the design encourage sustainability and address the nine topic areas of an eco-school (water, energy, biodiversity, global perspectives,
school grounds, litter, healthy living, transport and waste)(http://www.eco-schools.org.uk/)

78 | Optimum Primary School | the ‘outside story’ Galliford Try | 79

 Getting the
targeting and
flexibility of
facilities right
will require
Getting the targeting and flexibility of facilities right will require partnership development
partnership 4. Funding Opportunities
with local authorities and communities to get the overall land use mix right for the development with Recent austerity measures have directly impacted on capital funding for school building
area. Successful designs will provide additional resources for the community and programmes and additional funding streams for schools, extensions and playground
contribute to more than just education outcomes. They will maximise the potential authorities and developments should be explored before designs are finalised.
for outside investment and joint funding and ultimately reduce the local investment
required on programmes for health, crime, anti-social behaviour, carbon emissions and
communities to The development of partnerships is often required along with the facility to be available
sustainability, etc. get the overall for community use. Some examples are shown below. However, if the design genuinely
addresses the wider needs of a community other sources of funding through crime
3. Engagement land use mix right prevention, health, local authorities and even parent associations should be explored:
Providing opportunities for staff and pupils to be engaged in school design before
and long after the build is complete provides a sense of ownership and increases the
for the area - Sportsmatch:
http://www.sportengland.org/funding/sportsmatch.aspx
likelihood of pupil engagement with the outdoor space, reducing the likelihood of - Awards for All:
destructive behaviour and vandalism: http://www.awardsforall.org.uk/
- Before the build - there are many ways that the staff and pupils can be involved - Sports Facilities Fund:
and many areas and aspects of the design they could contribute to. What they are http://www.sportscotland.org.uk/ChannelNavigation/Topics/TopicNavigation/
engaged in is less important than providing the opportunity; Community+sport/Funding/The+Sports+Facilities+Fund/
- After the build - often more difficult to do, but it is possible especially when - Iconic Facilities Fund:
considering ‘desire lines’ for the laying of paths. Designing spaces that remain http://www.sportengland.org/funding/iconic_facilities.aspx
flexible in their design or use and that offer opportunities each year for new ideas - Protecting Playing fields:
for year groups. http://www.sportengland.org/funding/protecting_playing_fields.aspx
- Inspired Facilities:
http://www.sportengland.org/about_us/places_people_play/inspired_facilities.aspx
For example - Consider giving responsibility to pupils:
- To choose what to plant within the vegetable gardens and have specific garden areas that they
take care of themselves;
- Choose what they want within marked playground areas each year. Using semi-permanent
marking paint, the design could be altered annually to keep it fresh and relevant.

80 | Optimum Primary School | the ‘outside story’ Galliford Try | 81

 Malcolm Cochrane Photography
Grounds for Learning / Learning through Landscapes
Putting the Design in Context
The design should:
In designing the optimum space, the designer will have to consider other factors which - Consider the needs of the pupil and the staff;
- Consider the relationship between indoor PE and what markings they would require
will significantly affect the environment’s impact: and outdoor spaces;
- The surrounding environment: designs have to be in harmony with the - Consider the opportunities that individual
local area, especially in areas of particular natural beauty, or in providing valuable spaces and the environment as a whole can
green space within urban areas; provide for pupils to develop their literacy,
numeracy, health, confidence, self esteem,
- Desirability: overall outdoor environments must be seen as welcoming and safe resilience, etc;
places as people will naturally be drawn to use them; - Consider and be influenced by local
- Available space: designers have to prioritise how much of the available space is demographics and priorities for health,
dedicated to each component of their outdoor environment and be innovative crime, obesity, etc;
- Provide flexibility of use and facilities for the
in providing flexibility of use. This is especially important within constrained urban community to maximise their potential;
environments; - Consider how the design will engagement
- Privacy: this may be particularly important for quiet areas, for younger pupils and with the community, the school and the
for special educational needs schools; pupils before during and after the build;
- Consider other funding opportunities and
- Segregation: often when there is a nursery on the school grounds there is a dedicated partnerships;
play area, commonly fenced off to restrict access. The design challenge is to provide - Consider the possible training and support
a suitable area, separate from the main school playground, but which offers similar required to maximise the environments
opportunities for the children to explore and develop. potential.
www.schoolplaygrounddesigners.co.uk/Finished-Nursery-2.html
82 | Optimum Primary School | the ‘outside story’
Malcolm Cochrane Photography
Grounds for Learning / Learning through Landscapes
Recommendations
Consider:
The outdoor environment should incorporate: - How tarmac areas provide space to teach
- Innovation to deliver the curriculum and more outdoors; (Various court markings and or gridded areas);
- Places to explore to promote independence, responsibility and sustainable - What markings will be required for games,
behaviours as well as offering freedom and the perception of limited supervision; links with school sports coordinators can
- Natural, environmentally friendly areas where wildlife can dwell, providing assist with this;
- How paths could be utilised as measured
opportunities for sustainability and interaction; running distances;
- Have spaces designed for Physical Education and Games outdoors; - Whether a cross country running course
- Shelter from different environmental conditions: could be incorporated into the design of the
· sun: with trees and copies outdoor space;
- All weather pitches and multi use games
· rain: with shelters and covered areas areas to allow all year all weather activity;
· wind: with plants and trees, walls and windbreaks - Whether low level climbing walls could offer
· noise: from other pupils and surrounding streets extended curricular opportunities as well as
- Variety of surfaces with different textures, cambers and gradients including uneven unsupervised play.
surfaces, grass, concrete, synthetic, safety, sand, bark, etc;
- ‘Risk’ and challenge to pupils1, as they will not learn to properly assess risk and their
capabilities within sterile environments:
· fall heights, climbing surfaces, nettles and thorns in wild areas 1 http://www.londonplay.org.uk/document.
· where prudent, ensure that you are adding challenge for those with a disability php?document_id=496
Galliford Try | 83
 West Dumbartonshire Council

- Places to sit and seated areas to talk, eat and rest, utilising natural opportunities from Further considerations
low level walls and tree trunks as well as building terraced slopes and using e.g. Designing an Orienteering Course that is
sprayed on various places on the playground
traditional seating options: The outdoor environment could incorporate:
and wall surfaces provides the opportunity
· consider that a teacher may need a variety of options suitable for a class outdoors for teachers to: lead an ‘active’ lesson that - Floodlights for pitches and lighting in playgrounds to maximise after school and
- Quiet and private spaces away from the bustle of the main playground: contributes to pupil health and wellbeing community use;
· for pupils to relax, to think, to read and talk to friends and also develops their literacy, numeracy, - Vantage points for direct or perceived supervision (active v. passive);
cooperation, teamwork, thinking and
- Litter and recycling bins in sensible places around the playground, next to seating - Direct access to outdoor space from the classroom;
strategy skills as well as being good fun and
areas, where pupils will congregate at entrances and exits, and at the side of pitches; challenging. - Individualised cloakrooms as a wet play buffer zones, wet shoes, coats, etc;
- Storage areas for outdoor play equipment, especially within nursery classes for a - Community access to facilities separate to that of the school so that the main
variety of equipment from toys, bats, balls and marker quoits to goal posts and building can be locked when PE and other facilities are available for community use;
netball hoops and skipping ropes; - Facilities promoting staff health & activity, e.g. showers, lockers, cycle storage, etc;
- Cycle storage areas for staff and pupils; Consider: - Entrances and exits from schools that:
- Planting, natural areas, gardens and vegetable patches; - School orchards for pupils to explore and · do not lead directly to main roads
that provide shelter from the elements;
- Playground and educational markings: - Planting areas such as vegetable gardens · have safe pickup and drop off points away from school gates
· whether permanent as they will be used continually every year and in that and flower beds; · have staff car parks outside the school grounds and well away from the school gate
position, e.g. court markings and gridded areas; or - Using natural materials and planting to · make it a safer environment to walk and cycle and minimise the risk from traffic
· semi-permanent markings such as game zones and skipping areas that you may separate spaces; · create natural active walking routes
wish to keep flexible in order that pupils can periodically choose what they want. · reduce traffic congestion and flow at peak school times
· lead directly to cycle ways;
- Walls and fences:
· as places providing fall heights onto sand and other safe surfaces
· as places for low level traverse climbing walls
· as places to have games, equipment, markings and murals to stimulate pupils to
play and role play
· as places to profile the pupils’ work to the community (display cases on outside
fences and walls).

84 | Optimum Primary School | the ‘outside story’ Galliford Try | 85

Observations on school grounds
and the external environment
Catherine Andrews; Former Chief Executive, Learning through Landscapes
Physical activity and health
F ormal games and organised sports aren’t necessarily the only
route to active lifestyles.  School grounds can be designed to
encourage children to enjoy being active - through play and
informal games - thus achieving physical health and development
benefits.
 
Benefits of outdoor learning and play  This sends a strong message that this is their environment to
Children enjoy being outdoors and can be more motivated to
learn, behave better and be more able to pay attention. Teachers
find they can extend their teaching and learning techniques and
more than double the learning spaces available to them.    covered or sheltered outdoor spaces adjacent to classrooms
  
Low cost / high impact
Increasingly designers are seeking greater flexibility in indoor
learning spaces.  A less well-developed focus is the low cost and
potentially high impact of developing multi-functional external
learning environments.
 
86 | Optimum Primary School | observations on school grounds
Evolving spaces
One of the unique aspects of school grounds within a capital
programme is that you don’t have to have a completely finished
environment before the children can use it. 
Landscape architects should develop a ‘masterplan’ with the
school, but then leave a few key areas alone – for the school to
own and develop to suit their changing needs.  community about sustainability.
develop as they want, and it has the added benefit of reducing
cost, especially as the school can raise funds for the planned
developments and engage parents and local businesses
(Cameron’s Big Society) to help.
Learning from your grounds and growing things
Engagement and respect for the environment can be fostered
through making practical use of the grounds.  - LtL’s funding advice sheet provides guidance on developing
Many schools use their grounds as hands-on learning en-
vironments through eco-clubs, environmental study, sus-
tainable development and gardening clubs. Indeed, growing
food can actively support the curriculum, e.g. science, as well
as promoting healthy eating and good nutrition.
 
photo: Malcolm Cochrane
Learning Through Landscapes
Looking after your grounds and sustainability
Designing for low maintenance is good practice to reduce whole
life costs, but designers and contractors should also build in
sustainable development principles - local sourcing, recycled
materials, reed bed filtration, renewable energy, food growing
areas, etc - so the grounds can teach the children and wider
 
Transition zones
The interface between indoor and outdoor learning is explored
and supported through the development of ‘transition zones’,
where learning can take place whatever the weather.
 
Visual impact
We are all too familiar with the 2m defensive fences now
encircling the nation’s schools; and the dominance of parking at
the school entrance is a well-documented problem.  These are
both clumsy responses to real issues about security and access,
but there are more elegant solutions that can reinforce the
schools aspiration to be part of the community, to be welcoming
yet safeguard its occupants. 
Learning through Landscapes
- Learning through Landscapes’ website research pages set
out a number of benefits of outdoor learning and play and the
evidence base for them;
- They also have a number of tools to help schools and designers
have conversations about what they want to do outdoors;
- They run a programme supporting schools to develop Low
Cost: High Impact improvements to their grounds and have
a bank of inspiring ideas and resources to equip designers and
schools to get more value out of their external areas when cash
is in short supply;
- To develop teachers’ confidence and skills to teach outdoors,
LtL offers a number of very popular CPD and INSET
opportunities. Developing teachers’ confidence in using their
outside spaces is an essential part of the ‘soft landings’ aspects
of a successful new school;
a funding strategy for whole school grounds development, a
comprehensive list of funding sources and a useful list of
online funding databases.
http://www.ltl.org.uk
Galliford Try | 87
The Optimum Schools
Key messages
From the Optimum School Project
Intelligent design saves money and time
- It is still possible to design and build great schools within
current economic constraints which are fit for purpose,
effective and functional teaching environments and truly
aspirational places;
- To achieve this, it is important to establish and focus on
the core requirement - the essence of the effective school.
- It is not possible to have all we want so the ability to
prioritise, compromise and make difficult decisions is crucial;
- This is best achieved by thorough engagement with the
school and client, so that the core educational experience
and the integrity of design can be secured whilst still
reducing overall area and cost;
- Utilising prior experience of design and construction and
lessons learnt, and exploiting the potential of standardisation,
design repetition and modular construction are means of
gaining efficiencies without compromising design quality;
- Designing-in optimal environmental conditions from the
outset, rather than relying on mechanical systems to
compensate for design inefficiency offers savings in both
construction and running costs;
88 | Optimum Primary School
- Effective school design results in efficient, highly functional
and usable buildings with high levels of utilisation and
low lifecycle, maintenance and running costs; and which
are buildable and affordable.
Flexibility and adaptability are vital
- The best utilisation of available space arises from creating
environments which can be used for a number of purposes;
- Schools can operate equally well in less space if timetabled
or organised differently;
- A good school design is one with growth and change in mind;
emergent designs should be tested against different scenarios;
- By focusing on a structural shell with non-load-bearing
internal walls and intelligent service routes, it will be
possible to adapt the internal configuration in future with
ease and little cost; even to convert the school building to
other uses;
- When designed in this way, it is possible to offer additional
options ‘over and above’ to be added at some future point
as budgets allow.
The key lies in the brief
- A detailed, realistic, prioritised educational design brief is
essential;
- Good design emerges from an inside-out, user-led approach
in which dialogue between educators and designers is vital;
- We should think in an integrated way about architecture,
design, mechanical and electrical services, furniture and
equipment, landscape and ICT; they are all part of the
optimum solution and influence each other;
- Because empirical evidence demonstrates the influence of
physical and environmental conditions on learning outcomes
and behaviours (including concentration, motivation and - Standardisation has the potential to save money and time in
productivity), the school’s design brief should emphasise
those features which have the greatest influence on the
quality of teaching and learning and users’ productivity,
behaviour and morale.
There is no single solution for ‘best’ school design
but standardisation is possible
- No two schools are the same - they have different methods
of organisation, styles of teaching, ethoses and circumstances,
all of which are valid and necessary for real parental choice; to simplistic, off-the-shelf, ‘one size fits all’ solutions.
and this gives rise to different design requirements;
- Similarly, no two sites are the same - all present challenges
of ground conditions, size, access, typography, local
architecture, neighbouring properties and so on;
- These might suggest that every school design should be
unique. However, there are many features which are
common to all schools (up to 80% of schools are
essentially common, it is argued), and evidence over time
suggests that some solutions are better than others (higher
impact and/or more cost effective);
- This means that standardisation of some design elements or
building components is possible; and, in the current
economic environment, desirable;
both design and construction. When applied to modular
design approaches and design repetition, it can lead to cost
savings, more accurate construction, less waste and shorter
programmes;
- This is the ‘kit of parts’ approach - an optimum set of
standardised components and elements which secure the
cost and programme efficiencies, yet which can be
configured differently according to the user and client brief
and the nature of the site - in other words, a bespoke solution
which uses the same component parts;
- It is possible to benefit from standardisation without resorting
Standardisation does not mean the same physical form for all
schools.
Galliford Try | 89
PARTICIPANTS:

In the Optimum Primary School project

- Michael Olliff, Scott Brownrigg Architects

m.olliff@scottbrownrigg.com

- Georgina Collins and Tony Poole, Sheppard Robson

Architects
tony.poole@SheppardRobson.com

- Sister Hannah Maria Dwyer, Headteacher, Larmenier

and Sacred Heart RC Primary School

- Tim Deery, Headteacher, Portway Junior School

- Tom Donohoe, Headteacher, Anton Junior School

- Matt Dickinson, Max Fordham (M&E / sustainability).

m.dickinson@maxfordham.com

- Steve Threlfall, Team a go-go (FF&E)

steve.t@teamagogo.com

- Neil Iles, nciles.co.uk (ICT)

neil@nciles.co.uk

- David Martin, f9 Health Promotion (landscape

and external environment)
physical.activity.adviser@googlemail.com

- Keith Smith, Principal Teaching Fellow, School of

Education, University of Southampton
M.K.Smith@soton.ac.uk

- Michael Buchanan, Education Director, Galliford Try

Michael.Buchanan@gallifordtry.co.uk

THANKS FOR THEIR CONTRIBUTIONS:

- Andrej Kuszell, Studio E Architects

- Anthony Hill, Aalborg / ah07.com (FF&E)

For more information about the Optimum Primary School, contact:
- Catherine Andrews, Chief Executive, Learning through
Landscapes
Catherine Andrews: schoolgrounds-uk@ltl.org.uk Michael Buchanan
Education Director
- Staff of Galliford Try (for advice on programming, Galliford Try
project management, cost and buildability) michael.buchanan@gallifordtry.co.uk
(01895) 855000
- Elisabeth Tutusaus with Team a go-go - book design and
graphics
the OPTIMUM PRIMARY SCHOOL
Optimum means both:

- Optimised: efficient, lean, affordable, realistic and useable

- Ideal: the most favourable and effective conditions for learning and teaching

The Optimum Primary School is:

- fit for purpose
- education- and user-led
- intelligent
- efficient in its use of space
- sustainable
- an integrated solution
- robust and durable
- high quality
- efficient to construct
- cost-effective in capital and running costs

The Optimum Primary School explores this, with expert opinion from leading
Educationalists, Architects, Interior Designers, Landscape Designers, ICT Advisers
and Engineers

www.nciles.co.uk