28 Schools Guy Hawkins Guy Hawkins 6 68 an archiet and schoo! buling consent He previous worked in the Archivess and Buldng Branch of the DES. and the Property Services Department of Bisex County Count KeY POINTS: 1 Schoo! builing went trough « period reflecting advanced theories of education (© This period now ending and schools are reverting (0 more conventional forms © Seewity has hecome an important aspect of schol design 1 tetoduction 2 The bailing of school 53 Del design considerations 5 Primary schools 6 Middle schools 7 Secondary schools ' Provision for special needs iw education 9 References 1.01 ‘his chaper relates speci ones sate of change, 40 that pdating However, at all timer and place, the general pencple| 1.02 Types of sehoo! Full time edseon is compuleory between the ages of § and 16 yeas, Schools are eter indspendent (private™ and ‘publi’, um by their owes or by chantablefounétons, or maintined (ate? schools), Maissined schools are inded at public expense vin the aly tothe eduaion system in Enuled ad Wels ote tne of wrtig, Inher pr of te weston 0 Samal ave dy oka pupils’ wee Gerd ue 77 Depareat far Edeston Author Education and Enployment (DIE), Local ues (LEAS), Diocesan Bostds of Education ot spcial Foundations, Schools ee lngely defined by their form of proportion oftheir pupils by general ar specific bility or interest Special schools cater fr pupils with apecial aceds in edveason| Which cansot he met in ordzary schools Types of shoot ate summarised according 10 their age range in 2841 Within seopraphical re thee it common age of uaasler om one (ype ‘of school t anoter, Mointained schools must teach, as ¢ minimum, the National Cursiculum, which specifies ten “Foundation” subjects plus religous edseaion, organised in four ‘Key Suges' up to the age of| 16. The curcaiim forthe over 16 je made up fom a range of| optional courses leading fo specific academic or vocational ua ‘The school as a community as “pastoral care’), This is done by formal and informal couaseling, and also by the fostering of a school community rough assemblies, sport charitable projects, expeditions, a otter shared aetvites. Each pupil belongs 10 @ basic clas oF group, and may be par of a larger ‘house? or year group. The feat fo which this has a ret effet on the provision of space aries, but schools should be designed for a community with «| vie range of weil needs, activities, and roupins. sti bir, hey ray ~ hve up to 7 years phat pein seconcary | | primary vcaton ‘ ey sages schools rina | many not Seconaary schools sit mugate or tlecive and! oF Insependent o-prapetatr| repertory ‘ube 281 Types of school age range and national Carica stages2 THE BUILDING OF SCHOOLS 201 Funding and promotion of bullding projects Most funding forthe building, extension, improvement and repair of ‘aintained schools comes ftom lol taxation, contlled according to sector LEAS, Diocesan Boards, of individual Foundations for (CICS (City Techaology Colleges) promote new schools vi annual capital programmes, and sot design briefs with the dof specalis ‘advisers, In the cave of extensions or inprovenieate at existing soos, the Mead eacher and governors have an important le, both ts usert and as carrying nancial respotibilly fer enning cost and raintenance under Local Management of Sebools (LMS). They may also promote their own locally funded project, Grant Maioained (GM) sebools are fly responsible and independent, receiving grants direct fom the Funding Agency for Schools (FAS), for which they aut bid, ad fr which lolly generated puteerhip fining may be requ 2.02 Statutory contol, design guldance, and brieting All new and remodelled buildings mast comply wit the Edueaton (Schoo! Premises) Regulations 1996, and related DIEE standards and procedures conveyed through Citeulats and Administrative Momorands (se references Ito 5) School building projects mst comply with Building Regulation, but are exempt fom the sual procedures for obianing approval, Caren, al projecs at GM Schools mist obtsin project approval Sirecly fom the IEE, While the majority of LEA schemes can be selfceried fr ought from the DIRE, 25000) Local Authorities which are both LEAS and Planning Authorities say grat themselves plussing conscat fr edustional develope ments, Independent and GM schools must obtain Planning Consent though somal proceducs 2.04 Regulations Most general regulations apply to schools ~ Health and Safety at Work, Feod Hygiene, Elesteity, Water, Gas, Pubic Enertainment Licensing 205 The DIEE publishes 2 seies of Building prescriptive than previous versions, and schools enjoy more sutonomy and selgovernment, the role of noastatuory advice fiom the DYEE has increased. Most important are the are standards contained in Building Bulletins 82 and 77 which roplae the former ‘sauory minimum teaching areas (see ceferences 6 and 28. 2.06 LEAS have standard procedures for commissioning snd managing building projects, and many have standard bests and design guidance for the most common typer of schoo! of specialised fcliy. Advice for GM schools is alae fom the (Grant Maintained Schools Conte (see references T and 20, Bulletins on 2107 Sites for new schools Completely new sshools ate only Hkly 0 be egued in asocaion with large housing developments, for which o full Panving and Highways famemork will have been established. Thie may include provision of ste for schoole st no eos a Soston TOF ofthe Town ‘snd Country Planning Act 1990. 28.2 and 28.3 set ost a range af| 3100 358 000 +3158 2000 = 3 to000 poat-—4 salon . T atime j fia, ' Fae 5000 t + 22 Land and playing feds for primary schools. = The broke ttn the sat, repent for pint felis rage oft ese oie ato aia ala ala “aloe toe for ome any of hp ont, od a mays! bern 0809 Srengeent a mare arenas ete a Sones sy” eng ae 000 soeoo 00 on paren € tome © sco & inerh 283 Land and plying fields for secondary schoos 5 sono SRO, aus and ond pg felts for scandy sh i fined” he ra Ine nat he say repent ~ fels roe The range of total side areas sooo Jor pli fe There fel i ‘ls for some ary of hae com nd Shen eragenen Ske th te ctmen 20000 ‘area and the consequent need to park and twn a ‘tor of be chs wil st SELLS LL Ow may cay vogue re ln i my Secondary school size: number on a(S) be offer by the wse af high-qualiy all weather ames surfaceveil lid equemens fr schools, at cach cate rogue Sl ste fey ty Schools may require adiional space for parking and tuning of buses, for parents cas, of for commusity use. Local Pla ‘Authorities will set or agree standards in their area Space should alse be allowed for be retention and exhancement of existing Tandscape featres. (See references 6 and 8) 2.08 Community se Most schools ao used outside school hours, and maay are specifiy planted and funded as community schools or jointuse entes incrporsting educational, spots, and Isisute facil Possibly with gay ax well at evening ate. Alternatively, falling ehoo! ral may relate space 40 e let oot for sich purposes, The National Ley Sport ang Ars Fonds have had msn pst io this ares, and many school and community projects are being properon of the cost being raised local All such joint use shemer require cartel design for premisce spurtely melee, and the conicing demands of secu and fie teeape fteved Tall need to be Hoented for public etetinment. ‘easy 10 conto, and sgrposing ané routes clear Large join-finéed Schemes Fequte good financial and management planning 19 be saccstful Where thte it a0 outside sours of finnos, all income fiom letiags of premises oes to te school govemots, who must be able to cover ther costs. (See refeences 9 and 10.) 2.09 Growth and change, fesbilty and adaptability Schoolt are vanerble 10 changes im populaion end poplar, ‘irielum and teaching meds. The potaial Or growth, change, tnd possible contraction and change of use must be considered secoosiy a all sages and lewis of dsign. Shorter Aeiilty of ase can be maximised by good standards of space and services rovison, end appropiate fariuse. Adepabily In the ‘edm ferm ie ated by good site development strategy, buildings with regular planing grids and simple shies, mod the positioning of fixed elements such a saircases and latory blocks 10 give ‘maximum feedom in relocating pattions. In che Tonger ttm, change of use of part or all of the buildings for non-eduestion purposes requies Tesh plansiag consext and may have major 3 DETAIL DESIGN CONSIDERATIONS 3.01 Anthropometries Sohool buildings and funiture need to be designed with regard to ‘he ehlrew’ body dimensions. The chat 2RA shows the rages 0 ould ast the ache! n reprd to ich some at Bench tate tnd standup worktops. Venical grip reach contols the shelving for children to be able to reach, and also for the height to put sholier which need to be out of thet reach, 3.02 Furaiture Ranges of andesite fuitare have long beon produced for wse in schools. There are at present thee standaré ranges whieh may be encountered © Commer, Table 1 fe Brita Stands 5478: Pa © BS EN m9 (Dns, Table 1960, Table Mand ‘The relevant dimensions are shown in 28.5, Since school budgets are limited, furniture tends to be retained ait becomes mle, ro likely tat for some tine shea aa IRS Diogram of four main dimensions for cre from to 10 eighteen from let 10 right (8 opleal high for seating {© bow height. sanding workiop 75 mm Below elbow 1 Serica grip roach for sheng ‘Th diagram covers chilren of bth sexes beeen the Sh and 95h percenaes Allow for increase de to fotware of 20 mm for young children, 25 mm for oer chitven and 45 mm for elder its (At an example, S year-old child can sit comfortably on a set leet 1S mm high, and shelf over 255 mm is key to be ott af reach ‘han 260 mm igh. 1 cam reach an em on «shelf Tess thanay of te sana ranges could be found ino ssbooL The fict tat two ranges have similar sizemarks and all have similar colour ) odes although each applies to 8 iffernt actual size ie hike to cause endless sonfiion, The commercial ranges with sizemaiks A to E is cateay the commonest. The EN BS range, being a produc of CEN, will tke Ee ie pce a ty the Coston Pcs Dre ere prodced wer wil sins analy heme mds feral : insied schools The tnge sie ihe speeded HS a ae 5373 ge, bt hasan salle sl Contnaal + Epes demand for fume fer tee) You _ 3.03 Fumiture of various types are shown in 28.6 to 2820. 2821 285 cic menos fr sb! fre. se abe 11 shows ie hang ty Ca, 2430 sayy fr snr tale oe ap = So Py seo fee tetoe 289 Spuare pedestal able 2810 Teachers table ©1350 % 1350» 565 28.12 Mobile storage bins 2s Bo 600 « 450% 500 900 x 450 x 600, 650 or 700 yo0 450 % 900 $00 «1200 high v00 «900 » 4502421 Sty corel t pet sone 21009 fet hood nee sera eae Sree suggest 2100r0 t0 ‘Shee en aor Sage ow 2822 4 study bay: dimensions for individ work spaces for ent pupil ——. 8 ie aa a ~ 355 we se {ey i wcparss [Io ge rr, wel p Regie dig oe Qa Fee ws ss west cs 2823 Various arangements of study bays i ‘a — 2424 Average height and reac of a pup in year 12 end ‘wards (ath-formers) pupils apd 28.23 various amrangements for pivte study. 2624 ladies eight and ceach for second schoo! pupil, N06 Provision for dletbled people New schools mutt be deviened for ute throughout by disabled Pupils staff and visors, Design parameters for this wil be found oople sv tome existing lings may be excemely ict acceptable when otherwise + disabled person would be totally Senos acces. (See references § and 11) ‘When refering tthe needs of disabled people the tendeny ie to concentrate om requirements for wheelchair uses. The neds of people on crutches, with veal or aul impaimnerts or with oder snes should not be ignored. In particular, adequate guidance for bind pupil, sn and vistors sould be provided Blind pope 5 Construction and environment ionesred euch tochnical innovation, aii ally in he interest of le capil east and rapid production xe recently in the quest for energy conservation; some desiga solutions have resulted in probioms of maintenance, and environ ‘mental discomfort. The ‘deep plan’ remeins a important means of| creating appropriate planning telatioships, and attention 6 currently focused on use of appropriate sections, control of ventilation, and vse of passive solar energy. Room acoustics remain 2 nical clement in the siceet of any sehool building (See referenes 4, 12 and 13) thooe arena where fanet aad dst are eenled,inclading replace ment of consectos by radutrs, and she provision of fume and dhst exzaction o individual appliances. (See sefeeace 14)2.06 Services In the provision of series, he warpread xe of compute: ives rise to the need for gltesieelghing as well a Increased power ‘tet and network cabling provision, Sevan i 3 major resent ste in schools, and many hve installed sophisticated extrel lighting, itrader alarm and TV surveillance systems. However, the most elaborate technological systems ae of no value if not backed up by appropriate management procedures. The herands emanate fern several directions © Excemlly fom burglary, pariculanly of computer equipmeat 1 Also extemal stacks on staff and pupils (© tery Hom vandalism and piling “The design of the school can mak «substantial conribation i al these areas. If possible, mult-computer installations sbould be Tocated on upper flor, om which it weuld be more dict co remove items, Doors and windows must be sufieienty secure, Flt rool mukiog exeroal acca to wpper foo eaier shold be avoided. Despite some design teads which deprecate thea, aight cordors without local widening ate easier to Keep under observation, and. prevent places whete people an lurk unsen Thete should be 4 minimum of entrances tothe sebel, and al sould be able tee under obseration a all times. In any ease, ‘only one entrance should be usable by the general publi, parents, fe and the sould Tea ety 10 a reception zen covered by the he main school without permission. Aay service entrance for Litehen supplies, ete. should be sonia organised so thal the ‘mais tool is got easly scesible fom ber AAs a result those are no longer situated se cordon. They are pltced within clasrooms and ofces 40 tht ty can be kept ur sbreration Toe By wel 401 Age range and typical sles [Nursery clases provide education for thoes below the compuliay sebool age of $ yeas, who usually attend pursine. They should ot be eonfised with play gzoups or day nurseries, both of which ‘operate under Sovil Services regulations, even if using schoo! bnldings. Provision is aot strutory, and varies widely between rear, There re telatively few self-contained narery school, ‘ore ofen one or two clnsor of sound 26 eilren are mtached to infants or primary schools, making some use oftheir common faces. 28:25 iletater a two-class musery unit designed a0 4 freeandng busing ot which would probably be stacked toa primary school. (See references 19 and 27) 4.02 Accommodation Playroom ‘Around 23 por plage. About 80 thd of the Moor aren should be suitable for practic! and. messy actvitis, the remainder carpeted for listening to stories or playing oa the Noo, Adjactt Store of 6-8 m* for layge play equipment and wheeled toys, seceible frm inside or outie play eeu, door play area ‘Around 9 m' per place, of which a least wo thids to Be paved ‘Te ten should he fully eocosed by 9 fence with 2 chléproot Inch, and open to the su, but seleed from wind, with ome fixed seating peckape on a low wall, A variety of fixed play ‘upment can be provide, wih aly rice below. Sid pis ould be fits wih a removable cover. Lavatoriee and coat hanging ‘One WC and washbasin per 10 children, usually unisex. One bse sould be fitod with a ower tay and be large caugh 10 dit an adult to help ae “aecidens', and to clean and change the patent in privacy. Coot are, with tack for wellngons in 2 aught lobby 1 ouside aca Qin oo pa 2825 4 wo-classmarsry ant. Th unt, for up 42 5D chilron would probable be anacked to a lange primary schoo! or ifate choot. 10 has a fll range of teaching and sipport facilities which would make it partialartysuable for integrating @ small tmamber of children with special ment‘Stafecnlgsiet reomlparents room “This should be S410 a for e musery clas atacbed 0 a primacy sehool. A nursery school or unit of two or tee classes will also esd an office, Read teacher's room, staff roam, adult Ivor, and a Kichenewe for preparing inks and midsesion sacks for 4.03 Security Recent event have fected altention on the need to ensue both that children cannot wander out of the school enclosure and that they ate protected aside the eaconure fom those that sight wish to harm them 5 PRIMARY SCHOOLS S01 Age range and typleal sees Pupils aged trom $ to 11 (Yeu 1-6) Childeen just under $ (Rising Fives") ate stualy adited, ao thatthe fall primary "recep. Primary sebools typically rage om 99 to 420 pupil In densely populated areas, separate infants’ (Years 1-2), and Junior schools (Yeats 3-6) ate often provided to avoid having shoals which ae Wo lage, afin school range fom 120 tw 240 pupils, Junior fom 180 to 360, Fit school, age range S-® or 53, ate provided in areas whieh have Middle shoes ‘5.02 Corriculom and organisation rma school work Paps spend most of ther ime ma eroup of twound 30, will one class teacher: but pues or groups of elas spaces are often clustered topeter i allow sharing of specialist, teachcr skills or resources, and variation of group sizes for iteront activi, ‘Once o tice 2 day each group will go the the Hall or 2 group room far assembly, phyieal education, mss, or dram, At any time smal groups could be working ina library or resource aren accesible to the whole school, Moce than balf the cilen will Frobubly sky to neh ter apie sandwiches of having a bot feboal el 5.08 site planning ~ access and rond safety ‘Most cilten arrive on foot accompanied by paren. In the past, sevceal pedestrian entances were often provided, and these were pt well away ffm the vehicular acces and ed alght onthe pliyerounds fom which the chilérn could go inl thee cast Tases via coat and lavatory areas. However, secunity considers: one now fend 49 reset the manher of enances so that they an be closely, monitored sed wailing ass i order te obtia plsaog coment for & new oF In many eases chileen are bought fom oulying dsticts by sebool bus. Ir 6 aot altogether desizale for these to set dawn o& isk wp on the road ouside the schol and space witha the school rounds may hive to Be provided. Space may also have to be ‘ovided forthe parking of sal cars 5.06 Community use Joint use of primary schools is genealy conned to the all any large room aot aod a a claw Sas, and posubly the atdoor psy ‘mails and splays lll ou ie class bases, and can be heated and tervced in nich a may that the cnning cout can be cial ant correctly apportioned. (See references 10 and 22} 1 mectings of ads are co ake place equi in these spaces oral ize cha will ve to be wwalible. Slonge fee toe wil be necessary, 508 Recreation areas, playing feds, and landscape Both paved ang grass recrention areas are needed, For infant schools the paved anes nosd not be laid out for formal games 28:26 shows the range of paved area which sbould be marked out for games, end 2827 sows the addon ifomal reveaion area needed. of which half should be paved. The remainder is usually tous and can be developed to provide a vary of work and say facilites, inctuing wild area, pond oF animal enclosures. schools. The filles! ate of wutdoor areas depends on comfort and protection ftom wind, andthe role of Indscaping in proving this fat important ae its visual or educations! function, (See references 6 and 8) 609-198 40007 - 23500) Bo tas a(n) 8 8 8 5 8 L umber on ro (N) 2826 Hard paved areas for games. The areas shown indicate ‘the area to be laid out and marked for formal games in schol {forall age ranges, except i infants schools, where no formal arrongement i needed 200 + SSN Zag 150 + 5.1N 3500) -3000}-—} 2500) 1500) | total te area’) 1009 00} 90 180 910 770 350-390 880 B10 570 umber on cl (N) 2827 Iyormal recreation areas for primary schools. About half ‘he area should be paved, the remainder can be grass5.06 Design strategy for new schools Aexiity in organisation, easy access to common resources and Steep sites requ camps lo provide for these. The main elemens he es hans, ae grouped 1 allow the sing of resources, quet room and practi ara wih euxy acces te Minny and other tens and the the Kitchen should be closely associted with tbe ull. 224 and 26.29 show two appropriate designs, Similar ‘ongaistionalerstres andere many sther sshemer, including ‘ose ia aneetlinear fom. (See references 20, 21 and 23.) cording t their dat of cansmtion, and the adapaitiy of tei form varies widely, In consequence, many extension projects include an clement of remodelling, 1g remedy the revesled problems of the erignal pln, and to ensure the coborence ofthe ‘overall sehen, S08 Schedules of accommodation Duiling Bulletin §2 sete standards for teaching and total oor range of thet art according 1 the manber of pupils on val, and between apace and coe (See referent 6, 20 and 21) 282% Primary schoo! development plan strategy I: «Deal “doughnar 509 Design requirements tas: bases ach clas will requie a defiable “home bese, but tis can be rebieed with a vary f femme fom fly oper plan 10 celeed toma, ond all arsine cartinde to be bai, Commonly two or imersommunication, 28.28 and 28.29 show s range of design approaches ‘Aboot to thinks of the floor ares should be carpeted for work siting at tables the remainder beng suitable for practical atvitios| including science and technology with a sink with hot and cold wate, stuading-height workiop, and deect access to an outside paved area for summer use. However, to use such 2 doot for ienerl access all year round, hough tompting, can easily aegate all other enetey-taving satenies, to say nothing of possible secaity_ problems ‘Children generally keep their books, pencil, te. in bi Plastic tay ats within the clas base. A tetehing meal aoe 1s needed foreach class bse, eer ‘walkin? wit) 2 door ope alt UUred for assembly, physical edetion, moric, drama, and for parents meting and soil events Rm ao he wed for dining should pot ated for gene cirulton and should be acustialy Solated Eom teaching ates. Height 4 m over most of the area to permit climbing fames pivoted to oge wall. A spruag floor is Aesiable, sf seldom affordable. 1 aay be Heented for public Stores for PE equipment and dining furniture orory fom with 4 6 A atrlum, and teaching areas facing All dovctions The hall 1¢ removed from the main teaching area for acouss privacy, and for evening ute the doors 10 the Iirarsiesource area can be locked. Ireing a slicontaind nit with entrance, ult lavatories, all, music room, and changing roome The plan has practical area towards the core and quicey carpeted areat around the perinter Each pair of hater shares (an entrance direct fom the outdoor play area, vith lavatories and coat hanging in a large draught lobby. One side of the plan (aves 1-8) shows a large central libraiesoure rex, sth through ciation trough the practical ares, with a enclosed Urarietouce area the ater side (Bases 5-8) har circltionr a hs n uM 2829 Primary schoo! developmen plan sate) 2: i = fF e 2 pict liner plan with he teaching areas factng predomnamiy in one ‘rection, aval south or towards the maim view and otdoor play area. 48 tm 2828 the ha and related areas con be cowed off Jor evening use, with service toned 0 sat. In the care the plan Ie soft contre’ with shared areas Being predominantly quit ond Practical aret Plaid #0 outdoor work areat om the perimeter Pups’ entrances, coat lobbies and favetarier are concentrated at ‘mo point, which maybe mare congested than the arrangement shoen in 2A, bul Ina the main rum of tacking space foe of large fied semen The 100 sides of the plan, A and B, show a variety of dalled design. and more variations from fly open to {Fully enclsed Bases are obvious posible within the main format, or by alteration over tine sould have full width scene rectly rm the al, and pretebly Other teaching areas © group room may be provided in longer schoo's. This is an close, acoustically isolated area, used for drama, must, or TV. Ill have a carpeted Moor end dimmableHghing © ne or two small enclosed quiet rooms may also be prove. (¢ The Bray nary be plnoed ass 0 cen ate, cr os prt of 8 widened corridor, acoiible tthe whole schoo Resource ares for science, technology, cooking, o clyy work acceasible 10 the whole Fool However, it may be necessary to be able to close off lary and resource ates if pilflring fom them is likely co be 9 problem Lavatories, changing rooms, coat storage [A minimum of | WC and watbasn per 20 pupils, bo olen two er class ae provided. Ensily supervaable from the class bases snd ceri from out of doors vis 2 draught lobby without fenterigg the clase areas Separste lavatories for each sex are onveneslly combined with an entrance lobty shared by a pair of bases, possibly incorporating the lavtores. Shelves oF racks should be provided for lunch bores, and sports bags. Changing toll goss area (m’) Bf 8 g 90180 210 270 380 390460510570 primary scheal size: rune on rl (M) 2830 Floor areas for primary the range of gress floor area, teaching area at 60% of gross. Smaller schools may not achieve ‘hs, larger omer may do beter. Areat required by infos and Juniors are not very diferent ~ the infants ave smaller, but ase larger equipment and more space than juniors. Factors such as whether fall school mealt chen or ony a server st (provided have considerable influence on final areat and ecole The main graph shows ‘ith Braten linet showingsgt statutory requirement for those aged under 11, bet may be considered appropriate, and may be combined with Dom teaching areas Visitors entrance and w school work ing area with space for displays of School office, including « reception counter overlooking the fenteance. The maragement saformation computer will be housed here, and some privacy is necesanry for this, A eines cocner with a chair or Bed for sick children to rest under supervision is often thought more convenient than using the rucdicl roo for thi purpose schoo! afc, but not 199 ioleted from teaching areas. Is smal schools this rooms ay to serve for media! ioypecton, and should he fied with a veasbbatin (© depary heas’s room may be require in anger schools and this usualy server for medical inspection ‘8 Sf room for relusing and some preparation of teaching (© Sualf lavatories are more exible if unisex, each with a washbasin {© A Invatory for disabled use canbe provided for use by children 6 MIDDLE scHooLS 601 Age range and typical sizes ‘May take pupils aged 812, whoteupon uceted as «primary schoo! by the DIRE. Sizes eange rom 240 to 360 pupils Altratively takes pupils aged 9-13, and is tented sa secondary schoo by the DDIEE. Thee sizes range fom 360 10 600 pupil 602 Curricoam, ong school, but are now faced withthe challenge of covering the war of Key Stage 3 ofthe national curricaun, 9-13 scbols haven Same pobiom, The range of tacking apd tal Toor ares aad the ‘cede of individual arse for middle schools can be calculated ty the methods given in Building Bulletin #2, and the design features determined tom a8 appropi of primary and secondary pac ‘combination of elements 7 SECONDARY SCHOOLS 101 Age range and typeal sizes Comins puis 11 yeas of age and ove Sizes range from 450 19 1200 pupils in years 7-11. Secondary schools are usually eseribd as having s0 many “forms of eat’ (0. For example a four fe schoo! has four forms of tity pupils in each ofits ive year ss0ups = 600 pupils under 16 years “Those wi wish to continue fallime education beyond the age of 16 can do s0 athe same school, or at fein cols, ch form college, of college of futher education, selioo sist frm of under 100 students fo enue vatity of choice and viable teaching group size, 50 schools of less than fou fare ii ial fo a 702 cu Secondary schools must cover the national curiculam at Key largely determined by national examination rogeirements: “A levels nd vocational qualifications, plus geneal studies Papils are based in a form or tutor group for pastoral care purposes, but move to specialist rooms and teachers for most objects, The sixth form may have their own. social hase with = Schools are generally organised in subject departments or Gaculdes of related subjects, and this rellected the layout of the buildings. Larger schools may also be divided imo Jower and upper schools, usally after year 9, and commonly where the School has been foxmed by reorganisation fom several sets of tulding. 703 Site plansing ~ access, roads, and parking ‘Secondary school are sobstantial land users and trafic generators ‘A tow school say requiteeatentve off-aite read work, onsite luening facilities for buses, and large ear parks; partcaaely if community use during the day is ivolved. Vebiular access will be required to the cete of the buildings for service deliveries, playing field maintenance, and fe-fghting ‘The possible range of aren of hard surfaced yamex cout requiced 4s shown ia 2826. This should be sppeopitely sbaped, marked and possibly fenced fora varity of gamcs. It may be 2 joint use re with Moodightng for evening use. Adio) informal ares {equired are shown it 24.31. About bal ofthis should be paved td can include smaller roial arent or souryarés, The remuinder can be grass, posibly including environmental study ares 1800 200+ 2N 7000) 6500) 7e00 + 28 5 loll ste area (r) 8 000} 4500) 4000| 500} 600° 750" 9001080) T2900 1360. 1500" 1750 1800 umber on roll) 2831 Informal recreation areas fr secondary schools About half the area shold be paved. the remainder can be grast ‘The regulations spevty minimum areas of playing elds w be provided, 8.3, not necessarily on the main school site when thst {sim builtup ares. They mast be capable of sustaning teven| hours play per weck in term tine without detrimest. Modeen methods of constuction, using a partial sand bed, are capable of| susaning comsdenbly more use than tis, and ae ths. emineaty lurgely superseded by sandflled past mat surfaces which ae expensive but often jou Goaned for addonal community use Both type of surface count as tice thet actual rca in terms of| playing field regulations. The Moodlighting which i an esteatil sletcat to matimise use of auch fale can be 4 problem in residential areas, (See referees 6, 8 and 10)1105 Design and development strategy for new schools ‘The major components of a secondary school plan are the subest Aepartments with diferent needs in regards to size, shape, lection tnd environment. Frequently where there is new Rousing. develop~ ment, there it a requirement to develop in phates, Ax cach succesive phase of new building is added, some remodeling of ‘isting areas is needed to preserve departmental suiabiliies. ‘The result of addtesing these factors may be a campus of lished uldings, offer incorporating a ceneal mall oF pedestrian sect This allows new buildings to be attached 10 an extendible ‘ircltion core, The basic planning unit may consist of several Sspariments, cach with a cluster of specialised and. gener teaching spacer around a common resource cent, as shown in more detal in 28.82 1 28,34 (See references 24 and 25.) ry 2 Bole) DE Ere] 8° Fafa in] wseiweat gs eee fc | aa ee SORTS > ae = Ee hig ao pete | Rape: ot Sony dd, he ee eon pene cede oe room of various sss, staff offs, storage, and shared study or social reat surounding the central glad well 2433 Scoondary school design 2 science, The rs for of a tmotorey block User the aciece department, A ingle large rep room and sore sere all taboratoris, which are equipped ‘with sevice bollards and loore workobes 19 allow a varity of arrangements The conal meszaine study and work ava it ‘acrble from a sniar central area om the floor belo, which oases technology, 2634 2434 Secondary school devign 3° dergn and technology The ground floor of a awostrey Bleck wth central ‘resourcelworbidplay area, large materials prep room and store, and paired technology areas for wark with a range of ‘materials and components 7.06 Community ase Many secondary school facilites are suitable for joint use prsulaly those fr sport asd the performing ans. ter areas ae suitable for evening clatter and for youlh and community oresnivation etsngs “Any large join-se scheme willbe jointly funded, possibly by the National Lottery, and promoters will expect tree these sess prominent on the most visible part of the site, designed to atast the general publi. Large-scale adult use implies large areas for paring ‘Security ison important issue, to prevent evime agaist persons ‘and propery, and to ene that the users fel safe, expecially at fight This Ss a matter of basic design as much as sopbisicated lecronie asters of hosleooking railings. 28.38 thows these community we. (See reference 10) 1107 Extending and remodeling exeing schools Most existing secondary schools have reached thir presen! form ‘over many Years, vin reorganisation and mult-phased extemson. Pressures of cost and time favoured the addition of detached lock’, unully sesulting in departments being spit between several buns, © good deal of extemal cicaation, and geoetlly haphazard organisation and appearance Projects for rationalising existing builngs 10 improve depart resal stability and to upgrade inivdual fies involve =| complex mix of remodelling, linking and small-scale extension ‘Tae design proces ivolver exensve conslaion wih the ers and managers, who wil have song views on historic festres which do not work, and may be prepared to cooperate in feitaing complex onsite working srangemente in onder lo get he fight end result The age of the buildings may mean that sbeenal milenance and energy conservation work, aclu ezoning of heating systems may also be reguited, evolving ‘ymchronisaton of eapital and revenue badges. 28.36 shows sch 2 project.—= zl 4 i arm 28.35 Tabor High School, Essex e secondary schoo! ste layou A schoo! ith @ large amount of community we, including datine se. The joinease sport cenre ran by the Dict Counc recreation department, ist the lf ofthe entrance hal, other school areas to the right ith potential for expantion 28.36 Shochuryness Iligh School, rationalization plan 1 New artlnk block unter departments and reduces emery leaves 2 Former art roams converted to general teaching space 23 New link clastrooms and pupils” entrance 4 Open are at ground feel flied in 0 form link and exra elassroom et tape eer [sean 5 Landscaped courtyard ve bat 6 Se for ftire expansion fiasnsy ruse anal ‘This school comsted of separate single-and two-storey. blacks Eno 9% aul between the 19202 and the 1970s. The most recent phase, 10 replace « number of demountable classrooms, Anis he lsparate parts together by means of «ne art block and a {further lishing classroom block, together with some infling of ‘pen ares al ground floor lve, and internal remodeling Besides reling depariment» more closely and providing filly fntrnal circulation. energy wie and. scary are improved, and etre ie separate from the min buldings7.0K Schedules of accommodation The schedule of sdividul teaching spaces is desived fom the aaulyss of proposed euriculum and pupil aunbers, plas come tal or watnetbled areas auch ax the bry, ety sre, and al DEE Building Bulletin 82 cxplins the calculation process fully 2437 shows the posible range of goss oor and teaching ars (See reference 6) 000 1 12000 tll ste ae nv’) a ‘600 750 "900 10301300 7350 1500 1650 1800 secondary School size: number an ral (N) 28,37 Floor areas tor secondary schools. The main graph shows the range of grote floor area, with broken liner ‘showing teaching area at 60% of grote, for 10-16 schools of more than 600 pupils. For schools vith a sixth form the range of tora area can be determined by the formula 1300 + 68 3n fapper timid or 1200 + SSN + 2.5n (lower lini) where Nis ‘he total mumber of pupils ofall ages, and a is the mumber aged over 16 cis maths, emanilion, lengusget All require 2 mix of general classrooms, seminar and torial toms, for groups of 15-80 pupils, siting formally at tbls, for chalk and talk’ or less formally around grouped tables for Aissussion, Some larger rooms wil ako be required for teaching {ables and extra work surfaces, for example using teaching ean be grouped rousd a common resoure and study ate, ain 2833, Information technotogy and business. studies Use of information technology (IT willbe possible throughout the school, but aching of sie teciguss wil rome one oF 80 otiated rooms posibly associated with business studies. These range ffom word processing to management and “ial enterprise’ ctivity, and requte seminar and group work space with faritre| and IT facilities which ean be easly rearranged as in real business fod industrial environments. A business stedes mite may have fstended functions careers advice, sndustry Tisron or & con ference centre, perhaps jointly financed and vsed by loca! coterprites, Thit could comprixe a display arcs, library nd Science Laboratories are seem devoted to one science, and need to be incemally Mexible (se Chapt 20), Seevice bolld systems and ‘overhead boom systems with movable standing-beight tables provide for this nee. A single centel preparation and storage area is more practical, and economical in use of support staff then ‘the traditional small prep rooms shared by two labs, and is ‘conveniently aerociated withthe faculty sta room, A separate extemal sore ie needed for flammable materials in bulk, The Drovsion of outdoor areas ~ ponds, erenhoutes, growing plots, or tial farms ~is a matter of lol wadition rather than curteulum requirement, but i vty stong ia some areas not all of which are rural, 28.33 shows a typical new scence department with single preparation and storage area, cental pupils? reference and computing area, aad laboratories with service bollads and ‘movable workbenches, (See reference 25) Design and technology Pupils will be involved in design and constriction in metas, wood, Plastics, and fabrics. Design takes place in close proximity to making and testing. Washbasins and warms sell whether designing om paper or with computer-aided Aesign (CAD) systems. Heat tresiment and other procester pragice foes and dot, which must be exacted a the point of vgn ‘A ceatal resource area is needed for display and referees, supervisable from the work atest, as shown jn 2634. In Femodalling of exiting promite, the existing “industrial work shop’ image may be problem. The ceaton of such «etal ta perhaps by infilling between backs, can be the key to the visual Uraneformation of the site, as well ab providing an exten facility. ‘Secure storage is requited for pupils’ work in progress, and his ight be associated withthe faculty room used by teaching sat and techicians. A cenal storage and preparation area for bulk rinerins is required, bo smal electronic components andthe ike ae best kept in a spatte clean store. (See referee 26) Food technology may be patt of general techaology, and sis will include experimental work and testing at well a cookery. nd deere Art and design Planning can be similar to that for teshaoogy suites, possibly with nore flexible open plans, and with similar estefil seperation of| more messy activities ~ sculpture and ce arces. Work with fabrics will ake place hore ai well 36 ia lecbaology. Daylight remsins 4 valued commodity in these ice ~ ftom cleaner Physical education ‘Most sehools will equte two spaces. These have taltioneliy been a sports Ballard gyzasiom, but rising standards in sports dalle ~ sprung lors, heating and lighting as found sa publica jointuse sports centres ~ take it possible to perform mest activites ip the sume space, (see Chapter 28). Separate dance ftudios and multingyms ate then often provided instead of « eym, ‘Community uae ie an ettenial clement of most sehoal sports and PF provision, and may have a radical nfence onthe amount and type of space and facilites provided. Typealy, additonal joint finding would allow 2 larger spors fal, = mt-eym, separate exerci ruio and improved guslty changing rooms t conform (9 adult expectalions and to withstand constant use Swimming pools (= Chapter 22) are likely 9 be provided excep! by joint funding fr community ue, The mos! common #68 workable scenario forthe tehoo! to provide the site in exchange for agreed hous of we. The major inancing and management will lie with the local authority recreation department, commercial enterprise. Where a swimming pool is readily svilble to pupil, the regulation playing field requirement may be abated or with Music and dram ‘These subjects may well share a suite, Dance activity also ovecaps wth physical education. In music, good deal of emphasis it placed oa sadsvidus! and small-group work, often involvingsdvanced electronic instruments, Consequently, security and ‘extensive provision of clei) power is important, as well as teouti itolation fromthe ceeander of the achocl, Drea studioe for a multiarpote bl, with blackou! and simple iphing syste (Gee Chaper 20) Seoue sorge is mscesnry forall areas Lutvary, resouree, and study areas Developments in information technology reinforce the library's imporance a8 information cate rather than rendering it unecet cy; books an6 printed material femain imporantalongide CD. ROM and programs networked from cent le serves. However oth resoures and study areas may alo be dispersed around the hoa in fealty cers I the school St appropriatlyTocsted Plased, the school's library may be combined with = public Uinaty jonly financed (see Chapter 32, Malis Pull assemblies of linge schools are seldom prcticable, and all porpoe halls ~ oor, seating, sages, acoustics (eer Chapters 20 sad 21) Common rooms and social orear Common sooms are usually provided for siath forms, and ometimes for other groupe Cafu oes areat may be stated shout the school by wideoing corridors, providing senting and a Stinks vending machine These follow normal adult practice (ee Chapter 3). Changing toons sbould be designed to reflet the diferent demands of indoor and outdoor activities. If possible, provide access from hich if slo dry accessible from inside should be provided. Coat hanging and lockers The recent tradition fs for coats and school bags to be casi sound all day, lowing the Garner closkoams 1 be convened 1 fesshing accommodation, There is some sign of a reverse in thie trend, owing to concern about the physical effects on children carying heavy loads around, Only a highstality intial locker system will withstand the likely vandalism and criminality Lockers should be fully visible in comidors, not in separate areas. [Even in cords, lockers ae not perceived to be totally secs, tne they ny need (othe inthe can bes, Thee it 0 suring to this where auch bases ae used by ler eles daring the dy, with locker were wanting access, Dining rooms and hichens Dining roms may be dascatod or dul purore (86 Chapter 18). ‘The proportion of pupils who tke © cooked meal varcr very Widsly, but staggered funces with up to four stating times ae universal Pupils who bring sandwiches ate often accommodated aay fom the dining room ie hls, oF even iv classrooms. The later should not be encouraged owing to the the likelihood of| rodent infestation at «est DDua-purpose rooms requte adjaceut storage for the dining bles and hairs, and they cannot be fully timetabled Beene of the time required to ast out and clear away fumiture. Schoo! catering arrangements ate undergoing radical change, with a varity of ouside contactors being employed. “Fast food’ is lunivesal and. many large old ktcens are being reduced size, withthe supa space being adapted for other purposes Saf rooms ‘Where staf preparation and resource facilites are provided in| Sacaly areas, the coal stall roa is largely social ie cbc. 1 sould be adpuable for meetings, sll conerence, and inseevice ‘rnin events tepanite room for smokers may he requested Sia offices Individaal sooms wil be segured forthe bead teacher, possibly = burr, and fr depaty eds, year hens and any sll who ned to Interview pupils, stall, ané parents, and to keep confidential records, Hens of fica or depanment may bave their own rooms for may use the facuy staff rom, AAminitratve and service staf offices A reception and wating area with dpay facies i roquited for visitors adjoining the tain office. The computers for the ‘management infrtation system should bein separate room, as ‘onfieotal information is offen oovscresn. The office for the ‘caretaker, school Kooper or ste manager (whatever his or her tik), should also be in this area and not adjoining the boiler # PROVISION FOR SPECIAL NEEDS IN EDUCATION 01 Some chilren have special needs in education: physical or rmevtal ieuies which meno they cannot cope with the normal Provided with cata auttance o fxilies within eediny schoo, There remains # requirement for special schools for some pup, with very high level of specialist taching and cre staf, furrcua geared to their individual needs, and purpose-built space tnd faclter. Ib adstion to the education authority, the local health authority provides some services including speech and Physiotherapy, snd may conte capital for hyratherspy pools fe sther fees Social senvces deparments aio fave an ore uty towards cilzen sith dibs, and may he involved ip briefing and provision of capt Some cilder, mosly those sith moderate luring diel, nobly problems, vision or Hearne snpuiment, of speech and Tanguage donde, can str normal schools given saf¥ support rome minor busing aptstons, and the ute of special faites for part of the time. “Building Bulletin 61 gives very full design In the case of whoslebir ucts, i ie often difficult t» make aie secondary schools accesible abd with adequate means of ceape, Ic has boon the practice to designate one school ina ata fd concentrate provision thete, This policy has come it for lot of eiticism as i limits the choice for pupils who may have to use Iwheclcbars bor re otherwise flly capable of taking advantage of facies which may not be available in such # designated school ‘Thote are very few buildings that cannot, in fact, be made on. (See rfnces 3, §, 7 and 27) 13 Special schools In. general ‘The sper of special school which are widely found are detailed below, Although described as having 4 specific role, eachspecial school is diferent and tends to follow the neods which emerge in a particular locality. Building Bulletin 77 gives fll ‘design guidance. Very specialised schools for the visually and orally impsited, or for accident victims are very «mall in lumber and gencrally run by charitable foundations. (See reference 28) 8.06 Sehoots for pupils with moderate learing ditties cannot keep up ia normal school work, School size is from 60 10 120 popil, aking + modified mainstream curiclam with cats sizes of around 12 pupils. To provide adequate specialises facilites in a school of thie ize is dificule and these schools xchange of experi, and 2 variety of schemes for parttime Some children ive maple diabiliies and may’ Rave mobilicy problems in addition to mental or behavioural difficulties. 28.38 ‘shove a school for pupils with physical dieabiliticr and/or moderate Tearing diiculies adapted om ¢ redundant prinary school, Whete ao such need exit, detailed design requirements sre similar to those for minster schol, ‘The fact that a scboot for pupils with moderate leaning or behavioural difcuiee fas provision for whecchar users shout aot be a reason for sending pupils there who bave only physical disaiis, 05 Sen Ly) “These are allage Fcbols for ehiéren with permanent severe Brin famape which atfects physical fonctions as well a Ieaming. The range of ability is wide, the curriculum ie developmental. It focuses on indspondence, self-care, and social Living together wih National Curriculum work at a level appropriate to the pupils” bilities. Schools are typically of $0~80 pupils divided into for 1619earah (Class sizes re around 8 pupils, Detailed design requirements special lavaory nd hygiene flies, storage for special suppor sod equipment, Ueapy and weatment rooms, ad fares for & lage timber of tesching and anilaty staff. Many pupils come tuxs or speci buses, and thre may be e ued for onsite tuning snd unloading with canopy for wet weather, Outdoor ates for for pupils with severe learning dificuties 28H Woodaore Sokol (MLD and PID, Exes. A special school ie a former junior school ult in the J95De the contral X of the plan) extended on 100 sider 0 create a schoo! for pup with moderate learning icalier or physical handicap aged from 3 10 16 The school is brody divided ino primary and secondary sections and shows charctericice common 9 matt Opes of special school ~ class bases for small groups, quiet rooms for oneto-ne help, spacious ccultion, specialist therapy faites, shelered courtyards, and canopied enrance Jor seing dow from cars, or minibar The school adjoins @ manaream secondary school which ie adepted for physically handicapped papeseme relatively inclve children eed to be very shelered, and Junge ‘nleroal courtyards have many avant 8.06 Schools for 1 tmpaiement ‘with a peraal sthool eriument: sone of thoes i wheschs, some wih brite tones or weak hears, or who cannot perform very wide up to mainstream curccuhm standards; but requiring xtra support oF equipment sich 36 pessonal compute interface |roups of around &, Extensive non-tesching areas ae cequied ‘itcaties Separate primary and secondary schools for ebildron who are ggressve, withdawa, or insecure. A-maasteam cursculam may be followed, but the main function of the achool is to modify ehaviour by social means as much outside the classroom as within i Clase groupe are of around eight pupils. Thete schools sie ofl weokly bouding sebels. (See reference 28.) 9 REFERENCES General 1. The Education School Premises Regulations 1996, The Siationery Office 2. Circular 10/96 ~ The School Premises Regulations, DIPE 3. Fire and the design of educational buitdngs (6th e&t), Buliing Ballesn 7; The Stationery Office 4. Guidelines for emsronmental dergn and ful contersation i S. decess for disabled people to educational buildings, Design Note 18 (2nd eda), DIE 6, drea guidelines for schools, Building Bulletin #2, The Stationery Office, 1996 7 Capel ding bse — procurement and commisining, The raat Maiatined Schools Cente, svised edition 1996 & The outdoor classroom, Buldag Bulle 1, The Stationery 9. Our schoo! your school, DIEE 10. Bavcaiznal facilities = design for community use, The Spas couse, 1994 LL Fire precautions in the design and consracin of buildings: Code of practice for means of cape for disabled people, BS sek; Pat #1988 12, Schools environmental asseament method (SEAM), Building Bullstin 43, The Stationery Office, 1996 13, Parsve solar sehoolr-@ design gud, Busing Ballesin 79, The Siaionery Office, 1995 14, Fame caphoards in schools, Design Note 28, DIE (19 be roperseded ring 1997) 15, Securiy liphing, Balding Ballin 78, The Satonery Ole, 1993 16, Closed circuit TY surveillance systems én educational bul ings, Building Bulletin 75, The Stationery Office, 1991 17 Crime prevention im schools: spefieation. instalation and Iaintnance of intruder alarm systems, Building Balen 69, The Siationery OMe, 1989 18. Crime prevention im schools: practical guidance, Building alla 67, The Stationery Office, 1987 Nursery. schools 19, Bulding for martery education, Design Note 1, DIEE 20. Design for learning: designing am infant. junior, or primary 21. $1 Johns School, Sefton: the design of «mew primary school, Design Note 47, DIRE 22, Community use of primary schools, Datasheet 62, The Spor Council, 1992 25, Richard Weston, Schools of thought, Hampshire County Council, 1991 Secondary. schools 24. Now intiativer in City Technology Collges, Bung Balen 72, The Staonery Office, 1991 2S, Science accommodation ie secondary schools, a design sue, Building Bulleis $0, The Stationery Office, 1998 26, Design and techecogy accommodation in secondary school: 27. Designing for pupils with special educational needs: ordinary schools, Builing Bulletin 61, The Stationery Office, 1992 28, Designing for pupils with special educaional needs special schools, Building Bulictin 77, The Stationery Office, 1992 dling. scho 29, Schoo! boarding accommodation: design guide, Bollein 84, The Stationery Office, 1987 ‘The Architects and Building Branch of the Department for Egucation ané Employment is the main source of design information in this ares. I lst of publications is obtsnable free ‘oom DIE. Further Building Mslletine ate im preparation, and ‘hore onthe fllseng sbjecte are expected to Be published ding 1997: Schoo! grounds Ar accommodation in secondary schools Musieaccorimodaton in esondary schools Gaidelnes for environmental design in schools (to replace Design [Note 17) Fame cupboards in Schools (to replace Design Note 2» “The Sports Couscil ané the Arts Council publish « range of |igance notes fr their areas of intrest which ae relevant joint School and community projects, in particular where Lotery Tonding 3s involved