The Centre for School Design » Refurbishing schools

James Review is (finally) here

Ian Fordham — Fri, 08 Apr 2011 11:51:47 +0000

After a long wait, we finally have the Independent Review of Education Capital – the James Review – which sets out the 16 recommendations for the reform of the way schools are procured, designed and built. Probably the biggest headline grabbing elements are:

the much aired challenges, problems and waste associated with the Building Schools for the Future programme
the suggestion that free schools capital budgets should be retained centrally
that Partnerships for Schools should have an even larger remit and reach as a central body including negotiating contracts with the construction industry

There are also the issues we raised in our previous blog posts around: greater standardisation, the reduction in red tape around planning and building regulations, the use of faster procurement routes and a move away from the goals of school capital programmes being focused on ‘educational transformation’ to look instead at building condition and pupil places. He also recommends that new buildings should be based on a set of standardised design templates (referencing the kind of model used by Dixons and TESCOs) – yet will incorporate “the latest thinking on educational requirements.

The author of the report, Sebastian James, Operations Director for Dixons, says that the current system was “complex, time-consuming, expensive and opaque and that savings of up to 30% could be made by streamlining it” and that a “lack of expertise” among those procuring the buildings – often head teachers – meant there was little opportunity to lower costs or improve building methods”.

Already the review has sparked some interesting comment including Neil O’Brien, Director of Policy Exchange who in his Telegraph blog (as well as their report Building Blocks) is highly critical not only of BSF but also of the role of Partnerships for Schools.

We are currently preparing our analysis and response – but in the meantime the review document and letter from Sebastian James can be found at the Department of Education website.

Still waiting for Sebastian James…

Ty Goddard — Tue, 22 Mar 2011 13:16:08 +0000

The long heralded James Review on the future of schools capital seems to have had more pencilled-in launch dates than a NASA Shuttle. But we are pretty confident it will be launched shortly… For an industry that thrives on certainty, local authorities that need to plan and schools that need investment, this delay has implications. Rumours often fill information voids; some are plainly ridiculous, some really do represent debate within the Review team and Government. What we do know for sure are the three key watchwords for the James Review: building condition, standardisation and more for less.

That still leaves some big questions – what’s to be said about Labour’s Building Schools for the Future (BSF) programme. Were there any redeeming features about BSF? How can we ensure proper design for teaching and quality with an off-site modular approach? Is it sustainable and enduring to issue summary cost cuts to present and future projects? How do you incubate real innovation in an era of more for less? Shouldn’t Academy sponsors just be trusted with the capital spend – without intermediaries? How can Free Schools be created, work and really look and feel different to the parents involved?

Yesterday, I defended some aspects of BSF at a round table event chaired by Sir Mike Tomlinson. What I couldn’t defend was the silence of too many professionals and organisations, at the time, about what was really wrong with the BSF delivery process. The multiple professions involved should have done their own house-keeping. We wasted too many opportunities to get BSF right. We should have put our own house in order – not incrementally but properly.

School buildings are also becoming an even more deeply political subject and if you have any doubt, Michael Gove speaking at the Spectator conference last week said:

“People blame us. But if you are upset, the guilty men are Gordon Brown and Ed Balls; and the Treasury were responsible. The last Labour Government deliberately chose the most expensive route to build schools. I’m as angry as anyone else about the state of some of our school buildings”

There was also an equally lively exchange this week in the House of Commons:

Toby Perkins (Chesterfield) (Lab): The Secretary of State’s comments about the state of the school estate in comparison to what it was like after the Conservative Government in 1997 are nothing short of a disgrace. The reality is that this year the average secondary school has had its budget for maintenance and repairs cut from more than £105,000 to less than £20,000 this year. The Secretary of State has spectacularly failed to stand up for our schools and our schoolchildren. Does that not fatally expose how vacuous his claims are to have found more resources for schools this year?

Michael Gove: That question was beautifully written, almost as though it had been carved in marble by a master mason. The truth is that no one on that side of the House can afford to clamber on to their high horse when it comes to school buildings. It was that side of the House that inherited a golden economic legacy and squandered it. It was that side of the House that betrayed a generation of young people by giving us a record deficit and a record debt. It was that side of the House that presided over a schools building programme that was reckless, profligate and inefficient. It was that side of the House that put political convenience and partisanship ahead of our young people. Frankly, even though the hon. Gentleman was not in the last Parliament, every time he comes to that Dispatch Box to talk about the state of our education system or school buildings, there is only one word we need to hear from him, and that word is sorry (Source: Hansard)

The state of school buildings clearly matters to the coalition and the opposition as well as to our schools and communities. Indeed it is this passion for the fabric of schools that started our own organisation. But not everything lasts forever – BSF had its day. We at the BCSE have also had to rethink how we shape and respond to the new landscape ahead. We are an independent charity and not party political. We have tried to be a cool voice in a heated debate.

Lets hope the launch of the James Review heralds the rational debate this important subject needs. Also keep an eye on this Wednesday’s budget for some positive news on ways forward for investment in our schools and colleges.

New Year: time for fresh thinking on school capital

Ian Fordham — Tue, 11 Jan 2011 08:55:06 +0000

It’s been a long break from Centre for School Design activity – but with a lot of British Council for School Environments work in December including a study tour to New York and New Jersey, a new board of trustees and chairperson (Rachel Jones), a new office move to Islington, a second screening of the film Waiting for Superman with the thinktank Policy Exchange – and some big planning for 2011… we have used last few weeks to recover regroup!So, we are now back for a new year and geared up for a lot of important developments to come in the next few months: the implementation of the government’s White Paper, the report of the much anticipated Capital Review (we believe the full report, including an audit of the 0-19 capital estate due before Christmas, will now appear in February/March). Plus for the BCSE: the launch of our 2011 Awards and new projects, collaborations, events and activities will be unveiled shortly.

But before we set off headfirst into 2011 – there’s a small window to reflect and a chance to set out some thoughts about fresh thinking in a time of rapid change. With a decade of significant financial investment by government (and emotional investment from teachers and parents) there’s a pressing need to ensure all of that energy and ambition is not driven out of the system by the major changes that have taken place in the past 6 months. Of course there is a need for greater certainity and money is a huge issue, but thinking about education in this current climate is arguably more valuable. What is needed to unlock more work and indeed the education system is a mixture of creativity, participation and a focus on what works. The spontaneity of parents, teachers and communities can be mined in new ways to ensure we are getting the best out of limited resources.

Also – for too long – public policymaking has been a top-down process that has been monopolised and codified too tightly. Not all of the great ideas we hear about are expensive in cash terms – but the potential value of many of them is huge. Its vital that we continue to keep talking, to connect with each other across organisation boundaries. How do we do this? Some of the fresh thinking comes from outside of the sector. Take Ivo Gormley’s idea on making short documentaries about the impacts of social policy. This has an obvious application at the grassroots level to education and school design. Similarly, Lauren Currie’s ideas around how you can involve everybody – not just the self-selecting active citizens – to participate in decisions around the future direction of schooling are useful.

Tim Davies’ idea on building a consensus among public sector management that interactivity is a good thing, really needs to be promoted among the staff in local government who deal with education policy. Plus a clear message needs to be sent to government and the Capital Review team to say that frankness will be rewarded and not seen as a criticism. Dominic Campbell’s idea on making procurement a great deal more interactive – a process that could and should involve teachers, parents and local communities – can ensure that a more energy goes straight to the front line where it is needed and ensuring that procurement isn’t a wasteful dialogue between detached professionals or a budget-maximising private sector. All of these ideas are taken forward on an excellent site called Political Innovation – which argues that politics should be done differently – its surely time education was done differently too.

To paraphrase the leader of the opposition, ‘last year is a different country’. There will certainly be a range of new opportunities coming out of the Capital Review and upcoming developments in our sector. It can be an exciting year… we are eternally optimistic.

Free Schools Thinking launched

Ian Fordham — Wed, 20 Oct 2010 16:00:46 +0000

At a packed event of 150 teachers, educationalists, MPs, designers, contractors and policy makers at the Houses of Parliament yesterday – hosted by Graham Stuart, Chair of the Education Select Committee – we launched our latest publication Free Schools Thinking. It comes on a historic day – when the British government announced its Comprehensive Spending Review and when funding and budgets in schools and other public services have been cut. Yet despite times of austerity, we argue that it more vital than ever for schools to be ‘freed up’ to think differently about the way they work in terms of the places, spaces, times and people who can help make our education system compete with the best in the world.

We are really pleased to have received some excellent comments from a number of high profile education leaders and some great media coverage. If you want to add your own comment, please email me at ian[at]bcse.org.uk. Our Free Schools Thinking website is also live and we are now looking for funding and support to turn this into a major site and resource for all those with an interest in New Schools, Academies and with our Free Schools Thinking approach.

Free Schools Thinking: Places and Spaces for Teaching and Learning

Comments on our Free Schools Thinking publication so far include:

“The Free Schools thinking report consists of some very good ideas”

Sir Michael Wilshaw, Principal, Mossbourne Academy

“The Free Schools Thinking report demonstrates how adaptable virtually any building can be to accommodate a learning environment and is an excellent guide for anyone that is considering establishing a school. Cast aside any preconceptions, encourage a truly open vision and together we can grow real opportunities from the most unlikely ideas.”

Rob Thornton, Birkenshaw, Birstall, Gomersal and East Bierley Community Trust, Kirklees

“The Assocation of School and College Leaders (ASCL) would have significant concerns about some of the kinds of places that are under consideration for free schools. All school leaders know that the learning environment is a crucially important factor in the quality of education schools are able to provide. But the document gives a helpful and balanced description of the issues around different types of buildings and would inform essential discussions amongst any potential new providers”

Brian Lightman, General Secretary, The Association of School and College Leaders (ASCL)

“The Free Schools Thinking report represents a welcome and imaginative guide for any group committed to starting up a free school. Moving one from the BCSE’s ‘New 3Rs – refresh, remodel and reuse’ – it opens up a variety of opportunities for cost effective new schools”.

Dr Elizabeth Sidwell, Chief Executive, Haberdashers Aske’s Academies Federation

“Yet again the BCSE are at the forefront of thinking about where schools are heading in the future. The report looks at the new freedoms available to all academies and free schools and puts them to the test in the real world. It also sends out a very important message to schools and teachers across the country – free up your thinking about the places, spaces and times where teaching and learning can take place, and rethink the people who can best help support young people’s learning”

Dr Anthony Seldon, Master, Wellington College

“School buildings in this country should reflect the priorities and aspirations of a leading nation. But we need to think sustainably and economically. A great school building does not, of itself, make a great school. There are, however, many buildings which could be transformed into inspirational locations for schools as well as learning centres for communities, in a commercially and environmentally positive way. It takes lateral thinking and partnership working. Free schools now have an opportunity to tap into a rich seam of potential new locations and this excellent publication is an important step in developing new thinking.”

Sir Bruce Liddington, Director General of E-ACT

“This is an exciting and very timely report. Academies have shown how re-thinking what schools could look and feel like raises aspirations for whole communities. Equally, some of the most inspiring learning spaces I’ve seen have been in uncoventional settings. This report demonstrates the importance of a thoughtful and creative approach to how we design spaces to enable young people to thrive”

Andy Schofield, Principal, Wellington Academy

Media coverage of our Free Schools Thinking publication includes:

Conservative Home

BBC Online

Independent on Sunday

Building Design

Free Schools Thinking – what is our new report saying?

Ian Fordham — Sat, 16 Oct 2010 09:49:10 +0000

We are really thrilled to be launching our new BCSE / Centre for School Design publication Free Schools Thinking on the 20 October 2010 – the day of the announcement of the UK Government’s Comprehensive Spending Review. The timing is not a coincidence. We feel strongly that despite budgets in education and across the public sector being cut, that the thinking about education should not be cut back too. Teachers, parents and those working with schools should be encouraged and enabled to ‘free up’ the way they work, the people they work with and the places and spaces where teaching and learning takes place – so they can find new ways of improving their schools and the education system as a whole. Our publication is the result of a unique collaboration between the BCSE, the Centre for School Design and 5 leading architect practices (Architecture PLB, GSS Architecture, Jestico & Whiles, Ryder Architecture and RH Partnership) who co-developed the report over a 5 month period.

The first section of the report looks at the changing policy landscape and puts forward a framework that encourages schools and those working with them to rethink the spaces and places where teaching and learning takes place and the time and people who help to support learning. It argues that many schools are already working in innovative ways and that new policies such as ‘Free Schools’ (regardless of your views on its potential impact) have started to provide an injection of fresh thinking into the way schools are managed, designed and work in practice. But to achieve a step change – we believe passionately that ‘free thinking’ must be applied to all elements of the education system – for us to compete in an increasingly global education market.

The second section of the report looks at a set of new typologies and case studies for schools – looking in depth at the issues, opportunities and challenges associated with locating schools in radically different building types. From public buildings to offices to retail and factories – the report highlights how a free thinking approach might enable a huge, undersused reservoir of public and private sector estate to be used to create exciting and dynamic spaces for teaching and learning. It moves beyond the rhetoric of ‘schools on high streets’ or ‘eduretail’ and looks in detail at the way the education system in the UK might be developed if such projects were delivered and taken up to scale.

We hope that our landmark publication, the first of its kind in the UK, will act as a stimulus for debate about the education system we want in the future. A preview of the report is shown below and the final report will be available in full on this website on the 20 October.

Update: our report has been featured over the weekend in articles on the BBC, the Independent on Sunday, Building Design (£) and Construction News (£)

Hard politics and new directions for schools

Ty Goddard — Wed, 22 Sep 2010 15:16:16 +0000

This is a swirling and confusing time for those involved in schools and education. As a new landscape is taking shape there are a few things to note and a some to be wary of. It’s a heady mix for teachers and those at the sharp end as we wait for the headline spending figures on October 20th in the Spending Review. So ahead of our BCSE Annual Conference which focuses on the changing policy landscape – here are my top five areas of interest that will provide some of the dynamics of the shifting policy season through the Autumn and sharp Winter. 1) Building Schools for the Future
After a very short honeymoon period for the coalition – a promised Emergency Budget – then set in motion the announcement of the rapid termination of over 700 school projects. This was hard politics for all concerned and caused real human anguish in the manner of its delivery. It says much for the Secretary of State that he apologised more than once. There are still schools in the pipeline but looking over the Christmas horizon, schools, local authorities and the construction sector need certainty of planning and intent.

Yet this Coalition Government has said it will continue investing in the school estate. Above all, this is more important than the survival of a quango – Partnerships for Schools – who seem to be in the process of constant reinvention. This is about the key strategic decision – how do you up-date a schools estate that in the main is beyond its design life and does not properly support teachers to do their jobs? As one colleague in the industry said to me – ‘The investment was right; the way we did it was wrong.’

2) Academies and Free Schools
After the fastest piece of law making we’ve seen in a long time this has to be more than just a mere numbers game. New freedoms for schools and new ‘free’ schools have to demonstrate clear and applicable innovations of success for a wider system, not yet convinced that mere change for change’s sake is what they need. Waves of converters to Academy status have pledged to work with other schools and share their expertise – these alliances have to build real trust at local level.

The potential sixteen Free Schools, billed as an innovation in pupil place planning, have to build on more than an understandable frustration with the existing education system. In light of opposition this week from Liberal Democrat conference, free schools must be truly diverse and based more on partnership than polemic. Exceptional people in schools, local councils and the voluntary sector are already doing exceptional things for our young people. The key will be to celebrate and connect them into the current infrastucture not for them to become caricatured and isolated as education follies.

3) Decent school environments
I recently sat on the BBC TV Breakfast sofa and watched the pupils and teachers from a school in Derby tell the nation why decent school environments matter. This was not about luxuries or frills. It was about leaky roofs, broken furniture, lack of light, bad acoustics and lack of disability access – all factors that prevent pupils from learning and meaning their teachers were not supported to do their job.

I hope for all concerned within education that it is mere coincidence that the worth of design in schools and the skills of architects who are currently being traduced in the media – is not part of a campaign to diminish the role that the school environment plays in improving schools. There is also a blame game directed at so-called greedy contractors – the majority of whom have been building world class schools in both the state and the private sector.

What we know is that there is a wealth of evidence globally and from other sectors that quality air, light, furniture and acoustics affect performance. Well engineered and well designed spaces matter for our teachers and learners. Decent school environments are an asset and a tool for school improvement. They underpin and support quality teaching and can enrich learning. Decent school environments create safe and ordered spaces and places for our children. Beware the posturing and positioning in the media. Britain needs to be ambitious for its schools.

4) Schools Capital Review
Too often in the past our school investment programmes were saddled with windy rhetoric and organisational bias. Was BSF so retro-fitted that it became almost alienating to those on the ground? This review has to be the overhaul of schools capital that we all want. Open and honest. And not afraid to challenge the status quo. This is about the national interest not organisational self-interest.

I welcome the involvement of Tesco and Dixons – we’ve always got something to learn from other sectors. I welcome the involvement of ‘people’ – focused Lewisham Council. We need to get to collaborative procurement, enduring partnerships, deep learning and simplicity of process and outcome. We need carbon reduction at the core of the business plan. There is also a useful new 3R’s – refresh, refurbishment and re-use – to consider. Schools infrastructure investment itself is a productive investment – jobs, kit, supply chain and community.

5) The £1400m2 challenge
Finally, we’ve come a long way in testing and modelling school design – from exemplar designs to the new £1400m2 challenge. How do you drive down the cost per square metre? Can we design and build a school at around £1400m2 as they do in Europe and Ireland. Of course we need to look at value and driving out waste in the system. The chance was there three years ago with the Review of BSF – instead we got flimsy legal advice and we merely tinkered at change.

But, we’re learning that mere top down command and control doesn’t culture the innovation needed. Excessive concentrations of power lacking in transparency and accountability will merely repeat the mistakes of the past.
Our national challenge is we have thousands of schools that need fixing up and we’ve got a lot less money with which to do it. Quite simply we need to think and not be afraid to think differently.

Those are the challenges ahead – lets keep the debate going between industry, schools, local authorities and the policy makers in central government about making the system better.

Navigating and shaping the new landscape

Ian Fordham — Fri, 10 Sep 2010 14:44:00 +0000

We are back after a summer break and straight into a new term with a number of key milestones ahead – the interim Capital Review report expected in early October, the wide ranging Comprehensive Spending Review on the 20th October, this week’s announcement of the first set of 16 free schools plus a gentle but growing wave of work being started on the Big Society including Town Hall sessions across the country and a growing network. Whilst some in our industry have gone to ground or even disappeared, others describe the feeling of being cut adrift whereas others are gearing themselves up for new oppportunities in a rapidly changing industry.

What sits in the middle of this for us is our landmark BCSE Annual Conference http://buildingbetterschools.eventbrite.com/ which is looking to make sense of this changing landscape. Last year was about bringing the world to the UK and giving people take away ideas – this year is about sharing with the world what the UK is learning and making sure people have the tools they need and a community of people to get the practical support they need when they leave the event. But this represents a challenge – how do we meet such diverse needs and interests in just 2 days – conferences are too linear aren’t they?

So we are working out a way of co-creating the conference – through this blog, through our growing linkedin groups and face to face networks, through engaging innovative partners – from University of Salford to the American Architectural Foundation to the Welsh Local Government Association – to challenge our thinking but also extend our reach and to give people the kind of experience they need. We are creating new layers to our event – with a new Local Authority Futures programme – which will give local government delegates and fellow professionals a chance to to share concerns, identify solutions and share knowledge with the whole conference and beyond. And finally to amplify the event, we are using every media available – Gleeds TV to broadcast, Be2Camp and The Construction Network to liveblog and cascade to the construction industry and just today we have got on board the NAACE – to link us in to grassroots staff and those working around technology in schools.

As the event, as with responding to this new landscape – we can’t just be reactive and respond to a wave that is about to hit us. We need to be proactive and start to shape the future ourselves, there is no other way of navigating through and succeeding in the this austerity environment. Welcome to the new world – join us to help create it…

The Best of Britain’s Schools

Ian Fordham — Thu, 22 Jul 2010 08:30:59 +0000

We must remember amidst all of the challenges and difficulties presented by the last 2 weeks and the cancellation of the BSF programme that teachers, local authorities, architects, contractors and suppliers have been and are still building some world class school buildings and learning environments. So with an unashamed focus on the positive – here are details and pictures of all of the BCSE Industry Award 2010 Winners. Lets celebrate some of the best of Britain’s schools – delivered despite some of the worst of Britain’s procurement processes.

BCSE School Design Awards 2010

Free schools – connecting the dots

Ty Goddard — Tue, 20 Jul 2010 10:24:11 +0000

The news has been full of stories about Free Schools recently. We have seen stories that concentrate on parent power and the freedom to set their own curriculum, and in contrast we have seen stories concentrating on how shops such as Woolworths and other buildings will be converted to house these schools.

But what has been missing is how these relate to each other.

For the last few years the BCSE have run study tours to Sweden and had conversations with architect, Kenneth Gardestad, from Kunskappskolan about the possibilities of the power of the old informing the new. An old submarine factory as a school? An old light bulb factory? These are successful industrial production spaces that have been transformed into learning spaces.But the reason these spaces work as schools is because the curriculum is perfectly matched to the spaces available. It really isn’t corridors and chicken crates, it’s thinking about children and their teachers with a new respect. And when you are doing this you can’t always get it on the cheap.

Free schools and the spaces they will occupy are not just new ‘old’ schools. Often the sites being looked at for Free Schools are restricted and limited by previous use. Adaptive reuse does demand challenging the ways you do things; you can’t do things the way you’ve always done them. That means using spaces for teaching and learning in different ways. Social spaces become much more of a learning space and private study space becomes much more important. Colour needs to be used to uplift and stimulate and be used in much more mature ways than the cartoon colours that adults think young people like. Importantly we must ask the teachers ‘How do you work best and where?’

It also means looking at what happens on school sites and the implications on management and safety. Whether it is office reuse, high street or out-of-town retail space, we MUST aim for decent environments. They don’t need to be grandiose but they do need to work for a new generation of teachers and learners. We expect our office space to work with us so why do we deny our learners the same opportunity? Good light, proper air, acoustics with ease, furniture that doesn’t hurt your back and technologies you can fit and forget.

Be practical when choosing the building for a Free School. Ask yourself this question: Can this building serve the needs of teachers and young people? And don’t forget some buildings are as particular as people.

In all the furore of the debate its important to remember: Decent school environments matter

What you may have missed in June?

Ian Fordham — Fri, 02 Jul 2010 10:25:46 +0000

It’s been a busy month in the world of school design. Amid the financial uncertainty, a number of key annual industry events took place during the month, including the BCSE Industry Awards – a great evening with a range of inspirational speakers. You can see a full list of the winners here and we’ll be featuring specific projects in the coming months in a bit more detail on the site.

National School Environments Week (18 – 25 June) started with an eclectic mix of events, seminars and networking opportunities – from a fantastic House of Commons launch event with speakers including the outgoing chair of the education select committee Barry Sheerman MP and Micael Sammon. To a seminar on the ‘Architecture of the Mind’ – looking at design issues for special educational needs, health and well being and mental health with great inputs from Georgia Burt and Martha McSweeney from Nightingale Associates - the latter who had worked on projects as diverse as secure units in Northern Ireland and Broadmoor! We also ran a UK-Dutch school design symposium at the Dutch Embassy which was a sprint like event through innovative school design ideas from the Netherlands from 6 leading architect firms – more on that to follow.

Whilst we were still awaiting news on what budgetary cuts we could expect from the new government (our response to the emegency budget is here) we turned our attention to school refurbishment. On the 21^st June, we teamed up with Scott Brownrigg and Davis Langdon to publish our ‘Rethinking Schools Capital Investment – the New 3Rs? Refresh, Refurb, Reuse?’ report in full on the Centre for School Design website.

We chose this moment to focus on a stunning example of school refurbishment – Ifield School in Gravesend – a great illustration of how a special school can be updated and refreshed through thoughtful and inclusive design. We also featured a number of other special schools as well earlier in the month, creating a gallery of great design examples.

The ‘New 3Rs’ launch event itself drew out a few interesting lessons from history. In particular, Michael Oliff from Scott Brownrigg described the genesis of education buildings from Victorian times to the present and identified trends that could show us the way forward, in a time where budgets are restricted.

“Board schools showed an economy of design matched with high value placed on natural light and a mixture of home, instruction and project spaces, which mirror current day designs. In the 1920s, there was a movement towards ‘Open air’ schools which emphasised the outdoor environment as a key element to teaching and learning, at little cost, and in post war Britain modular and off site solutions were found to build and upgrade schools en masse to deliver system wide education change and cater for an age of austerity.”

Finally we looked at a great example of sustainability in schools – Bowbridge Primary School in Notts and reviewed the award-winning approach to whole-school technology at Forest Hill School in London.