Right environment crucial to learning in schools, says leading Yorkshire design consultant

LEEDS, U.K. - April 5, 2013 - PRLog -- “Flat-pack” schools may be the British Government’s solution to spiralling costs in education with 261 new school buildings now to be built to just three different templates.

When combined with cheaper materials, the one-size-fits-all approach is expected to save a third of the Department of Education’s construction budget, even if it does mean a little less space.

Any school which wants to opt out of a standard design can do so, of course – as long as it can fund the extras itself.

But that hasn’t been enough to appease some experts who argue a school environment should be seen as just as important as the way learning is delivered in the classroom.

Chief executive of the British Council for School Environments, Nusrat Faizullah, said: “As a former teacher, I know how much difference a decent learning environment makes. Teachers work better and children learn better in spaces that are properly designed.

“It isn’t a luxury – it’s an investment in our children, our communities and our education system.”

Some schools are so adamant about the importance of the school environment they’re already investing significantly in their buildings.

Victoria Primary School in Leeds has had the interior of its building completely redesigned in several phases, and incorporated new graphics and branding to give the school a clear identity and vision.

Headteacher Alison Carrick believes the changes will be tangible.

“Our students now feel they’re coming to a high-class place of learning,” she said. “They recognise the investment in the quality of our learning environment and everyone who comes onto the premises knows our vision and aims are for our pupils to succeed.

“The pupils are developing a new-found respect for their environment and community, expecting quality and not accepting second best. If this only applies to their learning we are winners, but I know it is now impacting on them as individuals, expecting quality outside school too.

“This will serve them well when they look for high schools, consider further and higher education and the world of work. They should expect to be treated in exactly the same way as every other member of society and contribute equally.”

The work at Victoria Primary was carried out by Yorkshire-based creative design consultancy SoVibrant, which reports a surge in interest in the services it provides in the education sector.

Interior designer and brand experience specialist Victoria Stares said: “There is plenty of evidence that a well-designed working environment which makes good use of space can have a huge impact on any business in the commercial world.

“It’s therefore not a huge leap to say the same also applies in schools and that, by investing in their buildings, future vision and strategy, teachers and governors are actually investing in their pupils’ long-term success.

“We understand schools don’t necessarily have the spending power of the corporate sector and they have to justify investment in things like the radical design of new buildings so we’re not going to embark on projects purely for the sake it or just because we believe they look good. They have to make a difference which can be quantified.

“We’ve found a long-term, coordinated and strategic approach works best – not just for us but for the schools we’ve worked with too. It allows us to develop integrated, multi-platform solutions, whether it’s through buildings, online communications, signage or brand identity.

“Of course, if you asked teachers whether their schools should be run like businesses, most would probably say no. But, in our experience, business strategy, interior design and branding are aspects of the commercial world which are becoming increasingly important in education.

“If it’s within their budget, why should schools be denied the chance to develop their own identity? If they can balance the books and prove the benefits of having a brand or designs which match their vision, why shouldn’t they work across the board to develop an identity unique to them?”

Mrs Carrick added bringing in a company which isn’t an education specialist also provides an impartial perspective.

“As teachers, we’re used to 'decorating' every available space, falling into the trap of 'wallpapering’ everything which we all know quickly becomes background not impact.

“The graphics and phrasing we have agreed get the right message across instantly and memorably.”

And Mrs Carrick isn’t the only head teacher who believes a bright, welcoming school helps to boost the intake every September, and helps staff to engage more effectively and gives everyone a sense of the school’s identity and purpose.

Debbie Pringle, who had recently been appointed as headteacher of Trinity St Peter’s Primary School in Liverpool, also engaged SoVibrant to carry out a strategic report of the existing school site and to give the school a new brand and identity and improve both the physical and digital environment.

“The impact on staff morale has been fantastic,” she said. “There is a real sense of pride and togetherness between governors and staff.”

And she claims there are benefits to the wider community too.

“We believe it will provide our children with a real sense of empowerment,” said Mrs Pringle. “They will understand and be able to articulate their school's vision and values and how it relates to them, their families and the wider world – something that we believe not many children in schools can do.”

And her view is supported by the Royal Institute of British Architects (RIBA), which has spoken out against the Government’s plans.

President Angela Brady said: “Our students, teachers and local communities deserve great schools – environments which are beneficial to the best-quality teaching and learning.

“In these times of austerity, of course we need to cut our cloth accordingly but the Government's proposals are far too restrictive with too much focus on short-term savings.

"Improvements must be made to the proposals to make sure the schools we build now suit future generations and deliver what the community needs in the longer term."