Item no + GDINBVRGH + 13 THE CITY OF COUNCIL Report no PC/122/03-04/CD

Draft Statements of Urban Design Principles for 5 School Sites: , , Holyrood, Broughton, and ForresterlSt Augustine's

Planning Committee 3 June 2004

I Purpose of report

1.I To present to Committee a set of Statements of Urban Design Principles for a number of schools identified for renewal under the Council's programme for investment in new school buildings initiative. The attached appendices examine five of these schools cases and describe the key design principles which need to be addressed. These principles add an urban design dimension to the architectural feasibility studies, completed earlier for all of these schools, on space needs and possible layouts and footprints.

2 Summary

2.1 The schools present a variety of different circumstances. In some the site is generous, while in others it is very tight. Some can be considered in a relatively narrow context, while others are embedded in complex surrounding environments. The questions of how much new build can take place around a school while it continues to operate, and the scope for achieving a fine new building in these circumstances, have been considered and urban design principles established for each site.

a 3 Main report

3.1 At Bonaly Primary, the key issue is how to merge the existing school and annex into a new school on a compact site at the edge of the urban area adjacent to the Edinburgh by-pass. e An objective must be to build a well designed school which will enhance the character of the area. Two options for siting are considered. One is away from the by-pass while the other is close to it. The first would require decanting, and possible sites for a temporary facility have proved difficult to find. The second would require special design features to reduce the impact of the road.

3.2 At Juniper Green Primary, the site is tight and new development should not take place around the existing buildings. Decanting and clearance are proposed prior to redevelopment. The site has different levels and there is the possibility of a split-level design solution. There is also the possibility of having a much better play area.

3.3 Holyrood High School, sits in attractive landscaped grounds adjacent to conservation village, the green belt and some important areas designated for their natural heritage value. The new school would best be located on ground currently occupied by the existing group of school buildings in order to ensure no further intrusion into this important context. A phased programme of renewal seems feasible.

3.4 Broughton High School sits in an area rich in natural landscape quality and urban built heritage. The sensitivity of the location makes design, height and materials particularly important. It would appear that there is scope for building a new school on the site while the existing school continues to function .The south-east corner of the site is seen as the most suitable place for the new building in terms of enhancing the urban grain. It is further proposed that the necessary quality can only be achieved by a full rebuild, rather than a partial rebuild as proposed in the feasibility study.

3.5 The intention is to provide a new joint high school for Forester High and St Augustine’s RC High. These combine to form an island site cut off from the surrounding area by railway lines and heavily used roads. The proposal is to build new on site while the schools continue to operate. A new school of high quality design is important to create a sense of place in the broader environment.

4 Financial Implications

4.1 There are no financial implications derived from these statements.

2 5 Conclusions

5.1 The architectural feasibility studies, which were completed previously, aimed to avoid decanting and these have resulted in some restrictive proposals. The options considered now include phased redevelopment, new build on site while the school continues to operate, and fuil'decant and clearance.

5.2 At the heart of the recommendations, in this second phase of the Council's programme for investment in new school buildings, is the importance of achieving good urban design and architectural solutions that fully meet the needs of users, the local community, and benefit the environment. These school projects represent test cases for the higher design standards now set by the Council.

6 Recommendations 6.1 It is recommended that the Committee approves the attached Statements of Urban Design for the following schools (Appendices1 - 5) for consultation purposes:

Bonaly Primary; Juniper Green; Holyrood High; Broughton High; Forrester High and St Augustine's RC High.

Andrew M Holmes Director of City Development

3 Appendices Appendix 1: Draft Statement of Urban Design for Bonaly Primary School

Appendix 2: Draft Statement of Urban Design for Juniper Green Primary School

Appendix 3: Draft Statement of Urban Design for Holyrood High School

Appendix 4: Draft Statement of Urban Design for Broughton High School

Appendix 5: Draft Statement of Urban Design for Forrester High and St Augustine's RC High

Contactltel Carmen Duncan (0131) 469 3695 (Bonaly) Mike Armstrong (0131) 469 3664 (Juniper Green) John Rosser (0131) 469 3762 (Holyrood, Broughton) Eric Dawson (0131) 529 3679 (Forrester and St Augustine's) James Green (0131) 469 3533(Natural Heritage)

Wards affected (43) , (2) , (58) Duddingston, (16) Dean, (42) Sighthill

Background Feasibility Study for Education PPP2 projects 9A-D (Holmes Papers Partnership)

CEC PPP2 Project 3 Feasibility Study for Broughton High School (Leeboyd)

CED/IMB/PLAN COMM REPORT "DRAFT URBAN DESIGN PRINCIPLES FOR 5 SCHOOL SITES" 26 May 2004 (for 3 June 2004)

4 APPENDIX 1

BONALY PRIMARY SCHOOL - DRAFT STATEMENT OF URBAN DESIGN PRINCIPLES

Objectives

This urban design statement sets out principles for a new primary school at Bonaly to be built under the second phase of the Council's programme of investment in new school buildings.. This statement focuses on contextual issues and design quality. These have been considered alongside the conclusions of the architectural feasibility study which already shows possible layouts.

The new primary school is expected to:

satisfy the needs and aspirations of the local community by having a well-designed building and layout responsive to its context and setting.

demonstrate the Council's commitment to achieving the best educational, civic and cultural facilities for all those who use the school.

have an excellent contemporary design creating a positive sense of place, reflecting its importance to the community.

be fit for purpose and capable of being adapted for possible future needs.

Background

Bonaly primary school has a high demand for places with a capacity role of more than 500 children and a waiting list. The existing buildings are well used by the community after school hours for a wide range of activities. Accommodation is in two buildings. The redevelopment site is an assemblage of mostly pre-fab units situated at the southern edge of Colinton. It is very close to the Edinburgh by-pass which is in fairly deep cut. The other, a listed stone building, acts as an annex and is in Colinton Conservation Area. The new building is proposed for the redevelopment site and the listed building will become surplus.

The redevelopment site slopes down generally from south to north although there is an undulating interplay of humps and hollows, especially in the western part. At present, the main school buildings are on the north east of the site on flat ground.

-1- The architectural feasibility study presents 2 options for future layout but neither addresses the important issues of offering an urban presence to the street, nor takes full advantage of the site’s proximity to a rich, extensive, natural environ fient.

Policy context

The draft West Edinburgh Local Plan proposals map shows this site as being part of a residential area with compatible uses. This plan is the key policy reference and sets out broad objectives for the quality of new development covering such matters as design [DQ6], sustainability [DQ3 and 41 natural heritage and landscaping [GE9 and DQ71, and transportation r5, 7and81. The local plan policies are augmented by more detailed ones, such as those for high buildings and roofscape, protection of key views, daylighting, access and community safety; contained in the Council’s Development Quality Handbook. In addition, the Council Standards for Urban Design set out its emphasis on, and commitment to, urban and architectural design quality. The Colinton Conservation Area Character Appraisal contains references and identifies special features that could be useful and inspiring in the design process for the redevelopment.

Urban structure and townscape context [diagrams 2 and 31

The site sits between two distinct urban and rural environments. It is at the edge of suburbia but also has close access and strong visual links to the green belt and wider countryside, notably Pentlands Regional Park. Panoramic distant views towards the City centre and beyond to the River Forth are available from higher parts.

The by-pass forms a boundary to the urban edge along this part of the green belt.

The main approach to the school from Colinton village is along Bonaly Road. It is steep and has a semi-rural feel with green hedges, stone walls and flowing vegetation. There are imposing views to the hills beyond and into streets of villas and the steading forming part of the Conservation Area. From a distance the school seems to be part of a green environment.

There are no civic features in the immediate area and a well-designed replacement school should help to overcome this. Vehicular and main pedestrian access is through a private road off Bonaly Grove. A bridge and two lanes also give access to pedestrians and cyclists.

-2- The surroundings comprise a low rise, medium density, suburban environment with a variety of block structures. There is a good range of types of houses including detached, semi-detached and terraces.

The house groups of the Bonaly estate, based on a steading concept, is one of the distinctive forms near the school.

The school buildings merge into, but are not well integrated with, the natural environment round about. The hills provide a strong picturesque and dramatic backcloth. A road bridge extends from land adjacent to the school across the by-pass giving access to the countryside. The embankment of the by-pass is about 10 metres high and slopes down steeply from the school boundary. There is significant traffic noise and some air pollution. However, some absorption is achieved by a sheiterbelt, about 6 metres wide, lying between the school and the top of the embankment. The embankment acts as a wild life link along the road to neighbouring open spaces.

Constraints and Opportunities

The school lacks prominence as a community focal point.

The proximity and impact of the bypass is significant.

The site is an enclave with limited access to the surrounding environment. The existing school does not address street frontages. Main pedestrian and vehicular access is by an existing gated private road to the rear of houses at the northern side of the site. Other pedestrian accesses are from lanes in Bonaly Grove and Bonaly Brae. These are narrow paths enclosed between side gables and garden walls. A third access is by a pedestrian bridge from Bonaly Rd. All these could be retained but require enhancement. There is no direct connection from these accesses to the main entrance of the building.

There is significant disturbance to residents in Bonaly Grove and Bonaly Brae due to car traffic during drop-off/ pick up periods.

There seems to be a shortage of play areas and all-weather surfaces.

In terms of opportunities:

Vehicular movement is inevitably restricted by the location of the site. This can be taken as a potential advantage by encouraging walking, cycling and use of public transport.

-3- The surrounding townscape, with its domestic and varied rhythm and patterns, can influence the design. There is scope for the new building to have a strong civic presence. Although challenging, there is opportunity to consider a revised layout for addressing streets directly.

There are particularly good views of the to the south and of the City to the north. There is close access to the green belt and wider countryside. These assets need to be used to good effect in the design.

Conceptual Approach

An appropriate conceptual approach is that the new school should contribute to the character of the area by having civic presence, and architectural integrity. It should be in harmony and integrated with its built surroundings and rich natural setting.

The siting and design of the school are of crucial importance in order to contribute to the character of this suburban area. The design and layout should be able to provide a new and important element in the locality by being a focal feature in this part of Colinton, yet retaining an intimate and secure local feel. An imaginative architectural design is called for, binding together the structural form with some fine enclosed and well-defined spaces around it.

Two options are proposed for where the school might be placed. [diagrams 4 and 51

Option 1 is to allow for decanting of pupils during new build and to redevelop the existing school site. Positioning the new building a little further away from the by-pass might be feasible. The new building complex could be located on a west- east axis parallel to and near to the rear gardens of the houses in Bonaly Grove. This position would allow it to address the streets well, enhance the public realm and offer more convenient direct routes for pedestrian and cyclists.

Advantage could be taken of the south facing aspects, freeing land in front of the by-pass and reducing the possibility of losing existing green spaces and tree clusters. It would also allow for strengthening of the landscape buffer near the by-pass.

Option 2 avoids decanting and places the new build to the south of the existing buildings. Mitigation steps would be essential to ameliorate the impact of the bypass. With this option, the new building would have to be a unique architectural solution that responds to the particular circumstances of the site.

-3- The building, or part of it, could be a protective environmental barrier between the by-pass and the rest of the site.

0 This could be achieved by continuing the embankment as a sustainable buffer wall which could wrap part of the building [see diagram 5 and schematic profile]. This special wall should be, in parts, visually permeable to allow for daylighting and views to the regional park. The buffer wall, although an integral part of the building, might appear to be a second skin or shell.

The wall would have to be of high tech construction using robust materials of the highest quality and able to reduce impacts such as noise and pollution. At the same time it is important to have natural ventilation and to achieve good quality acoustics in the building.

Clear and precise specifications and construction details, defined by an experienced architectural team, are imperative and must be incorporated into any contractors brief/bid. A management mechanism for securing the design and delivery of an excellent, contemporary building of high environmental performance is needed.

The organisation and landscape design of the space or "square" to the north of the site between the school building and existing houses is crucial to the success of this option.

Whichever option is pursued, the architecture of the new buildings and related open spaces must be designed together, to form a development of distinctive character, expressing the role of the school in the community and enhancing the local environment.

Key Urban Design Principles

These principles are presented in the hierarchical order established in the Edinburgh Standards for Urban Design. Their interpretation should be carried out in consultation with relevant Council staff. Any proposals should be advanced through pre-application discussions.

C it y-w ide dimension:

0 There is a City-wide aspect to this proposal with the proximity of the regional park. This is. an asset, providing both a backcloth and panoramic views to the site, is worth taking advantage of in the design and orientation of the school. The building should incorporate a roof profile that reflects the site topography and allows visual integration with the physical and natural environment beyond.

-5- Local dimension: e The design and layout should help to give the school a stronger presence in its environment.

The school should become a civic focus, an attractive and distinctive building of community interest and service.

It should have a sensitive scale, be more than one storey high, with two and a half levels in some parts, to help achieve an interesting roof profile, Views should be provided from the school towards the regional park and towards the City.

Sitelstreet dimens ion :

It is worthwhile trying to have the building address the streets. Opportunities exist to create a frontage to Bonaly Road. In the case of Bonaly Grove, there is scope to acquire the janitor’s house as additional site area. A more imposing landscaped access connecting the street to a building frontage could be achieved.

The new building should frame views out as an integral part of the scheme and enhance the design of learning rooms and activity areas.

The main entrance to the building should be easily perceived, welcoming and with a friendly scale appropriate for young children.

Advantage should be taken of a quality landscape setting through having good visual relationships and, perhaps, directly linking some classrooms to external spaces.

External and internal spaces should be flexible and capable of adapting to unexpected demands over time. This will secure permanence and robustness comparable to those achieved by traditional school buildings of character.

The new design should be sustainable by being energy efficient, having natural daylighting and ventilation, passive solar gain, good acoustics, and potential for recycling and reducing waste.

Public realm dimension:

Good accessibility, clear pedestrian routes and defined attractive boundaries should be provided. A entrance meeting point where all footpaths coincide could be formed.

-6- The Council has a Safer Routes to Schools Scheme [SRTS]. Consultation with parents, teachers and other stakeholders will be vital in deciding on the best layout and design.

Service access points should be segregated from the main entrance.

External spaces with some all weather surfaces that combine traditional / modern quality materials and finishes, based on whole life principles, is an attractive concept to pursue. Because of the height and exposure of the site, climatic factors, aging and weathering need to be considered in the design and selection of materials.

Close attention to parking and access arrangements are needed to recreate the sense of security provided at present. Car access should be restricted and the parking area should be small and pleasantly designed without conflicting with main entrances and pedestrian accesses. Secure cycle parking should be provided within the building.

Existing pedestrian accesses should be improved by having more generous space, quality landscaping, and direct views through to meeting /active areas

Conclusions

This is a challenging site for a quality and attractive new building of local civic value. It needs to respect the context yet improve an unprepossessing public realm. The special natural heritage identity of its wider setting also needs to be considered.

In urban design terms, the site could be redeveloped as a whole with the existing buildings demolished and the new buildings mostly replacing them in the same part of the site. This option requires decanting. Alternatively, the new building would be placed closer to the by-pass. Here, the approach would be to have a contemporary school building acting as an environmental barrier. This requires no decanting.

-7- c .-0 U td U 0 A

E td L 04 td .I n KEY

School Site

A Annexe ‘Steading’ type 0 groupings 0 Villas €D Detached houses 0 Local Centre Colinton conservation area

Regional Park

Green belt

Area of great landscape value

Urban wildlife site

000 Water of

QQO Bonaly Burn

Diagram 2 - Context

I \I I I Le--""~

School nestled in Bonaly area

KEY

Building area

Enclosed quality landscaped recreational area

).).. Frontage to Bonaly Road

Sustainable buffer wall

Structure planting & security

Extended street

Landscape improvement

Parking and turning

Vehicular access

Welcoming distinct access

Focal feature

Enhanced pedestrian accesses (new & existing) I Vista Recreation areal landscaped setting I

Diagram 5 - Design Concept (Option 2) APPENDIX 2 JUNIPER GREEN PRIMARY SCHOOL - DRAFT STATEMENT OF URBAN DESIGN PRINCIPLES

Objectives

This urban design statement lays out principles for the provision of a new primary school at Juniper Green to be built under the second phase of the Council’s programme of investment in new schools. It advances the earlier architectural feasibility study dealing with a possible footprint, by introducing issues of context and urban design. The new primary school will be expected to: -

satisfy the needs of the local community by achieving a layout and building form that will be responsive to its site, context and setting.

demonstrate the Council’s commitment to achieving the best educational, civic and cultural facilities.

0 Provide a high quality contemporary design reflecting its role in the community and creating a positive sense of civic place, in harmony with its surroundings

0 Incorporate flexibility in the site design to cater for changing educational needs.

Background

Juniper Green Primary School is located approximately 1/2 mile from both the City Bypass to the East and Lanark Road to the South. The school site lies just over a ridge line, running east west. This ridge overlooks the valley to the South and the to the North. Part of the south western boundary of the school is contiguous with the Juniper Green Conservation Area boundary.

Policy Context

The West Edinburgh Local Plan proposals map shows this site as being contained within an Urban Area. The following policies are listed under the relevant chapter headings and give some general guidance to the development of this site. Over and above these local plan requirements the Development Quality. Handbook contains supplementary guidance that will apply to any development. The Edinburgh Standards for Urban Design sets out the Council’s commitment to seek a high quality urban and architectural design. Chapter 3 - Development Quality and the Built Environment

Poky DQ3 - Sustainable Development Lays out principles for microclimate heat loss, solar gain, and sustainable drainage and durable construction.

Policy DQ4 - Energy Conservation and Renewable Energy Makes proposals for energy conservation and environmentally acceptable forms of energy production and waste management

Policy DQ6 - Design of New Development Should make a positive contribution to the quality, accessibility and safety of the environment.

Policy DQ7 - Trees and Landscaping New development should include proposals for new tree planting

Chapter 4 - Green Environment Policy GE9 - Open Space Protection Planning permission will not be granted for development which would result in the loss of areas of open space of recreational, amenity or social value.

Chapter 5 - Housing and Public Services

Policy HI6 - Community Facilities Development likely to improve the range and quantity of community facilities will be supported.

Chapter 8 Transport

Policy T5 - Development should be laid out and designed to make the use of public transport as attractive as possible.

Policy T7 - Development proposals should be designed to make walking and cycling as safe, convenient and attractive as possible.

Policy T8 - Car parking provision will be required to conform to the Councils adopted parking standards and minimise its visual impact.

Townscape

The site is surrounded on three sides by detached and semi detached residential properties, which form the catchment to the school and act as dormitory suburbs to Edinburgh. The properties surrounding the site do not exceed two stories in height. The existing school acts as a link between two communities of Baberton to the north and Juniper Green to the south. Baberton is a 1970s estate, while Juniper Green is a former village that has grown up along Lanark road.

2 It should be noted that there is no direct vehicular access between these two communities and only two pedestrian accesses - one of which skirts the western boundary of the primary school site.

The existing school sits on a plateau which is shallow in width, being encircled on the southern rear boundary by man made grassy mounding. It is possible that this constitutes spoil from the development of the existing school and the design team should check the site to establish ground conditions. The site falls sharply to the north affording spectacular panoramic views across the Forth, and also round to the Castle and the City skyline westwards. The southern boundary is overlooked by the distant Pentland Hills.

The school is mainly single storey with half storey projections in places. As a result, the overall height equates with that of the residential properties that lie around the site. This fact, allied to the building being offset from the long view up Baberton Mains Wynd; means that the existing building is submerged between two suburban residential estates and has no visual presence.

A single track road leading to the Baberton golf course clubhouse car park and a small triangular area of woodland, which borders the formal playing pitch, defines the western boundary. A pedestrian footpath is threaded between the road and the woodland. This footpath then turns to the east as a border between the school and the golf clubhouse car park. At the point where the path turns northwards a steep slope occurs leading down to the main vehicular entrance to the school. The Baberton golf course clubhouse overlooks this boundary.

At the extreme western end of the site there is a formal pitch laid out and just beyond this, there is a small triangular piece of woodland that connects the school to the head of Baberton Avenue. This triangular piece of ground provides a visual landscape connection to the golf course and the gardens of some large detached houses beyond. Currently it lies outwith the school site, but consideration should be given to its inclusion into the site as a small woodland educational resource for the school.

Access to the site is constrained with only one vehicular access into the site from the north and a pedestrian access from the south west where an informal drop off point occurs at the head Baberton Avenue. This makes the school difficult to access from the east and consideration should be given to establishing a new pedestrian access to the eastern boundary.

Currently, the school also makes use of a former stone built, two storey Victorian school building that sits to the south west of the main building on the corner of Baberton Avenue and Woodhall Terrace. This building currently serves as an annexe to the main building and will provide decant facilities during the course of construction of the new school. Once the new building is finished, it is understood that the annexe will be declared surplus to requirements.

3 Constraints

The key constraints identified with the site are:

The existing vehicular and pedestrian accesses should remain and be enhanced. However, there is no access provided into the school from the east and a pedestrian access should be considered from the south east boundary. A further pedestrian access could be considered from Woodhall Terrace.

Vehicular movement and parking within the site should be kept to a minimum.

The site falls steeply to the north away from the existing buildings and this, with the grassy mounding to the rear limits the amount of usable space.

The existing school is largely invisible, being tucked into the residential areas surrounding the site. Consequently it is hidden and has no civic or physical presence.

The school is currently at full capacity and has a high demand from outwith its catchment. The new design should give scope for expansion to cater for existing demand, as well as future growth.

The facilities contained within the annexe building will need to be relocated into the new school.

The nearest bus stop to the school is located approximately % a mile away from the school.

Opportunities

Utilise the spectacular panoramic views to the north and the views to the Pentlands at the rear.

Sloping site could be used to provide split level access, releasing flatter ground to the rearlsouthern part of the site, for more formal and informal outdoor activities.

The physical presence of the school in the area could be enhanced.

The variety of uses split currently between the annexe and the main building can be combined into one complex.

The small triangular piece of woodland lying at the extreme western end of the site, contained in the Juniper Green Conservation Area, could be investigated for incorporation into the development.

4 0 Consideration could be given to moving the bus stop closer to the foot of Baberton Mains Wynd to make the route to the school shorter and therefore safer.

Landscaping should reinforce natural species at the margins of the site, which wil4 bolster the existing landscape pattern in the wider area and support existing young and overgrown areas.

Design Concept

It is recognised that the site of the existing school is too small to allow development to take place around the existing buildings, which means that the existing school needs to be decanted into the annexe on the corner of Baberton Avenue. This cleared site allows the opportunity for the development of the new school to be located without any existing building constraints.

However, the steep slope to the north of site is a factor that needs to be taken into account in the design of the school along with the surrounding two storey detached and semi detached suburban residential development. The site is relatively flat where the existing buildings occur, including the area occupied by the janitor’s house. This produces an L shaped “plateau” running along the southern and eastern boundaries including the existing football pitch at the extreme western end of the site. This plateau defines the major building zone for the new school. However, the slope to the north should be utilised in providing split levels which could accommodate the larger, higher spaces that will be required for an assembly and gym halls.

The new school building should allow a greater area for informal play along its southern boundary by removing the grassed mounding and locating the new building further to the north of the existing building. This will increase the area for informal play, which can be directly supervised and accessed from the southern elevation of the building. This will open up the boundary to the rear of the houses to the south. Tree planting, and or hedging, could be considered to screen the informal play areas from the adjacent housing. Native species should be planted, berry bearing trees and shrubs should be considered to support wild birds and mammals

The formal play area should remain to the south west of the site, and a tree belt should be provided along its southern boundary. This tree belt allied to the triangular woodland at the far western boundary will provide a wind break against the prevailing westerly wind as well as a visual connection to the golf course and gardens to the west. It is important that new trees and vegetation on the site link into the existing planting structure in the wider area to encourage the migration of plant and animal species onto the site.

The surrounding area is characterised by low rise detached and semi detached residential properties, which do not extend beyond 2 storeys.

5 The new school should not generally extend above these heights. However, the new building should provide some massing feature to locate and announce its presence in the area. Plant and machinery should form part of a designed roofscape and not be “bolted on” as an after thought.

Access to the school is of critical importance and the major emphasis should be on pedestrians, particularly children. Consequently, it is proposed that vehicular access and parking within the site is restricted. At the same time, the feasibility of further pedestrian accesses should be examined, depending on land availability.

Security of school sites is a major concern and while Juniper Green school is well protected on three sides, the western edge is particularly permeable, with a public footpath running along the entire length. It is suggested that the security adopted must be subtle and in keeping the site context and to this end consideration may be given to beechlhazel hedging .

In terms of use, there will be a mix of community and educational uses contained within the new building, which should have be capable of being changed and adapted to meet future needs. The redesign of the school should create an urban space that contributes and fits with its surroundings with a high quality, contemporary, design solution.

Design Principles

The layout of the following principles uses the format of the Edinburgh Standards for Urban Design, and the designers attention is drawn to this document as a reference. It is also recommended that the content, presentation of the proposals, and supporting material should be the subject of pre-application discussions

Macro

0 The site lies just below a north facing ridge with sweeping panoramic views to the Firth of Forth and the Castle to the East. The Pentland Hills also feature prominently to the south. The Design of the new school should take every advantage of these views.

Local Area

The environmental and architectural aspects of the school should be sensitive to its context with a high quality, contemporary design having a legible form and layout.

The school and its immediate environment should be designed to create a sense of place, having a civic form and providing a focal point to the commu n ity .

6 Site

The main entrance should be distinctive and visible offering a sense of arrival and welcome.

The falling levels that occur to the north should help to reduce the visual impact of the new development which should extend to no more than two storeys in height, except where the building form and massing could be used to feature the building and announce its presence.

The use of site levels could also provide two floors for the main entrance and administrative functions. The advantages of using the slope in this way would be that - The larger elements would be located down the slope and would merge more successfully with the single storey elements, giving a cohesive roof1ine.

- The impact of the two storey elements could be used to locate the building within its context without unduly affecting the skyline.

- The main entrance to the school could be made readily identifiable and located closer to the main vehicular entrance.

- More land would be available to the southern rear of the school for play areas. - The building would be pushed further from the residential boundaries to the south.

- The existing parking and service road would not need to be extended, as the building will be located down the slope.

External features to be included are all weather play areas, grassland and wildlife gardens.

High quality landscaping should be used as an integral feature with the building design in promoting a continuity of space between the inside and outside of the building.

Tree planting and wilder areas should be reinforced along the western site boundary to link into the existing structure planting at the adjoining golf course. Planting around the other boundaries should be considered.

The triangular woodland to the immediate west of the site should be considered for inclusion into the site as an educational resource.

7 In view of the nature and form of the site, adjacent a golf course, it would be appropriate to encourage appropriate planting to provide shelter and food source for wildlife. Bird boxes and bat bricks could be considered in the design.

0 The design should have a high sustainability rating. The following measures should be used, where appropriate, to design and site circumstances:

- Natural methods to achieve the required standards of daylighting and

ventilation. e

- Passive solar gain and high standards of insulation contributing to a low energy building.

- A sustainable urban drainage system.

- Waste and recycling facilities located within the building envelope.

0 Provision should be made for secure cycle parking within the building envelope.

Public Realm

0 A Safe Routes to School Initiative will be carried out and implemented by the Developer consulting closely with the school, the local community and the Transport section of City Development. The new school shall not be occupied until the completion of agreed and approved works.

0 General car parking should be located away from main entrances and pedestrian accesses and should be split into smaller landscaped areas so that it does not intrude or dominate the views of the school or its setting.

Service access points should be located away from and distinct from pu blic/pupil accesses and the main entrance.

0 Provide a sequence of routes and spaces that are clear, accessible, well lit and supervised.

0 Within the public realm ensure that high quality, durable external surface materials, furniture, lighting and boundary treatments are wtilised.

0 All weather surface facilities should be located to the west end of the site to strengthen the open landscaped quality at this end of the site.

0 Informal play areas should be located behind the school on the southern side of the building with as much space as possible being provided between the school and the southern boundary.

8 The new scheme should offer direct connections with public transport and provide enhanced and improved existing links for pedestrians, while examining possibilities for new links.

The main vehicular access from Baberton Mains Wynd to the north will remain as the principal vehicular connection. Priority should be placed on providing safe, attractive access and external circulation for pedestrians of all ages. This will include consideration of road layouts, pupil pedestrian paths and cycle routes, accessibility and drop off points for people with disabilities and pupils with special needs, space for mini - buses or coaches, car parking for staff and visitors, access for emergency vehicles, delivery vans, refuse vehicles and for maintenance. Roads and parking should be screened where possible, without affecting safety and security.

0 Existing pedestrian routes from Baberton Avenue should be retained and enhanced ensuring that the routes are clear, accessible well lit and supervised.

0 Details of any wildlife garden and other habitats managed for wildlife should be prepared as part of a landscape plan to be submitted with any planning application.

9

APPENDIX 3

HOLYROOQ HIGH SCHOOL- DRAFT STATEMENT OF URBAN DESIGN PRINCIPLES

Objectives

This statement advances the previous architectural feasibility studies, introduces issues of context and sets out urban design principles to ensure a high design quality in the provision of a new secondary school to be built under the second phase of the Council’s programme of investment in new schools. The new school will be expected to:

Demonstrate the Council’s commitment to achieving the best educational, cultural and civic facilities.

Provide a good and contemporary urban and architectural design quality.

Establish a positive image and sense of place, enhancing the locality.

Achieve a new layout and building forms to create a school that is seen as an integral part of the urban texture and which makes a clear contribution to the surrounding structural open space.

Satisfy the needs of the local community by achieving a layout and building form that will be responsive to its site, context and setting

Background

Holyrood High School is located within the Duddingston Conservation Area and is immediately to the east of Duddingston village. The village is situated on the south - east edge of Holyrood Park, approximately 2 miles from Edinburgh’s city centre. Located on a flat ledge, it is raised from Duddingston Loch in the south, and dominated by the steep slopes of Dunsapie Hill and Arthur’s Seat, to the north and north-west. Trees, water and landform help to cut this setting off from neighbouring development. Coming into the city from the south, this area forms part of what appears to be an almost continuous green setting for Arthur’s Seat. The scale of the natural setting enhances these panoramic views.

The strong landscape structure has recently been strengthened through Millennium woodland planting particularly around and to the south of the school. The school site slopes away from the village gently to the south until it reaches the new woodland planting. This will help to screen it from the south and separate it from the playing fields. Policy Context

The North East Local Plan

In Chapter 2 ‘Environment’ the Plan recognises ‘the special architectural and historic interest’ of Duddingston. It sets out a range of policies seeking to raise the quality of design in new building, especially in conservation areas, in such areas of interest and in designed or significant landscape settings. They include the protection of important city views and the creation of new public spaces. The main Local Plan policies to be considered include those on sustainability, the green environment, conservation and the quality of new develop ment ,

Supplementary Policy

The Edinburgh Standards for Urban Design sets out the Council’s commitment to seeking a high quality of both urban and architectural design in delivering development that respects the special character of the city, is environmentally sustainable and is sensitive to the needs of people. It is part of a series of initiatives following new and revised policies from The Scottish Executive contained within Designing Places and SPP 1. Further reference should also be made to detailed policies within the Development Quality Handbook.

Duddingston Conservation Area Character Appraisal

The Duddingston Conservation Area Character Appraisal was finalised in 2003. The Appraisal notes that one important element in the conservation area character is the way the village and the school remain subservient to the generous landscape setting. Of the School itself it says it “was built over much of the former walled nursery gardens to the House but its wooded location and understated design mean that for the most part it is not too intrusive despite taking up an area of ground larger than the village itself. It also adopts a courtyard layout but its system built design now looks rather utiI ita ria n” .

The Appraisal also notes however that “There has been some new development around Duddingston House and within Duddingston Village, some of which has failed to take reference from the spatial pattern and the surrounding original buildings and materials. Careful attention needs to be paid to the original character of the area and new design should take cognisance of this in order to reinforce the character of the conservation area and to improve its setting”.

Natural Heritage Designations

Duddingston Conservation Area has various and overlapping areas of natural heritage which have a wide ranging landscape, bio-diversity and educational significance. They include the Green Belt, Holyrood Park Duddingston Loch SSSl’s, Duddingston Golf Course Urban Wildlife Site, Urban Wildlife Site, Bawsinch Nature Reserve (Scottish Wildlife Trust) and Duddingston House Grounds. The area around Duddingston House which originally formed its grounds and parkland are designated a designed landscape of national importance and detailed in the Inventory of Designed and Historic Landscapes. These aspects are .more fully set out in the Duddingston Conservation Area Character Appraisal.

The mosaic of habitat in the local area also supports a number of notable species including otter, water vole, saw fly, sticky catchfly and a wide variety of bird life. The school site is very well connected to the network of Urban Wildlife Sites across the city. The educational value of this environment should be fully realised in the design.

Townscape

The character of the conservation area is one of countryside within the city. The natural setting of Designed Landscape and Arthur‘s Seat and the role of the village within wider city panoramas are described above. Superficially similar to other Georgian villa conservation areas with development behind continuous stone walls, Duddingston’s more intimate feu sizes, variety of house types and styles are really more typical of a small rural village. High quality streetscape works, the natural stone walls and the use of traditional materials and building techniques help to unify development from different eras. The school’s north, west and east boundaries are marked by mature tree belts.

Constraints

The school is located within an area both rich in natural resource and built heritage which is sensitive to change and .new development proposals. The following constraints, some from the Character Appraisal, are identified:

Existing vehicle entrance ways should be reused.

The new school must be built to the north end of the site over the existing footprint as far as the phased decant strategy will allow. It should attempt to minimise the impact on the setting from that which presently exists by improving the composition to reduce the apparent scale of its larger elements.

Sufficient separation should still be retained from the existing tree belt at the edge of Duddingston Road West and for provision of the design concept of a ‘village green’.

Duddingston Road West is the main traffic route past the village and school and proposals should be made for traffic calming, safer pedestrian crossing and improved public transport access. Opportunities

Consequent reduction in built form to the south of the site and any resulting extension to the open space would help to reduce impact on the setting and would be seen as an enhancement.

Respect for the prevailing domestic scale of focal building, especially at the edges of the new school, will help to reduce an institutional appearance and offer opportunities to integrate built form with the landscaping.

Where possible, recent Millennium woodland planting should retain scope and space to mature.

Create new areas of habitat to support existing bio-diversity. This will be particularly effective at the periphery of the site. Wildlife gardens could also be considered for the spaces between buildings and courtyards.

Design Concept

The new School must be sensitively located in the natural setting and with its entrance relocated close to the north end of the site and public transport access. The new entrance and community facilities should address and frame a new landscaped arrivals meeting space. This may give an opportunity to relocate the War Memorial to give it a more sympathetic setting, as suggested in the Conservation Area Character Appraisal

Dual and community use facilities should be located to give a secure and direct access and to encourage greater integration and use. Permeability through to the wider views beyond, especially to the Pentland Hills to the west and Arthur’s Seat to the north, should also be considered.

The built form should be articulated to allow views in to landscaped courts and out to the surrounding landscape. Whilst recognising the need for changing. facilities to link with playing fields, large elements like the sports hall should be located and designed sensitively within the school to break up an impression of bulk and large blank walls. Windows overlooking the edges of the school would provide more ‘lively’ facades as well as improving informal supervision.

Articulated building forms could help to create a varied roofscape; a recommendation for ‘green roofs’ should be investigated.

The redesign of the school should enhance the character of the conservation area. A more sympathetic fit with the natural and built heritage with a high quality contemporary design solution is an important opportunity to demonstrate the best this era can contribute to the important natural and built heritage. Design Principles

Interpretation of the principles in this brief should be carried out in consultation with the relevant Council staff. The content and presentation of the proposals and supporting material should be the subject of pre-application discussions. The principles have been set out using the hierarchy set out in the Urban Design Standards for Edinburgh, to which designers should also refer.

Macro

The relationships between the new development, the village and wealth of the surrounding natural heritage in views from the periphery to city centre means that a bespoke site specific and contemporary design approach of high quality and sensitive impact is required.

Local Area

The building should be distinctive and well connected to the surrounding area so that it functions as a community focal point.

The School should integrate with the surrounding context, create a sense of place and have a legible form and layout.

Reflect and facilitate community presence by locating community facilities close to the main entrance.

Offer direct connections with public transport and pedestrian links.

A tree survey is required to set important parameters for the location of built form both in terms of protecting existing trees (non-statutory guidance on Tree Protection will apply) and in identifying opportunities for new planting.

New managed habitat could be created on site, especially at its edges, to encourage plant and animal species from the surrounding area.

Site

Site Context and Levels: The ground slopes down from the village and Duddingston Road West. The existing school steps down towards the playing fields, from where the levels seem to rise gently again. The falling level changes should also help to reduce the visual impact of new development and allow the wooded , both existing and emerging, to remain dominant. Site levels and sections are required to assess impacts on the context. No guarantee of whether the ground is fit for purpose is offered by, nor should be construed from, this statement.

Priority should be made to providing safe, attractive and accessible routes for pedestrians and cyclists. 0 It should take advantage of south and west facing aspects and adapt to the existing and recent tree planting to provide shelter from prevailing winds and mitigate unfavourable microclimate impacts.

0 The school should provide a distinctive and visible main entrance offering a sense of arrival and welcome.

0 Design should encourage a sense of identity and avoid a ‘standardised’ or ‘institutional’ impression.

0 Opportunities to link external spaces with the built form should be encouraged.

The architectural design should interpret the conceptual approaches outlined above. The plan, sections and elevations should reflect an articulated composition. Set within parkland and potentially visible from many vantage points, all elevations and the roofscape are of equal importance and should demonstrate the design of the building in the round whilst creating variety and interest. Proposals must enhance the character of the conservation area.

Articulated roofscapes will help to avoid long continuous eaves and ridge lines and remove existing views of rows of roof lights from Arthur’s Seat. Care should be taken with the provision for services and extracts at rooftop locations, to ensure that they are designed as an integral feature within an overall design concept and not as random or ad-hoc additions.

0 Massing, scale and proportions should be articulated in a way that breaks down the apparent size of the building to provide interest, legibility and human scale. It is important that layout and three dimensional form is of a sensitive scale and mass to reduce as far as possible the impact on the natural setting. Building heights in the main should be restricted to 2 storeys, with exceptions occurring to create roof massing interest.

Internal layouts should be clear and accessible to all.

0 Materials should be of high quality, robust, hazard and vandal proof. Whilst encouraging an excellent contemporary design response, there should be a recognisable relationship to local character through the use of elements in natural stone or stone detailing, render, neutral colours and natural roofing materials or ‘green roofs’. Stainless steel details may be considered, Brick and uPVC will not be acceptable.

Good quality landscaping should be used as an integral feature, with the architectural design offering continuity of space between interiors and exteriors, interest and amenity, an educational resource and framed views both in and out. A landscape management plan should be produced to ensure that new habitats created are managed to support local bio-diversity. Native species should be planted, berry bearing trees and shrubs should be considered to support wild birds and mammals.

The design should aim for a high sustainability rating. It should take advantage of natural methods as far as possible to achieve the required standards of day lighting, ventilation, using passive solar gain and high standards of insulation to offer low energy use. A sustainable urban drainage system, including run off from hard play surfaces, should be developed with East of Water. Materials should be low embodied energy and from sustainable sources. Site waste should be minimised and longer term water saving and waste reduction should be aimed for.

SUDS system ponds, swales or reed beds should be designed to maximise their wildlife and educational value.

0 Bird boxes and bat bricks should be incorporated into the design to encourage nesting and roosting on site.

0 There should be secure, and sufficient cycle parking contained within the overall design approach.

0 Waste and recycling facilities should be within the built envelope and not added on outside.

0 Service access points should be located well away and distinct from public pupil accesses and main entrances.

Public Realm

0 A new landscaped arrivals meeting space should be provided in front of the main entrance and consideration made, with appropriate consultations, to the relocation of the War Memorial. Mini bus access, drop off and particular needs car parking should be incorporated.

Use building form to give positive definition to the shape and function of open space to encourage a range of activities to take place, from passive to active, from recreation to learning.

0 The relationships between built form and open spaces are important organising elements in the overall design composition, in creating opportunities for different activities and in controlling the degree of public private access. 0 It is essential that a ‘Safe Routes to School’ Initiative be carried out and implemented by the Developer consulting closely with the school, the local community and the Transport Section of City Development. The new school shall not be occupied until the completion of agreed and approved ‘Safe Routes to School’ works.

0 General car parking should be carefully landscaped and sensitively located so that it does not dominate or unnecessarily intrude into views of the school or its setting yet allow for informal supervision.

0 Natural surveillance should be provided over open space, pedestrian routes, cycle and car parking and playing fields. Access points, pathways and open court lighting should be adequate yet discreet.

0 All weather surface facilities should be located to the south of the school to visually augment the sense of openness of the setting and existing playing field provision.

0 Provide a sequence of routes and spaces that are clear, accessible, well lit and supervised.

0 Ensure high quality and durable external surface materials, ‘street’ furniture, lighting, public art, landscaping and boundary treatments.

I i i i i I [ I i 1 ! I i APPENDIX 4

BROUGHTON HIGH SCHOOL - DRAFT STATEMENT OF URBAN DESIGN PRINCIPLES

Objectives

This statement advances the previous architectural feasibility studies, introduces issues of context and sets out urban design principles to ensure a high design quality in the provision of a new secondary school to be built under the second phase of the Council’s programme of investment in new schools. The new school will be expected to:

Demonstrate the Council’s commitment to achieving the best educational, cultural and civic facilities.

Provide a good and contemporary urban and architectural design quality.

Establish a positive image and sense of place, enhancing the locality.

Achieve a new layout and building forms to create a school that is seen as an integral part of the urban texture and which makes a clear contribution to the surrounding structural open space.

Satisfy the needs of the local community by achieving a layout and building form that will be responsive to its site, context and setting

Background

The site is bound to the north, east and south by the lnverleith Conservation Area. The main Fettes College building to the north is ‘A’ Listed, and Carrington and Kimmerghame Houses to either side are ‘B’ Listed Buildings of Historical and Architectural Interest. lnverleith Park to the east is designated as of outstanding landscape and townscape quality. The site appears to sit in a shallow hollow between Road and Carrington Road. Visually it looks not unlike other parks in the city formed from drained lochs. It would be prudent to check whether at the time of building the previous school site ground surveys were undertaken and whether the records still exist.

Policy Context

Central Edinburgh Local Plan (CELP)

The site is in an area designated for Housing and Compatible Uses. The context is considered in greater detail below but the Local Plan recognises it as an area of considerable townscape and policy significance. A major purpose of CELP is “to define the policies which will promote architectural quality and excellence and encourage innovation whilst enhancing the historic environment and preserving the features which contribute to its character and visual cohesion. Too much modern development is widely seen as having failed to maintain environmental quality or reinforce local identity” (p.10). The basic industrialised building system used in the current school and its apparently ad-hoc additions are in stark contrast to the listed school buildings opposite.

The sensitivity of this location means that new development must address the Local Plan policies set out in Chapter 2 on design, heights and materials; in Chapter 3 on the Green Environment and in subsequent chapters on community facilities and movement.

Supplementary Policy

The Edinburgh Standards for Urban Design sets out the Council’s commitment to seeking a high quality of both urban and architectural design in delivering development that respects the special character of the city, is environmentally sustainable and is sensitive to the needs of people. It is part of a series of initiatives following new and revised policies from The Scottish Executive contained within Designing Places and SPP 1. Further reference should be made to detailed policies within the Development Quality Handbook

Townscape

The area of grounds in which the school is currently located is part of a much larger green band which surrounds and separates the northern slopes of the central city pre World War 1 tenement and villa areas from Trinity and Pilton. It stretches like a slightly undulating plateau almost uninterrupted all the way from Victoria Park (Newhaven), through , cemetery, the Royal Botanic Gardens, lnverleith Park, Fettes College grounds, the Grange Cricket and Academicals Rugby Grounds, through the site, the Police grounds opposite right to Comely Bank cemetery and the Western General Hospital.

Many of these are designated as being of outstanding landscape and townscape quality and the Botanic Gardens are additionally designated an Urban Wildlife Site. They form not just local but city wide open spaces of considerable amenity, recreational and bio-diversity interest between which open links should be maintained or enhanced.

It is clear that the school’s present location was chosen to minimise any impact on the outstanding vista down the hill from Queensferry Road, along Learmonth Avenue and Fettes Avenue to the landmark that is the Fettes College main building.

Constraints

The school is located within an area both rich in natural and built heritage which is sensitive to change and development proposals. The following constraints are identified: Fettes Avenue has considerable vehicle movement to the Safeways Store and to the Lothian Police Headquarters.

Any impact on the setting of Fettes College should be minimised by leaving a zone 70 metres wide parallel to Fettes Avenue with the new school built to the south east end of the site.

Similarly, the larger elements in the school should also be located to the east of the site to minimise any visual intrusion in to views from South Learmonth Avenue.

The building line for the school should be kept behind the line of the projecting semi-circular apse of St. Lukes Church.

A zone for playing fields should be established parallel to the northern edge of the site to allow continuous structural open space between the east and west boundaries. Any safety fencing should be integrated with tree planting.

Planning’s supplementary guidance on Tree Protection will apply to the existing mature trees and in allowing sufficient space for new planting to mature.

The existing vehicle entrance way on East Fettes Avenue should be reused.

Opportunities

There appears to be sufficient space within the site to create new and positive relationships with the wider area:

The existing pathways through lnverleith Park to the south east corner of the site help to connect the school in to an existing pedestrian network.

The north elevation of St Luke’s Church could be used to frame one side of a square at the entrance to the school.

The opportunity for a complete rebuild would improve and integrate the composition of different school functions and enhance the appearance and amount of open space.

Where possible, recent Millennium woodland planting should retain scope and space to mature.

New areas of habitat would support existing bio-diversity. This will be particularly effective at the periphery of the site. Design Concept

The constraints outlined above establish that the new school can be built outwith its current footprint whilst still addressing urban design requirements. The concept takes as its starting point though that the whole school should be redesigned.

The feasibility study brief included a requirement to investigate the retention and repair of the sports hall, the crafts and music facilities. The former is identified as being of doubtful structural condition (in addition to impinging into the very important vista to Fettes College). The latter facilities, especially those for music, should be considered for complete renewal to contemporary quality.

Recent development in the area, possibly due to the essential nature of the services provided and a lower priority for design quality, have compromised what are outstanding sites and settings. The change in priority and commitment to design quality both through the Local Plan and the more recent Urban Design Standards will only be fully addressed by a completely new school. This will enable the site constraints to be addressed properly, but will also help to avoid the compromises a partial renewal involves.

A complete renewal of sports and craft facilities will also allow a more holistic approach to the overall design of a school. It is from this perspective that the design concept has been developed.

To maximise the character and sense of strategic open space and improve the setting to Fettes College, the constraints and opportunities identify the south east corner of the site as the most suitable location to concentrate new building. It is proposed that the new entrance to the school be located on East Fettes Avenue. This is safer, and creates less intrusion on the axis of Fettes Avenue. A new ‘arrival’/outdoor square in front of the entrance could be partially framed by the shared schookommunity facilities, St Luke’s Church (once the overgrown leylandii have either been removed or died) and visually by the two storey terraced villas to the east. There will be a major streetscape opportunity to create. a quality pedestrian and townscape space. A secondary pedestrian access can still be provided from the west.

The massing of the shared school community elements at the entrance should be handled carefully to offer interest to the entrance elevation. From the entrance, the main school building could run westward (see diagram 4 attached). The massing and modulation of the external envelope should offer opportunities to express different internal functions, integrate outdoor and indoor spaces and allow views in to and out of the school to offer visual connection with the surroundings. Single storey development, for example, along its south side could allow sunlight into circulation spaces from glazing above whilst allowing views up to the New Town from two storeys opposite.

The placing of the main teaching blocks to the west would allow a more formal and repetitive faqade to address the axial space leading up to Fettes College. Key Urban Design Principles

Macro

The site layout should group sports pitches in a way which maximises the contribution and continuation of a major city structural open space which runs almost uninterrupted between the Western General Hospital and Newhaven.

Local

The building should be distinctive and well connected to the surrounding area so that it functions as a community focal point.

The School should create a sense of place, identity and have a legible form and layout.

The design should be approached on a holistic basis by complete renewal.

Zones to the east and north of the site should be kept free of development to maintain open settings in the axial view to Fettes College and between open spaces either side respectively.

Reflect and facilitate community presence by locating community facilities close to the main entrance.

Offer direct connections with public transport and pedestrian links.

0 New managed habitat should be created on site to encourage plant and animal species from the surrounding area.

Site

Site levels and sections are required to assess impacts on the context. This Statement makes no assessment of the suitability of ground conditions, e.g. stability, contamination etc. which needs to be checked by applicantslinterested parties. No guarantee of whether the ground is fit for purpose is offered by, nor should be construed from, this statement.

Provide safe and attractive routes with pedestrian/cyclist/accessible needs priority. The Design Concept outlines an arrival ‘square’ at the south east edge of the site offering a focus to pathways through the Park opposite. The suggested school location also enables easy access from the west.

Proposals should be made on East Fettes Avenue for traffic calming, safer pedestrian crossing and restrictions to roadside car parking. Layout, subject to urban design principles, should take advantage when possible of south and west facing aspects I prospects and provide shelter from prevailing winds / mitigate unfavourable microclimate impacts.

The new school should have a distinctive and visible main entrance, creating a sense of arrival and welcome. This should be reinforced by locating community facilities close to the entrance.

0 Design should encourage a sense of identity and avoid a ‘standardised’ or ‘institutional’ impression.

0 The conceptual approach outlines the need for clear circulation, modulated built form and extension to structural open space patterns. Community and school elements can be intermixed with landscaped areas which offer both educational and recreational opportunities. It could also provide natural lighting and ventilation.

The architectural design should interpret the conceptual approaches outlined above and compose the various elements to give interest, legibility and human scale. With such an open setting, and hence potentially visible from many vantage points, all elevations are of equal importance and should demonstrate the design of the building in the round. A more formal design may be considered to the west elevation reflecting the formality of the axial vista to Fettes College.

It is important that layout and three dimensional form is of sensitive scale and mass to reduce as far as possible the impact on the natural setting. Building heights should be restricted to at most 2 storeys.

Articulated roofscapes will help to avoid long continuous eaves and ridge lines. It may be possible to offer a range of views up to the castle and the skyline of the New Town.

0 Internal layouts should be clear and accessible to all.

Materials should be of quality, robust, hazard and vandal proof. Whilst encouraging an excellent contemporary design response there should be a recognisable relationship to local character of the lnverleith Conservation Area, listed buildings and quality landscaped setting. Materials should include natural stone and natural roofing materials like lead, weathered zinc or copper. . Brick and uPVC will not be acceptable.

0 Care should be taken with provision for services (ideally located within the roofspace) and extracts at rooftop locations to ensure that they are designed as an integral feature within an overall design concept and not as random or ad-hoc additions. e Good quality landscaping should be used as an integral feature with the building design offering continuity of space between interiors and exteriors, interest and amenity, an educational resource and masked / framed views both in and out. e The sites peripheral planting should be maintained and reinforced to reflect the mature planting on boundaries of Fettes College and lnverleith Park. e A landscape management plan should be produced to ensure that new habitats created are managed to support local biodiversity. Native species should be planted, berry baring trees and shrubs should be considered to support wild birds and mammals. e Opportunities to link external spaces with classrooms should be encouraged. e The design should aim for a high sustainability rating. It should take advantage of natural methods as far as possible to achieve the required standards of day lighting, ventilation, using passive solar gain and high standards of insulation to offer low energy use. Sustainable drainage systems, including run off from hard play surfaces, should be developed with East of Scotland Water. Materials should be low embodied energy and from sustainable sources. Long term water saving and waste reduction should be aimed for. e SUDS system ponds, swales or reed beds should be designed to maximise their wildlife and educational value. e Waste and recycling facilities should be within the built envelope and not added on outside. e There should be secure, informally supervised and sufficient cycle parking integrated within the design concept. a Bird boxes and bat bricks should be incorporated to encourage nesting and roosting on site.

Public Realm

A new landscaped entrancelmeeting ‘square’ should be provided in front of the main entrance.

Use building form to give positive definition to the shape and function of open space to encourage a range of activities to take place, from passive to active, from recreation to learning. 0 It is essential that a ‘Safe Routes to School’ Initiative be carried out and implemented by the Developer consulting closely with the school, the local community and the Transport Section of City Development. The new school shall not be occupied until the completion of agreed and approved ‘Safe Routes to School’ works.

0 General car parking should be carefully landscaped and sensitively located so that it does not dominate or unnecessarily intrude into views of the school or its setting yet allow for informal supervision.

0 Mini bus drop off point and special needs car parking should be located adjacent to the main entrance ’square’.

0 Service access points should be located well away and distinct from public/pupil accesses’ main entrances, and residential properties.

Sports playing field provision should be located to the north of the school.

0 The all weather playing field should be located to the north east of the site.

Provide a sequence of routes and spaces that are clear, accessible, well lit and supervised.

Ensure high quality and durable external surface materials, ‘street’ furniture, lighting, public art, landscaping and boundary treatments. A high quality public realm should be provided at the arrival / main entrance ‘square’ and street frontage. c .-0 Y cd U 0

I

I E 16 L bo cd .I n

Diagram 4 - Design Concept APPENDIX 5

FORRESTER and ST AUGUSTINE’S RC HIGH - DRAFT STATEMENT OF URBAN DESIGN PRINCIPLES

Objectives

This Design Statement lays out principles for the provision of a new joint High School for Forrester High and St Augustine’s RC High to be built under the second phase of the Council’s programme of investment in new schools. The Design Statement seeks to achieve a new layout and building form that will be responsive to site, context and setting. The new school will be a high quality contemporary design reflecting its position in the community and creating a sense of place in harmony with its surroundings, whilst at the same time demonstrating the Council’s commitment to achieving the best educational, civic and cultural facilities.

Background

The present site is in the single ownership of the Department of Education. It is an ‘island’ site, bounded to the north and south by rail lines, and to the east and west by Broomhouse Road and Access respectively, each of which is heavily trafficked. The main vehicular and pedestrian access is from Broomhouse Road. A pedestrian access is also available from the bus stop on South Gyle Access.

Lee Boyd Architects were commissioned in March 2002 to undertake a feasibility study for the redevelopment of the neighbouring schools. The study considered the deficiencies of the two schools, and assessed how best to provide new facilities to accommodate future changes in demographics. The study concluded with a phased proposal indicating how new facilities could be provided on the site whilst continuing to operate from the existing school premises. The existing redundant buildings are shown as being removed at the end of the phased programme to permit provision of playing fields.

The study also considered how the overall site could be developed to include a relocated Roads depot in the north west quadrant.

Policy Context

The Draft West Edinburgh Local Plan proposals map shows this site as being within a residential and compatible uses.

“Chapter 3 - Development Quality and the Built Environment:

0 Policy DQ3 - Sustainable development 0 Policy DQ4 - Energy Conservation and Renewable Energy Policy DQ6 - Design of New Development Policy DQ7 - Trees and Landscaping 0 Policy DQ8 - Prominent Sites Policy DQ9 - Protection of Key Views 0 Policy DQIO - Large Scale Development Proposals.

Chapter 4 - Green Environment:

Policy GE9 - Open Space Protection.

Chapter 5 - Housing and Public Services:

Policy HI6 - Community Facilities

Chapter 8 - Transport:

Policy TI - Impact of New Development Policy T5 - Public Transport Policy T7 - Pedestrians and Cyclists “.

The plan sets out general objectives for the quality of new development including matters such as design, landscaping, access, and protection of key views. The local plan policies are complemented by more detailed policies, such as ‘High Buildings and Roofscape’, contained in the Council’s Quality Development handbook and its ‘City Standards for Urban Design’. These also reflect national policy on design.

Townscape Analysis

There is little physical linkage or integration between the school buildings and the surrounding built environment. Although the surrounding land use is predominantly residential, it is distant and separate from the site. Housing to the west at South Gyle Wynd faces away from the education site, housing to the north is separated by the rail line, and that to the east is separated by the busy Broomhouse Road. Residential areas are typically 2 and 3 storeys in height with a number of 4 storey flatted blocks along Broomhouse Road.

Broomhouse Road is a busy road, and an overpass bridge provides a raised pedestrian walkway opposite the major entry to the schools.

Land to the south-west of the site has been developed for office/business use, and this area is separated from the schools’ site by a wide road. The scale of this area differs from the neighbouring residential area to the north. Stand alone office developments; predominantly 3 storeys in height, with areas of car parking and generous roads’ standards typical of such developments, result in an unwelcome pedestrian environment in this area.

There is a large bus stopllay-by on the western boundary and a gate in the chain link fence and path lead to the schools’ buildings. This is a functional opening in a fence - there is no ‘celebration’ of this entry and the schools’ buildings at this point are remote and do not address the street. This route may also indicate a desire line passing through the site. A footpath bounds the north of the schools’ site and provides a pedestrian link east to west around the schools, although the general amenity of this is poor and the path has little passive surveillance other than from houses to the north on the opposite side of the railway line.

The boundary to the north and west is a chain link fence (approx. 4 m high) in poor condition. Apart from along the east and north-eastern corner, the schools’ buildings are remote from the edge of the site, and buildings do not address or define the street frontage. The buildings are separated from the site boundary by a mixture of playing fields, amenity planting (of various maturity and condition) and cottages/Salvesen Boys Club facilities at the south-east corner.

Due to a combination of the low lying and flat site, rising ground levels to the north-east, the remoteness of the buildings, and the typically 2 storey high schools’ buildings, the roofscape has a prominence that might not otherwise be the case. Apart from a short length of Broomhouse Road, the existing school buildings provide little , and open views to the Pentland Hills to the south and Hill to the north are a feature of the locality.

The overall character of the wider environment is rather featureless; consequently a 4-storey element in Forrester School with colourful windows creates some enclosure and acts as a signal/focal point along Broomhouse Road.

Summary of Key Constraints and Opportunities

Constraints

1. Existing vehicular access should remain and be enhanced. Vehicular movement and parking within the site should be kept to a minimum.

2. A new separate service access can be provided from the west.

3. The possibility of redeveloping without demolition of existing buildings limits the development options within the site.

4. The opportunity to share facilities between the two schools will influence the design.

5. The proposed location of the new Roads Depot limits the area for develop ment .

0pportu n ities

6. The opportunity exists to redevelop the schools’ facilities without having to decant the pupils during the construction phase. 7. It may be possible to create a greater civic presence by redeveloping the schools.

8. The proposed building can be designed in a unified manner to create a more distinguished streetscape than currently exists.

9. Facilities for community use can be identified and made more legible in the architecture.

IO.Boundary conditions and planting can be improved and thereby upgrade the amenity of the wider area. This could link in with and enhance existing ‘millennium planting’.

11.The building layout and landscaping should be designed in a manner that is welcoming, that breaks up large open featureless areas into secure intimate sequences of spaces, leading to an identifiable entry.

Design Concept

An opportunity exists to improve the civic presence of the school buildings by using the combined built form of the two schools to create a streetscape on the two main street elevations. Combining or linking the built form as one unified building, that recognises the two separate schools, can define urban space and create a sense of enclosure in what is otherwise a rather open environment.

Locating any common facilities in a central location can help to articulate facilities that are likely to be shared by the wider community, whilst at the same time separating the two distinct schools. Consideration must be given as to how a welcoming series of secure spaces can be created that lead to clearly identifiable entries, from both the east and west of the site.

Landscaping, surface and boundary treatments will be important in breaking down and defining external areas such as circulation routes, outdoor teaching areas, play areas, and pitches, etc, which could otherwise lack a sense of enclosure.

Key Urban Design Principles

The layout of the following principles uses the format of the ‘Edinburgh Standards for Urban Design’, and the designers’ attention is drawn to this document as a reference. This is not meant as an exhaustive list, but highlights areas for consideration in the early design stages. It is recommended that the content, presentation of proposals and supporting material should be the subject of pre-application discussions.

Macro 1. Consider how the building roofscape/skyline detail will impact on public views to both the Pentland Hills and Corstorphine Hill. 2. Where possible, the building and public spaces should take advantage of views to both the Pentland Hills and Corstorphine Hill.

Local Area

3. In a rather featureless landscape, and with a generous landscape setting, the proposal can afford to be bold with built form, mass and colour in order to create a civic presence. It is envisaged that the built height will be 2 storeys, nevertheless 3 and possibly 4 storeys elements may be appropriate to provide civic presence.

4. Due to possible long distance views from higher ground, consideration needs to be given to roofscape and skyline detailing. Plant and machinery should form part of a designed roofscape.

5. The building should be legible in its form and layout, and unified in its composition. The built form should not be fragmented or segregated.

6. Community/public use buildings should be easily identified and accessible to overcome security issues for after hours use.

7. Desire lines through the site should be identified and provision made to link into the wider public pedestrian and cycle routes in a safe manner. Direct safe routes to public transport should be provided.

Site

8. The proposed building will front onto two sides (east and west) and therefore the buildings’ design should recognise the two public faces.

9. There should not be any conflict between pedestrian and vehicular access, particularly at the service yard access.

10.An opportunity exists to create a contemporary bold design, with a built form that contributes to the streetscape.

11.The building should use good quality durable materials appropriate to its function.

12. Landscaping adjacent to the building should allow for both a privacy buffer at ground floor level, and the possibility to relate inside to outside uses.

13.Any roads depot should have robust boundary planting, with the office block located and designed to provide activity and passive surveillance at the public entry to that site.

Public Realm

14.A more recognisabie, welcoming and safer access should be provided from the west of the site. 15.A Safe Routes to School Initiative will be carried out and implemented by the Developer consulting closely with the school, the local community and the Transport section of City Development. The new school shall not be occupied until the completion of agreed and approved works.

16.The building should offer a welcoming, not an intimidating built presence. Entries should be clearly legible, and entry routes should have passive surveillance, be well lit and feel safe to use after hours.

17. Perimeter planting should be reinforced, particularly along the western boundary .

18. Large areas of blank featureless walling should be avoided. There should be the possibility for life and activity at ground floor level to link inside and out, and provide passive surveillance around the building.

19.A landscape plan should be submitted with any planning application and should include the requirements for habitat management.

20. There will be an extensive amount of open space on this large site. The organisation for its use, routes across and landscaping will be critical to the success of the proposal for the new schools. Buildings and landscape must be considered in an integrated design approach. Early discussion of conceptual designs is encouraged prior to formal planning submission.

Diagram 2 - Context Site