School renewal  by refurbishment a good practice guide REMADE LEARNING PLACES EXAMPLE 3 MID 20TH CENTURY SUBURBAN HIGH SCHOOL COLTNESS HIGH SCHOOL INTRODUCTION

These examples of refurbishment support the ‘Why Refurbish?’ guide published by A&DS. The purpose is to show how local authorities approached different scales and types of school refurbishment projects across . A summary of learning points are set out in each example which reference the 9 principles of ‘Building Better Schools; Investing in Scotland’s Future’. Examples: 1 Notre Dame Primary School Listed urban primary school 2 Castlepark Primary School & Nursery Suburban primary school 3 Coltness High School Mid 20th century suburban high school 4 Halyrude Primary School Rural primary school 5 Bent Primary School Rural primary school 6 Greenhill Primary School & Drumpark ASN Primary School Co-located suburban primary schools into listed building

REMADE LEARNING PLACES 02 CONTENTS

01 Overview 6

02 Client 7

03 Background 8

04 Approach 10

05 Reorganising and creating space 14

06 Learning points 16

EXAMPLE 3 / MID 20TH CENTURY 03 SUBURBAN HIGH SCHOOL 01

REMADE LEARNING PLACES 04 EXAMPLE 3 MID 20TH CENTURY SUBURBAN HIGH SCHOOL

Coltness High School , North

Type Refurbishment, remodelling and extension Size 800 pupils with additional expansion and decant GIFA Client Council Design and management CRGP Architects North Lanarkshire Council Contractor Graham Construction Programme March 2009 – Enabling works June 2011 – Phase 1 completion August 2012 – Phase 2 completion

EXAMPLE 3 / MID 20TH CENTURY 05 SUBURBAN HIGH SCHOOL 01. OVERVIEW

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A complete makeover in North Lanarkshire has created a fully updated high school and external spaces. The project combines refurbishment and 03 new build to provide a remodelled school of 11,987m² Top and above: Coltness School before and after refurbishment. The school and its grounds have been for 800 pupils and 85 staff. transformed with high levels of pupil participation. A striking change in the appearance of the school The brief asked that the remodelled school delivers a has been created and both the learning facilities and safe, stimulating and challenging environment for all the impression of the school have been transformed. building users, and further; that the school provides The works are set out to follow a master plan split educational facilities to support the community and into two phases and create new outdoor spaces with enhance the surrounding environment. improved access.

Coltness School is located approximately 2km to the north east of Wishaw town centre and occupies a site of approximately 5.5 hectares. The school grounds are surrounded by housing to the south and west, and to the east and north by areas of mature woodland. The original school was built in the mid 1970’s and comprised three distinct sections consisting of a three–four storey central teaching block flanked to the southwest by a single storey dining/ kitchen block, and to the northwest by a one-two storey assembly/ music/ gym/ administration block. A new sports complex was built to the rear of the school (northeast) in the late 1990’s, around which time four hutted accommodation units were also erected on site.

REMADE LEARNING PLACES 06 02. CLIENT

Briefing and procurement management were led by officers from the local authority team and consisted of educationalists, asset managers and experienced school renewal officers. North Lanarkshire officers possess a high level of school renewal and education design skill. The authority uses a well-defined design vision and approach for all school renewal projects. The school staff and community were consulted during the development process and this helped build support for the refurbishment approach.

For this tranche of renewal work the authority ran a mini 04 competition to select contractors based on the use of an exemplar design. Design consultancy was procured using a framework of consultants.

The refurbished hall has coloured louvres and a wide and open entrance. Along with the study/discussion booths in the main social space, they help create a completely updated school.

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EXAMPLE 3 / MID 20TH CENTURY 07 SUBURBAN HIGH SCHOOL 03. BACKGROUND

New build vs refurbishment Under the terms of the North The selection of refurbishment as the preferred Lanarkshire Council Schools approach for Coltness School was driven by a lack of available site in a suitable location within Wishaw. and Centres 21 Programme An alternative location which appeared to be suitable for building a new school was eventually deemed unsuitable Coltness school was identified due to an existing former mine. as requiring renewal. Further to this, a new build design would require a full decant and dispersal of the cohort to an off site The requirement for renewal was driven by the location during demolition of the existing building. following considerations: To do so would have been prohibitively expensive. Option appraisal suggested that a phased demolition Condition: School condition was poor with inadequate and remodelling, decanting learners into temporary building fabric and poor suitability of the existing units on site and into floor area added into the new school buildings. build elements could be accommodated. On this basis the authority worked up an exemplar design for Space: Significant over capacity existed in certain areas. refurbishment and remodelling following this phased approach. This exemplar was fully costed and a budget Use: It was vital to maximise the use of school buildings for the works was set. The costed exemplar was for lifelong learning and social and economic then used as a base design that underwent further regeneration, and to suit the authority’s preference to development and tendering as part of the increase the level of vocational learning across key framework agreement. schools in North Lanarkshire, so additional vocational learning spaces were to be included. Next page: The school has a new entrance and social space and shows how new build and refurbished elements Briefing can sit side by side. Peer to peer exchange and learning out of the classroom is possible for the first time at Coltness in North Lanarkshire strategic analysis suggested a drop a well briefed and fitted out space. in pupil numbers during the period from 2008–2014. Although this did not occur, the authority’s view was that a higher level of vocational learning space was required across all its schools in order to increase access to practical training and skills. These spaces were to be fully renewed or newly created where required. ASN spaces were also to be added.

A further requirement in the brief called for high levels of renewable energy and for replacement of life expired parts of the building fabric.

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EXAMPLE 3 / MID 20TH CENTURY 09 SUBURBAN HIGH SCHOOL 04. APPROACH

In order to establish and finalise the design approach, the exemplar design was tested against the detailed requirements of the brief and the future operations of the school. The suitability of the site and existing buildings was also assessed, along with the phasing proposals.

Existing building – remodelled and refurbished New build Demolition outline of existing nursery building Decant accommodation site

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A rigorous review and analysis of the existing school The new build teaching block contains the highly fabric identified that retention of the northerly parts serviced departments (Home Economics, Sciences, of the school would be uneconomical. As a result Vocational Training etc.) and was constructed as part a proposal for the school emerged that combined of the initial phase. General classrooms requiring a demolition, new build and refurbishment. The demolition lower servicing load were accommodated in the existing and construction works were split into two phases with teaching block and in the temporary accommodation. major works timetabled to occur during holiday periods. Phasing in this way allowed for the existing teaching block to be stripped back to the structural frame and Demolition works opened up southern aspects and to be fully refurbished with as-new envelope services views. Benefits of solar gains to the main building were and fit-out implemented during the second phase also created. The clearing of the northerly teaching of construction. spaces allowed plant, technical stores, home economics and the kitchen to be relocated. This in turn allowed A new administration block was created with southwest for a single service road for deliveries to be set out. aspects to enhance overlooking of the new entrance. As a result, vehicle and pedestrian movements were This helped provide good passive observation. Sport segregated improving safety on the site. Analysis of the pitches were modified to minimise the cut and fill to retained blocks floor plates suggested the grid suited achieve practical pitch levels and mitigate high plateaus standard sized general classrooms with natural to the adjacent neighbouring housing. The new west- ventilation meeting current standards. As a result, wing follows site falls and this creates sectional height space in the retained floor plate accommodates these within which usable floor area is accommodated. classrooms. This strategy allowed the designers to locate larger spaces within the new build footprint. Biomass boilers and ground source heat pumps were used for heating, complemented by natural ventilation In order to construct the renewed school whilst keeping throughout the school. The external envelope in all the learning activities on site, temporary classroom and retained parts of the school was fully replaced to meet administrative accommodation was required. Careful current building standards. phasing helped manage the requirement for decant and associated porterage. The temporary units were carefully located in safe and quiet areas on the site and well away from any mine working exclusion zones.

Above: Southerly new build elements follow the footprint of the existing building and re-use the foundations to save time and cost. These parts of the school renewal have additional floor area for future use and this additional space was also used for decant during Phase 2 of the works. Multi-coloured louvres to the re-clad and refurbished school hall offer solar control and add personality to the design. Carefully controlled use of colour has added a transformational effect to the design in a simple and cost effective way. New paving and habitat helps create a campus feel to Coltness School.

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Key briefing drivers Above: A new build southerly block uses the existing foundations of the demolished part of the school, helping • To improve the physical and learning conditions to save costs for the works. Improved access pathways and create fully updated learning spaces both inside and lighting help with improving security. A new and greatly outside. Renewing external appearance, entrance improved entrance has high levels of overlooking from and visual approach to the school the school administration block. Landscaping has been carefully reinvigorated to create a campus feel and • Create efficiency in use through school re-ordering car parking serves community use facilities as well as and site rationalisation, improving operational staff needs. performance and sustainability. In particular improvements to stairs, WC and corridors were all highlighted as required to enhance behaviour management and improve learner satisfaction levels

• The addition of vocational learning spaces, specialist ASN spaces, and the creation of pupil social areas to encourage peer to peer learning

• To improve the existing playground areas, landscape treatment, ground moulding and security to the school

• Meet community requirements with physical education facilities for community use to operate as a self-contained, efficiently operated unit during out of school hours

• Improve vehicular and pedestrian circulation routes and their separation on site with new coach and car parking facilities

• Ensure that temporary decanting was available during the construction period to lessen disturbance to the operation and running of the school

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Meeting the needs

• Careful re-assessment of the existing school facilities • As the refurbished school was totally re-clad and during design development stages supported key roofed, it allowed a fully renewed appearance that improvements to the master plan such as creating creates a unified building. This was intended to a new whole school social space at ground floor as inspire renewed pride amongst the pupils, staff and part of the entrance sequence community. Behaviour, attention and attendance levels have all improved since renewal of the school • Additional floor area was added into the new build teaching block, and this space was used to • Maximise the grounds through the rationalisation minimise the amount of pupil decant into temporary of the vehicle/ pedestrian access and the car parking classroom space creates a facility that is safe, interesting and welcoming, ultimately giving the school • A contractor with high level of experience in a deserved setting refurbishment was used to deliver the project. The contractor brought value through risk • A strong design exemplar lays the foundations for assignment, costing and specialist work planning the elements of architecture, structure, mechanical services and landscaping to fully integrate • North Lanarkshire Council embedded ambitious environmental criteria within their project brief. Passive and active sustainable features include a high performance envelope with stringent air-tightness Above left: New social space provides ample room to levels, biomass boilers, ground source heat pumps, accommodate the cohort at peak times. rainwater harvesting and a passive stack natural ventilation strategy. Minimising energy use is Above right: The existing school hall has been refurbished reliant on occupants taking ownership of their and the coloured louvres add to the new image of building performance, with real time Building the school. Energy Management System (BEMS) readings visible to students

EXAMPLE 3 / MID 20TH CENTURY 13 SUBURBAN HIGH SCHOOL 05. REORGANISING AND CREATING SPACE

Phase 1 Phase 2

The construction of a three storey new-build extension The refurbishment of the existing teaching block to house the practical subjects, allowed the required to house general teaching rooms, removed the M&E services to be fully integrated within that block. requirement to install complex services through This allowed other servicing loads to be contained in an existing structure. one small building located in close proximity to the main plant room. This strategy allowed for straight Existing building layouts were reconfigured to allow forward permanent decant from the existing teaching for better adjacencies. General teaching areas block and technical areas. predominate, however the introduction of smaller tutorial rooms and larger rooms with sub-dividing Demolition of the technical and dining block opened partitions allow variety and increase the scope the building out to southern aspects and views, for flexibility. and created the possibility of a natural and clearly defined entrance space. The large volumetric spaces such as PE and dining area were rebuilt to the north of the site and to a single ground floor level. This helped rationalise Below: Master plan and site layout indicating the phasing inaccessible floor levels to create improved access of new build and refurbished elements. Note the outlines for out of hours use. of demolished parts of the buildings. The new build elements follow the same lines to allow re-use of the existing foundations. An existing sports barn to the north of the site was not part of the works, as this facility was fully utilisable. Decant facility use was minimised through adding floor area into the southerly new build block. This space will be used for either future adult learning or community use.

Existing building – remodelled and refurbished New build Site boundary Demolition outline of existing building Decant accommodation site

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The creation of an internal and secure social space with controlled main entrance provided the school with a secure, clearly defined multi-purpose hub.

Services and new renewable energy sources were placed into an unobtrusive location chosen for ease of access and segregation from pedestrians and cyclists.

The service and access strategy for the remodelled school has been designed to allow zoning of areas that maximise the building as a community resource, both 13 during and out of school hours and also to ensure security and energy conservation are not compromised.

Hard and soft external landscaping was used to define and integrate the building and its spaces, creating a sense of approach from the site boundary to the school entrance, and clearly defined pupil socialising spaces. Further to this, a considered design approach was implemented for vehicle movement and parking with dedicated, safe pedestrian walkways and cycleway.

Top: Refurbished classrooms are light, well serviced and naturally ventilated to meet current building standards. Overall real and noticeable improvements 14 in behaviour, attendance and pupil attention levels have been observed.

Middle: Colours for the refurbishment were chosen to reflect the school branding and pupils were directly involved in the design of ‘buddy booths’ that offer the chance for personalised space in the main flexible and social space.

Bottom: Stairs have been renewed to create safer and wider circulation spaces with natural light.

EXAMPLE 3 / MID 20TH CENTURY 15 SUBURBAN HIGH SCHOOL 06. LEARNING POINTS

Example Coltness High School, Wishaw

Scale Major refurbishment and extension

Type Mid 20th century local authority designed

Context Suburban town

Priorities • Lack of viable redevelopment opportunity on an alternative site

• Need for significant improvements to building fabric and services

• The presence of high levels of unsuitable and un-adaptable space

• High levels of pupil and parent dissatisfaction with learning conditions at the school

• Need for reconfigured and renewed spaces in support of Curriculum for Excellence and modern pedagogies

Key lessons Principle 4: Schools must be in a condition to support and enhance their functions and alignment with • At Coltness care was taken to retain parts of the existing building that offered Scottish Government the chance for improvement and value. Attention placed on widening corridors, 9 Principles for improving stair design and WC layouts have all created operational benefits in School Renewal support of positive cultural change

• Assessment and analysis of the existing structure and structural grids helped identify suitability of use for the retained block. This impacted directly on the decision to locate general teaching and group spaces within this part of the building. The design displays a strong sense of space and use assignment

• Measured survey information was held on file but not detailed information relating to services and structure. Re-assessment of condition during the construction phases at Coltness generated the requirement for redesign, in particular of structure and services. This should be minimised or avoided if possible

REMADE LEARNING PLACES 16 cont.

Key lessons Principle 3: A more integrated, holistic and longer term approach to change was and alignment with fostered in the project brief Scottish Government 9 Principles for • Costing and budgeting challenges were resolved at an early stage through the School Renewal implementation of an exemplar design from which the business case and budget were successfully established

• The master plan for creating the renewed school was tested throughout the design process. An integrated approach to design helped identify the correct strategy for site development. In particular, logical grouping of departments requiring heavy servicing ensured a cost effective servicing strategy

• Benefits in behaviour and pupil attainment have been gained through carefully remodelled internal environments and in particular where the circulation space is improved. The brief for refurbishment at Coltness captured the potential to create this kind of change. Change was recognised as a key part to improving learning outcomes at Coltness

Principle 5: Schools must be more suitable and inclusive, better future proofed for flexibility and adaptability

• Additional floor area was allocated funding and was built at Coltness. This space helped support decant and allows a level of future adaptability for the school at a relatively low cost

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Before

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After

EXAMPLE 3 / MID 20TH CENTURY 19 SUBURBAN HIGH SCHOOL ACKNOWLEDGEMENTS

A&DS wishes to thank the following people and Contributors of featured examples organisations for participation, assistance and • Aedas Architects contribution in preparing this guide: • Archial NORR • City Council (Project Management & Design) • The Scottish Government • JM Architects • Scottish Futures Trust • CRGP Architects & Surveyors • Association of Directors of Education in Scotland • Realm ISD • Convention of Scottish Local Authorities • Scottish Borders Council Architects Section • Education Scotland (Design Services) • Grounds For Learning • Space Strategies • Design by Graven • Stallan Brand

Officers and teaching staff from Image credits • Dundee City Council 01–02, 04 Coltness High School: Martin McAleer • City of Edinburgh Council 03 Former High School: • Fife Council photo by CRGP Architects • Glasgow City Council 05–12 Coltness High School: Martin McAleer • Highland Council 13–14 Architecture & Design Scotland • Moray Council 15–16 Former Coltness High School: • North Ayrshire Council photo by CRGP Architects • North Lanarkshire Council 17 Architecture & Design Scotland • Scottish Borders Council 18 Coltness High School: Martin McAleer • South Lanarkshire Council • West Lothian Council

Expert consultants • Alastair Blyth • John Worthington • Nick Wright • Lorraine Tulloch

Advocacy contributors • Alan Russell: Senior Teacher & Education Officer (retired) • Alastair Blyth: Learning Environments Assessor and Advisor • Dugald Forbes: Educationalist (retired) • Historic Scotland • John Worthington: Expert Advisor • Scottish Borders Council: Asset Management Officer • Scott Brownrigg: Architectural Design Consultant

REMADE LEARNING PLACES 20 APPENDICES

The following documents are a useful resource supporting the ideas, themes and arguments contained within this guide:

School Estate Management Plans Building Our Future: Managing the Brief For Better Design Scotland’s School Estate www.routledge.com/books/details/9780415460316/ www.scotland.gov.uk/ Publications/2003/08/18009/25296 How Buildings Learn: What Happens After They’re Built Brand, S, Penguin Books, 1995 OECD Building Excellence – Exploring the implications of Curriculum for Excellence for school buildings Centre for Educational Research and Innovation www.gov.scot/Topics/Education/Schools/Buildings/ (CERI) – Schooling for Tomorrow Excellence www.oecd.org/edu/ceri/centreforeducationalresearchan dinnovationceri-schoolingfortomorrow.htm Senses of Place: Building Excellence www.ads.org.uk/smarterplaces Modernising School Buildings in Portugal www.oecd.org/education/innovation-education/ Better Briefing For Education Benefit centreforeffectivelearningenvironmentscele/49567409. www.ads.org.uk/smarterplaces/features/better- pdf briefing-for-education-benefit-transforming-spaces- to-inspire SFT Lessons Learnt www.scottishfuturestrust.org.uk/publications/lessons- The Re-design Option learnt/ www.ads.org.uk/smarterplaces/news/the-re-design- option-exhibition SFT Schools Development Handbook www.scottishfuturestrust.org.uk/our-work/sft-build/ Sustainability in Reuse schools-for-the-future/schools-development-handbook/ www.ads.org.uk/designforum/qualityofplace/highlight- sustainability-in-re-use?typology_id=6&quality_id=4

EXAMPLE 3 / MID 20TH CENTURY 21 SUBURBAN HIGH SCHOOL School renewal  www.ads.org.uk/smarterplaces by refurbishment a good practice guide