Acknowledgements Firstly, I would like to thank the educators and staff at the University of Plymouth for providing me with enough experience, encouragement and support to continue my degree and make it through to third year. I would also like to thank Gursewak Aulakh and David Gould for their help in expanding and pushing the boundaries of the topic and stretching my literate capabilities. In addition, I would like to acknowledge Emma Bassett and her children, whose interest in the architecture of their local school prompted me to consider this question in the first place. Front cover images (from left to right) ‘Redcliffe Curve’ (Source: author) ‘Cotham Staircase’ (Source: author) ‘Redland Bridge’ (Source: Nick Plant; http://www.flickr.com/photos/nickplant/1347259239/in/set- 72157601923839247/) ‘Ashton’s Cladding’ (Source: author) 1 Abstract Pedagogy has evolved and physical environments are struggling to keep up. Recent research has placed importance on spatial exploration and interaction as a key component in child learning. Not only are today’s schools technologically and architecturally outdated, they are spatially redundant as well. In response to growing criticism about the state of the nation’s schools the previous Government’s BSF programme sought to update over 3500 primary and secondary schools across the country.1 I visited four schools in Bristol: three rebuilds and one completely new design, to find out whether firstly, any noticeable changes had occurred and secondly how much of an effect these had had (if any). Unable to gather conclusive before-and-after data on exam results and attendance, I wasn’t able to gauge how much of an effect architecture had on these school’s performances. Yet research into building conditions and attendance of other schools confirmed that architecture does indeed make a difference. It must never be used as a singular or blind impetus for educational change however, as other factors such as management, cultural understanding and exceptional teaching all play a large role in school dynamics. Architectural change is not guaranteed to work in every setting; it all depends on context, and finding out which schools need what. One final point to mention was that the National Curriculum may also be at fault for not truly encouraging a varied, holistic and spatially-aware approach to learning. This should be considered alongside the physicality of school buildings if school improvement is to be tackled on any large scale. 1 Angela Harrison, ‘School Building Plan Facing Cuts’, BBC News, (5th July 2010) <http://www.bbc.co.uk/news/10490838> [accessed November 2nd, 2010]. 2 List of Contents Acknowledgements .................................................................................................................................................................................................................. 2 Abstract ..................................................................................................................................................................................................................................... 3 Introduction .............................................................................................................................................................................................................................. 5 Children, Learning and Space ...................................................................................................................................................................................... 6 Learning Environments: A Case for Change ................................................................................................................................................................ 9 Schools of the Future: A Critical Case Study ............................................................................................................................................................. 12 Sense of Place ................................................................................................................................................................................................ 12 Ease of Movement ......................................................................................................................................................................................... 14 Functionality .................................................................................................................................................................................................. 16 Balance .......................................................................................................................................................................................................... 18 Flexibility ........................................................................................................................................................................................................ 19 Comfort .......................................................................................................................................................................................................... 21 Summary ....................................................................................................................................................................................................... 22 The Importance of Architecture in School Improvement ........................................................................................................................................ 23 Classroom Dynamics: The Importance of Teachers .................................................................................................................................................. 26 The Effect of Social Background and Culture ............................................................................................................................................................ 28 Rebuild of Reform? .................................................................................................................................................................................................... 32 Conclusion ............................................................................................................................................................................................................................... 35 Bibliography ............................................................................................................................................................................................................................ 36 3 Appendices............................................................................................................................................................................................................................... 40 Introduction There is little doubt that education is of paramount importance and can have a pivotal and lasting effect in shaping our adult lives. We spend over 15,000 hours in school between the ages of 5 and 16, and outside of the home, it is the principal sphere of influence over our early childhood.2 Not only does school encourage learning, it serves as a monitor for our daily wellbeing, develops resilience, character and stimulates social contact.3 The success of a child’s education cannot be quantified through pedagogy or educational psychology alone. It is tied to a myriad of internal and external factors where peer groups, social conditioning, parental support, role-models and even the psychological profile of each individual themselves all play a part in a child’s educational development.4 In a speech in 2004, Tony Blair highlighted, “Of course what goes on in a school is far more important than the buildings themselves. But one contributes to the other”5 suggesting that the environment in which children learn also plays a key role in educational practice. Indeed, the last 10 years has shown a gradual but increased interest in the link between school design and pupil performance. Mainly because there is an emerging body of literature showing that where learning occurs matters and that most current learning environments are practically and technologically unsuited for 21st century society.6 2 Jonathon Solity, The Learning Revolution (Hodder Education, 2008), p. 32. 3 Robbie Gilligan, ‘The Importance of Schools and Teachers in Child Welfare’, Child & Family Social Work, Vol. 3, (January 1998), pp. 13-25. p. 15. 4 Ben Koralek, and Maurice Mitchell ‘The Schools We’d Like: Young People’s Participation in Architecture’, in Children’s Spaces ed. by Mark Dudek (Architectural Press, 2005), pp. 114-153. p. 115. 5 CABE, ‘Assessing Secondary School Design Quality’ (Commission for Architecture and the Built Environment, 2006), p. 10. 6 CABE, and RIBA, ‘21st Century Schools: Learning Environments of the Future’, Building Futures (2004) <http://www.buildingfutures.org.uk/projects/building- futures/learning-environments-of-the-future-schools/outputs> [accessed December 15th, 2010], p. 6. 4 Although halted and incomplete, Labour’s ‘Building Schools for the Future’ initiative sought to redesign or renew over 3500 primary and secondary schools in England.7 So in light of this, and considering the research into the quality and importance of a student’s immediate environment, is this actually where the money should be spent? Children, Learning and Space