Southwark Schools For The Future

INNOVATION THROUGH COLLABORATION:
AN ARCHITECTURAL COMPETITION FOCUSED ON QUALITY DESIGN
contents
Foreword
Introduction
Southwark Park Primary School
10
Winner
Birds Portchmouth Russum
12
Runners-up
Hawkins\Brown
20
Sarah Wigglesworth
22
Edward Cullinan
24
Eveline Lowe Primary School
26
Winner
HKR/John Pardey Architects
28
Runners-up
Haverstock Associates
36
Van Heyningen and Haward
38
FLACQ
40
Michael Faraday Primary School
42
Winner
SMC Alsop
44
Runners-up
dsdha
52
dRMM
54
Walters and Cohen
56
Contacts
58
SFF: primary competition
THE
FOREWORD
CHALLENGE
The selected architects have shown they can meet our

challenge, producing outstanding buildings to inspire and
transform the lives of our children and young people
COUNCILLOR LISA RAJAN
INVENTIVE, HIGH-QUALITY URBAN DESIGN HAS

THE POWER TO TRANSFORM COMMUNITIES.
We have ambitious regeneration plans for Southwark. Over the
Our procurement route has proved as innovative as the buildings
meet and indeed exceed each schools needs and ambitions.
course of a generation, we will create stronger, more equal and
it has delivered. With the Royal Institute of British Architects,
I hope you enjoy reading our story. The selected architects,
inclusive communities with access to world class facilities. We
we ran a hybrid design and interview competition to find the
SMC Alsop, Birds Portchmouth Russum, and HKR/John
believe outstanding communities need outstanding schools.
architectural practices best able to revitalise these schools
Pardey Architects, have shown they can meet our challenge.
So, in early 2007, we set out to create brilliant new primary
through innovative and sustainable design that inspires pupils,
They have produced inspiring buildings of outstanding quality,
schools at Southwark Park, Eveline Lowe and Michael Faraday
teachers, neighbourhoods and everyone involved.
sustainability and functionality which are helping to transform

our communities and, most importantly, create a brighter
as part of Southwarks schools for the future primary programme.

We believe passionately that we can achieve our vision only
future for our children and young people.
We set the benchmark high. Each new school has to sit at the
though genuine collaboration with the communities we serve.
heart of a revitalised neighbourhood, providing a beacon of
Our role is to act as a catalyst, to ensure that local people drive
Councillor Lisa Rajan
excellence for generations to come. Above all, each project
the transformation. What set this design competition apart was
Executive Member for Childrens Services and Education
has to be a paragon for education delivery both locally
how it brought together local authority, school and architectural
Southwark Council
and nationally.
teams from the very beginning to share the search for a design
solution. The result has been extraordinary new schools which
Schools for the future

The Southwark schools for the future programme
covers primary schools, secondaries and academies.
Drawing on local and national funding, it aims to
transform education for the boroughs children and
young people through new learning spaces, the
latest information technology, cultural and attitudinal
change and a clear focus on people and their needs,
aspirations and relationships.
Southwark has already invested 200m in part
of its secondary estate, and has secured 220m
to refurbish or rebuild the remaining secondary
schools in the borough. This includes two
brand-new schools. It has also leveraged substantial
funds from the academies programme.
For its primary estate, it has allocated some 30m
to renew the three flagship schools detailed in
this book, and has developed a strategy to secure
additional funding through the next round of the
primary capital programme.
Southwark schools for the future: innovation through collaboration
THE
INTRODUCTION
CHALLENGE
The competition shows that there is a huge appetite in the architectural profession for
primary school design. The outstanding standards made it very difficult to pick winners.
I believe Southwark Council will truly be building schools for the future
PAUL MONAGHAN, CHAIR, JUDGES PANEL
the competition
Southwark Council commissioned the design competition in
Ninety practices responded, from which 12 teams (four for
In the development phase, through value engineering, ongoing
conjunction with the Royal Institute of British Architects (RIBA),
each school) were shortlisted. Each was awarded a small fee
consultation and design reviews, each team then translated
choosing a hybrid approach which combines competitive
to develop a concept design for their appointed school, with
their competition concept into a deliverable design. All
interview with design competition. It was advertised in
the winners chosen by a panel of judges chaired by RIBA
three received planning permission, and listed building consent
architectural press, online and via the Official Journal of the
architectural adviser Paul Monaghan.
where applicable, in late summer 2008, and work is due to
European Union.
begin on each site in early 2009.

Running for some 12 weeks, the competition enabled the
This innovative route was chosen to ensure that high-quality
shortlisted architects to explore early ideas with staff
design was a key determinant of the procurement. Southwark
and pupils. Each architectural team was invited to hold
Council, and in particular the Southwark schools for the future
workshops and Q&A sessions with pupils, staff and others in
programme, sees quality design and buildings as the catalyst
the school community, such as adult learners. The submitted
to transforming educational provision in the borough.
concepts were then exhibited to enable wider consultation with

everyone in each schools community, before a final presentation
and assessment by the judges panel in July 2007.
I really commend this kind of competition it makes it

possible to develop a very personal relationship with the
client, and so enabled us to produce a design that reflects their
concerns and aspirations. In turn, it gave the commissioning
team and headteacher the opportunity to develop confidence
in their future architectural team
JONATHAN LEAH, DIRECTOR OF ARCHITECTURE,
SMC ALSOP
Shortlisted architectural practices

Edward Cullinan
Hawkins/Brown
Sarah Wigglesworth
FLACQ
HKR/John Pardey Architects
van Heyningen and Haward
de Rijke Marsh Morgan
dsdha
SMC Alsop
Walters and Cohen
THE
INTRODUCTION
CHALLENGE
an inspiring journey
For all involved, the competition was less about finding new
Richard Portchmouth at BPR Architects agrees.We got it about
All parties identify the importance of personal relationships.
school buildings, and more about matching the most appropriate
60 percent right the first time. Now we have a better-tuned
There needs to be someone in the school, ideally the
architectural team and its vision to each school.
design as everyone involved has invested greatly in it.
headteacher, who is committed to the process, says Karen

Fowler. Its a huge effort but is absolutely worth it.
We realised we could not afford the chosen design, says Karen
The competition was a joy, adds Hugh Richardson of John
Fowler, headteacher at Michael Faraday Primary School, but we
Pardey Architects. The most enjoyable parts were meeting the
A committed project manager, a champion on the governing
knew we were buying into a concept and project team, not an
teaching staff and children and hearing their aspirations for the
body and enthusiasts in the wider community are
actual building. SMC Alsop understood what we were trying
school, and also working with a well-resourced team of excellent
also vital to ensure each project delivers not only the best
to achieve. Its design was the most inspiring and fitting.
consultants. A well-written, clear brief that does not stray into
building for the school but also a broader transformation of
prescribing or limiting the architectural response was another
the local community.
Jonathan Leah, SMC Alsops director of architecture, explains:
factor he identifies in the competitions success.

The biggest challenge in developing the competition design into
During the competition, we were explicit that the concept was

only part of the journey. We knew we had met the brief, that our
Having contact with the client at competition stage was very
a financially viable project was making the cost savings without
design was innovative, but that it was expensive. We pledged to
valuable, says James Munden at Whitelaw and Turkington
compromising the projects underlying theory and ambition,
work with the school to get it right and back on budget.
landscape engineers. We also worked very closely with the
says Hugh Richardson. By working as a team, the client and
architects and structural engineers. It was very much
designers turned the necessity of value engineering into a
a collaborative process.
process of therapy rather than surgery and, in our view, the
A strong relationship with the client is essential and has ensured

the success of the project, concurs Seamus Slattery at HKR
Architects. We have had input from all walks of life.
We couldnt have got to where we are now without it.
project has emerged uncompromised.
The collaboration with the school and the community has

been one of the most rewarding aspects of the commission
RICHARD PORTCHMOUTH, PARTNER, BPR ARCHITECTS
Its been a real community project and we all feel passionate

about it. Weve grown with it and it has added to the caring
ethos of the school. It has enabled us to create stronger links
with the community, and were a better school as a result
ANGIE SHARMA, HEADTEACHER, SOUTHWARK PARK
Southwark has been instrumental in encouraging meaningful

dialogue between the buildings designers and its end users.
This process has proven to be invaluable and has genuinely
helped in the development of the design
HUGH RICHARDSON, ASSOCIATE,
JOHN PARDEY ARCHITECTS
I applaud Southwark for its continuing
commitment to new and quality design
WILL ALSOP, SMC ALSOP ARCHITECTS
SOUTHWARK PARK PRIMARY SCHOOL
THE COMPETITION CHALLENGE
the school
SOUTHWARK PARK PRIMARY SCHOOL, IN BERMONDSEY,
WAS BUILT FROM 1871 ON THE EDGE OF THE PARK
WHICH SHARES ITS NAME.
It is a much loved and successful school but its Victorian buildings are in urgent need of significant
modernisation to create a progressive school that celebrates its heritage. It was designed by
architect ER Robson in response to the 1870 Education Act. Highly original, its London school
board design influenced Londons schools for decades, and its buildings are now grade II listed.
The school seeks to create a happy, caring atmosphere in which its children can learn and achieve
to their full potential. It has progressed well in recent years, with rising pupil achievement. It has a
focus on creative arts and drama, and has strong links with local organisations such as the
Globe Theatre, Southwark Playhouse and Caf Gallery as well as the park opposite the school.
The immediate neighbourhood, the Four Squares estate, has higher than average levels
of unemployment. Developing the schools community facilities and its links with parents
and local residents and groups are important aspects of the project.
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the vision
the brief
ANGIE SHARMA, HEADTEACHER

We have an exciting opportunity to be part of the schools
history, to provide for our community for another 100 years.
Increased capacity from 315 to 420 pupils,

including doubling nursery places to 50
The new school will be fit for the future, reflect its history and be even more an integral part of the
Preserving and enhancing the schools

tradition and heritage
community. We challenge perceptions and encourage our pupils to be aspirational.

The building must provide an environment that enables us to use evolving technologies to deliver
an education appropriate for a world which continues to change and challenge.
We want people to immediately feel welcome and included. The entrance will create an image
as to who we are and what we are about. Our pupils are entitled to the best provision possible to
support them in becoming positive citizens of the future, to continue the progression from their
Victorian predecessors ambitions.
A strong new entrance and identity

Flexible, inspirational spaces to support learning
in the 21st century
An accessible system of circulation, independent
of classrooms and halls
Strengthened links to Southwark Park and
with the local community
Employing technology which embraces
passive ecological systems
11

WINNING DESIGN
BIRDS PORTCHMOUTH
RUSSUM
BPR completely understood the buildings, that they are too

lovely to destroy. The design perfectly balances the needs
of our community with the schools history and tradition
ANGIE SHARMA, HEADTEACHER
the concept
the architects
Our concept seeks to preserve and enhance the joyous nature and history of the schools Victorian
Birds Portchmouth Russum (BPR) Architects, established in 1989, believes that delight
buildings. The new elements are of their own age, and endeavour to maintain or increase this
and pleasure should be fundamental in any building, product or environment. It is committed
level of joy. We seek to create an inviting entrance which promotes the school in the wider
to innovative sustainable design to generate economic prosperity, and social and environmental
community and reinforces its links with the park. Our concept is respectful of the delightful existing
wellbeing. It has earned 11 design awards to date, including the Royal Academys best
buildings and creates safe, learning and play areas with flexible and inspirational spaces.
architecture award in 2002 for its work on the Bellmouth Bridges.
the judges view

This has been a rewarding and engaging project. We have
enjoyed seeing the childrens enthusiasm and the importance
they attach to their environment. It has also been very
rewarding to collaborate closely with the school
and community
RICHARD PORTCHMOUTH, PARTNER, BPR
An excellent design presented by a clearly committed and experienced team which includes an
excellent services engineer and landscape architect. The panel thought this was a very thorough
proposal that successfully created a very logical plan from the existing jumble of buildings.
The entrance and circulation arrangements work well.
Overall this was considered to be a highly deliverable design with some excellent qualities.
It successfully maximises the integrity of the existing buildings, provides
sensitive extensions and benefits from a logical layout with a high degree of flexibility.
Landscaping proposals integrate well with the building design and create some attractive
and useful spaces. Throughout, sustainability issues are generally well addressed.
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13

THE CONCEPT EXPLAINED
accessible, progressive, expanded

Making sense of the jumble of buildings was central to the success of this
concept. BPR sited a new nursery building, which is needed to cope with the
schools planned expansion, at the back of the site. There is also now level
access throughout and a passenger lift for the less able.
A reorganisation of the classrooms creates a clear progression through the
year stages from the rear nursery to the public area at the front of the site. This
is complemented with new corridors which make it possible, for the first time,
to walk from the front to the rear of the school without going outside. The flow
from youngest to oldest is also reflected in the outside landscape.
I thought the pupils vote would

be overruled but the architects
listened to us and our vote
did count
Francesca, year 6 pupil
14
The new buildings look a lot nicer, and

I like the leaf design. I like the idea too of
putting the caretaker building to use
Keir, year 6 pupil
flexible classrooms for the 21st century

BPRs concept shares the original architect ER Robsons philosophy that the two classrooms
for each year group should be paired to encourage personal contact between pupils. BPR
extends this idea with a shared hub, which houses toilets, a cloakroom and a private mezzanine
overlooking both classrooms. Given a contemporary treatment, the hubs contrast with the
Victorian fabric and provide a distinct identity for each year.
listening to the community

The four finalists were introduced to the school and its buildings by a tour and Q&A session
with pupils and staff. After further workshops and interviews, the competition entries were
displayed in the school, and everyone was invited to vote for their favourite design.
BPR struck up very good relations with all members of the school community,
says headteacher Angie Sharma. They clearly wanted to produce a school that met the
communitys needs, not just a set-piece design.
15

something old, something new

BPRs concept introduces contemporary architecture for the
designs new, more informal elements such as the entrance
foyer and two pepper pot pavilions which house the facilities
required to modernise the school. These two pavilions, which
frame the existing Victorian faade, are raised off the ground
to provide sheltered play space.
a warm welcome
A key part of the brief was creating a welcoming entrance that embodies the schools vision
and beliefs. BPRs solution is an informal and inviting double-height space which also
creates a stronger street presence and links with the park.
From the foyer, there is direct access to new facilities including a dining hall, ICT suite,
administrative offices and a community room. These areas are self-contained and
so can be opened to the community at the schools discretion.
16
creating sustainable futures

The concept incorporates a number of eco-efficient features including internal secondary solar control glazing, solar thermal panels
and earth tubes, a first for Southwark. A low-power fan draws fresh air through a buried tube system which passively moderates
the buildings temperature in summer and winter. Ground source heat pumps are also being considered.
I love the schools Victorian features as they are a reminder of our history.
BPRs design respects this it isnt a mish-mash of old and new
VICKY, YEAR 2 TEACHING ASSISTANT
the green connection

A central design theme is strengthening the schools links with
the park. The original concept included grass roof terraces,
landscaping and a raised table joining the park and schools
entrance. As the concept moved through the development
phase, this theme evolved to assume a leaf-like design for
the boundary wall, which now forms a continuous link from
the nursery pavilion right at the back of the site to the entrance
foyer and the park beyond. This organic design has also been
extended to the main foyer and entrance at Southwark Park
Road to reinforce the schools links with the park.
17

FROM CONCEPT TO PLANNING
presenting the ladybird pavilions

Value engineering, consultations and design reviews brought
changes to the concept. One of the most significant alterations
is the introduction of two entrance pavilions. These are now the
designs primary contemporary features, housing a library, ICT
suite and staff areas at the Southwark Park entrance, and the
enlarged nursery at the rear of the site.
The pepper pot pavilion next to the infant block and the
interlinking glazed corridor were dropped primarily to reduce
costs. When combined with the removal of a 1938 extension,
however, the result is more open views of and from the infants
building, and more outdoor play space.
In parallel to these developments, a more organic design language
has evolved. ER Robsons paired classroom concept is now
mirrored in the layout and pairing of the new pavilions, which
have developed a joyful ladybird roof design.
18
The continuing dialogue with everyone in the school and

community has helped avoid potential problems as any
concerns have been dealt with early in the process
RICHARD PORTCHMOUTH, PARTNER, BPR
new beginnings
The new nursery, at the rear of the site, shares the principle of paired classrooms and can be
divided to create two smaller playgroups or function as a single larger space. The buildings design
has evolved throughout the development phase to adopt the ladybird roof design, which mirrors
the main pavilion at the Southwark Park Road entrance.
security by occupation
Instead of the costly option of employing security guards to protect the vacant buildings, Southwark
Council contacted Camelot, an organisation which secures by occupation. Eight guardians live in
the school buildings for a nominal rent and in return ensure it stays secure and in good condition
BPRs design was the most suitable for the school.

Its presentation was very good too, with video and models to
explain their ideas. I like the light, space and character of the
Victorian buildings. I would have hated to see them knocked
down as a school should be more than just four walls, more
than just glass. Ive been a lollipop lady here for 20 years and
have lived overlooking the school for longer. My two daughters
attended and I have fond memories of going on outings.
The old school has a real sense of community,
and Im looking forward to returning
SANDRA ELLIS, RESIDENT
until building work begins.
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RUNNER UP
HAWKINS\BROWN
The welcome mat
the concept
Just as carpets can be used to gather children together or create
The nest
boundaries, unity and security, this concept introduces a series

of landscape carpets to unite the disparate fabric of the existing
buildings with a family of new buildings. Each with their own identity,
these modern additions include an entrance and community
building, a nursery, performance space and circulation cores.
The lookout
The treehouse
The front room
The barn
20
design highlights
the judges view
Hawkins\Brown has taken a light-touch approach to adapting the existing buildings, sensitively
The scheme proposes careful removal of later additions and sensitive manipulation of the interior
removing later additions and developing a contrasting contemporary feel for new buildings.
spaces, giving the buildings space to breathe and allowing them to be read and easily accessed.
This family of buildings provides modern facilities including a new nest nursery, community
The panel felt the new entrance could work very well, and the simplified elements of the design all
areas and performance spaces. At the Southwark Park Road entrance, the welcome mat
seemed logical, with the exception of the barn.
provides an open and transparent yet secure entrance. On one edge, in the refurbished
caretakers lodge, sits the front room community facilities.
Its location in the middle of the playground substantially reduces the amount of useable external
space on a site that is already very restricted. The limited interventions in the existing buildings,
A strong use of colour to define year group spaces and for site navigation was enhanced by
while sensitively described, unfortunately fail to solve many of the current circulation problems,
a proposal to involve artists or pupils in developing an art element to the project. Colourful
and seemed to provide limited flexibility for future changes.
beach huts along the playground boundary are a playful way to provide covered play space,
storage and greenhouses.
Our design reveals the jewels in the crown. The challenge is to put right the
elements that inhibit the school today while retaining its architectural strengths
and its role as an enduring symbol of the power of education
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RUNNER UP
SARAH WIGGLESWORTH
Southwark Park
Nursery
the concept
Sarah Wigglesworths design extends the park into the school
Entrance
and creates spaces of different characters, including an infant

village, junior city and village green. A new performance space
Parlour
Junior city
provides a focal point. The concepts kit of parts, although

tailored to Southwark Park, offers a model for modernising
Running track
board schools in general.
Performance hall
Infant village
Village green
design highlights
The kit includes blocks which can be added inside or out to give extra space and function
where needed be it for art, toilets, recycling, reading, eating, ICT and so on. Alongside interior
self-contained units called hubs, a new entrance, parlour, dining hall, nursery and performing
arts space complete the modernised school.
Linking all the parts of the scheme is the ribbon. This external freestanding structure weaves
around the perimeter of the existing buildings, providing circulation routes and additional
teaching, storage and breakout spaces. The merit of this proposal is that it provides
additional space and a new image, while leaving visible and intact the school buildings
best historic features.
22
Our proposals create an uplifting and inspiring building

which will provide the children with a permanent memory in
their future lives of the wonderful and extraordinary place in
which they were educated
the judges view

This was overall a design with lots of interesting and radical
ideas. The approach to creating flexible teaching and learning
spaces has much to commend it and the new hall and nursery
are sensitively located. The ideas for linking to Southwark Park
and cultural facilities beyond are imaginative. The sustainability
strategy was thoroughly embedded in the design concept.
This was a potentially very exciting and elegant scheme with
lots of merit. The team showed a genuine passion for the child
experience, and for progressing learning and teaching generally.
The panel, however, would have liked to have seen the concepts
The ribbon
and design of the buildings articulated more strongly in the

competition proposals.
23
RUNNER UP
EDWARD CULLINAN
the concept
This radical design includes a new west wing arranged over two
floors on the footprint of the current infant block. This demolition
frees space for a complete reorganisation, maximises outdoor
space and leaves the older buildings clearly set around their own
courtyard at the front of the site.
design highlights
The centrepiece of this scheme is the new two-storey west wing, with pairs of classrooms
progressing from foundation stage through to year 4. Daylit corridors lead into
the Victorian east wing, connecting old and new at both levels. In the Victorian wing,
there are administrative offices, a small hall and specialised teaching facilities including
areas for ICT, a library, music and drama.
A refurbished entrance and caretakers house improve the schools street presence and
community facilities. The demolition and reorganisation maximise the open space available in
the school grounds. In the playground, there is a games area and mini-amphitheatre, which are
sited either side of a new sports and dining hall.
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the judges view

The decision to demolish half the existing buildings was
considered a controversial one, and one that from a planning
point of view would create a high risk of programme delays, and
potentially could prove undeliverable. Although the argument
for this was well put forward and the team has substantial
experience of working with historic buildings, the opportunities
created by this move did not appear to have been exploited
sufficiently to justify it.
Although very well presented on the day with the team
demonstrating a genuine commitment at the highest level in
the practice, ultimately the panel felt there were too many
potential problems for this concept to be considered further.
We have organised the buildings to maximise the open

space, so that the school presents itself with clarity,
making it easy to find your way in a vibrant and
welcoming new setting
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EVELINE LOWE PRIMARY SCHOOL
THE COMPETITION CHALLENGE
the school
EVELINE LOWE PRIMARY SCHOOL OPENED IN 1967.
ITS DESIGN EMBODIES THE EDUCATIONAL PRINCIPLES OF
THE PLOWDEN REPORT AND IT BECAME GRADE II LISTED
TO REFLECT ITS SEMINAL INFLUENCE ON SCHOOL
DESIGN IN THE UK.
The school is split over two sites on either side of a residential road. The infant school occupies
the listed building, while the upper school is Edwardian and was built as a special school
and is now unfit for purpose.
Eveline Lowe needs to be expanded and modernised to create a 21st century school that
respects the design philosophy of the existing listed buildings yet is fit for the future and
supports the schools efforts to raise attainment. It aspires to be an extended school in the
complete sense fully inclusive, with space for all children. The school is surrounded by light
industrial units and estate housing, in an area of significant deprivation.
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the brief
Increased capacity from 315 to 420 children
The upper school building is unfit for purpose
A united school, in every sense
the vision
LIZ HILLS, HEADTEACHER
We have a unique chance to unite the split school, and to
improve results and increase the sense of community here.
The new school will provide a much improved structure
for effective learning while always promoting equal
opportunities in all areas of school life.
We aspire to create a school that is a place of excitement, wonder and delight. Its internal spaces
Improved use of the two sites, with consideration

to a future road closure
A strong entrance and identity for the school
Diverse outdoor space to aid play, relaxation
and appreciation of the natural environment
Employing the best principles of sustainable
development
should be beautifully integrated so that the total site is a rich learning environment. It should be
somewhere that everyone, not just children, wants to come to learn.
27
WINNING DESIGN
HKR /JOHN PARDEY
ARCHITECTS
We now have one school in every sense.

The refurbishment will have a huge impact on the children.
It will give them a sense of belonging, of pride in their school
the concept
the architects
As a single school within a garden wall, we see a new, united school on a transformed eastern site
John Pardey Architects has extensive experience with modern listed buildings and designing
which is focused on learning, where the buildings and landscape create a new visual identity.
primary schools. It regularly works with 1991 RIBA gold medal winner Professor Sir Colin
By placing the educational buildings on the eastern site and the recreational ones on the other,
Stansfield Smith. Its partner on this project, HKR Architects, is an international practice
we see the two working together as a learning and community resource of exceptional quality,
with an award-winning reputation. Recent highlights include The Wave for the Guardian
contributing to the improvement of peoples lives.
newspaper in London and Pelham House in Dublin, which collected the RIAI award
for best commercial building in 2004.
the judges view

Our aim was to reinterpret the theories and aspirations of
Medds original design into a model suitable for the complex
demands of a 21st century learning environment.
This approach was reliant on subtle intervention and
a clear dialogue between old and new
HUGH RICHARDSON, ASSOCIATE,
JOHN PARDEY ARCHITECTS
The scheme showed good sensitivity to the listed building, through subtle interventions. Its
treatment of the entrance was excellent enlivening the streetscape would be a good
approach to security. The strategy of building around the edges of the existing building was also
a good one, particularly from a planning point of view.
The panel liked the fact that the heart of the school is maintained and updated. The idea of
the new buildings floating above the wall is potentially very exciting. There are other lovely ideas,
such as the nursery/tree house and the play spaces under the raised pods. Overall the amount
of play area provided is great. In summary, this scheme has huge potential, would provide better
regeneration for the area, and is still at the stage where it provides scope for manoeuvre.
28
29
Entrance buildings
Winter gardens
Years 5 and 6
one site, one school

The existing arrangement of teaching space was sporadic so HKR/John
Pardey Architects chose to unify the school on one site by placing the teaching
accommodation along the sites perimeter in order of age, from nursery to year 6.
This serves to encourage more social interaction between children of a similar
age and also helps to create a sense of place and community in the school.
By placing the new rooms on stilts at first floor level, floating above the boundary wall,
the footprint of the new school is minimised. At the entrance, two pods in front of the
existing building house classrooms and an administrative hub. They sit either side of a
double-height lobby with views to a winter garden beyond, itself a symbolic junction
between the old and new buildings. A third pod at the rear of the site provides junior
classrooms over two floors. And, at the sites southern tip, a fourth houses a nursery
treehouse, with classrooms above and covered play space beneath.
Nursery
Being on a single site will create opportunities for younger

and older children to work and play together it will help
change the ethos of the school
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N U R S E RY
BUILDING
R O L L S R O A D B U I LD I N G
(Y E A R S 5 & 6 )
E N T RA N CE B U IL D IN G S
( Y E A RS 3 & 4 )
a bold new face

For the new boundary, HKR/John Pardey Architects developed a design language of hard outward
facing and soft inward facing. The hard exterior of textured brick and open metalwork, and topped
by the colourful, glass-fronted pods, creates a clean, modern aesthetic as well as an impressive,
welcoming and secure entrance. The soft inner face, by contrast, is a variety of climbing plants
and colourful solar window blinds.
a sanctuary enclosed
The new pods form an integrated boundary enclosure, which
creates both a sense of place and a sanctuary for play and
learning, where the boundary itself becomes part of the
garden environment. It also provides an acoustic barrier to
road noise and, in effect, reclaims for the school space which is
currently used for car parking, planting and temporary buildings.
The elevated buildings will offer a new

face for Eveline Lowe Primary School,
symbolic of its educational
aspirations for the 21st century
SEAMUS SLATTERY, HKR
31
open for all

Beyond the striking boundary, the existing buildings are largely protected by the heritage listing.
RAISED AREAS
REMOVED BUT MEMORY
RETAINED IN FLAT
CARPETED AREA
RAISED AREAS
REMOVED BUT MEMORY
RETAINED IN FLAT
CARPETED AREA
M OR E S PA C E F OR
LEARNING - LESS
I N T ER R U PT I O N S
Eveline Lowe was one of the first open plan schools emanating from the 1967 Plowden report,
a government review. Its recurring themes were those of individual learning, flexibility in
the curriculum, the centrality of play in childrens learning, the use of the environment
and learning by discovery.
Proposed classroom plan (year 1)
The idea was that children are taught to educate themselves, to improvise, working alone or in
small groups. The spaces in Eveline Lowe are crowded and bustling the classroom box has
been exploded. In its place are bays for activities, working surfaces for messy play and raised,
carpeted quiet areas.
To adapt the accommodation for the 21st century, the concept subtly reorganises teaching areas
RAISED AREA
I N A C C E SS IB L E
to improve flow through the year groups, increase class space and reduce interruption from
internal circulation. The design also introduces a hub of two halls, ICT facilities and a library
around the winter garden.
LEARNING AREA
S Q U A S H E D I NTO H ER E
CENTRE ROOM
PREVENTS CLASSES
W O R K I N G T OG E T H ER
This is a most remarkable school. It first appears unassuming from the

road but the primary special qualities are within, where the series of
flexible spaces ignore traditional corridors and provide intimate teaching
clusters for quiet and messy activities, as well as access to the outdoors
ENGLISH HERITAGES LISTINGS ADVISER (2006)
C I RC U L AT I ON
I N T ER R U P T S
LEARNING
Existing classroom plan (year 1)
32
a renewed legacy
covered play space

David and Mary Medd, the original architects created a village atmosphere of buildings
As well as extending the schools accommodation, the concept
and gardens, which is enhanced by covered external verandas for play. We invited
also increases the quantity of play space on the lower school site.
David Medd to look at our proposals, says HKR architect Seamus Slattery. He felt
This is achieved partly by moving parking space to the other site
we were taking the core beliefs and ideas from 1967 into the 21st century. Hugh
and through introducing the striking undercrofts covered play
Richardson at John Pardey Architects agrees: Juxtaposing the educational theories
spaces beneath some of the new pods. These flexible spaces
of the 1960s with teaching practices of the 21st century was the most exciting element
can be used every day of the year, and help make the schools
of the project. While giving the design its energy, this also posed most of the projects
buildings more porous to the outdoors.
practical difficulties, such as meeting the requirements of BB99.
33
a renewed upper site
Refurbished nature garden
There were only a few changes between the competition

entry and the planning application in May 2008. From the
outset, the schools recreational facilities were placed on the
upper school site. As well as a refurbished nature garden, the
concept proposed a sports area, which would be expanded by
demolishing the current unfit-for-purpose sports hall, and
a brand-new swimming pool, with a solar roof to heat the pool.
Initially HKR/John Pardey Architects proposed a gallery on the
ground floor of the Edwardian building, and the sale of the upper
floors to release capital receipts. Through value engineering and
further consultation with the school, the plans for the pool were
dropped. The nursery pod was also reduced to one storey
to bring the project in budget.
Parking
The architects listened hard to what the schoolchildren,

staff and headteacher said. They got it right first time
round a winner from the start
BARRY MASON, PROJECT MANAGER
Swimming pool
Multi-use games area
34
the playground transformed

Landscape architect Whitelaw and Turkington worked closely with the architects and the school
to redesign the playground as a learning landscape. It has different spaces for different speeds
of activity. The crater an abstract reference to the sites world war two bombings is a large,
uncluttered central space. To its west, movement is slowed by the placing of seats, room dividers
and vertical interactive columns which also form a transition to the quiet, contemplative zone
closest to classroom windows. The garden path, which runs the length of the site, unifies
and orders the space. All the areas remain flexible, not only to changing physical uses but
to a multitude of interpretations.
a sustainable school
Be lean, be clean, be green is the concepts environmental mantra. The competition entry
proposed solar panels on the pool roof and green roofs for the new classroom pods. As the
energy strategy developed, wind power, solar panels, ground source heat systems and photovoltaic
technology were discounted on cost or suitability grounds. Instead a biomass boiler is now
being considered as the most appropriate option.
35
RUNNER UP
HAVERSTOCK ASSOCIATES
the concept
Haverstock Associates design builds on the strengths of the
listed building by reinterpreting its ideas for the 21st century.
Behind an eye-catching boundary wall and either side of a
striking entrance plaza, there is a brand-new, grass-roofed
two-storey extension. Inside, the refurbished existing buildings
are reorganised around communal piazzas.
design highlights
Every space in the school can provide a learning
opportunity. There are no corridors; all circulation
takes place within interactive environments
This concept proposes retaining and reinterpreting the schools original educational principles.
Both the new and listed buildings are reorganised around communal piazzas, which provide each
year group with a flexible home base for group work and practical activities.
There are a variety of teaching spaces, from window seats and reading tubes in walls to large
internal amphitheatres and central piazzas between classes. The use of space is maximised by
creating learning spaces in every corner. Each classroom also links to green external space.
The boundary wall provides security, interactive learning opportunities and a strong graphic
identity, and encloses a redesigned playground with covered and open spaces. With all
the teaching accommodation relocated to the lower school site, new community facilities
now occupy the other.
36
the judges view

Junior piazza
This was an extremely thorough presentation which covered a lot of ground. All aspects of the
design were well explained, as was the proposal for collaborating with end users, the sustainability
strategy and thoughts regarding phasing. From an educational point of view and in terms of
understanding the learning environment, this was a strong scheme.
The panel felt the ideas proposed would work well with the existing building, and liked the notion
of not being able to tell which was new and which was old. However the scheme did propose
considerable demolition of the listed building, which from a planning point of view could cause
implications in terms of programme, and it was a little overdesigned in places.
Infant, staff, visitor entrance
New covered areas
Entrance hub
CALL FI
Foundation piazza
Main hall
Nursery entrance
Library
Infant piazza
Junior entrance
37
RUNNER UP
VAN HEYNINGEN AND HAWARD
the concept
Arranged all at ground level, this design extends and adapts the existing school with
a new junior block and foundation unit either side of the refurbished listed building.
The schools street presence is revitalised through a canopied entrance, colourful
timber cladding and renewed play spaces and gardens.
design highlights
The core aims of this concept are to maximise space, create an integrated school and provide
a variety of spaces. From the new canopied entrance, the foyer opens on to shared facilities
including halls, a studio, offices, an outdoor performance space and a learning resource centre.
Classrooms are open, flexible spaces with access to outdoor areas reflecting the educational
ethos of the listed building. Outside, there are quiet seating areas, a performance arena, two new
gardens and a green boundary wall of planting.
The upper school site is devoted to sports, and the road between the two sites is transformed
so that it integrates rather than divides them. Sustainable features include sedum roof,
ground source heat pumps and photovoltaic panels.
38
the judges view

This was a very good presentation from a strong team overall a sensitive and respectful response
A planted green wall snakes along the

eastern edge providing a living, visual,
educational and recreational resource
for the school population
to the brief. The energy strategy was well explained. The panel liked the idea of the landscape
being part of the learning environment, and particularly felt the green wall idea was very good.
There was some concern regarding the minimal outlook to some classrooms. The sports
element was very strong, although there was concern at it being located so far from year 6.
The team had a good attitude toward the listed building, and possibly this was the most
subtle and low-key response of all. Building all on one level was a big decision, however,
and as a result the building does take up a lot of the site.
Staff garden
New visitor entrance
Second new hall

and studio under
extended roof
Outside performance space
Library garden
Vegetable garden
Parent and
pupil entrance
New junior school

4 year groups
8 classrooms
Future fitness suite

Existing buildings to
house infants and
new library
Existing swimming
pool refurbished with
new envelope
Future sports hall

Green wall
New games courts
New foundation unit

1 nursery classroom
2 reception classrooms
Existing junior school could be
converted to crche on ground
floor and keyworker housing over
Malborough Grove
Landscaped and traffic calmed
to integrate whole school
39
RUNNER UP
FLACQ
the concept
FLACQs bold design establishes a strong identity for a united school by flipping its centre of gravity
and repositioning it around an entrance courtyard. New classrooms and an innovative second
storey to the listed building retain and augment the schools educational ethos and provision,
equipping the school for the new century.
design highlights
The key to FLACQs concept is demolishing the nursery. In its place, a striking porch creates a
clearly identifiable and welcoming entrance, and reinforces the links between the two school sites.
Beyond the entrance, a landscaped courtyard and modern two-storey building provide a new heart
for the school. With classrooms on both floors, the building links to a tree house on timber
supports spanning the existing building.
Internally, the current schools warm and homely spaces have been retained, an ethos reflected
in the new teaching spaces too. In the north of the site, new nursery and reception classes set in
dedicated play space create a private oasis for the youngest pupils.
Outside, a tranquil ecological garden, enclosed by a distinctive, animated timber fence, reclaims
the existing entrance space. Elsewhere, a kitchen garden, amphitheatre, benches and leaf mounds
provide a variety of outdoor play spaces.
40
Halls
Nursery
Reception
Paddling pool
Infants on ground floor

Main entrance
We seek to create a richer environment where

the best of the existing is retained and given a fitting
function, while new accommodation meets current,
more demanding standards
Juniors on first floor
Sports area
the judges view

The panel acknowledged and appreciated the level of research and thought the team had put
into this scheme. The presentation, however, possibly placed too much emphasis on justifying
the concept and too little on describing it. There were some very interesting ideas, although
compared to other schemes there appeared to be less focus towards improving the current
learning environment. In conclusion this was an interesting, if a little under-developed, concept,
from a team which demonstrated in its approach great sensitivity and a willingness to listen.
Swimming pool
41
MICHAEL FARADAY PRIMARY SCHOOL
THE COMPETITION
CHALLENGE CHALLENGE
the school
MICHAEL FARADAY IS A HIGHLY SUCCESSFUL PRIMARY
SCHOOL ON THE AYLESBURY ESTATE, THE LARGEST
SOCIAL HOUSING COMPLEX IN EUROPE.
The school is a collection of one-storey buildings, with the main building dating from 1974.
The accommodation is cramped, inflexible and does not support the needs of learners, the
curriculum or staffs approaches to teaching and learning.
Despite its unfit buildings, the school is one of the boroughs most successful primaries.
It provides a warm, friendly, hardworking atmosphere which celebrates the individuality
of each pupil. It provides a broad curriculum which includes music and performing arts,
and has a strong emphasis on community learning.
The Aylesbury estate, near Elephant and Castle, is to undergo complete redevelopment.
Over a generation, this will create new homes, public spaces, and retail, leisure and
education facilities in what is currently an area of high deprivation. Education is central
to this transformation, and the remodelling of Michael Faraday will be the first major
sign of the areas renewal.
42
the brief
Increased capacity from 315 to 420 pupils
A flagship school for progressive ways of learning
the vision
KAREN FOWLER, HEADTEACHER
A new extended community school will give us the opportunity
to create an exciting, dynamic and inclusive building that will
become the heart of an area which is to undergo complete
redevelopment.
An integrated institution helping adults and children

develop and learn
The school community organised around a central hub
Flexible classrooms and learning spaces indoor and out
ICT facilities fit for the 21st century
School must remain operational throughout build
We are committed to raising aspirations through providing a first class

education for all our pupils but also to offer extended learning facilities for
their parents and others living locally.
Working closely with architects, pupils and community representatives, we have the
opportunity to create a cutting edge building that will be seen nationally as an
exemplary model for community engagement, offering best practice at all levels.
43
WINNING DESIGN
SMC ALSOP
the concept
the architects
We believe a school should be a place of wonderment, where our next generations should not
Famed for his modernist architecture, bright colours and unusual forms, Will Alsop already has
be exposed to fear, an excess of straight lines or an order which inadvertently breeds conformity
a presence in Southwark through Peckham Library and the Palestra building. Known as SMC
instead of a sense of enquiry. Fundamental to our concept is a dynamic, flexible environment
Alsop since 2006, the practice has an international portfolio, including the 2004 Riba worldwide
at its centre. Classroom and community activities are wrapped around the hub on several levels to
award-winning Sharp Centre for Design at the Ontario College of Art and Design.
create a rich layering of indoor and outdoor spaces. We believe we have started the process but
there is still much to do...
The team fully engaged with us and wanted to know

everything about our ethos, vision, aspirations
ambitions, how we taught, how the building would work.
They were absolutely brilliant
the judges view

This scheme has lots of potential to provide new and imaginative opportunities for education,
function well for the community and create exciting opportunities for involving the
community, staff and children. The panel liked the hub principle and generally the celebration
of movement around the building. The concept and team best matched the competitions
aspirations, and the teams commitment and enthusiasm were clear.
Its a true delight to be working in Southwark again. Schools

prepare our young people for life and we have found a very
lively group of staff and pupils who have contributed
to the evolution of the design
WILL ALSOP, SMC ALSOP
44
45
a spiral journey
SMC Alsops concept revolves around a cluster a central, communal hub
enclosed by separate pebbles of administrative, learning, performance and
dining spaces, and covered by a table top of classrooms. The hub, an
open space at the heart of the school, can be used for a range of activities.
Its for reading, play, eating, learning. Weve called it the living room,
which is indicative of its purpose, says headteacher Karen Fowler.
After consultation with Karen and pupils, SMC Alsop changed the concept from a linear
one-storey school to one which more closely reflects the schools ambition for connected
and flexible learning spaces. SMC Alsops radical solution was a circular plan form.
This layout gives all the upper-level classrooms a view and an outside deck, which also provides
cover to the infant classrooms below. There is a sense of progression through the school yet all the
classrooms are visually connected to each other, the level below and the outside world.
Im lucky because I have younger

siblings and so I can come back
and visit the new school
when its built
Nekquai, year 6 pupil
46
The hub is good if you dont want to go

outside or its raining there are lots of
things to play with inside
Tolu, year 6 pupil
the world in play

SMC Alsops multi-storey solution minimises the buildings footprint and so frees much of the large
site for outdoor use. SMC Alsop envisaged a variety of interactive spaces, from hard play to sensory
gardens. This diversity offers pupils journeys around the grounds, and provides open spaces and
play opportunities which many pupils do not have at home.
forward-thinking classrooms
Flexibility and adaptability were key requirements of the brief.
SMC Alsops solution features open-plan learning spaces,
flexible and adaptable classrooms that are capable of
supporting a range of teaching and learning styles, and covered
external spaces for outdoor learning.
Each pair of classrooms can be opened as one space or
subdivided into three smaller rooms. These are augmented
by indoor and outdoor breakout spaces for each class, which
continue the open-plan style of the existing building.
47
space to learn
In an area where some 35% of working age residents lack any qualifications, the new building was
a chance to improve learning opportunities for local adults as well as their children.
The school and its local regeneration partner, Aylesbury New Deal for Communities, worked closely
with SMC Alsop to ensure the design included an integrated community learning centre, offering
training from primary through to employment or higher-level training, while also still being
welcoming and secure for pupils. The trust contributed funding to the project.
The design solution was careful zoning of the building to create a self-contained area for adult
learning over two floors clustered around the entrance. In the competition concept, one of the
pebbles was a double-height hall, with a music room and recording studio on a mezzanine floor.
Through value engineering, the mezzanine floor was removed and the hall moved to a standalone
adjacent building (see overleaf).
The new building will help to create a truly innovative and transformational learning
environment that will give everyone on the estate local access to high-quality learning,
explains Richard McDermott of Aylesbury New Deal for Communities.
48
First floor
Mezzanine
We are excited to be part of this project. Bringing together the

new community learning centre and the school will be critical
to the success of our community provision
RICHARD MCDERMOTT, AYLESBURY NEW
DEAL FOR COMMUNITIES
natural attractions
SMC Alsops design uses daylight, natural ventilation and thermal mass where possible to
maximise users comfort and reduce emissions and energy consumption. Ground source heating
pumps will heat both space and water, and should reduce carbon emissions by over 20%,
as required by the London Plan.
Solar collector
Landscaped roof
talk, talk, talk
Ventilation
Ventilation
We told the finalists we were at their disposal. We made it clear that it was important for the
children to feel involved, that they have a voice in this school, says headteacher Karen
Fowler. The finalists held workshops with pupils and staff, presented their competition entries
Cool air/warm air
in school, and displayed their concepts for the school community to comment on.
SMC Alsop took on board everything we said and worked through a completely
different design, adds Karen. It felt like a genuine partnership.
Cooling/heating
Cooling/heating
Ground source heating pump
Ventilation
To MUGA
49
aspirations beyond the school gate
THIS COMMUNITY
DESERVES SOMETHING
BEAUTIFUL
50
Southwark has a strong record of investing in innovative urban
recognised as being important for all the pre-school children
design to further its regeneration ambitions. One example is
living in the area, says Will Alsop, adding: It will represent a place
SMC Alsops landmark library in Peckhams transformed
of intrigue, curiosity and delight which represents a place that
town centre, which won the 2000 Stirling award for
they will spend a lot of time in the future.
architectural innovation.
For an inner-city area with high levels of deprivation, the
Creating a legacy was very much part of the brief for Michael
new school needed to provide not only new facilities for the
Faraday. As part of the ongoing regeneration, it is important
community but aspirations too. Our design is a more grown-up
that the community can see the rebuild is happening, that they
approach to what a primary school is, adds Jonathan Leah,
are getting the most amazing building, says headteacher
director of architecture at SMC Alsop. Why shouldnt Elephant
Karen Fowler. The buildings external appearance is also
and Castle have something to be proud of?
introducing the ballroom
new angles on design
The process of value engineering, ongoing consultation and design reviews brought significant
The fine decorative metal relief faade of the ballroom contrasts with the colourful circular form of
changes. The footprint of the building shrank, the mezzanine floor was removed and the
the main building. The unusual design solution was developed with input from Southwarks design
building developed a radial design to maximise use of space. The result, as well as bringing
review panel, whose remit is to promote quality urban design in the borough. Generally, the
the concept in on budget, is a denser, richer model which offers more useable spaces.
panel welcomed the high quality of the architectural intent, says its chair Simon Hudspith. The
innovative circular form and the desire to integrate it in the landscape were well received, but the
These changes were only possible after the most noticeable alteration: moving the double-height
panel wished to ensure that the budget could deliver the architectural vision.
main hall into an adjacent building, the ballroom. This angular, metal-clad building, in contrast to
the main schools circular form, gives the school more organisational flexibility and increases
community access. In parallel with these changes, the entire site plan was flipped to address
security issues, and now provides separate main, nursery and community entrances.
We have employed a graphic designer to look at how

the building interior can communicate the schools ethos.
This will add another layer to the design, bringing
more texture and specialness
JONATHAN LEAH, SMC ALSOP
51
RUNNER UP
dsdha
the concept
Located to open up key views between the site and the local community, a soaring green roof
reveals a dramatic, welcoming shop front entrance, which animates the approach to school and
showcases the activities beyond. The theme of magnetism links the concepts activities and
designs, and forms the basis for a strong graphic identity for the new school.
design highlights
A giant electronic clock animates the entrance faade and marks the daily beginning of each
childs journey through the school. This sense of journey is experienced at an individual level
in the ordered plan, where each classroom can be directly accessed from outside, and at an
educational level, where the layout progresses from the nursery at the rear of the site to the
junior classrooms on the upper level.
An internal courtyard, visible from the glazed atrium entrance, divides the community facilities
at the front from the school accommodation beyond. From the civic scale of the main entrance,
the stepping planted roof planes of the school descend to a child-friendly scale at the
rear foundation classrooms and a natural amphitheatre at the north of the site.
There are generous play spaces, external classrooms and outside fields for activity, study,
contemplation and interaction. A passive environmental design includes daylight and ventilation
strategies, using thermal mass and a green roof.
52
the judges view

The teams approach was to create spaces that are intimate and maintain the positive aspects of
the schools current premises. The panel liked the large integral courtyard, and found the separate
classroom entrances particularly appealing as well as the way each classroom would vary in shape
and therefore in character.
This landmark building seeks to create a dynamic new

landscape that articulates the excitement of learning so
currently manifest in the existing school
There were mixed views over the roof design. Potentially it could be very impressive, although
to bring the scheme on budget, its form might need to be simplified. This was an excellent
presentation, which demonstrated the potentially positive impact of the scheme. The client felt
they could work well with this team, and their passion and enthusiasm were clearly evident.
53
RUNNER UP
dRMM
the concept
dRMMs building takes a spiral form, after Jerome Bruners
spiral learning model. A green roof rises up from the reception
classes at the left of the entrance, progressing through
classrooms of increasing height to two-storey community
facilities at the right of the entrance. In this way, as children
grow and progress so too does their environment.
design highlights
Supporting the idea that the school is a learning magnet, the entrance has identity and is
welcoming, is a reminder that a school is a field of attraction and coherence in a community
and is a springboard for introducing members into the community.
The building wraps around a multi-use, internal courtyard. Each classroom is directly connected
to the outside and to this central core. The courtyard provides space for IT, teaching and staff
facilities as well as breakout and shared activities, such as dining. Its ethylene tetraflouroethylene
(EFTE) roof, a transparent plastic polymer, moderates the courtyards temperature, is self-cleaning
and helps to distribute daylight and air.
Landscaping includes areas for games, play, contemplation, gardening, outdoor classrooms and
small group work. There is also an informal amphitheatre for performance and demonstrations.
Sustainable features include a biomass boiler, solar thermal and photovoltaic panels, wind
turbines, biodiversity green and EFTE roofs, and an earth pipe ventilation system.
54
the judges view

The team had approached the scheme as an educational landscape a building designed
with shared spaces that connect to each other and the outside. The presentation showed an
interesting variety of spaces, and locating everything on the ground floor was a particular
strength. Externally, the scheme had some lovely spaces.
No corridors. No repetition. No dark corners. No lack of

storage. No institutionalised feel. Accommodating. Bold.
Communicative. Flexible. Inspiring
As most of the accommodation forms a perimeter block which is single storey, it leaves a very
large central space that is probably too large and overpowering for a primary school. The phasing
strategy was well worked out. Although there were considered to be unresolved design issues, this
was a good presentation from an impressive team.
55
RUNNER UP
WALTERS AND COHEN
the concept
Walters and Cohens concept features two-storey buildings
centred around a learning court and topped with a floating cloud
roof. The scheme includes a large roof terrace and generous
gardens inside and out.
design highlights
The focal point of the design is the central learning court, which combines indoor and outdoor
learning. It is a flexible space, with moveable furniture, small group rooms and alcoves, storage,
resources and comfortable sofas and beanbags for social spaces.
Classroom, shared and community facilities are arranged around it, with teaching spaces
opening on to dedicated outdoor classrooms at ground level and a garden in the sky on the
first floor. Landscaping includes areas for play, performance, sports and contemplation, a wildlife
pond and a vegetable garden.
The community facilities, which include a crche, music and art spaces, and classrooms, are
accessed from the main entrance. They are arranged around a courtyard, open on to a dedicated
outdoor area and are linked to the learning court.
56
the judges view

The team had thought hard about adaptability and flexibility both internally and externally,
relationships between spaces, varied routes through, and variety of spaces. There were some
lovely elements, for example the piazza on the corner, and the landscaping and the exterior
generally were well considered.
The open and inviting entrance provides glimpses of the

rich and diverse environment within. Inside there are no dead
ends, no unobserved spaces and no corridors
The panel members agreed this was a very elegant design and that the presentation was extremely
thorough and well considered. The cloud floating roof idea seemed interesting although its logic
was questioned, and in particular the rationale behind its shape and route. Ultimately, this was
considered a thorough presentation but the panel felt this wasnt the right proposal for the site.
57
CONTACTS

Unit 11, Union Wharf, 23 Wenlock Road,
London N1 7SB; 020 7253 8205
www.birdsportchmouthrussum.com
HKR Architects
7 Wootton Street, London SE1 8TG;
020 7902 2770
www.hkrarchitects.com
SMC Alsop
Parkgate Studios, 41 Parkgate Road,
London SW11 4NP; 020 7978 7878
www.smcalsop.com
Structural engineer
Techniker Ltd, 13-19 Vine Hill, London
EC1R 5DW; 020 7360 4300
www.techniker.ltd.uk
John Pardey Architects

Beck Farm Studio, St Leonards Road, East End,
Lymington, Hampshire SO41 5SR; 01590 626465
www.johnpardeyarchitects.com
Structural and services engineer

Buro Happold, 17 Newman Street,
London W1T 1PD; 020 7927 9700
www.burohappold.com
Services engineer
Fulcrum Consulting, 62-68 Rosebery Avenue,
London EC1R 4RR; 020 7520 1300
www.fulcrumfirst.com
Structural engineer
Barton Engineers, 75 Newman Street, London
W1T 3EN; 020 7631 0348
www.bartonengineers.co.uk
Landscape architect
The Landscape Partnership, Tunnel Wharf,
121 Rotherhithe Street, London SE16 4NF;
020 7252 0002
www.thelandscapepartnership.com
Landscape architect
Farrer Huxley Associates,
Unit 4, Union Wharf, 23 Wenlock
Road, London N1 7ST; 020 7490 3625
www.fha.co.uk
Services engineer
Hoare Lea Consulting, Energy House, 30 Yarmouth Road,
Poole BH12 1TP; 01202 545800
www.hoarelea.com
QS consultant
EC Harris, ECHQ, Regent Quarter, 34 York
Way, London N1 9AB; 020 7812 2000
www.echarris.com
Runners-up
Hawkins\Brown
60 Bastwick Street, London
EC1V 3TN; 020 7336 8030
www.hawkinsbrown.co.uk
Sarah Wigglesworth
10 Stock Orchard Street, London
N7 9RW; 020 7607 9200
www.swarch.co.uk
Edward Cullinan
1 Baldwin Terrace, London
N1 7RU; 020 7704 1975
www.edwardcullinanarchitects.com
Landscape architect
Whitelaw and Turkington, 33 Stannary Street,
London SE11 4AA; 020 7820 0388
www.wtlandscape.com
QS consultant
Way, London N1 9AB; 020 7812 2000
www.echarris.com
Runners-up
Studio 10, Cliff Road Studios, Cliff Road,
London NW1 9AN; 020 7267 7676
www.haverstock.com
Van Heyningen and Haward
Burghley Yard, 106 Burghley Road,
London NW5 1AL; 020 7482 4454
www.vhh.co.uk
FLACQ
4 John Princes Street, London
W1G 0JL; 020 7495 5755
www.flacq.com
58
QS consultant
Way, London N1 9AB; 020 7812 2000
www.echarris.com
Runners-up
dsdha
8 Iliffe Yard, London SE17 3QA;
020 7703 3555
www.dsdha.co.uk
dRMM
1 Centaur Street, London SE1 7EG;
020 7803 0777
www.drmm.co.uk
Walters and Cohen
2 Wilkin Street, London NW5 3NL;
020 7428 9751
www.waltersandcohen.co.uk
Southwark Council
63-67 Newington Causeway
London
SE1 6BD
020 7525 5224
www.southwark.gov.uk/ssf
ssf@southwark.gov.uk
Publication date December 2008/32710
SFF: primary competition

Southwark Schools For The Future

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Southwark Schools For The Future

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INNOVATION THROUGH COLLABORATION:

AN ARCHITECTURAL COMPETITION FOCUSED ON QUALITY DESIGN

Southwark Park Primary School

Birds Portchmouth Russum

Eveline Lowe Primary School

HKR/John Pardey Architects

Van Heyningen and Haward

Michael Faraday Primary School

Walters and Cohen

SFF: primary competition

The selected architects have shown they can meet our

INVENTIVE, HIGH-QUALITY URBAN DESIGN HAS

Our procurement route has proved as innovative as the buildings

meet and indeed exceed each schools needs and ambitions.

course of a generation, we will create stronger, more equal and

it has delivered. With the Royal Institute of British Architects,

I hope you enjoy reading our story. The selected architects,

inclusive communities with access to world class facilities. We

we ran a hybrid design and interview competition to find the

SMC Alsop, Birds Portchmouth Russum, and HKR/John

believe outstanding communities need outstanding schools.

architectural practices best able to revitalise these schools

Pardey Architects, have shown they can meet our challenge.

So, in early 2007, we set out to create brilliant new primary

through innovative and sustainable design that inspires pupils,

They have produced inspiring buildings of outstanding quality,

schools at Southwark Park, Eveline Lowe and Michael Faraday

teachers, neighbourhoods and everyone involved.

sustainability and functionality which are helping to transform

as part of Southwarks schools for the future primary programme.

future for our children and young people.

though genuine collaboration with the communities we serve.

heart of a revitalised neighbourhood, providing a beacon of

Our role is to act as a catalyst, to ensure that local people drive

Councillor Lisa Rajan

excellence for generations to come. Above all, each project

the transformation. What set this design competition apart was

Executive Member for Childrens Services and Education

has to be a paragon for education delivery both locally

how it brought together local authority, school and architectural

Schools for the future

Ninety practices responded, from which 12 teams (four for

In the development phase, through value engineering, ongoing

conjunction with the Royal Institute of British Architects (RIBA),

each school) were shortlisted. Each was awarded a small fee

consultation and design reviews, each team then translated

choosing a hybrid approach which combines competitive

to develop a concept design for their appointed school, with

their competition concept into a deliverable design. All

interview with design competition. It was advertised in

the winners chosen by a panel of judges chaired by RIBA

three received planning permission, and listed building consent

architectural press, online and via the Official Journal of the

architectural adviser Paul Monaghan.

where applicable, in late summer 2008, and work is due to

begin on each site in early 2009.

This innovative route was chosen to ensure that high-quality

shortlisted architects to explore early ideas with staff

design was a key determinant of the procurement. Southwark

and pupils. Each architectural team was invited to hold

Council, and in particular the Southwark schools for the future

workshops and Q&A sessions with pupils, staff and others in

programme, sees quality design and buildings as the catalyst