Design and use of British primary school buildings: an examination of government-endorsed advice

Abstract

This paper traces advice given by a UK government department on the design of school buildings over the past 30 years. Preferred patterns of building use contained within this advice are identified through analysis of departmental publications. These patterns are compared, via case studies, with those imposed by primary school teachers, some of whom work in buildings designed in response to this advice. Discussion centres on two related issues. First, discrepancies occur between the patterns propagated by the government department and those put into practice by the teachers studied. Second, a dilemma arises for designers because of these discrepancies: in whose interest should they employ their design skills?