Special feature: Frank Barnes School and AAB Architects
Timber louvres on the exterior of the school provide shade but do not interrupt the view Lighting: To provide a good level of natural lighting that is required for signing, additional windows were formed in the existing building. In the nursery, north-facing roof-lights were inserted; the light is filtered by the sail-like acoustic panels within the trusses, producing a comfortable, diffused light. In order to increase natural lighting to the lower and canal levels, sun-pipes were installed and a lightwell formed in one corner of the old climbing room. Artificial lighting was specified to provide appropriate lighting without glare, with an emphasis on providing good illumination of the face and body. Colour: Applied colour was used to enhance the legibility of the building and to meet the specific needs of those with visual impairments. Colour was added to the building externally to help highlight entrances and is used internally to help orientation – a different colour is used on each floor, for example: ●● ●● ●●
the entrance to the building at ground level is blue and mauve on the lower level, yellow and orange have been used at canal level, the colour applied is green
walls were painted a light colour to reduce the risk of glare, which would affect the ability to sign. External space: The existing site contains no planting, so we have worked with a landscape consultant to encourage biodiversity, soften the appearance of the building and provide opportunities for pupils to growing plants. It is hoped that new planting of native species will provide foraging opportunities for birds and encourage greater awareness of the habitats along the waterway. Containerised planting at canal level will improve the ambience. The space is screened from the towpath by a timber and stainless steel mesh screen, which was designed to provide security and privacy, whilst allowing views to the outside. Similarly within the building, a balance is struck between permitting views out and providing privacy and minimising distraction.
Consultation The successful completion of the interim accommodation at Jubilee Waterside Centre was very much due to the preparatory work undertaken for the original feasibility study and the consultation between the architects, Camden Council officers, the headteacher and all the school stakeholders.
Designing a new home for Frank Barnes School for Deaf Children For our final instalment, we hear from Helen James of David Morley Architects and Karen Simpson from Frank Barnes School. They present the designs that will deliver a much improved and exciting new space for both staff and pupils of Frank Barnes School. by Helen James, David Morley Architects and Karen Simpson, Frank Barnes School for Deaf Children The new Frank Barnes School for Deaf Children (the School / Frank Barnes School) for the London Borough of Camden will be located on the northern edge of Kings Cross Central – a new neighbourhood currently under development in the heart of London. The proposals combine:
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AAB architects and Camden Council’s project managers consulted with parents / carers, pupils, staff and governors and fed back on progress of the designs. In addition, the guidance from Fleming and Barron was incorporated and the necessary adaptations to the plans made. The headteacher and selected governors also visited new build school projects to inform their aspirations for both the interim accommodation and the new build school at Kings Cross. ●
F rank Barnes School for Deaf Children (for pupils aged up to 11) a new mainstream two-form entry primary school (for children aged between five and 11) a 26-place mainstream nursery (for children aged from three to four) a community centre
- all under one roof. The school accommodation will be two storeys at street level, with 12 storeys of residential apartments above. The desire is to create London’s best teaching and learning environment for both mainstream and deaf pupils.
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To learn more about the work of Frank Barnes School for Deaf Children, visit the Frank Barnes School website
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www.fbarnes.camden.sch.uk
For further information about AAB Architects, visit the AAB Architects website
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www.aabarchitects.co.uk
Plan arrangement The design of the School draws upon the DeafSpace design guidelines developed by Hansel Bauman at Gallaudet University in the United States. These follow the themes of: ●● ●● ●● ●● ●● ●●
Concept The colour scheme was developed in consultation with staff to assist children with visual impairments, and to create an environment which is welcoming and calming, yet playful. Each floor has a range of complementary colours, without excessive degrees of contrast that may cause a problem for children with autism, but sufficient contrast to meet the requirements of those with visual impairments, with a difference in light reflectance value as set out in Part M. Window
The concept sketch showing the planned residential buildings and the location of the schools and playground
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The building is conceived as a cluster of residential apartment towers arranged around a central roof garden, with rooflights integrated into the landscaping to bring daylight into the school circulation spaces below. The school and community facilities occupy a two storey plinth at the base of the building with playground and outdoor learning spaces at ground level.
All photos © David Morley Architects
© David Grandorge
south-facing terrace used for nursery play, was protected from direct sun by a louvred screen and a polycarbonate canopy. Internal blinds and solar reflecting film were used in some locations.
Special feature: Frank Barnes School and David Morley Architects
s pace and proximity sensory reach mobility and proximity light and colour acoustics community technology nature
By applying the same design principles to the mainstream school as to the School, deaf pupils who do not need focused support can attend the mainstream school with the added optional benefit of attending the Frank Barnes School for occasional tutoring where required. The physical environment within both schools will support their needs equally. Fifty per cent of
Issue 133 Access by Design
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