Eyes Down, Learn Here- The place where bingo coexists with a learning environment.

EYES DOWN LEARN HERE

the place where bingo coexists with a learning environment.

CONTENTS

CHAPTER 1

CHAPTER 5

.ABSTRACT .INTRODUCTION

.VISITING OLD FRIENDS .FUTURE LEARNING EDUCATIONAL TRANSFORMATION .THE UK FACES AN UNPRECEDENTED

CHAPTER 2 .FIELD BOOK .KEY RESEACH

MOMENTS -VOYEEURISM -FIX ROOMS -MECCA BINGO .FIRST INTERVENTION .REFLECTION

CHAPTER 3 .DESIGN DEVELOPMENT .KEY RESEACH MOMENTS

- ADDICTIONS -BINGO AND BINGO HALLS -SCHOOL SHORTAGE & UNUSUAL SCHOOLS .FIRST INTERVENTION .REFLECTION

CHAPTER 4 .THE SITE .STUDY CASES .DESIGN DEVELOPMENT

SCHOOL SPACING CRISIS .THE SCHOOL CRISIS IS NOT JUST ABOUT BUILDINGS – IT IS ABOUT PUPILS,TEACHERS AND PARENTS .IT PAYS TO INVEST IN GOOD DESIGN .WHAT IS GOOD DESIGN, AND HOW TO MEASURE IT? .TIME AND ACTIVITIES .COMPONENT .CLASS SIZES .RESIZING

CHAPTER 6 .THE SITE .DESCRIPTION .DETAILS .VISUALS .MODEL MAKING CHAPTER 7 .SUMMATION .BIBLIOGRAPHY

CHAPTER 1

ABSTRACT The current situation where more school spaces are needed was the inspiration to have these two activities coexisting in the same space. This project proposes the creation of new learning spaces inside a bingo hall. Buzz Bingo located in Tooting is the chosen site for the development of these new spaces which are aimed to help

the schools in the surrounding area with the school place shortages currently happening in the UK. The site and enclosed area inspired the intervention; on one hand, history and architectural conservation were considered and on the other hand, the acknowledgment of an important current affair.

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INTRODUCTION

With the news that the UK will require an extra 570,000 secondary school places by 2025, local authorities and schools must begin planning where these additional students will be placed. Already some local authorities are looking into repurposing old buildings into new schools and classrooms.

Pursuing the idea that unusual buildings and sites can be turned into innovative learning environments for the next generation is how project EYES DOWN LEARN HERE aims to help the current school shortage situation happening in the UK. By creating a variety of learning spaces accessible for the schools in the surrounding area but also designing flexible spaces that can adapt to future needs and be applied in different places.

Due to this current situation I have found that from my previous studies that there is a clear link between well-designed school environments and pupil performance and behavior. Educators need high performance facilities that are cost-effective to build, run and maintain. It is also important that buildings are engaging, pleasant environments, equipped with quality systems, helping institutions to attract and retain students and staff.

The other key element of the project is the architectural and historical conservation of the few Bingo Halls remaining in this country. The process through which the material, historical, and design integrity of any built heritage are prolonged through carefully planned interventions.

This project apart from trying to help a current topic that we are dealing in this country. It also touches a diversity of topics all in one. The architectural conservation of the bingo halls to preserve the history of the game of bingo and at the same time with the idea of creating a learning environment inside of one of these spaces it also creates the opportunity to deal with the topic of addictions. So, from an early age kids can be aware of the topic addictions and in a way it would deal with the problem of addictions.

As a student and designer this project demands to learn from a series of diverse but current topics, find a way to link them and be able to produce a design that aims to solve these problems.

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CHAPTER 2

FIELD BOOK

WHO IS WATCHING? My first book (field book) showed the process and development of a series of tasks that ended up in the intervention of Camden Mecca bingo hall.

Throughout this book, i tried to show the process of the development of my ideas and topics. First the study of the Serpentine Pavilion 2018 designed by Mexican architect Frida Escobedo and how the study of this space inspire me and lead me to choose voyeurism and interaction as a topic I tried to develop and work throughout the whole book.

My curiosity also took me to investigate the topic of self-injecting rooms, and drug safety testing and how this studies turned into looking more about addictions in general and eventually finding a site to work and build my intervention.

The purpose of this book was to guide the reader through the inspiration and the development of my intervention on Camden bingo hall, and how this project tried to raise awareness about the topic of addictions by opening spaces and expose the activities of gamblers.

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KEY RESEACH MOMENTS

1) VOUYERISM SERPENTINE PAVILLION

Location: Kensington Gadens, London, UK Architect: Frida Escovedo Year: 2018 Status: 15 Jun 2018 to 7 Oct 2018

Architect Frida Escobedo, celebrated for dynamic projects that reactivate urban space, was commissioned to design the Serpentine Pavilion 2018.

Harnessing a subtle interplay of light, water and geometry, her atmospheric courtyard-based design drew on both the domestic architecture of Mexico and British materials and history, specifically the Prime Meridian line at London’s Royal Observatory in Greenwich.

British-made materials were used in the Pavilion’s construction, chosen for their dark colours and textured surfaces. A celosia – a traditional breeze wall also common to Mexican architecture – was here composed of a lattice of cement roof tiles that diffused the view out into the park, transforming it into a vibrant blur of greens and blues from within.

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Architecture create s spatial relationships that help us watch without being watched.

Buildings, cities and spaces are designed to create spatial relationships, but with these come situations that have not been intended for in the first place. We can experience that in the serpentine pavilion and this short video intents to explore voyeurism and interaction. I through this short video I want to represent how the public can be passive to the voyeuristic situations design and architecture has put them in.

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2) FIX ROOMS DRUG CONSU MTION RO O A space where people can bring in illicit drugs and inject or use them without fear of harassment and under medical supervision, in case of an overdose. Proponents say such spaces help people use in safer ways. And, they argue that those sites are often connected to recovery services where drug users can get help when they are ready.

Injecting rooms have been around for more than 30 years. The first drug consumption room (DCR) opened in Switzerland in 1986. There exist now around 90 supervised injection facilities worldwide; these spaces exist officially in several European countries, including Switzerland, the Netherlands, Germany, Denmark, and Spain, as well as in Canada and Australia.

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Supervised drug injection sites provide provide sterile equipment and information about drugs and basic health care.

European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) in 2018 concluded that safe injection sites led to “safer use for clients” and “wider health and public order benefits.” Among those benefits: reductions in risky behavior that can lead to HIV or hepatitis C transmission, drops in drug-related deaths and emergency service calls related to overdoses, and greater uptake in drug addiction treatment, including highly effective medications for opioid addiction.

Studies have shown that with the use of this type of spaces the drug consumption has changed from drug users sitting around in the streets, shooting drugs in public to eliminate up to 90% of the outdoor drug use. In this type of space there has been hundreds of overdose situations, but none has been fatal.

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3) MECCA BINGO

Location:180 Arlington Road Camden Town, London NW1 7HL

Saturday night, Camden, north London, and I am outside an industrial-looking building down a side street. Its only 7.30pm. must people of my age are at gigs or getting ready to go clubbing, but me, I’m going to play bingo for the first time.

Traditional bingo has been stricken in the past 20 years or so: by the national lottery; by scratch cards; by the smoking ban (60% of bingo players smoked, and half of them stopped coming when the ban was introduced); and by the rise of online bingo.

Only twenty years ago, there were about 1,200 bingo clubs in the country. Just before the smoking ban, 600. Today, there are 351. And only 10 left in London.

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“Bingo halls provide an irreplaceable sense of community and camaraderie for its members” Looking around I’m suddenly struck by the overwhelming number of women. I even notice there are more toilets for women than men. According to Laura, “Bingo’s always been known as a woman’s game. Men have got the pub and football and betting.”

What I got from Laura is that bingo halls provide an irreplaceable sense of community and camaraderie for its members.

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FIRST INTERVENTION The purpose of this intervention was to create awareness about the topic of addictions in specific for this case about gambling. To be able to do that I tried to refer to my previous study about voyeurism and apply that idea to this project.

The intervention consists of creating three openings on the site. Each of this has been chosen specifically due to their location, cutting through key spaces such as the counting rooms, administration, sound room, bar/food area and going all the way to the playing area of the bingo hall.

Even though this intervention had great potential it failed in some aspects. The lack of information about for who the project was aimed to left a lot of questions unanswered.

But taking all this into consideration, its a good starting point for the next project to focus on some of the aspects left behind in this one. Finding a specific group to aim the project is a key matter for the success of the design.

Exploded Axonometric showing Mecca Bingo site 18 | EYES DOWN LEARN HERE

Axonometric showing Mecca Bingo intervention.

Floor plan

Detail

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REFLECTION OF: FIELD BOOK This field book has the purpose to narrate the journey I made where an idea was identified and was developed with a research base into an intervention. Since the first visit to the pavilion I was inspired by how design is able to create spaces where one is able to see but not being seen. To let out voyeuristic self be. I tried to carry this inspiration all the way through this first field book, I can say that some of the book where successful, but some others needed more work. All this knew knowledge I have about the topic and about myself will surely be useful in the next field book.

Id like to conclude this first field book by saying that I the possibilities are endless, and this was only a start to understand a subject. Through evolution of a topic a massive change can be made to a space and its identity.

Once that I have decided what I wanted to do for my project I can’t help but think back on my previous work. Having understood that the needs of the Buzz Bingo in Tooting came for it surroundings It is easy now to see how I failed in the last project to see what the needs of the Mecca Bingo Camden were and for this the project lacked a specific aim.

This new design journey I am about to begin seems very exciting and full of possibilities.

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CHAPTER 3

DESIGN DEVELOPMENT

EYES DOWN

LEARN HERE

“Eyes Down, Learn Here” is the continuation from book No. one “Who is Watching”.

This book aims to continue with the research of addictions and take a deeper look at what they are, I also look into behavioral addictions or addictions without substance and I investigate especially gambling. From gambling, I return to my previous investigations about bingo and bingo halls and take a trip to visit the few remaining ones in London.

From this visits, I decided to investigate one specific site the Buzz Bingo in Tooting and from here I arise the question of whether bingo halls could be a setting for different use.

Through doing research on this site I came to notice all the variety of schools in the surrounding area. All this led me to think about the possibility of developing a learning space inside the Bingo Hall.

The purpose of this book is to guide you through the inspiration and the development of my proposed project set on Buzz Bingo Tooting, and how this project tries to help with the current school crises and to introduce the idea that the remaining Bingo Halls could be the new setting for school spaces in the UK.

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KEY RESEACH MOMENTS

1) ADDICTIONS 1 IN 3 PEO PLE A R E A D DICTED TO S O M ET HIN G. Addiction is defined as not having control over doing, taking or using something to the point where it could be harmful to you.

Addiction is most commonly associated with gambling, drugs, alcohol and nicotine, but it’s possible to be addicted to just about anything

Addiction is a psychological and physical inability to stop consuming a chemical, drug, activity, or substance, even though it is causing psychological and physical harm. The term addiction does not only refer to dependence on substances such as heroin or cocaine. A person who cannot stop taking a specific drug or chemical has a substance dependence.

Some addictions also involve an inability to stop partaking in activities, such as gambling, eating, or working. In these circumstances, a person has a behavioral addiction.

When a person experiences addiction, they cannot control how they use a substance or partake in an activity, and they become dependent on it to cope with daily life

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ADDICTIONS WITHOUT A SUBSTANCE(BEHAVIORAL ADDICTIONS) How often do we stop to think of “addictions” that not involve chemicals?

Like substance addiction, this “other addictions” involve compulsions and hunger of various sorts and like substance abuse results in suffering.

Addiction used to be defined as dependence on a drug as evidence by craving, increased tolerance, and withdrawal. But even some serious addictions don’t follow that pattern. As example cocaine, which is very addictive but causes very little withdrawal. On the other hand, a person that gets hooked on morphine while in the hospital can stop taking the drug without developing an addiction to it.

A number of behaviors produce short-term reward that can create consistent behavior. That decreases the control over the behavior. Loosing control is the main defining concept of substance dependence or addiction.

This similarity has given rise to the concept of non-substance or “behavioral” addictions. Examples for behavioral addictions could be: Gambling Food Sex Shopping, Tanning…

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G A MBLING

GAMBLING HAS BEEN A PART OF THE HUMAN EXPERIENCE FOR A LONG TIME, MAYBE EVEN AS LONG AS HUMANS HAVE INTERACTED SOCIALLY. LITERATURE HAS BEEN ACCUMULATING SINCE ANCIENT TIMES, WITH REFERENCES FOUND IN SOME OF THE EARLIEST RECORDS. THROUGHOUT HISTORY GAMBLING HAS HAD A BAD REPUTATION BECAUSE OF THE MULTITUDE OF SOCIAL PROBLEMS ATTRIBUTES TO IT. Over the past several decades the opportunity to gable has expanded potentially, a rapid increase in accessibility and legalized gambling, has allowed individuals more freedom of choice about their gambling activities.

Gabling can be defined as placing something of value at risk in the hopes of gaining something of greater value. Some forms of gambling can include wagering in casinos and on lotteries, horse and dog racing, card games, and sport events.

While most people gamble, just a minority meet the criteria for a gambling disorder.

Pathological gambling represents the most severe patter of excessive or destructive Gambling behavior and is the only gambling-related disorder for which there exist formal diagnostic criteria.

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THE UK’S FIRST GAMBLING REGULATIONS CAME INTO EFFECT WITH THE BETTING AND GAMING ACT OF 1960 AND EVEN THOUGH THE RULES WERE RESTRICTIVE, THE FIRST LEGAL CASINO OPENED THE FOLLOWING YEAR. THE NEW 2005 ACT LOOSENED THINGS UP CONSIDERABLY AND NOW BETTING IS ALLOWED ON MORE GAMES THAN EVER BEFORE.

UNDERSTANDING GAMBLING

WHY DO PEOPLE GAMBLE WHEN THERE IS LITTLE HOPE OF WINNING? WHAT IS THE “HIGH” OR THE “HIT” THAT GAMBLING PROVIDES? AND WHY PEOPLE RETURN TO GABLING EVEN WHEN THEIR LOSSES HAVE CONSEQUENCES TO BOTH THEIR OWN LIFES AND FAMILY AND FRIENDS?

No substance is taken as alcohol and drugs, yet people become addicted and keep returning to gambling despite their overall experiences of losing money.

High level od stress, anxiety and depression ensue with anything up tp 50% of treatment-seeking gamblers contemplating suicide.

Despite all this, they return to gamble again. How can we make sense of this, so we can help.

TYPES OF GAMBLING

Types of gambling are categorise different gambling activities into what we call sectors: • Arcades (those for adults and those for families) • Betting (online, at an event or in a high street bookmakers) • Bingo (online or in a bingo hall) • Casino (online or in a casino) • Lotteries (raffles, tombolas, sweepstakes etc) • Gaming machines (fruit machines, fixed odds betting terminals etc)

There has been debate regarding the definition of addiction.

A core feature of addiction is the continued engagement in a behavior despite adverse consequences. This feature is generally accompanied by a diminished control over the behavior and an anticipatory urge or craving state prior to the engagement in the behavior. Using this criteria, pathological gambling can be considered an addiction without a substance.

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2) BINGO AND BINGO HALLS BINGO’S ORIGINS COME FROM A GENOESE LOTTERY GAME, IL GIOCO DEL LOTTO D’ITALIA. FROM ITALY, THE GAME SPREAD TO FRANCE AND WAS KNOWN AS LE LOTTO, PLAYED BY THE FRENCH ARISTOCRACY. THE GAME IS THEN BELIEVED TO HAVE MIGRATED TO GREAT BRITAIN, AND OTHER PARTS OF EUROPE IN THE 18TH CENTURY.

Bingo is a game based on luck, with numbers being called randomly while players mark off the numbers in their cards and feature random numbers arranged in columns and rows. The game concludes when the first player achieves a combination of numbers that completes a pre-specified pattern, at that point the player calls out “bingo” to signify that they have the winning card.

The modern game became to find its presence form in the 1960’s, a decade which saw the passing and implementation of the betting and gaming act. The game was quickly adopted by churches and charitable organizations as a fundraising activity.

Bingo represented an importance acceptance of gambling as it was tolerable fun-rising system.

In traditional bingo players are minimally involved; the only task is to mark the numbers called on the bingo card. However, players of bingo must be physically present as the game unfolds.

Superstitious beliefs and practices take part in the game of bingo, which are believed to influence the outcome of the game. Players might reserve seats, use luck charms or even wear special outfits. Bingo is commonly played in bingo halls, casinos, churches and community centers.

BASED ON DATA, IT SEEMS THAT BINGO PLAYERS ARE MORE LIKELY TO BE FEMALE, LIVING IN A WORKING CLASS OR LOWER-INCOME HOUSEHOLD, AND EITHER SENIOR OR YOUNG ADULT.

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BINGO PLAY AND PROBLEM GAMBLING THE PROBLEM GAMBLING SEVERITY INDEX (PGSI) IS THE STANDARDISED MEASURE OF AT RISK BEHAVIOUR IN PROBLEM GAMBLING. IT IS A TOOL BASED ON RESEARCH ON THE COMMON SIGNS AND CONSEQUENCES OF PROBLEMATIC GAMBLING. The association between bingo play and problem gambling has received very little attention from researchers. There were few accounts of researchers being concerned about excessive gambling or other potential negative consequences attached to bingo play.

Some players reported feeling distressed with their bingo play as it takes time away from their family and home responsibilities.

Examination of previous studies suggest that although bingo is a harmless past time for the majority of the individuals, there is evidence of signs of at-risk gambling among some regular bingo players. However, little is known about the presence of problem gambling among regular bingo players or about the specific risk factors associated with bingo play.

Associations between bingo play and problem gambling should be made with caution given that problem gamblers are normally involved in multiple opportunities apart from bingo.

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BINGO HALLS IN LONDON

BINGO IN THE UK NO SOCIAL OR CULTURAL HISTORY OF MODERN BRITAIN WOULD BE COMPLETE WITHOUT MENTIONING BINGO. IT IS THE POPULAR GAME OF THE PEOPLE: ONE THAT ENDURES, THAT HAS TRANSCENDED MERE LEISURE AND GABLING TO BECOME A MINDSET, NAY RELIGION IN ITS OWN RIGHT.

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BINGO HALLS REMAINING

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It almost goes without saying that the picture of bingo in the UK has changed radically during the Internet age (broadly speaking, the last 20 years).

Similarly, the advent of the smartphone and its mass adoption in the UK since 2008 and, more specifically, the mass adoption of Android Smartphones since 2010 shifted the marketplace further still, due to the obvious removal of any restrictions as to where players are stationed.

We will look later at the rapid uptake of online bingo and the impact of the mobile “revolution”.

Firstly, however, we’ll look at the statistical evidence for the decline of the traditional physical bingo hall, along with other factors unrelated to shifts in technology which contributed to this decline.

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1. MECCA BINGO CANDEM TOWN

5. THE LONDON PALACE ELEPHANT AND CASTLE

9. MECCA BINGO ELTHAM HILL

2. MECCA BINGO WOODGREEN

6. BUZZ BINGO TOOTING

10. MECCA BINGO CROYDON

3. BEACON BINGO CRICKLEWOOD

7. BUZZ BINGO SURREY QUAYS

4. BEACON BINGO STRETHAM

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BUZZ BINGO TOOTING

The Granada Theatre is situated on Mitcham Road in Tooting Broadway and was originally built for Sydney Bernstein’s Granada Theatres Chain, opening on Monday the 7th of September 1931. The Theatre was designed by Cecil Masey whose exterior treatment for the Theatre was in the Italian Renaissance Style, the Theatre’s lavish and vast cathedral like interior, seating nearly 4,000 people, was designed in the Gothic Style by Theodore Komisarjevsky.

The Granada Theatre, although primarily built as a Cinema, was also equipped with a large stage, 58 foot wide by 30 foot deep, along with under stage Dressing Rooms for artistes, a Wurlitzer Theatre Organ, and a large Cafe for the Theatre’s patrons, which was was situated over the Theatre’s Foyer.

Also included was a car park for 250 cars, and, unusually, a pram park as well.

The Granada Theatre opened on Monday the 7th of September 1931 and went on to have a long life as a Cinema and Theatre. In the 1930s the Theatre was regularly home to Christmas Pantomimes, and for four years from 1934 it was even used to stage Circus shows with real elephants, along with its film showings.

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Plenty of well known stars performed on the Granada’s stage over the years including, Frank Sinatra, Dusty Springfield, The Rolling Stones, Roy Orbison, and The Beatles. The last live show on the Granada’s stage however, would come on the 28th of August 1966 when the Bee Gees performed in concert to a packed house.

The Theatre’s Cafe was closed in 1954 and the space was never reused although it still exists in the building to this day. The Theatre itself was under threat of demolition in 1971 when applications were made to construct an office building on its site.

Thankfully however, the Theatre was granted a Grade II Listed Building status and the demolition plans never came to fruition, but the vast Theatre, which had been running with very low attendances for a number of years, was eventually forced to close on the 10th of November 1973.

The Theatre then remained closed for a number of years before being reopened as a Granada Bingo club in October 1976. This was taken over

by Gala Bingo in 1991 who continue to run it, now the company names has changed to Buzz bingo.

Such is the magnificence of the building, especially internally, that the Theatre’s Grade II Listing was upgraded to Grade I in September 2000.

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MITCHAM ROAD GALA BINGO CLUB (FORMERLY LISTED AS: MITCHAM ROAD SW17, THE GRANADA CINEMA) 28-JUN-72 I FORMER CINEMA, BUILT IN 1930-31 FOR BERNSTEIN THEATRES AS THE GRANADA. ARCHITECT: CECIL MASEY (1881-1960); INTERIOR DESIGNER THEODORE KOMISARJEVSKY (1882-1954).

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With the huge success of TV, cinema attendance across Britain declined dramatically in the 1960s. The balcony café overlooking the grand foyer had closed in 1954 and by 1971, Granada Tooting was only entertaining an average of 600 customers a week. Despite the Bernsteins’ wish for it to be demolished as, to them, it had outgrown its money-making purpose, local councillors fortunately disagreed. They stuck a preservation order on it and it became Grade II listed in 1972. However, the cinema’s declining fortunes were dealt a further blow in July 1973 when heavy storms flooded the building and damaged the organ. A few months later, the cinema screened its last films – The Man Called Noon and Perfect Friday – on 10 November 1973. The building was left unused for a few years, before it reopened as the Granada Bingo Club in October 1976. The Granada firm – still in the hands of the Bernstein family at the time – ran the bingo hall until May 1991 when it was taken over by Gala Bingo, the current owners. The same year, the Bernsteins sold Granada Theatres Ltd to Bass for £147 million.

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A world class cinema - without doubt the most lavishly decorated interior of any cinema in Britain and among the most lavish in Europe; the finest evocation of the sumptuous movie palaces of the 1920s and 1930s, the flagship of the Granada circuit. It is the masterpiece of its creators - Sidney Bernstein, the architect Cecil Masey, the mural artists Lucien le Blanc (possibly alias Leslie le Blond) and Alex Johnstone, but towering above all, the inspiration and imagination of Theodore Komisarjevsky, the Russian expatriate prince and theatrical impressario who is now remembered chiefly for his cinema design. The building closed as a cinema in 1973, re-opening as a bingo club three years later.

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3) SCHOOL SHORTAGE & UNUSUAL SCHOOLS SITE AREA

LONDON BOROUGH OF WANDSWORTH Wandsworth is a London borough in England, and forms part of Inner London.

According to the 2011 census Wandsworth has a population of 306,995. In 2001 78% of the population was white, 9.6% black and 6.9% south Asian.

A 2017 study by Trust for London and the New Policy Institute found that Wandsworth has the lowest rate of unemployment of any London borough. It also has the 2nd lowest rate of local employees who are low-paid.

Tooting is a district of South London, England, forming part of the London Borough of Wandsworth and partly in the London Borough of Merton. It is located 5 miles (8 kilometres) south south-west of Charing Cross.

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SCHOOLS IN THE AREA 7 6

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Buzz Bingo

Francis Barber Pupil Referral Unit

Sellincourt Primary School

Tooting Primary School

The Siegeris School of Dance

St Boniface RC Primary School

London Wimbledon academy

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SCHOOL PLACES CRISIS IN THE UK BRITAIN IS FACING THE WORST SHORTAGE OF SCHOOL PLACES FOR DECADES. THIS IS RESULTING IN OVERCROWDED CLASSROOMS, PRIMARY SCHOOLS EXPANDING BEYOND AN OPTIMUM SIZE AND CHILDREN TRAVELLING FURTHER TO SCHOOL. ALL CHILDREN HAVE THE RIGHT TO A PLACE IN A GOOD LOCAL SCHOOL; TO BE TAUGHT BY A QUALIFIED TEACHER; IN CLASSES THAT ARE NOT OVERCROWDED; AND IN BUILDINGS THAT ARE FIT FOR PURPOSE AND PROVIDE ALL THE FACILITIES NECESSARY FOR A GOOD QUALITY EDUCATION .

THE SCHOOL-AGE POPULATION IN LONDON IS FORECAST TO RISE TWICE AS FAST AS IN THE REST OF ENGLAND

Some of the worst impact of this has been felt in the capital.

London has been facing an increase in demand for school places for a number of years.

A combination of rising pupil populations, spiralling building costs and lack of available land is putting increasing pressure on London boroughs to provide places for pupils.

THE REPORT, FROM LONDON COUNCILS, SAYS 78,000 SECONDARY AND 34,000 MORE PRIMARY PLACES WILL BE NEEDED BY 2020.

London’s local authorities, head teachers and school governors have worked together to expand existing schools and build new schools where necessary but a lack of adequate funding from government had meant that many London boroughs have had to use their own resources (including borrowing) in order to keep pace with demand.

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ANALYSIS OF GOVERNMENT FIGURES BY THE LOCAL GOVERNMENT ASSOCIATION (LGA) HAS FOUND THAT BY 2023/24, 71 ENGLISH COUNCILS (52%) MAY NOT BE ABLE TO MEET THE NEED FOR 133,926 SECONDARY SCHOOL PLACES. THE LGA ANALYSIS SAYS THAT 13 AUTHORITIES WERE LOOKING AT A SHORTFALL IN 2019/20, RISING TO 25 COUNCILS IN 2020/21 AND 54 IN 2022/23.

LONDON’S LOCAL AUTHORITIES, HEAD TEACHERS AND SCHOOL GOVERNORS HAVE WORKED TOGETHER TO EXPAND EXISTING SCHOOLS AND BUILD NEW SCHOOLS WHERE NECESSARY BUT A LACK OF ADEQUATE FUNDING FROM GOVERNMENT HAD MEANT THAT MANY LONDON BOROUGHS HAVE HAD TO USE THEIR OWN RESOURCES (INCLUDING BORROWING) IN ORDER TO KEEP PACE WITH DEMAND. Government Statistics show that the nursery and primary school population has risen steadily since 2009 to reach 4.6 million in 2018. The population is projected to stabilise in 2019 at 4.66 million before starting to fall. The secondary school population rose to 2.85 million in 2018 and is projected to continue increasing until around 2025, reaching an estimated 3.28 million.

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UNUSUAL SCHOOLS

TURNING UNUSUAL BUILDINGS INTO INNOVATIVE CLASSROOMS With the news that the UK will require an extra 570,000 secondary school places by 2025, local authorities and schools must begin planning where these additional students will be placed. Alongside expanding existing buildings and developing brand new sites, some local authorities are looking into repurposing old buildings into new schools and classrooms. Here’s a look into some of the more unusual and inspirational buildings and sites being turned into innovative learning environments for the next generation.

LONDON POLICE STATIONS

Students of the future could find themselves studying science and maths at former police stations. In 2014, the former Mayor of London, Boris Johnson, announced that disused police stations in the city would be reopened as free schools.

Fast-forward to 2017 amongst the free schools which have successfully moved into old police buildings include Fulham Boys Academy and Harris Primary Academy East Dulwich. the next generation.

RAF AIRBASE

Flying school … Heyford Park free school, which is being built on a former RAF airbase in Oxfordshire. Its forms are named Royal Air Force and US Air Force, and houses are named after pilots.

The school will be housed in the Grade II listed officers’ mess building at the former Upper Heyford US Airforce base.

The school aims to take 840 pupils from age four to 19 by 2019, and will be open to youngsters from Bicester and the surrounding area.

FIRE STATION Sir Isaac Newton Sixth Form is a sixth form free school located in Norwich, owned by the Inspiration Trust. It has the capacity for 480 students aged 16–19. It specialises in mathematics and science. is housed in a converted office building, but its eventual home will be a disused fire station with Grade II-listed features including the original tender doors and billiard score boards.

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OTHER EXAMPLES AROUND THE WORLD

NEW MEXICO BUNKER At the height of the Cold War the New Mexico town, Artesia, felt it was in danger of attack from the Soviet Union and built and underground bunker. After the Cold War ended, the bunker was no longer required for protection and instead continued to be used as a school for the town’s children.

The completely underground school benefitted from a playground on its roof and 800 kilogram blast door.

ARGENTINIAN FOOTBALL SCHOOL The River Plate School in the Argentinean capital, Buenos Aires, educates roughly 2,000 students within the football ground of one of the nation’s biggest teams. Fans of River Plate can send their children to school within the hallowed halls of the stadia from nursery to university. The football team is a huge part of the city’s culture, so it’s only fitting that it is the centre of education for so many Buenos Aires students

CHINESE CAVES The mountainous Guizhou province is one of the poorest regions in China, receiving minimal government support. This led to local authorities opening Dongzhong Primary School in the middle of a cave network in the 1980s. With almost 200 students, some of which travelled for hours every day to attend school, the caves were filled with primary school age children learning from dedicated and intrepid teachers.

FLOATING SCHOOLS OF NIGERIA With little dry land upon which to build and a need for additional classrooms, the schools of the Nigerian village of Makoko are built upon the sea. Volunteers from around the world teamed together to build the floating classrooms for local students, as well as home, so families and school authorities don’t have to pay costly land taxes.

After reading and investigating of all this amazing places where school places have been developed, there’s no doubt that a development of a school place in a bingo hall would be possible and much needed.

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SECOND INTERVENTION

From my research, I got to see with my own eyes the decadence of bingo halls.

Not wanting these amazing places to disappear I came to the conclusions they would be the perfect setting for an intervention to happen.

After choosing Buzz Bingo in Tooting for this to happen I needed a topic for the intervention. The site and area were the ones that gave me what they needed.

A school shortage is a current topic in the UK and acknowledging a diversity of schools in the area that seems to be what the intervention needs to be.

Buzz Bingo Tooting will be the setting for the creation of learning spaces for the schools in the area, where

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bingo will still be played and new learning spaces will be created.

The final design proposal aims to create learning spaces inside a bingo hall. The current situation where more school spaces are needed was the inspiration to have these two activities coexisting in the same space.

Different levels were proposed to create diverse rooms for different activities.

The site itself inspired the new intervention; the facades of the new rooms aim to mimic the gothic design of the bingo while the bold color aims to stand out.

This is not the end of this project more has to be done, bit as for now it’s a very exciting project full of possibilities.

AXONOMETRIC SHOWING PROPOSED INTERVENTION

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REFLECTION OF: EYES DOWN,LEARN HERE This book had the purpose to narrate the journey I made, linking all my previous ideas and gather new to develop Eyes Down, Learn Here.

This project developed incredibly throughout the second book and had a lot of turns but at the end left me very content. It started with the curiosity about what addictions are, learning about behavioral addictions, gambling, bingo and ending learning about the current school shortage in the UK. In the beginning, I did not imagine there could be a way that a bingo hall could be set for an educational project but from my research, they seem like a doable project where this two activities can coexist, and I can say it’s a project I’m really excited about.

Id concluded this second book by saying that the possibilities are endless, and this was only the start of this project. Through the evolution of a topic, a massive change can be made to space and its identity.

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FINAL PROPOSAL FOR BOOK NO. 2

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CHAPTER 4

THE SITE EXISTING PLANS

Buzz Bingo Tooting in the ground floor has a reception where members have to check in, then has a hall full of slot machines and then the main hall where the bingo game takes place.

It also counts with toilets and bar/cafĂŠ..

GROUND FLOOR

Second floor is not in use anymore, for now it only has old seats from when it was a cinema.

Today its only open on Mondays for visiting.

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FREE SPACE

SECTION A-A1

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INITIAL IDEAS

Three separate areas are going to be established – bingo area, a kids’ play area and a share zone.

Trying to mimic and recreate the original site I want to create a repetitive modular and constructive system that reminds of a puzzle.

Where there will be a contrast with the site and new design. Having separated areas are intended to give every user their own space Activities are part of the rhythm of the day. There will be shared games, singsongs, cooking lessons, storytelling sessions and celebrations of festivals.

INITIAL SKETCH IDEA

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SKETCHES

Continuing with the idea to create a flexible space, that is not restrictive and that will encourage the learning process, I want to explore the idea to destroy the boundaries between internal and external spaces, for this I want to create some sort of structure that will lead into a series of platforms were different activities will take place

CREATE A SERIES OF PLATFORMS FOR DIFERENT SPACES.

CREATE DIFFERENT VIEW POINTS

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STUDY CASES In my research I came across various papers looking into the idea that built environment factors have an impact on the learning progress of students. That means that welldesigned classrooms can increase the learning progression of a pupil by 25%.

The Department of Education has published so called ‘Baseline Designs‘ it specifies detail how a cost-effective standard school is supposed to look like. The guidelines stipulate rectilinear forms, a specified number of floors, basic layout rules (e.g. classrooms on one side of circulation space), ideal width of corridors and height of ceilings, as well as countless other standards. The Royal Institute of British Architects has condemned this ‘flatpack approach’ as inflexible, too restrictive and depriving.

Education Funding Agency Baseline School Designs

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DIAGRAMS FROM PROJECT WeGrow / Bjarke Ingels Group

Well-designed classrooms can improve the academic performance of primary school pupils by 25 percent according to a new study undertaken by the University of Salford and UK architects Nightingale Associates.

Researchers surveyed pupils about age, gender and performance in maths, reading and writing. They also evaluated classroom environments by measuring factors such as natural light, noise

levels, temperature, air quality and classroom orientation, before comparing the data.

The result - “Good design has the potential to have a truly positive effect on the way children learn�.

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TOKYO KINDERGARTEN BY TEZUKA ARCHITECTS

The oval-shaped roof deck of this playful Tokyo kindergarten allows children to play and run endless laps around it – a feature that has just won it the 2017 Moriyama RAIC International Prize.

The school follows the Montessori Method, an educational approach where children are given freedom to range around the classroom and learn via discovery.

Rather than impose physical boundaries on the children, Tokyo-based architect Takaharu Tezuka designed the kindergarten as a continuous space that allows for unfettered learning and play.

There is no play equipment installed, instead the architecture itself functions as a giant playground. Children are allowed to move about freely, fall down and get wet within a safe environment.

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RING AROUND A TREE TEZUKA ARCHITECTS

‘Ring around a tree’, a dualpurpose annex building at fuji kindergarden sited adjacent to the existing school, the structure functions as both english-language classrooms and as a waiting station for school buses.

The structure looks to destroy the boundaries between internal and external, and built and natural environments. seven staggered floor plates modestly surround the mature and twisting tree, its columns and stairways dissolved into the shadows of the leaves and hardwood. treehouse-like structure features a series of compressed and enclosed spaces accessible only to crouching, crawling children.

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PROJECT DEVELOPMENT FIRST PROPOSAL

Having such a particular site, it was necessary to take inspiration from it to use it in the design of the project.

The gothic architecture that is present in the bingo hall inspire me to take some of the shapes present in the site and turn them more simplistic so I would be able to use them in my design. This shapes will mimic their surroundings to create new spaces.

TRACING OVER A PHOTOGRAPH OF THE SITE

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For my first attempt, I decided to use a scaffolding type of structure to hold all the different levels. Each level will have a different room where different activities will happen. The whole structure goes around the site in a circular motion.

VIEW OF THE PROPOSED STRUCTURE

The form of the structure leaves space in the centre for the people attending the bingo hall to continue playing, while other activities are taking place above them. The new and the old are merging together as inspiration of the building is being placed in the new design.

AXONOMETRIC

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REVIEW AND FEEDBACK

Looking back into my first design, I can see a few improvements.

First the scaffolding structure probably is not going to work due to the fact that there’s too many pieces for the structure, and this will not leave space for the setting that go under the design.

I’m also aware that by leaving all the spaces open, it might cause problems when classes or more private activities are happening, closing some spaces and the use of acoustic panels might be a good idea.

Another point is looking into the possibility to use more references if the site into the design of the shapes, to create a more dynamic design.

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PEN SKETCHES OVER FIRST DESIGN

Free ground floor space close some spaces to create private rooms acoustic panels

Try a different type of structure.

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FAT Fashion Architecture Taste MORE INSPIRATION Fashion Architecture Taste or FAT is an art and architecture collaborative that first established itself in the 1990s in London, England. Their work falls broadly under the postmodern category with pop-culture influences.

FAT an award winning practice with an international reputation for delivering outstanding projects at a range of scales and for many different uses.

These photos show a housing development for the Manchester Methodist Housing Group within the New Islington development

by Urban Splash. It’s a set of 23 two to four-bedroom family homes and garden areas. The aim for the design is to unify the resident’s desire for traditional homes with the New Islington masterplan commitment to innovative and world class architecture.

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The BBC Studios is a 3.6ha production village situated in Roath Basin, a 20ha area of former industrial land in Cardiff.

The production village consists of a 260m long office block and eight studio facilities with outdoor filming spaces. For this project, Fat developed a facade using motifs which reference the dock warehouses, wave forms and the gothic architecture of Cardiff. The playful facade, seen across the dock from The Bay - Cardiff’s new town centre reinforces the civic connection between the city and its waterfront

The Villa is a community building which sits at the heart of the Heerlijkheid park designed by Fat in the town of Hoogvliet in the Netherlands. The building contains a multi-use hall, offices, and a cafe. It’s design is intended to create a 21st century civic architecture for a suburban new town. It is a decorated shed, using timber rain screen cladding to create an architecture of communication which evokes Hoogvliet’s industrial past, whilst the references to elements of nature in the entrance and in some of the cut-out features of the facade, recall the bucolic ideas on which the design of the New Town was originally based.

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INSPIRATION APPLIED INTO MY DESIGN

To continue what I have seen and studied from FAT studio and to apply it to my design is the way I’m going to develop my design by taking the idea of creating diverse facades for each of the rooms and levels I’m proposing. Each of the 9 different facades are going to mimic and reference gothic designs that are seen across the buzz bingo to create a connection between the new spaces and the bingo hall.

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AXONOMETRIC SHOWING ROOM NO. 5 WITH THE NEW FAÇADE

AXONOMETRIC SHOWING ROOM NO. 2 WITH THE NEW FAÇADE

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CHAPTER 5

VISITING OLD FRIENDS mecca bingo camden town

MECCA BINGO PLAYERS The idea that bingo is just for the oldies is definitely being challenged in 2019, with it becoming more and more popular with a younger audience. And what’s not to love?

The chance of winning prizes thanks to complete luck of the draw and without the need for skills or experience, really does make it anyone’s game. The infamous Mecca Bingo has got in on the act by launching Players, a new fun and immersive style of bingo at their Camden hall. Players is everything you’d expect from classic bingo, including the old fashioned ball machine and comedic host. There’s also a live band that manages to relate the music to the number called.

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The prizes range from a SMEG fridge freezer to a state-of-the-art kayak, and there’s also cash up for grabs too.

There’s three games of bingo throughout the evening, which are broken up by games of ‘Techno Bingo’ (make sure you have pound coins at the ready for this round) in the interval. Cheeky Burger is the first street food vendor to team up with Players, offering burgers and snacks both before and throughout the game. Drinkswise the cocktails on offer follow the bingo theme, with serves like the Lucky Lotto and the Bingostar Martini.

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FUTURE LEARNING EDUCATIONAL TRANSFORMATION HOW EDUCATIONAL TRANSFORMATION AFFECTS DESIGN The Department for Children, Schools and Families (DCSF) has identified the goals of educational transformation as follows: • Deliver high standards in world-class schools • Narrow achievement gaps and tackle the effect of poverty and disadvantage • Enhance school diversity and parental choice • Encrease access to community services delivered by and through primary schools • Deliver creative, flexible designs supporting the best thinking on teaching and learning • Secure effective use of new technologies • Produce places for learning that are exciting,flexible, healthy, safe,secure and environmentally sustainable.

WEGROW PROJECT- Creative, flexible design

Many of these transformational goals have clear implications for the design of primary schools,whether they are new-build, remodelling or refurbishment projects. School buildings will have to become more accessible and adaptable for community use, the change in learning patterns and the implications of Places for learning that are exciting,flexible, increased ICT use. At the same time the buildings still need to be healthy, safe,secure and environmentally sustainable. durable,and secure but welcoming.

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PROVIDING FOR A RANGE OF ABILITIES IN EVERY SCHOOL Every school should be built to inclusive design principles. The design process should be inclusive,involving children who are currently at the school and perhaps recent leavers, parents, local people,specific groups such as young mothers and older people, and people with learning disabilities and neurological conditions, including those with sensory and physical impairments.

Key considerations include: • Access clear, simple layouts, with accessible circulation routes, suitable for wheelchair users;ergonomic details, such as door handles at the right height; means of escape designed to take account Simple layouts of people with a range of physical and cognitive disabilities.

• Space more space for the use and storage of specialist equipment.

• Sensory awareness visual contrast and texture;avoidance of glare; good-quality acoustics • Senhanced learning sound amplification systems;accessible workstations, furniture and fittings;easy access to ICT resources, aid and mobility equipment– flexibility and adaptability movable partitionsto create differently sized spaces; adjustable environments, in Create differently sized spaces; adjustable terms of lighting; movable furniture for environments different activities.

• Health and well-being additional personal care facilities and specialist medical and therapy facilities may be needed.

• Safety and security minimising the risk of harm can be important where children have more challenging behaviour.

• Social sustainability in addition to environmental and economic sustainability, social sustainability involves schools developing as models of social inclusion, enabling all pupils to participate in school life, irrespective of their culture, race or special educational Social inclusion needs.

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THE UK FACES AN UNPRECEDENTED SCHOOL SPACING CRISIS URGENT ACTION AND INVESTMENT ARE NEEDED.

British schools are facing a perfect storm: the worst shortage of school places in decades is putting increasing pressure on school buildings.

With the problem forecast to get significantly worse it adds to the ongoing challenge of dealing with a school estate that is outdated and in many cases crumbling. The Government have recognised that there is a major problem – but their approach may not be delivering the results it needs to.

Providing enough good school places is a Close to a million extra pupils will enter basic responsibility for any government. the English school system over the next ten But with demand for new school places rising years and much of the existing school estate in need of urgent overhaul, without action there is a danger that more pupils will find themselves squeezed into overcrowded and poorly maintained buildings.

Close to a million extra pupils will enter the English school system over the next ten yearshalf of whom will need to be accommodated in 2018/19 alone. Schools in two in five local council areas are already at or near full capacity, and the number of young children taught in classes of more than 30 pupils is at its highest for 15years.

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Driving up standards in schools with empty places can go some way towards relieving overcrowding, but just like the housing crisis, the shortage of schools in the UK is primarily a supply-side issue. Without extra capacity things will not get better.

In London the crisis is already acute, and across England rising populations have Providing enough good school places is a not been accompanied by new school places. basic responsibility for any government.

Manchester, Leeds, Bristol, Cambridgeshire, Derby and Hampshire are already seeing serious problems and experts are warning that without urgent action, over the next five to ten years, as the surge in primary school pupils moves through the system, this problem will worsen and spread dramatically.

A significant part of the school estate is in poor condition or insufficiently maintained. In a 2014 survey of local councils, 23% rated the condition of the schools estate in their areas as ‘extremely poor’ or ‘very poor’, with more than two-thirds of schools’ in need of refurbishment or renewal’. A further 44% were rated as ‘unsatisfactory’, with around half of the schools ‘in need of improvement.

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THE SCHOOL CRISIS IS NOT JUST ABOUT BUILDINGS – IT IS ABOUT PUPILS, TEACHERS AND PARENTS

The shortage of school places and their condition in many parts of the UK is creating a range of problems for pupils and teachers.

Students have to travel further to get to school, study in crowded conditions, and are exposed to the effects of poorly maintained buildings. From damp, leaky buildings to serious issues like exposure to asbestos, too many pupils are trying to learn in classrooms that are damaging their health – and their education.

Poor learning environments are putting a strain on teachers and making it harder to retain the best staff12. Many teachers are choosing to leave the profession, quoting stress and overcrowding as key reasons behind their career change. This includes both experienced teachers as well as those who have only been in the education sector for one year14. Teacher shortages have led to the cost of agency supply teachers to increase by £50m in 2014/15 compared to the last two years. Combined with shortfalls in new trainees which has seen the Government miss its recruitment targets for the last four years16, and rising pupil numbers, teacher recruitment and retention has been put toward the top of the education policy agenda.

Our research has shown that poor working conditions are contributing to the shortage. A nation-wide poll of teachers carried out for the RIBA in 2016 found that 76 | EYES DOWN LEARN HERE

those teachers who rated the quality of their building as poor were more likely to have considered quitting their jobs. 1 in 20 teachers reported having left a school because of the condition of the buildings that they worked in and a further 1 in 5 teachers have considered quitting because of the condition of the school buildings in which they taught.

Running and maintenance costs are also diverting money unnecessarily away from the frontline. Between 2015 and 2018 Government will spend £4.2bn across schools, local authorities, academy trusts and voluntary aided partnerships towards essential school maintenance – a sizeable chunk of money which could have been avoided. Our research found that over the same period, £450m will be spent on heating, cooling and lighting schools which could have been prevented if better design, maintenance and control systems were implemented in the school buildings at the onset.

With the construction of the second batch of PSPB schools underway, there could not be a more important time to look at the issues our research has highlighted. If they are addressed, we believe that the benefits can be significant: improved teacher and pupil health and wellbeing, and schools that help the Government meet its educational and spending targets.

IT PAYS TO INVEST IN GOOD DESIGN

Lishin Elementary School Library TALI DESIGN Good school design is demonstrably capable of achieving better outcomes at the same cost. It is therefore one of the most importantthings the Government can do to ensure capital funding for schools delivers value for money.

• Good school buildings have a significant and positive impact on pupil behaviour, engagement, wellbeing and attainment.

• Good school design has a positive impact on school staff’s productivity, with the most comfortable and well-designed schools demonstrating a 15% increase.

• Good school design can reduce running and maintenance costs, in some cases by more than several times a teacher’s average salary a year. It could have prevented the English school estate from spending upwards of £150m annually on unnecessary operation and maintenance costs of schools.

• Cost-effectiveness and good design are mutually reinforcing if investment and spending is focused in the right way.

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WHAT IS GOOD DESIGN, AND HOW TO MEASURE IT? .

Good school design provides a comfortable, responsive environment which effectively and efficiently supports educational activities, whilst minimising operational burdens and risks. Unfortunately, the Post Occupancy Evaluation (POE) that is vital to the continuous improvement of the design and construction process is only sporadically undertaken and published in the UK. To overcome the lack of standardised and rigorous data, the research team took a three stage approach to understand and quantify the value of good school design.

A total of 129 POEs were drawn from across the UK which included primary, secondary, and Special Educational Needs and Disability (SEND) schools.

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primary and secondary schools available for study in the UK. The POEs contained data which allowed the researchers to draw a range of insights.

This included soft data like building users’ perceptions of the school environment and its impact, and hard data which shed light on areas such as the effectiveness of spatial layout, energy consumption, and maintenance costs. Only POEs which were considered adequately robust were included in the study.

A framework that the researchers developed was then used to identify the key beneficial impacts of good design, which were found to be: educational outcomes, teacher productivity, and potential cost savings in running and maintainin school buildings.

HOW WAS GOOD DESIGN DEFINED? PUPIL SENSE OF OWNERSHIP School design that creates dedicated social or self-directed learning spaces, incorporates child centred furniture, and allows for the display of work or imagery pupils can identify with on the walls. End users from the school should help develop these elements rather than imposing something upon the school to represent their identity.

OPTIMUM AMOUNT OF COLOUR IN LEARNING SPACES To create interest but not become a distraction. Opportunity for this should be incorporated into design strategies.

AN OPTIMUM LEVEL OF VISUAL INTEREST IN TERMS OF DESIGN Appropriate provision for the display of work and storage solutions which are developed with the school are integral to good design.

FLEXIBLE SPACES That can be zoned for various activity areas to help facilitate learning.

PROJECT- Neobio Family Park / X+Living GOOD ACOUSTICS Sense of ownership, colour in learning For effective learning, pupil engagement, and space, visual interest in terms of design. wellbeing.

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TIMES AND ACTIVITIES

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For this project one of the most important things to consider was the fact that designing a learning environment inside the bingo hall, apart from trying to solve a current issue in the UK it also aimed to create a space that would coexist with the existing one. This means the bingo hall would continue with their previous activities and the new design will adapt around it.

That’s why I show here a time schedule showing the main events of the bingo hall, were there needs to be silence in the hall it is scheduled as lunch for the kids attending activities during the morning session and a break for the adult learners for the evening session.

MAIN EVENT IN THE BINGO HALL, SILENCE IS REQUIRED

LUNCH BREAK AND AFTERNOON BREAK, OUTSIDE THE MAIN ROOM.

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COMPONENT

Floor plan showing 4 levels where chosen to develop in detail.

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4 levels where chosen to develop in detail. These have been chosen due to their different use and because with provide the opportunity to show interaction the site.

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CLASS SIZES

Guidance on maximum class and room sizes (a) A maximum class size of 20 in respect of early years foundation stage classes which should be staffed on the basis of two adults – one qualified teacher and one qualified support staff member (minimum level 3 NVQ or equivalent) – per 20 children. (b) A maximum class size of 23 in key stage (KS) 1 classes. (c) A maximum class size of 18 in practical groups, including GCSE and other classes which involve teacher assessment of pupils. (d) A maximum class size of 21 in respect of classes of mixed age range. (e) Staffing establishments in relation to sixth forms to be such as to ensure a maximum class size of ten. (f) A maximum class size of 26 in all other timetabled classes (ie other than those listed above).

(g) The maximum class size and minimum staffing ratios for mainstream schools as determined at the start of each academic year, taking account of the number of children with special educational needs (SEN) and emotional and behavioural needs, in order to provide effective teaching and learning for pupils in each class. In some cases this will require the allocation of additional qualified teachers. (h) The maximum class size and minimum staffing ratios for special school classes as determined at the start of each academic year, taking into account that pupils in special schools or units have a need for specialist SEN teachers together with provision for additional teachers/support staff to enable the teacher in charge to deal with the frequent issues which arise with pupils with special educational needs.

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Class sizes, room sizes and safety in practical lessons

The longstanding convention – and NEU action policy – that class sizes in practical lessons should not exceed 20 has no basis in law in England and Wales, neither is it explicitly set out in Department for Education (DfE) guidance.

The 1918 Education Act limited practical classes to 20 pupils. The Elementary Education Code 1922 – Statutory Rules and Orders 1922, No. 1432, made under Section 118 of the Education Act 1921, Chapter 2 Paragraph 14, expanded on an earlier regulation, and stated that: “The number of children on the registers of any class in Domestic Subjects, Handicraft, Gardening and other practical subjects must not exceed 20, except that this number may be increased to 40 in classes in Handicraft provided that the class has at least two teachers if more than 20 children are registered.”

Regrettably, this legislation is no longer in force. Regulations do exist in Scotland and Northern Ireland, where no practical class may exceed 20 pupils, with certain caveats and exceptions in the case of Northern Ireland. In England and Wales, however, it is necessary to determine class sizes on a risk assessment basis, taking account of the provisions of a number of relevant guidance documents as appropriate.

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DfE guidance In general, DfE advice has tended to focus on the relationship between pupil numbers and available teaching space. Over the years this guidance has envisaged, for example, a figure of 20 pupils in an average sized design and technology classroom (around 100m2).

Primary School In primary and middle schools, the ‘standard’ classroom size for a class of 30 pupils is around 70m2 (see Building Bulletin 99: Briefing Framework for Primary School Projects).

Such space limitations automatically place constraints on the amount of ‘free’ space available in the classroom, the types of work attempted and the ability of teachers and classroom assistants to engage and supervise effectively. For more complex design and technology, science or art projects many schools make use of shared specialist practical areas which can be accessed as required by all classes on a rota basis. It is less likely, however, that such space will be available in older school buildings.

Secondary School

For secondary schools, the most current guidance document relating to class sizes in practical lessons is Building Bulletin 98: Briefing Framework for Secondary School Projects.

This gives area guidelines for different subjects depending on the activities taking place in them. These are summarised in the table below.

Recommended area (m2) according to group size

SPACE TYPE

FOR 20

FOR 25

FOR 30

Standard classroom

43

51

60

Science laboratory KS3/4

-

77

90

Large art room (textiles or 3D)

-

77

90

Music classroom

-

55

67

77

90

Drama studio/music recital room

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RESIZING

For this part of the project I started by creating a grid, this to create a modular floor plan, as well to help with the placing of the structure.

With the grid that I started my project with I got a room of 3.50m by 8.00m with a total of 28m2 but after learning about class sizes, this was not even close to what I need, which make me reconfigure my grid and my class sizes.

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SECTION SHOWING DIFFERENT ROOMS AND DIFFERENT LEVELS

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RESIZED CLASS ROOM

After learning the basic sized for classrooms, I had to resize my previous project. From having 9 levels plus a viewing platform ls I had to change to 8 levels. All the levels have the same size (apart from the entrance/ cloakroom) they are 9.00m by 6.00m with a total area of 54m2 which creates a space for 20 to 25 kids. .

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SECTION SHOWING DIFFERENT ROOMS AND DIFFERENT LEVELS

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CHAPTER 5

SITE

CREATING A NEW ENTRANCE

One important problem to solve in my project was the entrance of it.

In the beginning, I thought the people attending to Eyes down, Learn here would be sharing the main entrance as the Buzz bingo, but as the project developed this was not a suitable option anymore.

As a result, I found there is an existing side street (Salvador) that leads to the bingo hall too. I decided to utilize this street as it creates a main entrance for my project withouth interfering with the existing entrance for the Buzz Bingo.

By creating this new entrance it creates more attention to the project as well as giving its own identity.

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VIEW FROM MITCHAM ROAD-VISUAL SHOWING ENTRANCE TO EYES DOWN LEARN HERE

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Flor Plan 96 | EYES DOWN LEARN HERE

Description Eyes down learn here supports a conscious approach to education, nurturing the growth, spirit and mind of the 21st century child. This learning universe for children aged three to nine as well as adult learners. This project will be located inside Buzz Bingo Tooting, London.

A field of spaces with a variety of functions allow children to move freely throughout the day and to learn from the environment around them and each other. The learning landscape encourages collaboration by emphasizing transparent and communal spaces: two classrooms, flexible workshops, community space, art studio/music room, one to one classroom and other playscapes support the energy of creation and togetherness.

Different levels for each space were thought to create various activity pockets and give a feeling of comfort, safety and community, while allowing teachers to have full perspective of the space all the time.

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6

7

5

8

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4

3

1 2 3 4 5 6 7 8

Entrance/Locker room Multipurpose Room Classroom 1 Classroom 2 Group Study Room 1 Group Study Room 2 Staff Room Head teacher Office

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PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

PRODUCED BY AN AUTODESK STUDENT VERSION

DETAILS

PRODUCED BY AN AUTODESK STUDENT VERSION

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COLUMN

Steel Structure Detail Welded plates and bolts create a rigid frame with the beam flanges and supporting column.

BEAM

Column cover

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VISUALS

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Visual showing the coexistence between the bingo hall and the project.

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FIRST FLOOR

Axonometric

Entrance/ Cloak room The Entrance/Cloakroom Is the first room from the structure componing the design this is where people will hang their coats or other outerwear when they entering the space

Floor Plan Level 1

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SECOND FLOOR

Axonometric

Floor Plan Level 2

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MULTIPURPOSE CLASSROOM An attractive workspace that functions as a music room, art room, to develop group discussions and meetings.

Our most versatile classroom can accommodate groups of up to 25 students and can be configured according to particular situations. The multipurpose classroom is fully furnished and equipped to adapt to maximizing productivity

APROACH TO DATE Lorem ipsum dolor sit amet, consectetur adipiscing elit. Mauris viverra vitae quam a tempor. Proin sapien magna, pharetra in tincidunt vel, fringilla at tortor.

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Mauris molestie arcu porttitor libero volutpat sollicitudin. Proin egestas diam id lacinia ultricies.

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THIRD FLOOR

Axonometric

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Floor Plan Level 3

CLASSROOM 1 These classrooms were designed with the idea of advocating actions and behaviors that promote thinking– interaction, movement, study, making, collaboration, thinking alone, and so on. This approach takes a mix of forms–rows, groups, semi-circled tables.

FOURTH FLOOR

Axonometric

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Floor Plan Level 3

CLASSROOM 2 These classrooms were designed so the pupils and teachers feel ownership, this refers to designing a classroom such that they own the space around them.

This can be accomplished by using furniture that can be reconfigured, even if only to a limited degree, thereby allowing students to rearrange their work environmen

MODEL MAKING Lorem ipsum dolor sit amet, consectetur adipiscing elit. Mauris viverra vitae quam a tempor. Proin sapien magna, pharetra in tincidunt vel, fringilla at tortor. Aenean eu massa velit. Maecenas vestibulum nunc quis consequat lobortis.

Mauris molestie arcu porttitor libero volutpat sollicitudin. Proin egestas diam id lacinia ultricies. Proin ac consequat dui. Morbi a posuere lacus. Nulla facilisi. Suspendisse suscipit metus quis egestas rhoncus.

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FINAL MAYOR PROJECT | 117

SUMMATION 120 | EYES DOWN LEARN HERE

This book aimed to show the development of my final major project “Eyes Down, Lean Here”, in an effort to solve a current situation the country is facing where the UK will require an extra 570,000 secondary school places by 2025, authorities and schools must begin planning where these additional students will be placed. some local authorities are looking into repurposing old buildings into new schools and classrooms. That’s where my project comes in place this situation where more school spaces are needed was the inspiration to have these two activities coexisting in the same space. The project proposes the creation of new learning spaces inside a bingo hall. The site and enclosed area inspired the intervention; on one hand, history and architectural conservation were considered and on the other hand, the acknowledgment of an important current affair. Many questions were raised throughout this proses however I believe even though a strange combination linking this to activities together I truly believe it’s a solution for the problem we are currently facing. Perhaps the use of the bingo halls will lead to use these sites as a networking place, or as a community space in the future

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BIBLIOGRAPLY BOOKS Grant, J.E., Potenza, M.N., Weinstein, A. and Gorelick, D.A., 2010. Introduction to behavioral addictions. The American journal of drug and alcohol abuse, 36(5), pp.233-241.

Holden, C. (2001) ‘ADDICTION: “Behavioral” Addictions: Do They Exist?’, Science, 294(5544), pp. 980–982. doi: 10.1126/science.294.5544.980.

Kranzler, H.R. and Li, T.K., 2008. What is addiction?. Alcohol Research & Health, 31(2), p.93.

Milton, Simon (2006) ‘Addictions without substance series: The conundrums of gambling’, Drugs and Alcohol Today. Emerald Group Publishing Limited, 6(3), pp.

37–41. doi: 10.1108/17459265200600049 Orford, Jim. (2003) Gambling and problem gambling in Britain . Hove: BrunnerRoutledge.

Moubarac, J.C., Shead, N.W. and Derevensky, J.L., 2010. Bingo playing and problem gambling: A review of our current knowledge. Journal of Gambling Issues, (24), pp.164-184.

Mann, K., 2003. “ Sit anywhere you like, we’re all friends together”: reflections on bingo culture. Goldsmiths College, University of London.

Evans, J.M., Connelly, J., Jepson, R., Gray, C., Shepherd, A. and Mackison, D., 2018. A physical activity intervention in a Bingo club: Significance of the setting. Health Education Journal, 77(3), pp.377-384.

Bramley, S., Norrie, C. and Manthorpe, J., 2018. Gambling-related harms and homelessness: findings from a scoping review. Housing, Care and Support, 21(1), pp.26-39.

Dixey, R., 1987. It’s a great feeling when you win: Women and bingo. Leisure studies, 6(2), pp.199-214.

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De Groot, K., 2017. Bingo! Holy play in experience-oriented society. Social compass, 64(2), pp.194-205.

Casey, E., 2003. Gambling and consumption: Working-class women and UK National Lottery play. Journal of Consumer Culture, 3(2), pp.245-263.

Cassidy, R., 2014. ‘A place for men to come and do their thing’: constructing masculinities in betting shops in L ondon. The British Journal of Sociology, 65(1), pp.170-191.

Hart, K., 2001. Money in an unequal world. Anthropological Theory, 1(3), pp.307330.

ONLINE RESOURCES https://www.archdaily.com/896683/lishin-elementary-school-library-talidesign?ad_medium=gallery (Accessed date 08.09.19) https://www.archdaily.com/877575/neobio-family-park-x-plus-living?ad_ medium=gallery (Accessed date 20.08.19) https://www.dezeen.com/2013/01/02/poor-school-design-can-affect-learning-saysnew-study/ (Accessed date 08.07.19) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/807763/Generic_Design_Brief_May_19_update.pdf (Accessed date 08.09.19) https://www.archdaily.com/904957/wegrow-big?ad_medium=gallery 08.09.19)

(Accessed

date

https://neu.org.uk/advice/class-sizes (Accessed date 08.09.19)

FINAL MAYOR PROJECT | 123

No.03/2019

ESTEFANIA BECERRIL

MIDDLESEX UNIVERSITY MA INTERIORS (ARCHITECTURE AND DESIGN)