EOPS Final

Urban Lab 2 Architecture and Open Space design

Charlotte Cox 16045991 Naomie Yombi 17098276 Timirlans Abidovs 17068553 For the attention of Pr. Laura Novo de Azevedo

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4.

Vision ‘‘ To create a united, yet socially diverse, neighbourhood focused on helping people to reach their full potential by weaving new oportunities in the public open space and safe environment in the private sectors’’

1.

5.

Social interaction: to promote social links to enhance the social cohesion

2.

Sustainability: 6.

to generate the long-term built scheme to respond the existing community needs

Safety:

3.

7.

to permit the access to every user to reduce the usage of vehicles to maintain a human-scale environment

Site Context 4

East Oxford Primary School is located in ‘a special place’. The densely developed area provide the wide range of facilities for health, welfare, worship, and, of course, education. It is a lively area ‘where people have come together both to celebrate and to protest’. From twelve different neighbourhoods of East Oxford the areas proposed for the redevelopment (East Oxford Primary School with the Union Street car park, and St Clements Family centre) are distributed in the neighbourhood of Union Street - Manzil way and First Estate

ST Clement Family Centre Area: 2 090 sqm Owner: St Clement Chruch Primary uses: Family Centre, Pre-School & Paid parking Site potential: 100% available for re-development Proposal: Housing

Figure 8: St Clement Family Centre & Car Park

East Oxford Primary School Area: 8680 sqm Owner: East Oxford Primary School Primary uses: Nursery, Primary School & Learning Centre Site potential: 85.4% available for re-development Proposal: Mixed use Figure 9: East Oxford Primary School

Union Street Car park Area: 2 480 sqm Owner: Oxford City Council Primary uses: Payment vehicle parking (74 spaces) Site potential: 100% available for re-development Proposal: Mixed use

Figure 10: Union Street Car Park

Figure 11: Localisation of the 3 sites

Site analysis - SWOT Strengths

Weaknesses

Opportunities

Threats

Figure 12: Map of streets connections

Figure 13: Map of EOPS’ main entrances

Figure 14: Map of EOPS’s neighbourhood

Figure 15: Map of EOPS’s car entrances

Clear street hierarchy of highly connected streets.

Poor building and facilities design limits the ability of children to reach their full potential.

Large blocks offer opportunities to build within it.

Car park and a high traffic flow near the school can cause the vehiclepedestrian conflicts.

The site located near safe pedestrian-only street.

South and north sides are next to car parks.

To create an engaging public space, in doing so it will improve the social interaction.

The lack of funding and financial resources .

High density of surrounding area can encourage the character and viability of the scheme.

In-active edges that provide little passive surveillance can cause crime within the area.

Close location to key features promote healthy and walkable community.

Unique historic character make a place distinctive to other schools in Oxford.

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Site analysis 6

Project Brief

Plots and Building Types

Land Use

St Clement’s community

Figure 19: EOPS’ Market

Figure 20: Activity with pupils from EOPS

Figure 16: Existing permeability map

Figure 17: Existing figure ground map

Figure 18: Existing land use map

Figure 21: Unemployed people between 16 and 74 (% of the total population)

Key:

The main focus of the re-development is to respond to the community, school and city needs. The regeneration is primarily centred on building high-quality construction.

All the area is potentially suitable for development. Regarding the needs of financial resources, EOPS wants to add dwellings.

According to the Oxford Local Plan 2036, some preferred option for the Union Street Car Park have already been presented such as housing and student accomodation. Analysis of the plots and building types in the area surrounding the school site influenced the design of the new development regards to plot sizes and height of new buildngs.

St Clement Family

Union Street Car Park

Residential

Commercial

EOPS

The area surrounding the school site is primarly residential buildings, there are 3-4 storeys flats to the east side of the site shown in blue above figure . 2-3 storeys terraced builings cover the north and west sides of the site highlighted in red. To the south of the site is a row of 2-3 story retail/commericail buildings in green, these sit on various plot sizes as do the flats.

The experience of the local culture and community values is important to better understand willings of residents and the context of the area of St Clements neighbourhood.

The project required both qualitative and quantative data collection such as photographs, diaries, face-to-face interviews and Oxford City census observation.

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Site 1: East Oxford Primary School Design objective 1 |

To create a school environment that will optimise the potential of its students

Design objective 2 |

To deliver a lively and active environment

Design objective 3 | To encourage a social link between the existing community and the new residents Design objective 4 | Design objective 5

To deliver a safe environment for all users

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To promote sustainability

Building and Plot Design

Architectural Styles This is an example of how the floorplan would be for one of the 3 bedroom terrace houses. It has: 3 toilets, 2 bathroom; 1 shower, 1 bath , a spacious kitchen, a combined dining living room, 3 bedrooms, 1 onsuite.

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Figure 23: Floor plan of terrace house

Figure 24: Example of Flats

Figure 25: Outside of flat

Brick work similar to surroundings with large, playful windows.

Example of old 1900s school building that was converted into flats.

Figure 22: Map of on-site building Residential flats 20 2 bedroom flats

School 2243m2 playground

Residential terrace 6 3 bedroom terrace house

Community use Lower floor of existing school building

PLOT DESIGN

Commercial/retail 382 square meters of space

Figure 26: Example of school

Modern architecture utilising natural light and incorpreting vibrant colours.

Green roof with playground enclosed by buildings walls

The second plot design consisted of plots that were too small to provide quality.

The first plot design did not allow for enough permbility.

Figure 29: Phase 1 of plot design.

Figure 27: Example of School

Figure 30: Phase 2 of plot design.

Figure 28: Example of terrace

brick work similar to surroundings with large, modern windows.

The final layput of plots are more suitable to the surrounding,. The east side mimics the large plot sizes and building heights, ranging from 3-4 stories .

The west side has majorty of plots of a small size.

Figure 31: Final plot design.

Way to rooftop playground.

Design objective 1 | East Oxford primary school has many students that do not speak english as a first language, by providing a school environment that will contribute towards children reaching their full potential through innovative design, every student will have equal opportuinities.

To create a school environment that will optimise the potential of its students

Design Action (D.A) 1.1 A Rooftop and ground floor playground to maximise area available for play, 2243m ². Also space on roof top for growing vegetables Roof top is accessible from ground

D.A 1.2 The rooftop of the theatre will be an area dedicated to physcal educaion to encourage the children to lead healthy active lifestyles. It will be accesable from the third floor.

D.A 1.3 Interactive walls on inside and outside ground floor to further aid the education of students during playtime in a way which is fun for them.

D.A 1.4 Use vibrants colour schemes and quirky designs throughout the school to create a fun, playful environment.

Figure 32: School design

The new school will be an innovative, modern school equipt to optimise the potential of it’s students. The idea of utilising the rooftop for leisure purposes came from combining two case studies (shown below) The Village School and a farming school. The playground is accesable from hill like slops starting at the ground floor playground, the slops create a more organic feel to the school.

Figure 33: Rooftop playground.

Figure 34: Rooftop farm

This case study is from The Village School in London. Here they use the school rooftop as a playground for the children.

Adding this into the school design will maximise the space available for the children’s playground.

This case study is from a farming school in Vietnam. Here they use the school rooftop to grow plants and crops. Intergrating this into the school design will give the children a chance to learn through activeity.

Figure 35: Quirky library design

Figure 36: Example of an interactive wall

By creating interesting, quirky places throughout the new school, it will help the students to engage more with their school work helping them reach their full potential. This will also gie the children a more hands on approach to learning and give them fun experiences.

Having interactive walls incorpreted into the new school design will give the school suitable technology to adapt to modern times. It will also educated the children in fun and engaing ways helping them to learn through hands on visual experiences . The interactive walls do not necessarily have to use technology, it can be something as simple as having lego boards on the walls tat allow the children to learn coordination through building and strengthen their imagination.

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Design objective 2 | To deliver a lively and active environment.

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Creating an active and lively environment will makes the development a place people want to come and stay, increasing footfall for the reatil and commercial buildings.

D.A 2.1 To create an area outside the communal building where events can take place so that members of the wider community will come increasing the vitality in the area.

D.A 2.2 Develop a indoor -outdoor cafe above the commercial/retail buildings that looks over the street and towards the communal area.

D.A 2.3 Residental flats have communal garden which encourages social interaction between residents.

Figure 37: Indoor-outdoor cafe.

The cafe creates a space for social interaction adding a pleasent and lively atmosphere to the development. It is positioned so the it looks out to the newly created streets further adding vitality.

Figure 38: Space for community events

Figure 39: Example of seating

Figure 40: Examples of seating

Having a space dedicated for community events will increase the vitality of the area by giving a reason for people to come and stay.

Integrate vegetation throught the site to add visual richness.

To install modern scultures which can also be used for seating or playing on, encouraging people to stay in the area. Fun, colour, imaginative seating that children could also climb through and play. around.

Interesting, colour sculpture that Morden art sclupture that creates shapes perfet for can be ued for seating and playing laying on which can also be used for play. around on.

Playful sclupture Figure 42: Panoramic view of communal space

Vegetation

Figure 41: Example of seating

Community space

Design objective 3 | To encourage a social link between the existing community and the new residents.

This will allow the new development to integrate with its existing surroundings and have a postive effect onn the wider community. It is vital to the sustainabilty of the develoment that the new residents are not segregated from the wider community.

D.A 3.1 Allowing for public use of the theatre will create a space in which new residents and the existing community can chose to be apart of the production creating social iteraction between existing a new community, therey also benefiting the wider community.

D.A 3.2 To convert the ground floor of the existing school building into a space which can be used by the ommunity and accomadate for the continuation of the market.

Figure 43: current outdoor market

Figure 44: Current indoor market

Figure 45: New school theatre

The current farmers market that is held at East Oxford Primary School every saturday is a big part of the community. By converting the ground floor of the existing school building into a space for the community it will create a greater community feel within the new development and help establish a connection between the new residents and wider community. At the same time offering the wider community better facilities benefiting them.

Head teacher of East Oxfrd Primary School, Russell Kaye dreams of having a theatre in his school to help childen epress themselves through prforming arts. Providing this building will contribute towards children reaching their full potetail through bulding up their confidence and giving them an opportunity to explore themselves.

Figure 46: Example of school theatre

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Design objective 4 | To deliver a safe environment for all users.

12 Safety is vital in any development but especailly on a school site. Without a feeling of security the new devloment will lack vitality and people will not utilise the area in the manner that they should.

D.A 4.1 To create active edges on around all public streets so that there is natural survellience makig users of the site feel safer Active edges on the existing passge/ car park towards off student accomodation that currently faces safety issues due to lack of surveillence and no lighting.

D.A 4.2 Area is pedestrianised apart from the passage towards student accomodation. This creates a people focused environment and reduces conflicts between pedestrains and motor vechiles.

D.A 4.3 The school is designed in a way which encloses the childrens playground keeping them safe and secure during play time.

Figure 47: Map of active edges on new buildings.

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Figure 48: Active edges along carpark.

Active edges are crucial to making users feel safe around the development as it creates natural surveillance on the streets. The car park/ passage to student accommodation currently faces issues with drug abuse and crime. The site design ensures that there is natural surveillance on to this part of the site helping to minimisee the risk of crime on the development and deliver a safe enviroment to all users.

Figure 49: Enclosed school playground.

Figure 50: Map of pedestrianised area.

By using the buildings walls to enclose the childrens play ground it creates a clear definition between public and private land and gives the children a safe environment to play in.

By shutting off the area to motor bikes, cars and larger vechiles, it reduces the risk of pedestrian-vechile collision and reduces any conflict shared space may cause hence, creating a safer environment for its users.

Design objective 5

| To promote sustainability

Figure 51: Pollinator plants along residential flats

It is crucial to design a new development which is able to meet the demands of the future as well as satifying todays needs. It also must be sustainable to continue generating income for the school.

Figure 52: Pollinator plants Carnaby Street

Use pollinator plants to encourage biodiversity and help to save pollinator insects such as bees, taken from a case study of a polinator project in Carnaby, London. Pollination is vital to sustainability.

D.A 5.1 To use modern architecture that suitably fits with the victorian style architecture in the surroundins and in particular the existing school building.

D.A 5.2 To encourage biodiversity by placing flowerbeds with polinator plants along the outside of the second floor flats so that they face the newly created streets.

D.A 5.3 Areas dedicated for social interaction such as the rooftop cafe with contribute to the social sustainbilty of the development.

D.A 5.4 A mix of 40 % affordable housing and different types of housing will create a divrse community, simillarly to the community of cowley.

D.A 5.5 Reduce the need for car travel through intergrating bike stands throughout the develomnet, combined with the good public transport links close by.

Encourage biodiversity & add richness

Areas for socail interaction

Mixed affordability

Sustainable modes of transport

Figure 54: Example of quirky bike stand

Figure 53: Photo of existing school building

It is essentail that the new buildings respect the beauty of the existing victorian school building and the surroundings. However it is neccesary that the new buildings are modern so that they are more adaptable to future needs as well as providing a high quality of life to the new residents. The new buildings will therefore be designed to compliment the old buildingsm whilst using the hertiage of the site to create a sense of place.

Figure 55: Example of simple bike stand

Figure 56: Two-point perspective

By adding bike stands to the site it will encougare people to communte using more sustainable modes of transport. This wil decrease the emmisions in the area improving the air quality and create a cleaner environment. It will also improve the mental and physical wellbeing of the commuters through physical activity. Using fun, quirky design for the bike stands will further add playfulness to the site and encourage the children to cycle to school.

Social sustainabilty is important as it provides the residents and users of the development a better quality of life. This will be achieved in a number of ways. Encouragement of sustainable modes of transport, through adding bike stands and creating a people focused environment, will improve peoples well being through outdoor activity. Adding vegetation to the streets and on the buildings will create a more pleasent experience for the people by creating visual richness and contributing to improving air quality. By having a mix of affordable housing, it will create a diverse community, the housing will not be able to be recognised as affordable from the outside of the building, this way any predjudice that might occur will be minimised.

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Site 2: Union Street Car Park

Design objective 1 |

To promote sustainable living in active and lively quarter

Design objective 2 | Embracing the nature within the built

environment Design objective 3 |

Respect the character of Oxford whilst creating a new identity for the Union street

Design objective 1 |

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Promote sustainable living in active and lively quarter

With approximately 1316 sqm (ground floor)of new urban development and 1582 sqm of the space available for pedestrians (ground floor) , the housing quarter is characterised by the considerable emphasis on human-scale environment. Promoting a sustainable living and active environment is a main driver in the urban development of our site. Key to this is to create place where community can come together and can sucessfully integrate into the existant character of the Cowley street.

DA 1.1

Active frontages along all pedestrian routes to make feel safer with overlooked open space

DA 1.2

Streets and routes across the site based on pedestrian orientation - this achieved through surface treatment, vegetation and traffic calm measures

DA 1.3

Safe places for social interaction and optional activities both for residents and visitors alike

Figure 58: Community mini-pocket garden for interaction

Figure 57: The residential blocks

Within the quarter all face outwards on the street, so that windows, balconies and doors line the frontages. This activates the fronts.

The inclusion of residental blocks promotes community activities.

Figure 61: Section 1 through residential blocks.

Figure 59: Pedestrian as courtyards, as there is no car access, for community activities

Figure 60: Active facades with facing the street balconies, windows and retail space

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Design objective 2 | Embracing the nature within the built

environment 16

Originally designed as a payment car park for 72 vehicles, the site has a lack of green environment with only limited amount of vegetation alocated on the boundaries of the parking area. To respond Oxford City Local Plan 2036 proposals for the high-quality and environmentally sustainable urban developements ( Core Strategy , the scheme seeks to integrate the greenery into the construction as a fundamental aspect.

DA 2.1

Encourage community activities with communal allotments interspersed throughout the residental blocks

DA 2.2

DA 2.3

Use a natural features as aSafe places for social ’delivery vehicle’ for achiev-interaction and ing environmental sustainoptional activities ability to reduce the Global both for residents Environemntal Footprint. and visitors alike

Figure 67: Top view Union Street Car Park - proposal

Figure 62: Union Street’s main junctions

Figure 65: Green courtyard

Natural environment create a spac that is likeable, hence counteracting urban stress and maintain a social well-being.

Figure 68: Arial overview

Figure 69: Open space on a rooftop

The open space available on the roofs can be used for the communal allotments to promote a healthy lifestyles, in addition, particular design action will enhance the social cohesion and social interaction between all memebrs of the community

Figures 63/64: Permeable paving

Figures 66: Green plantings in balconies

Figures 70: Green roof

Figures 71: Brown roof

Sustainable drainage Systems (SuDS) techniques reduce the risk of flooding and evaporation-infiltration issues

Residence have space for plantings in the balconies

Sustainable design action aims to fix the long-term goals as reduce heat-island effect, better storm water managment, and absorb carbon dioxide.

Design objective 3 |

Respect the character of Oxford whilst creating a new identity for the Union street

The site development strategy will reshape a ‘dead area’ into a housing development for key workers and young families, hosting co-wheel company office, studio and spaces for community facilites such as laundry. Inspired by the image and opportunities offered by the location of the area (walkable and socially diverse neighbourhood of St Clements), we seek to maintain the existing character with adding an emphasis on strenghting the site identity.

DA 3.1

Keep existing character of buildings along the streets by maintaining the facade design, but provide a desctint identity by the type of unusual urban config-

DA 3.2

Draw from the material palette of Oxford and incorporate into new developments to tie the new in with the old

DA 3.3

Introduce interactive public spaces and architecture as well as flexible furniture that draw people , particularly children to the area.

Block size

Urban configuratuion Figure 73/74: Images of the facades of the terraces houses in Union Street.

Courtyards

Figure 75: examples of the typical construction materials of Oxford

A simlilar patter, colour and material palette will be used as a link to the character of the area.

Figure 72: Union Street main junctions

Figure 76: Diagrams of proposed scheme

In order to achieve higher permeability, traditional European courtyards are devided into parts.

Figure 77 to 82: examples of interactive building facades, friendly pavement, street furniture, facade, art work and street atributes for play.

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78.

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82.

Different attractions will encourage people , especially children as the area sits next to EOPS, to experience the site.

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Perspective overview

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Figure 85: Courtyard elevation between urban blocks

Figure 88: Summertime activities inside the urban block

Figure 86: Public open space for play

Figure 89: Walk along Union Street to the South Park

Figure 87: Life and activities between buildings

Figure 90: Flats looking out on the Tesco superstore

Figure 83 : Areas overview with the proposed scheme

Figure 84: Proposed new urban scheme for key workers and young families

Units

The aim was to develop high density development that seeks to secure high quality design and a good standarD of amenity for all existing and future occupants. the scheme is based on up-to-date proposals by Oxford City Council in the document Oxford Local Plan 2016-2036. Good design , a key aspect of our sustainable development, contribute positively to making places better for people. Building-up of car park is an example of place making practise within Oxford on a small- scale. Considerable effort went into creation not only socially sustainable development, but also a scheme that is economically sustainable. Please, see appendix for Residual Land Value Spreadshit to better understand the scheme

1-2 Bed Flat 3-4 Bed Flat

Area (sqm)

B1: 16

B2: 2

45 per unit

B1: 7

B2: 7

90 per unit

Community facilities

269

Retail

205

Total site area (sqm) Total site for Housing (sqm)

2,897

Financial viability 19

Density 154.59

2,070

Figure 91: Table of the building cost

Figure 92: Example of the floor plan of 1-2

Total Building cost: ÂŁ 3,730,3009

B1

B2

Figure 93: Ground floor plan of the proposed scheme

The map shows space separation as well as the location of both space for retail uses (green) and for community servises such as laundry (red)

Figure 94: Cross section of B1 (block 1)

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Site 3: St Clement Family Centre

Design objective 1 |

Design objective 2 |

Create an educational and social hub

Create a lively neighbourhood to enhance social cohesion

Design objective 1 | According to the vision and regarding the details given in the brief about the poor quality of equipment, it sounds wise to destruct the old building and refurbish everything.

Create an educational and social hub

DA 1.1 Building envelop

A contemporary typologie Use of bricks to remind the former building Design to be flexible and maintain diversity in activities.

DA 2.2 Family Centre’s Layout A main building with a mezzanine shape to allow the presence of offices upstairs.

DA 1.3

To encourage the participation of the community to decorate the new building

Figure 95: Building type - Family Centre

Figure 96: Section inside the future Family Centre

Figure 98: Example of interior layout

Figure 101: Inside the Family Centre - proposal

Case Study Fitzjames Teaching and Learning Center

De Neerhof Community School (Netherland)

Figures 102/103: Learning Centre’s Courtyard + Main Hall

Figures 104/105: Community School - Front View + Courtyard

An innovative arrangement which explore ecclesiatical and monastic typologies.

A flexible building which can welcome diverse activities.

Red bricks material maintain a balance between traditional and modern classroom environments.

The facade aims to establish a civic presence.

This case study focuses on the modern construction to build a multipurpose centre. It includes a generous courtyard for children, which helps to enhance education through an improved learning, social and working environment.

(United Kingdom) Area: 658 sqm

Area: 3000 sqm

Figure 99: Event hall with a stage

Figure 97: Masterplan of St Clement Family Centre

Figure 100: Proposal

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Design objective 1 | 22

The idea is to create a place which will provide an educational and cultural space for all age groups. It should also allow a collaboration and an interaction between the Pre-School and the Family Centre.

Create an educational and social hub DA 1.4

To use buildings as boundaries to determine the surroundings of playground and outdoors layout.

Flexible configuration Architectural intervention by putting enclosing multiform walls and rooftops.

DA 1.5

To add colorful walls as a marking to draw a clear distinction between every use.

Surveillance for teachers thanks to the facades. Visual control on the playground

DA 1.6

Clear separation between private and public spaces Entrance through the courtyard of the residential area.

Figure 106: Building type - Pre-School

Figure 109: School building design type

Figure: Perspective view

Case Studies

Figure 107: Playground of the St Clement Pre-School - proposal

• Community Centre Altenessen (Germany)

• School and Community Centre

Figure 112/113: Community School - Front View + Courtyard

Figure 114/115: Building shape + Interior windows

Figure 110: Interior layout

Optimal learning spaces: Classrooms and break out spaces designed around a large central resource space, in which students can work in small groups and use resources outside the classroom context.

Figure 111: Example of Classroom Figure 108: Example of playground

“Gadamerplatz” (Germany)

This centre includes:

• Social club facilities and a public café on its ground floor,

• An event hall with a stage, backstage and kitchen facilities on its first floor

• Facades which add variation thanks to large surfaces of glass positioned differently on each building.

Design objective 2 | Create a lively neighbourhood to enhance social cohesion An attempt was made to blend both the formation of private space as well as collective space with the courtyard which is also used as an entrance for the Family centre. Communal courtyard areas include a variety of movable seating Figure 116: Building type - Residential area

DA 2.1

Dwellings only.

Includes mix of housing: One, two or thre bedroom flats.

High quality and modern accomodation.

DA 2.2

DA 2.3

3 building arranged around a Organising the space, especially landscape courtyard. the exterior to discourage the Main entrances overlooking use of cars within the area the courtyard One entrance to access to the Pre-School.

Internal Layout:

2 storeys buildings |

Units: 14 apartments |`

Parking: 7 spaces

Figure 122: Ground floor plan - 2 bedrooms flat

Figure 117: Masterplan of St Clement Family Centre

Figure 120: Perspective view of the residential area

Figure 123: Example of 2 storey apartments

Figure 118: On-street carpark

Figure 119: bicycle parking

Policies related to car parking: Core Strategy Policy CS13 – Supporting Access to New Development encourages low-parking development in locations accessible by walking, cycling and public transport.

All residential cycle parking must be enclosed within a secure store, or at least undercover.

Convenient, level access between the bike store and the street.

Figure 121: Eye view of the residential area

Figure 124: Courtyard of a residential area

Case studies: A simple and dense clear-cut form. Here are some examples of projects which present a simple and collective way of life.

Courtyard with a variety of plant and some movable seating to discourage the use of cars inside.

Financial Feasability On a typical 1-10 unit development of houses, the extra base construction cost would amount to over £100,000.

Considering the 14 units, the cost would be approximatively £140 ,000.

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Open Space Design

Open space design 1 | Union Street Open space design2 | Union Street Open space design 3 | Cross Street and Morrell Avenue

Open Space Design 1 |

Union Street

WHY?

Children’s Workshop

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In order to understand better what the children of East Oxford Primary School needed on a street so it was inviting to them to use for play we held a workshop in which the kids redesigned union street into their ideal street using various diffeent crafting material.

OUTCOME

Figure 125: Picture of Workshop

The children came up with many immaginative, clever ideas during the workshop.

There were a several ideas that almost all of the children agreed would make an ideal street, these are:

Lively, active places- they wanted parties and carnivals on the street.

Saftey- the children built houses out of straws full of people showing they wanted natural survellence on the street.

Play equiptment- equiptment such as swings and play houses was a theme amoungst the children.

Richness- The children drew and cut out pictures of flowers and wildlife and stuck it on to the image of the street.

Figure 126: The children’s ideas table 1

Figure 127: The children’s ideas table 2

Figure 128: The children’s ideas table 3

Case Studies: Ashington, Station Road

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Figure 131: Example of safe residential parking

Ths is an example of a residentail street which has been developed in a way that creates a safier space for pedestrians and allows the children to play on the street. They have one level paving creating a larger space for the children to pay whilst providing cars with organised off road parking.

Figure 129: Open space before redesign

Figure 130: Redesign of open space

Before Station Road in Ashington was redesigned, it was a chotic, dangerous open space that was not appealing. It was unorganised and car focused with very little consideration to pedestrians. Also the materials used for road and paving were dull and did not add any richness to the road in addition to there being little vegetation.

The redesign of open space creates equality to both vechile and pedestrian traffic by only having one street level rather than raised pavements, this creates a unity through all of the open space. The parking is more organised lessening the conflict between car and pedstrian. Also clear lanes have been marked out for cars although on the same level this should encourage the drivers to slow down making a safer environment. Vegetation has been added as well as different patterened pavements taht mark out different areas adding visual richness to the open space.

Key points: Richness

Equality Organisation Safety

Figure 132: Example of play equipment

This Example is from Play Streets London, they aim to get children to play out on the streets encouraging physical activity. Providing play equiptment that is not perminate allows for a more roubust space and optimises its puropse.

Play equiptment that is simple and easy for children to use will provide the children with a fun experience and encourage social interaction.

Natural Surveillence

Vegetation

Play equiptment

CASE STUDY: ASHINGTON, STATION ROAD

27 Figure 134: Car safety

The open space is all one level to create equality and maximise the space for activities. There is safe off road parking and singlefile traffic which will automaticly slow down drivers creating a safer space for children to play. The street has lots of natural surveillance from both the new development and existing terrace houses which the children said they wanted in order to feel safe. The new development buidings on the street carry flower beds along its walls, combinded with the patterened paving, adding richness to the street. The play shed will house removeable play equiptment which the children can use as they wish on the street making play time more roubust and induce a playful, lively atmosphere on the street and encourage social interaction between childrenn and parents. The space is designed in a way which it creates vitality and offers the wider community and new resdients a space to improve their wellbeing.

Safe Carparking Figure 133: Open space design - proposal

Traffic slowing

Equilty

Open Space

Figure 135: Map showing location of open space

The open space is located on Union street and covers the west side of the site.

Figure 136: Cross section of open space

The cross section shows the proprtions of different sections of the road, it displays how the single file traffic relates to the rest of the road which can be used by cars is neccesary.

Open Space design 2|

Union Street Create a gateway between the Cowley road and South Park (open space design)

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DA 2.1

Use vegetation and natural features within the built environment as it will create more pedestrian-friedly environment, consequently calm down the traffic

DA 2.2

By reducing the space for vehicle circulation, increase the safe surface for pedestrian movement. use a principle of shared spaced.

DA 2.3

To better navigate within the site, and enhance sensory experience buit landmarks along the union Street (in key nodes).

Figure 140: Example of safe road signs

Figure 141: Example of shared space

Figure 143: Townscape analysis of Union Street looking down towards the South Park

This acts as a major landmark at the end of the way.

Figure 137: Redevelopment of Union Street

The route from the Cowley businesses to South Park. The fascinating route will encourage people to walk to landmarks.

Figure 138: Implementation of Dutch ‘woonerf’ concept

Figure 139: Streets as a safe line for cycling

Figure 142: Example of creation of road signs in a shared space

Figure 144: Union Street Masterplan

Case Studies Observation of different urban developements can help in minimisation of the risks of unsuccesful experiments on an action-plan stage

• Use of balconies designed to enhance social interaction

A list of lessons can be leant from case studies; the key principles can be applied to the proposed scheme

• Courtyard is being used for community reasons (celebrations, sport playground, etc)

Case studies: • • • •

Zinshaus (Hungary) Tinggaarden (Denmark) Accordia living (England) Paintworks (England)

Low-rise, high density residential community- Tinggaarden (Denmark)

19th-centurry apartment block - Zinshaus (Hungary)

Figure 147: Picture of apartment block

Figure 149: Example of apartment front door

• Architecture and building design must promote a healthy life style and well-being

Figure 148: Picture of apartment block

Figure 150: Example of communal garden in block

A place where people want to work and a place they want to live - Paintworks (England)

Housing development with unique composition - Accordia living (England) • The scheme put pedestrians as a priority users of outdoor space

• Natural surveillance create a safe environment

• Integration of greenery to residential environment to design good quality housing

• Socially mixed and balanced neighbourhood, where individuals live in harmony with the surrounding society

Figure 145: Example of residential area

• Buildings adopt traditional and modern urban architecture principles

Figure 146: Example of residential area

Figure 151: Picture of Paintwork residential area

• Clear boundaries between public-open and private space

Figure 152: Picture of Paintwork residential area

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Open Space Design 3 |Cross Street and Morrell Avenue 30

King’s Cross Case Study

The new open space will encourage human activity along the major road of Morrell Avenue and inside Cross street’s neighbourhood. It will shape the social hub.

D.A 1

Green open spaces in the residential area to encourage a healthy life style.

Buildings used as boundaries to determine the surroundings of the open space.

Figure 153: Eye view of Morrell Avenue

D.A 2

Pedestrian area and bike paths in Morrell Avenue.

Contact zone in Cross street where kids can play on the street. colored road to create a clear-cut edges separating the contact zone from the regular ones.

D.A 3

To create a walkable and safe neighbourhood through passive surveillance.

Using a safe movement system which solve the issues of the pedestrian, bikers and vehicles interaction. By separated lanes (speed reduction, and cross lines elements).

Figure 154: Cycling road

Figure 159: Masterplan of King’s Cross development

In King’s Cross, the public space is well organised.

Close location to key features promote healthy and walkable community.

To create an engaging public space, in doing so it will improve the social interaction.

Figure 155: Contact zone, road used as a playground for kids

Figure 156: Bike path next to South Park

Figure 160/161: Granary Square, King’s Cross.

Example of temporary use of an open public place.

Proposal: The open space between buildings is often wasted space; only being used as a ‘link’

Figure 157: Contact zone, road used as a playground for kids

Figure 158: Top view of the contact zone. Delineation thanks to another material for the road

between destinations instead of being a ‘place to stay’. This is why the project propose to design an open space so that it would have: flexible and removable payground equipment, a diversity of uses such as painting, and a place for social interactions and any sort of sports activities.

Conclusion The EOPS in collaboration with Oxford Brookes, Oxford City Council and other partners are working together to regenerate a site, centred primarily on school needs and building affordable housing. In doing so provide more attractive, accessible and sustainable development. Considerable effort will be put into the creation of a sustainable place, where the studying process will not be just a daily routine but something students and school staff do actually want to experience every day. Moreover, we strive to strengthen the way people, culture and space interact.

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List of illustrations

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Figure 1: Picture of Workshop Figure2: Learning Centre’s Courtyard Figure 3: Picture of Paintwork residential area Figure 4: Example of seating Figure 5: Example of School Figure 6: Illustration from EOPS Figure 7 : Interior garden Figure 8: St Clement Family Centre & Car Park Figure 9: East Oxford Primary School Figure 10: Union Street Car Park Figure 11: Localisation of the 3 sites Figure 12: Map of streets connections Figure 13: Map of EOPS’ main entrances Figure 14: Map of EOPS’s neighbourhood Figure 15: Map of EOPS’s car entrances Figure 16: Existing permeability map Figure 17: Existing figure ground map Figure 18: Existing land use map Figure 19: EOPS’ Market Figure 20: Activity with pupils from EOPS Figure 21: Unemployed people between 16 and 74 (% of the total population) Figure 22: Map of on-site Figure 23: Floor plan of terrace building Figure 24: Example of Flats Figure 25: Outside of flat Figure 26: Example of school Figure 27: Example of School Figure 28: Example of terrace Figure 29: Phase 1 of plot design Figure 30: Phase 2 of plot design.

Figure 31: Final plot design.

Figure 32: School design Figure 33: Rooftop playground.

Figure 34: Rooftop farm Figure 35: Quirky library design Figure 36: Example of an interactive wall Figure 37: Indoor-outdoor cafe.

Figure 38: Space for community events Figure 39: Example of seating Figure 40: Examples of seating Figure 41: Example of seating Figure 42: Panoramic view of communal space Figure 43: current outdoor market Figure 44: Current indoor market Figure 45: New school theatre Figure 46: Example of school theatre Figure 47: Map of active edges on new buildings.

Figure 48: Active edges along carpark.

Figure 49: Enclosed school playground.

Figure 50: Map of pedestrianised area.

Figure 51: Pollinator plants along residential flats Figure 52: Pollinator plants Carnaby Street Figure 53: Photo of existing school building Figure 54: Example of quirky bike stand Figure 55: Example of simple bike stand Figure 56: Two-point perspective Figure 57: The residential blocks Figure 58: Community mini-pocket garden for interaction Figure 59: Pedestrian as courtyards, as there is no car access, for community activities Figure 60: Active facades with facing the street balconies, windows and retail space Figure 61: Section 1 through residential blocks.

Figure 62: Union Street’s main junctions Figures 63/64: Permeable paving Figure 65: Green courtyard Figures 66: Green plantings in balconies Figure 67: Top view Union Street Car Park - proposal Figure 68: Arial overview Figure 69: Open space on a rooftop Figures 70: Green roof Figures 71: Brown roof Figure 72: Union Street main junctions Figure 73/74: Images of the facades of the terraces houses in Union Street.

Figure 75: examples of the typical construction materials of Oxford Figure 76: Diagrams of proposed scheme Figure 77 to 82: examples of interactive building facades Figure 83: Areas overview with the proposed scheme Figure 84: Proposed new urban scheme for key workers and young families Figure 85: Courtyard elevation between urban blocks Figure 86: Public open space for play Figure 87: Life and activities between buildings Figure 88: Summertime activities inside the urban block Figure 89: Walk along Union Street to the South Park Figure 90: Flats looking out on the Tesco superstore Figure 91: Table of the building cost Figure 92: Example of the floor plan of 1-2 bed Flat Figure 93: Ground floor plan of the proposed scheme Figure 94: Cross section of B1 (block 1) Figure 95: Building type - Family Centre Figure 96: Section inside the future Family Centre Figure 97: Masterplan of St Clement Family Centre Figure 98: Example of interior layout Figure 99: Event hall with a stage

Figure 100: Proposal Figure 101: Inside the Family Centre - proposal Figures 102/103: Learning Centre’s Courtyard + Main Hall Figures 104/105: Community School - Front View + Courtyard Figure 106: Building type - Pre-School Figure 107: Playground of the St Clement Pre-School proposal Figure 108: Example of playground Figure 109: School building design type Figure 110: Interior layout Figure 111: Example of Classroom Figure 112/113: Community School - Front View + Courtyard Figure 114/115: Building shape + Interior windows Figure 116: Building type - Residential area Figure 117: Masterplan of St Clement Family Centre Figure 118: On-street carpark Figure 119: bicycle parking Figure 120: Perspective view of the residential area Figure 121: Eye view of the residential area Figure 122: Ground floor plan - 2 bedrooms flat Figure 123: Example of 2 storey apartments Figure 124: Courtyard of a residential area Figure 125: Picture of Workshop Figure 126: The children’s ideas table 1 Figure 127: The children’s ideas table 2 Figure 128: The children’s ideas table 3 Figure 129: Open space before redesign Figure 130: Redesign of open space Figure 131: Example of safe residential parking Figure 132: Example of play equipment Figure 133: Open space design - proposal Figure 134: Car safety Figure 135: Map showing location of open space Figure 136: Cross section of open space Figure 137: Redevelopment of Union Street Figure 138: Implementation of Dutch ‘woonerf’ concept Figure 139: Streets as a safe line for cycling Figure 140: Example of safe road signs Figure 141: Example of shared space Figure 142: Example of creation of road signs in a shared space Figure 143: Townscape analysis of Union Street looking down towards the South Park Figure 144: Union Street Masterplan Figure 145: Example of residential area Figure 146: Example of residential area

Figure 147: Picture of apartment block Figure 148: Picture of apartment block Figure 149: Example of apartment front door Figure 150: Example of communal garden in block Figure 151: Picture of Paintwork residential area Figure 152: Picture of Paintwork residential area Figure 153: Eye view of Morrell Avenue Figure 154: Cycling road Figure 155: Contact zone, road used as a playground for kids Figure 156: Bike path next to South Park Figure 157: Contact zone, road used as a playground for kids Figure 158: Top view of the contact zone. Delineation thanks to another material for the road Figure 159: Masterplan of King’s Cross development Figure 160/161: Granary Square, King’s Cross. Example of temporary use of an open public place.

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