Architecture + Design Scotland

Anderson High School, Shetland

28 August 2009

Introduction

This report is in two parts. The first part of the report is a commentary on the designs for a new school on the existing John Anderson High School site as presented to an A+DS Design Review Panel at a meeting held on 5 August 2009 in Lerwick.  The second part records observations made by the A+DS panel on general issues related to the current review being undertaken by the Council, not covered specifically at the meeting referred to above.  This A+DS review has been carried out to inform the work currently being carried out on behalf of the Council to establish the merits of the current proposals before the project proceeds to the next stage.

A+DS views on the O’Hare and McGovern proposals

General

We thank the project team for their clear presentation of the proposals. We acknowledge that we are making comments on the proposals at a late stage and at a difficult time for the project, and are appreciative of the frank and open way in which the designs and the context within which they have developed were presented and discussed. Notwithstanding the significant constraints that exist, we feel that the designs could be improved in a number of ways.

Site analysis, layout and landscape design

There appears to be a fundamental problem in the way in which the site layout has been addressed, resulting in a development that would sit uncomfortably in its surroundings, both in relation to its immediate context (in particular the neighbouring listed buildings to the north east), and within the wider context of the town. We understand that the current brief excluded the listed buildings and land around and to the west of them from the site to be developed for the school, and that community consultation on an earlier scheme had raised issues about development on the south west corner of the site. The architects have worked hard to satisfy the programmatic requirements of the brief into the restricted site that remains, but the design approach and narrative seems to have been driven by a series of constraints, rather than opportunities, and suffers from not having taken a holistic and creative approach to the site as a whole. The three listed buildings define the heart of the site, and an opportunity to create a public space which connects these historic buildings to the new school and back to the town.  By not addressing this connection, the centre of gravity of the site has been shifted, and place-making opportunities lost. We would like to have seen a more considered analysis of the design opportunities that the entire site presented, as a school, as a community facility, and as an integrated part of Lerwick, and designs presented that exploited more inventively the full potential of this beautiful and prominent site.

The exposed nature of the site, and the close proximity of the tightly defined streets and vennels of Lerwick, suggest a design approach that builds upon the topography and climate conditions and historic precedent to provide a range of sheltered places defined and protected by the buildings that surround them.  We acknowledge that the landscape architects have tried, with some success, to create sheltered and attractive spaces, particularly in the main south facing gardens. However, the landscape response appears to have come after key decisions on the layout of buildings on the site were already made, rather than being an integrated part of the whole design process, when it could have made better places at the heart of the project. As a result, the development as a whole seems alien to local tradition and does not build upon the opportunities offered by the site and the building programme as well as it might.

Transparency and views

The elevated nature of the site ensures 360-degree exposure to outstanding views. An opportunity exists in the site layout and landscape treatment to exploit the differentiation between enclosure and transparency to create a series of inspirational places and experiences, and provide visual links through the site as demonstrated so skilfully in the streets and vennels of Lerwick town centre.  Again, a thorough analysis and design response that considers the site as a whole is essential to such an approach. The three listed buildings both block and frame views out to Bressay, at least at the lower levels, and there is potential to explore the framed views more creatively in the designs to expose these views and relate the new development more closely to its context.   For instance, we wonder why one of these framed views has effectively been given over to a service yard.

We would like to see a similar approach adopted in the design of the interior of the school. There is the potential to use carefully framed views to increase legibility and aid orientation within the building. We acknowledge that the corridors and the main atrium space terminate in open views, but there seem to have been other opportunities missed. For instance, we wonder why the main entrance space has not been located and opened up to exploit the open views, even as a glimpse of things to come. Such an approach would assist orientation, provide a spectacular and unique experience for those entering the school, and ground it firmly in its place. 

Internal organisation

The internal atrium is the most successful aspect of the designs. It has been carefully considered to provide a social hub at the heart of the school, and the sequence of spaces through the atrium to the garden appears to work well.  The teaching wings are less successful, generally characterised by long and narrow double loaded corridors and providing no places for students to stop or interact in an informal manner within the circulation areas.  Such places need not be large – a series of small informal places where students may stop for a short chat may be more attractive and useful.

These double loaded blocks are also wide, reinforcing the large mass and scale of the parts of this new building in relation to those that already exist. Cursory comparisons of the floor plate of the existing buildings with the new reveal the nature of their differences. We feel that a different way of organising the teaching accommodation, perhaps in narrower fins, or clusters, would create the potential for more attractive and flexible circulation spaces and a building form that would more successfully integrate with its surroundings and reflect the character and identity of the Shetland Islands.

Energy efficiency and longevity

We note that moves have been made to minimise the energy consumption of the building, through use of the district heating system, high insulation and the use of the atrium to aid natural ventilation and ensure an EPC ‘A’ rating. However, we would like to have seen more attention paid to the provision of natural light beyond the use of larger than normal windows, with the introduction of rooflights, inventive measures to reduce solar glare, and manipulation of the section to provide a variety of different sources of daylight, enhancing the quality and comfort levels in teaching and circulation spaces.

We understand that the designs incorporate demountable partitions to allow for flexibility in the future. This is welcomed, but we would like to see more attention given to potential permutations, to establish just how adaptable the different parts of the building are, and the kind of scenarios that might be supported.

Conclusions

We acknowledge that this review has taken place when the designs are at an advanced stage, and the comments we have made would have been better made whilst they were still being developed at outline design stage. We also recognise that the project has a long history, and that there are constraints on the site and the brief which may be mitigating against the potential to develop the best possible design solution. However, the building of a new school is an important event for any community, and the Anderson High School is of civic and educational significance for Lerwick and the Shetland Islands as a whole. A high quality design is critical if the investment made in the new school is to produce a building of which the people of the Shetland Islands can be proud, and reflects the high value that they put on educational achievement and civic life.  We do not feel that the designs as currently presented will fulfil those criteria, and suggest that significant amendments would need to be made to the design and the brief that is guiding them if a successful result is to be achieved.

A+DS’s observations on general issues raised by the review

Location

We recognise that the Knab Road site is a difficult one, and the size of the brief necessitates a density of development that is not easily accommodated upon it. In the hands of creative designers who viewed the site as a series of opportunities rather than constraints, we do not doubt that an acceptable design solution could be arrived at which built upon the potential offered by this fantastic site. However, we understand that the Knab Road site is not the only site available for a school, and that the Clickimin site may provide opportunities that the current location does not.

Clickimin site

A+DS has consistently advocated that schools should be at the heart of communities. The Clickimin site, though on the other side of town, remains close to the centre and at the heart of residential areas. Its proximity to sports facilities also lends it an advantage, and it is readily accessed by vehicular and pedestrian traffic from both sides of town. There is more than sufficient land available within this beautiful and sheltered site, providing a level of choice for the siting of a school and the potential for expansion in future.  Paradoxically, a site with apparently fewer constraints may be a more difficult proposition for the current design team.  A more disciplined and rigorous design approach will prove essential.  

There is an opportunity on the Clickimin site to create a hub, a civic building or series of buildings dedicated to excellence and innovation in education and well-being and enhancement of the wider community. For such to succeed it is essential that the site as a whole is considered before the site for the school buildings is identified and the location of school, sports buildings, pitches and other community facilities carefully considered with a view to creating an integrated complex.   The criteria contained in the Council’s own policy documents, in particular its draft policy document “Towards Sustainable Construction and Better Design in Shetland” and “Masterplan Development Handbook”, should inform this process.

Precedent

As stated above, the Anderson High School is of civic as well as educational significance for Lerwick and the Shetland Islands. Its origins make it one of a unique group of schools initiated by visionary philanthropists. In the 19^th century Anderson had a vision which changed the lives of generations of islanders.  It is important that the building of a new school – a single event which holds so much for future generations of children – achieves a similar impact in the 21^st Century.

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