The following table summarises participants' views of the best and worst aspects of the built environment at Braes High School.
Best Aspects | Worst Aspects |
|---|
Project Team Condition of classrooms Quality of light Volume of space | Project Team Social room Dining room Exposed plant |
Council Sports facilities Practical rooms Feeling of light | Council Social area size Dual use of assembly hall Front entrance |
Environmental Sustainability Designers Sports facilities Strategic location of the building on site | Environmental Sustainability Designers Lighting and daylighting Sacrificing sustainability High environmental footprint |
Support Staff Fabulous drama, fitness and gym facilities Classrooms Light | Support Staff Entrance and stairways Lack of ventilation Staff car park |
Managers Sports facilities inside and outside Teaching rooms Bus bay | Managers Entrance and stairways Combined dining and assembly Heating and air conditioning |
Community Group Pool Variety of rooms Brand new facilities | Community Group Gyms not being available Condition and quantity of exercise machines Lack of secure storage |
Teachers Group 1 PE facilities View Having a staff workbase | Teachers Group 1 Voids Level of finish Lack of school control over facilities |
Teachers Group 2 Sports facilities Departments close together Being clean and fresh | Teachers Group 2 Heat, cold and ventilation Staff car park being too small |
Teachers Group 3 Very good sports facilities Everything new Phones in class | Teachers Group 3 Lack of space |
S2 Pool PE equipment and facilities Being big | S2 Open balconies Crowding Bus bay |
S3 PE facilities Good location Amount of space | S3 Narrow stairs and doors Heat |
S4 Space in the sports pitches Computer, PE and music facilities Being nice and bright | S4 Lockers Crowding Ventilation |
S5 Pool Design ( CDT) department Music room | S5 Social area Stairs Corridors too narrow |
S6 Sports facilities Pitches So many sports facilities Library | S6 Lack of student recreation space Lack of air conditioning |