Client's Perspective
The initial brief in terms of accommodation size and educational requirements was developed by the Council's Education Resources team. A detailed brief was then developed by the Housing and Technical Resources Department in association with the Education Manager and Head Teacher.
The Council's architect provided the initial concept design which was based on themes used in the first schools rebuilt under the modernisation programme. These were developed to suit the site constraints and by consultation throughout the design period with both the Head Teacher and the Education Manager. This allowed any school specific needs to be identified and incorporated into the scheme as it developed through ongoing dialogue with the future users of the building.
Architect's Perspective
This school was part of the framework agreement which has seen Atkins deliver 13 school designs for primary
"Sustainability was part of the prerequisites of the framework agreement, but rather than applying overly aspirational and expensive bolt on renewable elements such as wind turbines, matters such as natural ventilation and daylighting are inherent to the project." Atkins.
schools in South Lanarkshire as lead consultant for the contractor Mowlem.
On this project Atkins worked closely with the Council's architect who provided the original concept plan after dialogue with the school and this relationship continued as the design was developed. The initial sketch design was based on themes used by South Lanarkshire in their first schools rebuilt under the modernisation programme.
Other matters addressing sustainability are the use of a mill finished built up aluminium roof which can be recycled and a pre-coloured render system to reduce maintenance. The use of a brise soliel reduces heat build-up from solar gain.
Users' Perspective
The pupils and staff had an excellent relationship with the Council architect. This facilitated a process based approach to the early design stages, allowing their views and requirements to be taken on board, reviewed at each stage and incorporated into the final design. The school is an Eco School and is involved in Grounds for Learning, and these issues were considered in the environmental performance of the building design and in the design of the playground and outdoor classroom. Teaching staff were concerned about access to the school woodland area, however, this was answered in the final design and the resource remained.
The pupils also chose colours for teaching areas, within a given colour palette. This resulted in colour 'zones' and the school pupils and staff are pleased with the results. The children and teachers are delighted with the accommodation provided and although they were sorry to leave the old school behind, they did 'document' the building and were involved in the development of art work for the new school that reflects on the past. Now firmly ensconced in new accommodation, they say that they are looking forward to the old school being demolished to allow the playground to be extended.
Previously, the school had no kitchen and food was brought in at lunchtime. Now with its own kitchen the school is able to provide greater flexibility in the choice of food available to encourage healthy eating.
"The school is brilliant because from the dinner hall you get a good view from the giant window. Also we have patio doors in the classrooms so we can go straight outside. We have skylights in the classrooms and a very big gym hall". Mollie, P7
"I love the new school because the skylights make the classrooms much brighter. The chairs are more comfortable and we have a fabulous unique ceramic wall display. We have a fantastic view from our new dinner hall". Rebecca, P7
General evaluation of building
Based on the fact that it is designed on a 60 year life-cycle, with programmed maintenance criteria, it is envisaged that the building will be sustainable in terms of providing a high quality, well cared for, robust building.
The users report that the school is modern, bright and airy, with excellent learning and teaching spaces and open areas, which allow flexible use depending on the requirements. Teachers especially enjoy the airiness and good daylight and the storage walls adjacent to the whiteboards. Storage needs were considered from the outset and built-in to the design. This has the added advantage that it does not encroach on classroom floor area. 
The children have more space than before and there is an opportunity for their varying needs to be accommodated, including bespoke, contemplation rooms for children with special educational needs such as autism.
Lessons Learned
Involving the building users and client at an early stage helped everyone involved understand the design process 
more clearly and encouraged 'ownership' of the school.
Experience has shown that materials used for SEN quiet rooms require to be more robust.
Breakout spaces for classrooms are excellent.
Rubber safety hinges were used on all doors, which avoid the risk of children's fingers being caught. This is now used as standard in all schools in South Lanarkshire.
Early discussions regarding storage provision have resulted in better solutions that do not reduce classroom floor areas.