Frequently Asked Questions

Questions

Answer/Response

Budgetary issues
Has the budget remained the same since we were last were updated?	YES
Does this budget include the cost to build land services accommodation?	YES
Is the land services accommodation still requiring space within this “tight” site.	A small Land Services Depot is to be accommodated on the remote park end of the site which will be at some distance from the school.

Classroom size and numbers
Is there any further information about numbers of children likely to attend the school?	The latest estimation from our statistician shows the roll to be some 490 pupils in session 2009/10 dropping to 432 pupils by session 2017/18
General classroom: 66sq. metres.= 8x8.25 sq.m Nursery: 75sq.m = 9x8.3 sq.m	8.8 x 7.5m to enable for natural ventilation across short depth 9.7 x 7.725m
Is the recommended measurement which relates the space each child needs in the classroom multiplied by the maximum no. of pupils allowed, adhered to give the classroom dimensions in this build?	These figures do not determine the classroom size for it is important to also consider the issue of the classroom size that will allow the most efficient and flexible response by the school to whatever circumstances that arise. Presently as numbers of pupils per room are being cut classrooms of 75sqm could be portrayed as quite wasteful.
21 classroom spaces for 666 pupils to include: · Computer suites - · Art and Craft ? · Science and Technology ? · Music Room?	Computers will be accommodated within all teaching areas and within the media and library suite. Dedicated rooms for art, craft, science, technology and music within primary schools are not the norm – however the wet and dry general purpose room can/could be used for these purposes.
Infant and Junior [requiring different height of tables etc.] How will this be managed?	Each room is allocated a likely age group and furniture heights are thereafter determined.
How many actual base classrooms in each year group?	A maximum of three.
Does the same 66sq.m apply to big 11/12 year olds and little 5yr olds?	Yes. 11/12year olds require less space than younger pupils. The youngest pupils require most space of all. In recognition of these concerns the infant classrooms are generally associated with the social space which confers some educational use /value in developing communication and social skills etc to the younger group.
Does the 66sq. metres include the cloakroom area?	No. A coat and shoe box space is generally provided outside each class base.
Will there be space to make private corners with screens for respite from the throng, for the children who wanted to read, write, chat or play quietly in ones or twos: considered a real asset and a boost for the development of communication, language, respect, friendships and cooperative working.	Yes, the intention is to provide a number of standard classrooms that can efficiently and flexibly meet the needs of the school and can be customised by teachers and pupils to meet precisely these kinds of needs and ambitions. Loose classroom and staffroom/office furniture will be supplied by Education Services. Good use of the social space show allow independent structured activities and places for contemplation and quiet activity
Some consider that it will be vital to have spaces in both Infant and Junior classrooms that are not in the main thoroughfares [beside main teaching areas and the groups of tables and chairs] A small group can go there to be taught; to plan and develop ideas for a project etc… is this the case for this building?	Are these retreat spaces? Dedicated retreat spaces reduce the available classroom area, and often reduce the efficiency of the overall arrangement, in any case the accommodation schedule provides other similar opportunities for “retreat” e.g. library and media space, social space, book-able conference facility (meeting room /interview), and general purpose rooms can also assist.
Although modern designs have tended to move away from box shapes (which may be considered good practice) is this the case for this building?	See drawings
There is a hope that the sizing of classrooms is generous but from the information currently available there are concerns that it is not.	See drawings the classrooms will be the sizes stipulated within the accommodation schedule and designed to maximise the use of natural light and ventilation.
Will the design allow daylight to be maximised without teachers and children cooked in the summer?	The design is to be thermally modelled.

Cloakrooms and storage
Important to make sure cloakrooms for coats and bags are designed to be outside the classroom and not included in the internal classroom space. Wet coats, bags and shoes should not be drying inside the classroom.	That is the intention. See drawings
Toilets and Cloakrooms can be dodgy places: stealing from coats and bags; and of course bullying. How will the design approach this issue?	Refer to brief and see drawings.
Each class should have its own cloakroom area. 2/3 classes trying to move through one cloakroom space is hard work. What is the design principal for this build?	A coat and shoe box area directly outside each class-base.
There are logistical problems with physically moving children in and around cloakroom space, so good design is essential. Extra pegs for PE and school bags, lunch bags. A bench/cupboards for changing shoes etc.	Refer to standard class-base.
Every room should have a sink/draining board/storage area for paints, glue etc which is tiled/ easy to clean.	Refer to standard class-base. All class-bases have sinks and a storage or teaching wall.
A corner for quiet reading/ writing; for group work; for computers. All these needs really add to the dimensions and the space necessary for children to function in a modern classroom.	Refer to standard class-base. The only way to “add” these functions without additional resources is to ensure what is provided is flexible. This is generally done by firstly maximising the effective teaching area, secondly optimising the proportions of the room and thirdly by minimising the space intrusion of other considerations such as storage and services.

Other areas of interest

Children’s potential for engagement with the process of food prep- how will the design approach this issue?	The design of the school kitchen will follow the current standard design which meets the requirements of the “Hungry for Success” initiative. The extended areas of the new curriculum document “ Curriculum for Excellence” will look at expanding children’s healthy eating knowledge
Supervision of external play space- how design will manage this issue?	Overlooked by staff base and supported by adult presence in the playgrounds – this is current practice
Flexible and innovative use of play space: how will the design approach this issue?	Discuss school grounds development plan. This will be an opportunity for pupils to engage in the initiative of grounds development
Covered outside play space: how will the design approach this issue?	See drawings
Covered outside/inside waiting/ social areas for children’s parents and carers	See drawings
Groups relationship with the project leads?	The development of the detail will be presented to the group. It is important that that all parents are kept informed of progress by the interim school board, your web site and heads of establishments.
When/if delays occur can the group be informed and formally updated ( to ensure that the information we provide is correct)?	You will be informed of progress and we expect that you will update interested parties.

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