Abraham Darby School

Telford and Wrekin

Overall design quality rating: unsatisfactory

Comments:

A number of good ideas have informed the design of the learning community and its grounds. For example, using the change in levels across the site to the advantage of the building design is sensible. Nevertheless, the design misses the opportunity to convert the site’s assets into a high quality educational facility that could also benefit the community. The degree of formality and the finite nature of the building forms raises particular concern. It will be difficult for the campus to evolve and adapt in the long term and given its poor relationship with the land outside the site, is unlikely to realise the regeneration benefits intended. We are not convinced, therefore, that the proposal adds up to being a well designed project overall. The following points need to be addressed before the planning application is determined:

• The ‘learning axis’ has influenced the design heavily, yet its position in relation to the site boundary means that the buildings are set back from Ironbridge Road which will mean that the campus will be unsuccessful in communicating its status as a community facility. This may, in turn, result in the wider regeneration benefits of the scheme being lost.
• The formal character of the landscape does not take any reference from the character of the land outside the site. The arrangement of the buildings and spaces makes way-finding difficult. The pedestrian entrance approach from the north-east of the site ends abruptly at the primary school entrance without making the entire edge of the site more permeable.
• While the internal layout of the buildings individually is logical, the overall composition of buildings and outdoor spaces is less so. Differentiation between the fronts and backs of the buildings is lacking which will make way-finding in and around the site difficult. While the internal layout of the academy is straightforward, the tenuous position of the learning axis creates a poor link between the academy and the primary school. Furthermore the design of the spaces along its length will make way-finding between the primary school and the academy difficult. Once these spaces are in use, the line of sight between the schools will be obscured. The circulation areas inside the academy on levels 1-3 and between the classrooms and the main staircase appear constrained by the offices and break-out spaces. The limited space between the ground floor entrance and the auditorium, together with its height, is not conducive to showcasing the auditorium to visitors.
• We are encouraged by the resource strategy that proposes a comprehensive range of site specific measures to include combined heat and power and an anaerobic digester. It is important that this can be translated into a workable solution that provides a comfortable learning environment and that can be easily managed.

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