Educational Landscapes, Beal High School
Educational Landscapes, Orleans Infants School
Educational Landscapes, Leeds University
Educational Landscapes,Francis Askew Primary
Educational Landscapes, Burnlaey College
Educational Landscapes, YSP Education Centre
Beal High School thumbOrleans Infants School thumbLeeds University thumbFrancis Askew Primary thumbBurnley College thumbYSP Education Centre thumb

Educational Landscapes

The design and delivery of school grounds provides an opportunity to provide a transformational learning and social environment for pupils. The external environment in schools is often a forgotten and under-used asset. Our role is to provide design solutions and guidance on how best to utilise school grounds to meet the educational, recreational and social needs of pupils.
We have a sound working knowledge of current educational legislation and best practice, such as Building Bulletin 103 - Area guidelines for mainstream schools, and guidance produced by Learning Through Landscapes through our annual membership.
Our design approach and close collaboration with related design disciplines combine to create unique, school specific designs that are functional, cost effective and practical.
We believe in a “whole-school” approach, where school grounds have the potential to be developed as a valuable learning resource that can enrich and enhance pupils experiences and provide a valuable asset for the local community it serves.
Our design approach to school grounds:
- Provides a holistic design approach ensuring full interaction of the landscape with the built form and creation of direct internal and external relationships;
- Captures and incorporates individual needs, aims and aspirations through stakeholder engagement;
- Ensures that the individual site specific character, context and constraints are fully understood, considered and responded to;
- Ensures integration of the development into its surrounding context, responding to the local landscape and identity;
- Creates a variety of social and learning experiences so that the external environment becomes a learning resource;
- Creates of a legible and inclusive environment for all through understanding spatial relationships; and
- Allows for ongoing development and participation.