Case Study

Social spaces in the

learning environment
 Introduction and Context also providing the right mix of spaces within a school for
children and young adults to socialise. Schools also need to
Within the past decade, following the Scottish Futures prepare pupils for the outside world, and the design of social
Trust’s ‘Schools for the Future’ programme, the education spaces within schools can help with this transition through
sector in Scotland has witnessed a building boom with facilitating social communication.
inspirational spaces appearing the length and breadth of the
country. These new schools, both primary and secondary, A fundamental question that is perhaps beyond the scope of
are being designed to respond to the Curriculum for this document is ‘when is a space just a social space?’.
Excellence, providing spaces that cater to both formal and For some educators, ‘every space within a school is a
informal learning, to group work and to individual study, to learning space’, while others define social spaces as ‘the
social activities and to sporting endeavours and for many internal and external areas within the school buildings and
schools, responding to the particular demands of the local grounds where students go to when they are not in the
communities in which they are based. Additionally, many classroom’. There is clearly an opportunity for confusion.
older schools are being refurbished by local authorities to
bring the accommodation up to modern standards; working In this document we showcase inspirational, non-classroom
within existing building footprints can place constraints on spaces that cater more to the social side of school life,
what can be achieved, especially with listed buildings, but presenting the large, communal spaces within award-winning
also allows opportunities for creative re-use of space. new build schools, examples of a sympathetic treatment of a
historic school building as well as some spaces that bring the
Schools have moved from ‘classrooms, corridors and a gym outdoors indoors.
hall’ to true ‘learning landscapes’ that support the pupils
on their learner journeys whilst also providing a pleasant Research
environment for their staff and visitors.
From early years provision through to secondary schools,
The Curriculum for Excellence has four key purposes, best
the importance of social interaction in the development of
summarised as ‘helping children and young people’ to be:
children and young adult’s is well-understood [1]. ‘Social
connectedness’ can have a range of academic benefits with
• successful learners
social spaces facilitating learning, supporting the notion that
• confident individuals
while every space is a learning space, non-classroom spaces
• responsible citizens
help with the formation of community and identity [2].
• effective contributors
Social spaces are just one of many different types of spaces
in schools that support different aspects of the Curriculum
Different spaces within schools have to respond to these
for Excellence [3], and while this type of space can bring
purposes in their own particular way, and as is apparent from
people together, it can also reinforce a tribal mentality.
walking through many of the new schools, the challenge
The ownership and control of spaces (including social
is to make spaces fulfil more than one function (and for
spaces) by pupils can result in bullying if relevant support
‘all-through’ campuses, to make these multi-function spaces
is not provided [4]. In some of the case studies presented
cater to a wide age range).
here, different age groups in secondary schools have been
allocated or have commandeered their own spaces on
The emphasis on school design is not solely on creating
campus. In this respect, new schools are not that much
spaces that will enable academic excellence, but on
different from the old.
creating spaces that will help to develop the individuals’
skills as a whole, taking learning out of the classroom and

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“Cleverly considered interior settings can accommodate many
different functions across the day. Boundaries between what
is a social space and what is a learning space; between what
is a library and what is a community cafe, can blend and blur
offering a great deal of flexibility in use across the day for
many activities and users.”
Architecture and Design Scotland

Wellbeing is fundamental to learning and good design of function as lecture seats [12]. Circulation space as social
school environments plays a significant role in the experience space is not the only option however, with this document
of wellbeing [5]; good school design shows pupils that presenting several instances where existing space has
they are being listened to [6]. More social spaces, where been transformed (e.g. Murrayburn Primary) to introduce
pupils can gather and interact, ‘where young people can opportunities for more social activities. The heart of many
feel relaxed to be themselves’ [6] are vitally important for new schools is the central social / dining space, where
developing social and emotional skills; however, the physical furniture is often brought out from storage for lunchtimes
spaces are only part of the solution. Students need support in order to increase the flexibility of the space and increase
to navigate such spaces and make the entire school an utilisation. The multi-function nature of these ‘large cohort’
environment that is safe, positive, and conducive to learning spaces ‘involves a rethink on space management and
[7]. However, a study of pupils’ perceptions of their schools, facilities management issues’ [9]. Two models are presented
including different social spaces, shows that ‘secondary in this document: a dedicated dining space (e.g. West Calder
school students are not one homogenous group’ [8]. When High School) and a flexible, multi-use space (e.g. Dalbeattie
students’ perceptions of their school environment are more Learning Campus). The appropriateness of each model will
positive, behaviours are generally better and students’ be school-dependent. It is clear that in general there is a
engagement with the school is more likely; these are related need for more post occupancy studies and wider research
to key educational outcomes [8]. on the impact of these large social spaces in new school
buildings.
Schools are now more of a learning landscape [9], containing
a mixture of timetabled and non-timetabled spaces. The Principles
above study [8] listed key themes raised by pupils when
discussing social spaces, including ‘choice of meeting spaces’
In an effort to increase the utilisation of space within
and identified that ‘good quality social spaces should be
schools, it is not uncommon for spaces to fulfil
varied or flexible enough to facilitate different activities such
multiple-functions, and just as spaces often merge into one
as relaxing alone, having privacy to be with your friends etc.’
another, activities taking place in these spaces don’t always
Excluding space given over to teaching or sporting activities,
fall within strict boundaries.
unless dedicated social spaces are provided
(e.g. common rooms) pupils are sometimes only left with the
‘Cleverly considered interior settings can accommodate many
café / dining spaces and the building circulation, the latter
different functions across the day. Boundaries between what
often being fitted out with soft-seating areas (though even
is a social space and what is a learning space; between what
these areas are often managed by the schools as classroom
is a library and what is a community cafe, can blend and blur
breakout areas and not social spaces per se). It could even
offering a great deal of flexibility in use across the day for
be argued that less-formal spaces such as libraries fall under
many activities and users.’
the category of learning spaces and are typically managed
Visualising Change - Space Strategies Learning Note
accordingly. In their 2009 report on the impact of new school
buildings [10], Audit Scotland reported that ‘pupils complain
While formal learning still predominantly takes place in a
of lack of space in … social spaces’.
classroom environment (whether that be fully-enclosed
or semi-enclosed), learning and teaching in break-out
The growing importance of circulation as social space is
spaces is increasingly being facilitated by flexible learning
evidenced by the number of ‘Hellerup’ seating / stairs in the
environments. ‘Every space is a learning space’ is a common
new Scottish schools. These allow for ‘visual connectivity
phrase in school design.
and ease of circulation within the school, as well as providing
a casual social space for students and staff’ [11]; they also

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 That being said, there is still a requirement for spaces that Pupils of all ages be they young children or young adults
support the social aspect of school life, particularly need to blow off steam and enjoy social spaces; this will
during those times of the day that are not timetabled (and undoubtedly result in the generation of noise. While self-
this becomes more important for senior secondary pupils policing is important, the layout and design of social spaces
who may have more free time but who are still expected to is important also. One of the key attributes of a social space
be on school premises). Perhaps the only difference between is that it should be located such that activities in that space
a true social space and a social learning space is the purpose do not disturb others. The increased role of acousticians
of the activities in the space or whether the activity is in new school projects, where the degree of open plan is
timetabled. However, even when there are no timetabled far greater than in traditional schools, is key and interior
activities, such is the availability of information, via mobile designers need to specify fixtures and finishes that can
technology (phones or laptops) and Wi-Fi, and the nature go some way to mitigating the impact of noise. Having
and importance of peer-to-peer interaction, the boundary social spaces distributed throughout a school increases the
between socialising and learning is very malleable. This is opportunity for zoning the school, having some spaces that
more apparent in secondary schools where most, if not all, are quieter than others.
pupils have access to a smartphone.
Schools now offer variety in terms of formal learning spaces
The potential to customise spaces in school buildings for (classrooms, IT suites etc.) this needs to be replicated in
short periods and to take ownership is important. Within social spaces, and there needs to be awareness of how the
reason furniture should be able to be easily moved around to individual spaces cater to pupils with different needs; colour
accommodate rapid changes in group sizes and ad hoc and graphics are vitally important. Designing spaces that are
gatherings. The ability to reduce the scale of a larger space inclusive and respond to neurodiversity will be appropriate
by creating an environment that is more appropriate for for all pupils. Complexity of design can add interest in social
a small group is important. Micro-environments, either spaces, but this also has the opportunity to distract and
through furniture or semi-enclosed spaces, introduce confuse and the layering of spaces, within a central atrium
a more human scale. Too big feels impersonal, too small (for example), raises questions over ease of accessibility.
feels cramped. However, the balance between privacy
and openness exposes the dichotomy between the pupil Finally, social spaces need to be inspirational and offer
experience and the management of spaces, the challenge pupils the opportunity to express themselves and learn
between being able to express yourself freely among your valuable social skills. Involving pupils in the design (including
peers and the responsibility for ensuring that behaviour graphics) and in the development of protocols as to how the
is appropriate for a school environment. As schools spaces will be used is important for ownership of the spaces.
become more open and spaces become more flexible, the Social spaces need to engender a sense of pride at being in
management of spaces becomes more important. their school and can be used to showcase the achievements
of the school and its position within the wider community.
Social spaces within a school need to be durable. Designers
need to look past day one and specify products that will
allow the space to look presentable and still function as
intended for significantly longer (all within a finite budget).
Ease of cleaning and maintenance of fixtures and finishes is
important.

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‘Terraces of activity’, Garnock Community Campus.

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 Example 1: Boroughmuir High School, Edinburgh
Date of opening: February 2018
School roll: c.1260
Type: Secondary
Awards: Building of the Year and Large Project Award,
Edinburgh Architectural Association Awards (2018)
Regional Award, Royal Institute of British Architects (2018)
Award for Education/Health and Wellbeing,
Royal Incorporation of Architects in Scotland (2018)

Overview

Situated on a heavily sloping site that is bordered on pupils for socialising (especially the movable, covered pods).
two sides by roads and on another side by a canal, the The only complaint voiced to date regarding the main atrium
award-winning new high school is more condensed than is that the space is not big enough (with an increasing school
contemporary new build schools. Containing the usual roll destined to put even more pressure on this space). The
mix of formal and informal educational spaces as well as outdoor social spaces have not proved to be as popular
innovative spaces such as a rooftop multi-use games as imagined; it is hoped that this can be rectified through
area, the five-storey building is wrapped around a central changing the rather cumbersome furniture and ‘pruning back’
three-storey atrium space that for the first time in the the greenery / landscaping. The lower atrium has proved to
schools’ history allows all the pupils to take part in an be very popular with those pupils bringing their lunch back
assembly. The connection with the outdoors is important from nearby shops. Originally quite an empty, under-utilised
also; from the connection to the canal-side to the outdoor part of the campus, it is now a busy spot with new seating
learning spaces accessed directly from the atrium. and tables added following the move in.

Experience

From the main entrance, a wide stairway takes you up to

the building ‘hub’ on the first floor, the multi-function social
space. The entrance to the space contains furniture settings
that promote small group learning and socialising, while
when configured for dining, the different furniture solutions
allow groups of different sizes to gather. Situated under the
stairs to upper levels, bench seating with acoustic panels
offer a (slightly) quieter setting. A large, south-west facing
covered outdoor area complete with mature planting and
integrated seating can be accessed from the atrium. Dotted
throughout the school are break-out spaces close to the
formal classrooms and due to the sloping nature of the site,
an additional entrance on the ground floor has a large atrium
/ communal space with a coffee point and break-out seating.

Reaction

The reaction from pupils to the new social spaces within

Boroughmuir High School has been very positive. Pupils feel
very much at home customising the spaces within the main
atrium area, reconfiguring the furniture to accommodate
groups of different sizes. The social area at the top of the
main stairs is heavily used by English and Modern Languages
for informal learning but is also very popular with senior

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 Stairs to lower atrium

Main dining area

Acoustic booths

Movable covered pods

Access to outside social space

Informal learning space

Stairs from main entrance

Layout plan of the Central Atrium.

The Central Atrium - the main social space in the school. 7

 Example 2: Garnock Community Campus, Glengarnock
Date of opening: August 2017
School roll: Primary (c.160), Secondary (c.970)
Type: Nursery, Primary and Secondary

Overview Reaction

This two-storey ‘all through’ learning campus on a green-field Having the separate auditorium space means that the
site has space for Early Years, Primary and Secondary schools central social space doesn’t have to fulfil multiple functions;
and replaces existing schools within the area. Sightlines the dining furniture is always in place, even during breaks.
throughout the building are important and the open nature This has led to students intermingling, with up to 500-600
of the shared interior spaces are designed to enable pupils to children using the different central spaces during breaks (the
see the different stages of the learner journey. The building school ‘wings’ are off limits outside of teaching time). The
also contains modern sports and leisure facilities that are 6th floor students are the only secondary school pupils who
shared with the community out of school hours. have a designated space (an informal area at the top of the
‘Hellerup’ seating). Having all students share this space has
Experience led to behaviours being moderated (with noise not being
an issue) but also means that everyone is on show. When
incidents occur (as they inevitably do in secondary schools),
The central, shared space is the heart of the campus and
there is no hiding place and this is managed by having staff
is intended to have the feel of a ‘town square’, offering
patrol the central space during breaks. The dedicated social
plentiful space for socialising and informal learning, providing
space within the primary school areas is well-liked and
a variety of catering options and allowing views to nature in
used for a range of social learning activities as well as for
all directions. With a large fixed auditorium and community
a breakfast club and after-school activities. The community
café co-located in the building, it allows the school to play
access to the auditorium and the sports facilities has not
a central role in the life of the local community. 6th years
been without its problems. Having the public pass through
are granted access to this community café at all times,
the shared, central space to reach their destination has been
with 4th and 5th years having the same privileges during
challenging for both school and the community.
study leave periods. Having everyone enter via the same
door further reinforces the ‘one community’ aspect of the
campus, with members of the community restricted from
accessing the main school areas during the day. The layered
nature of the central atrium spaces, with break-out spaces
on ‘galleries’ overlooking each other provides a stimulating
internal landscape with ‘terraces of activity’. Lunch and break
times are staggered thus this central social space never feels
overcrowded. The primary school has its own mini-atrium
which allows pupils to socialise within their own space. The
addition of loose and flexible furniture in the circulation
spaces throughout the campus adds more choice to the
social / informal learning spaces.

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 ‘Hellerup’ seating

Primary School atrium

Outdoor access

Library

Accessible toilet
Main entrance
Community café
Auditorium

Dining & social space

Alternative food outlet

Garnock Community Campus, ground floor detail.

The mini-atrium within the Primary School. 9

 Example 3: West Calder High School, West Calder
Date of opening: August 2018
School roll: c.800
Type: Secondary
Awards: Shortlisted Pupil/Student Experience, Education Buildings Scotland (2018)
Shortlisted RIAS Awards (2019)

Overview Reaction

The high school is ‘a unique response to a unique site’ with The school has now been open for more than a year and
its form echoing the surrounding West Lothian landscape. the response from staff and pupils has been overwhelmingly
Designed with the community in mind (access to sports positive. A major reason behind this success was the work
facilities is via a separate entrance) it is at its heart a truly carried out by the school in preparing everyone for the
innovative school building containing formal teaching new school, including the creation of pilot spaces as part
spaces alongside semi-enclosed flexible learning spaces and of the Inspiring Learning Spaces programme. The Learning
inspiring break-out / social spaces dotted throughout the Plazas are being used by staff from different subject areas,
three storeys, often on half levels and of differing scales. resulting in greater interaction between staff themselves
Within the deep plan building there are necessarily some and presenting opportunities for more collaborative working.
internal spaces, but generous glass walls provide views Despite being far more open than the previous school, the
out of (and in to) these spaces and into communal spaces combination of acoustic considerations and the pupils’ own
where natural or borrowed light abounds; visual connectivity sense of noise control makes the central space seem a lot
throughout the building is very important. quieter than one might suspect. The amphitheatre
/ arena has become the ‘go to’ place for pupils during break
Experience times, while the ‘snugs’ are very popular with senior pupils,
especially around exam time. The passive supervision by
staff of the social spaces combined with the very open
Some informal meeting booths sit opposite the main school
nature of the spaces themselves has reportedly led to a
reception, belying the scale of the spaces that greet you
reduction in incidents of bullying. The central social spaces,
at the top of the main stairs; the experience is akin to
as well as catering to school events, are also being used by
entering a sports stadium or a concert venue. The vast,
senior pupils for charity events within the community.
central social hub space contains the separate main dining
area as well as the school assembly area and the dance
/ drama studio which acts as the stage. An early decision
that there was no need for all-school assemblies allowed for
a smaller amphitheatre space, with the saved space given
back to more social learning spaces. A secondary café for
senior pupils sits behind the ‘Hellerup’ seating in the arena.
A combination of loose furniture and semi-enclosed spaces
(‘snugs’) act as social spaces as well as informal learning
spaces; this mix is seen as being important for giving pupils
choice in the type of spaces they can access. For ease of
management, different year groups are provided with their
own allocated space on the campus. The use of colour and
bold graphics (Albert Einstein and Rosalind Franklin look
down on the learning plaza outside the Science classrooms)
help to soften and individualise the large open plan spaces.

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To dining space
‘Learning Plaza’
Break-out space
Dance Studio
Amphitheatre’
‘Hellerup’ seating
Café
Library
Main entrance

Layout plan of first floor.

‘Learning Plaza’, ‘Arena’ and pupil dining space. 11

 Example 4: Waid Community Campus, Anstruther
Date of opening: July 2017
School roll: c.680
Type: Secondary
Awards: Project of the Year, Education Buildings Scotland (2018)

Overview Reaction

Designed to replace the Victorian-era Waid Academy In the two years since the school has opened, increasingly
buildings, the new three-storey school sits within the new pupils are socialising indoors with younger pupils, including
Community Campus alongside the Primary School and the those who never experienced the old Waid Academy,
Sports Centre. While the old school offered nothing by way congregating on the atrium stairs; the older groups tend
of social spaces, the new school places the social aspect of to inhabit different social spaces, with the library being a
the learning experience at the physical heart of the building. popular study space for the 6th year pupils. The community
The community aspect of the school is also very much to café in the library is open to 6th year pupils at all times and
the fore; a council reception desk greets you at the public to other pupils when accompanied by an adult; the capacity
entrance with a community café, library, enterprise space for the café would not cope with access being granted to all
and flexible community space all contained on the ground pupils. This has led to the café being a popular spot in the
floor. A town hall / conference suite as well as a Police town with family members regularly joining their children for
Scotland office complete the community hub that wraps lunch. Additionally, the conference area (located between the
around the atrium and sits ‘before’ the school security line. library and the school dining area) is used for a Pensioners’
Lunch Club while a Parent & Toddler group regularly uses
Experience the community spaces on the ground floor. The overall
vibrancy of the community café has both advantages and
disadvantages; it reinforces the strong community aspect of
The large central atrium space with ‘Hellerup’ seating acts
the school but has required careful class timetabling so that
as the main social space for unstructured social time, i.e.
the Innovation Bridge is sometimes only used to teach classes
lunch-time and breaks, comprising the main dining space
where there is less demand for quiet and concentration and
and a flexible teaching space. The separate male and
more opportunities for groupwork and interaction.
female toilets on the ground floor are directly accessed
from the atrium and are located under the ‘Hellerup’ seating
area. On the first floor the circulation route, including the
open space of the Innovation Bridge, overlook the atrium
and provide generous break-out spaces that support social
learning with flexible furniture allowing for a degree of
personalisation and ownership. On all floors views to the
outside are complemented with views into the teaching
spaces, giving all pupils a glimpse of, and a connection to,
the different subjects in the curriculum. The auditorium is
the final main social space, used by the school during the
day and by the community after school hours. The link
between school and community is implicit in the design of
the building; where required there is a degree of separation
that permits the two to co-exist.

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Community
entrance
Community
café and shared
library

Booths
‘Hellerup’ seating

Dining and social

space

Moveable booths
and pods

Main school
entrance

Layout plan of ground floor social space.

Main social space with break-out spaces / social learning spaces 13

off the main first floor circulation route.
 Example 5: Dalbeattie Learning Campus, Dalbeattie
Date of opening: November 2017
School roll: Primary (c.280), Secondary (c.370)
Type: Nursery, Primary and Secondary

Overview Reaction

Dalbeattie Learning Campus provides upgraded and The number and range of social spaces within the campus
integrated educational facilities for the Dalbeattie area, allows for different groups of secondary age pupils to find
amalgamating Dalbeattie High School with both the their own ‘territory’; this is no different to the behaviours in
Dalbeattie Primary School and Nursery School onto one the old school. The response has been somewhat mixed with
shared, multi-purpose site. This ‘all through’ learning campus regard to the secondary school pupils – the openness of the
provides both traditional and flexible learning spaces for shared central dining space has been a challenge for some
all pupils as well as a wide-range of social spaces and students, who have commented on the lack of privacy and
also spaces designed for more vocational learning; it is the wish for access to more spaces. For the more enclosed
the embodiment of the learner journey under one roof. areas, such as the ‘pods’, the opposite is true and the
While there is some separation between the primary and response from staff is that these spaces have to be managed
secondary school environments, the central, shared space more and behaviour within the spaces monitored; eating and
and a common design approach results in a campus where drinking is no longer allowed in these informal areas. This
the opportunity for younger pupils to experience their future experience of introducing pods highlights the often opposing
learning environment on a daily basis is designed to ease ideas of privacy and supervision. An obvious solution is to
the transition process. make the pods less enclosed, though their effectiveness as
timetabled informal teaching spaces would potentially be
Experience compromised. For the primary pupils, break times are spent
out of doors, with the soft-seating areas and ‘pods’ used only
for informal learning activities. When the weather dictates
The heart of the school is the multi-function space that
that breaks need to be spent indoors, pupils’ socialising is
is part dining hall (with split sittings) for the primary and
kept within their own classroom and monitored by staff.
secondary pupils, part assembly space, two opposing areas
of fixed ‘Hellerup’ style seating and a section of movable
bleacher seating. The drama box and drama studio complete
the main elements of this shared space. As the pupil moves
away from this light, airy central space, additional social
/ learning spaces are provided, ranging from built elements
offering more seclusion (‘pods’) to areas that are more open.
More social / learning spaces are formed by loose, modular
furniture and are located adjacent to the classrooms in wide
circulation routes. To reinforce the integrated nature of
the campus, the design of these ‘pods’ is retained in both
primary and secondary schools. Direct access to several
outdoor covered social learning areas is possible from
this central space. Timetabling is such that primary and
secondary school pupils do not share the same space at the
same time under normal circumstances.

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Primary School
‘Hellerup’ seating
Drama suite
Secondary
School

Layout plan of ground floor social space.

Main school
entrance

The ‘Hellerup’ seating in the Heughan Hall. One of the pods. 15

 Example 6: Marr College, Troon
Date of opening: Extension opened November 2017
School roll: c.920
Type: Secondary

Overview Reaction

A new built technical wing and new sports / community Pupils have very quickly staked their claim to different social
building were added to the newly-refurbished existing ‘B’ spaces and the reaction to the school transformation has
listed school. Making better use of existing spaces in the been very positive. The courtyard areas are very popular,
main building was a key component of the project, including especially with senior pupils, while the dining area is the
creating two three-storey learning plazas in the unused favoured location for junior pupils (with bench tables proving
external courtyard areas by covering them with ETFE roofs, to be more popular than the smaller round tables); the
installing connection bridges to improve circulation and café area adjacent to the school entrance is popular with
heating the spaces. The connection between the old and the middle school. In general pupils are spending more of
the new has a ‘light touch interface’ that has resulted in a their break time indoors. The behaviour of pupils within the
new two-storey atrium space which was designed to contain courtyard areas was initially an issue, but this has improved
the main entrance to the school as well as the library and recently and all spaces are supervised by staff during breaks.
the main dining area. The result of this new building and There are open plan learning spaces above the courtyards
the covering of the courtyards is social learning spaces now and the use of these spaces requires careful timetabling and
being available to pupils where previously there were none. management of activities in both spaces; the same holds
for the new building where open plan classrooms sit above
Experience the café and dining spaces. An unused plant room in the
basement of the old building had been transformed into a
mini-amphitheatre space. Initially intended for the entire
The redevelopment of the main building has taken unused
school, due to reports of graffiti it was changed into a senior
courtyard spaces and transformed them into valuable
school study space. The initial location of the library was felt
informal teaching spaces (‘learning plazas’) and has vastly
by staff to be too open, and this space has been changed to
increased the number of social spaces available to pupils with
a new study and social space with the library moving in to
‘Hellerup’ style seating was installed in one of the plazas. The
one of the learning plazas.
abundance of light entering the atria and the views into the
space from adjoining classrooms could make the learning
plazas too open. This has been addressed by the inclusion
of several, semi-enclosed spaces off these courtyard areas
for small groups. The new dining area similarly increases
the choice of spaces, with soft-seating booths giving pupils
comfort and privacy.

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 Café

Main entrance

Library (original location)

Informal learning
courtyard

Main dining /
social space

Layout plan of the ground floor showing the different social spaces.

One of the learning courtyards showing the different mix of informal learning and social spaces. 17
 Example 7: Quarry Brae Primary School, Glasgow
Date of opening: 2010 (Treehouse opened 2018)
School roll: c.220
Type: Primary
Awards: Inspiring Learning Space, Education Buildings Scotland (2018)

Overview Reaction

Quarry Brae Primary entered into competition as part The entire process has been overwhelmingly positive, from
of the Scottish Government’s Inspiring Learning Spaces the pupils participating in the design, to working with the
programme in 2017, with the submission being led by the architects, to observing the works on site. This involvement
pupils from the outset with minimal input from staff. The in all stages has led to greater interest in the practical
aim was to transform an unused part of the school (‘The aspects of construction. Since the pupils have designed a
Street’) from ‘an inhibiting environment’ into a space that bespoke space, they are free to use it as they wish, with
will enhance the school and improve the pupil experience. more than enough space in the treehouse for different
All year groups contributed to the design, with the senior activities, whether that be running about, playing creatively
pupils getting involved in research. Ideas of what the space or reading quietly. According to staff, since there is no ‘adult
should look like and what its function should be were template’ on the design, it is more about fun than about
discussed by the whole school community; the decisions learning. So positive has been the response that due to its
in the end were solely the pupils’. Representatives from popularity access to the Treehouse is managed (though
each class subsequently took on the responsibility of taking not timetabled) and while staff supervise pupils when they
forward the chosen design before the final concept was are using the space, there have been no incidences of
presented to senior Glasgow City Council staff. bad behaviours. Since the pupils have a sense of project
ownership, and while they are excited to play in such an
Following the award of the funding to transform an unused inspiring space, they are very respectful of what they created
part of the school campus into an inspiring space known in an otherwise windswept corner of the campus. Prior to
as the ‘Treehouse’, the school’s own project team (the opening, the pupils themselves were clear that there should
‘Treehouse Crew’) worked with the council’s Architects and be rules governing behaviour in the Treehouse and this has
designers to translate their concept into reality. contributed to such an inspirational space.

Experience

Situated in a corner of the school playground behind roller

mesh screens, the two storey Treehouse is a colourful mix
of surfaces, stairs, platforms and overlooks with different
areas for seating and hiding; it brings the outdoors indoors.
Constructed mainly out of wood, there are two means of
accessing the space. The ground floor is reached via either
a ramp or two steps up on to a platform with two metal
climbing frames. Off to the sides are hanging ropes and seats
(with in built storage), while there is a crawl space underneath
the stairs. Direct access onto the upper platform is via a door
from the school corridor on the upper floor. Again, there are
seats to one side and plenty of opportunities to look out over
the lower platform and to the array of benches. While not
completely open to the elements, the treehouse allows the
pupils to play in the fresh air while still being under cover,
contributing to a healthy, active lifestyle.

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The wood and steel ‘Treehouse’ sits in a formely unused corner of the building. 19
 Example 8: John Paul II Primary School, Glasgow
Date of opening: 2006 (Nessie’s Corner opened 2017)
School roll: c.230
Type: Primary

Overview Reaction

Due to the hard work of staff, pupils and parents, John One look at the school sign-in book tells a story of a space
Paul II Primary School in Castlemilk is gaining a positive that is receiving interest from far and wide; recent visitors
reputation at odds with its location in one of Glasgow’s most have travelled from Valencia, Spain (as part of a school
deprived postcodes. The driver for this positive exposure e-twinning link) and Nuremburg, Germany to learn more
has been the transformation of a well-used but uninspiring about the success of Nessie’s Corner. That is only part of
IT suite into a vibrant, flexible and incredibly popular space the story, the real success has been with the increase in
that supports new learning pedagogies, but from a viewpoint engagement with pupils and staff alike. The former are now
of engagement between staff, pupils and parents, has also setting and running their own clubs during lunchtimes while
opened up numerous opportunities for strengthening the the latter are seeing the space as an extension of their own
school community through the using the space for more class and the re-location of IT from the dedicated suite into
social activities before, during and after school. all the classrooms has embedded digital learning within the
normal school day rather than as a special session. The
Experience increase in social activities involving parents and pupils (e.g.
the sewing club) is vitally important for a geographical area
where the level of engagement of parents in their children’s
Designed by the pupils with a specifically Scottish theme,
education has historically been low.
Nessie’s Corner has the Loch Ness Monster as its central
design theme with a large mural outside the space used as
a backdrop to photographs showing all the different clubs
and activities that take place. Even though the new space
has only been open for a couple of years, it has already been
modified to respond to new initiatives the school wishes to
investigate in the future. At its core however is a flexible
space that is split in two using rotating screens, separating
off a smaller, more formal space with tables chairs and
audio visual technology and a main space that has plentiful
storage, a comfortable and secluded reading nook and a
large built element designed to feel like the deck of a ship.
Fresh air and natural light is available through a bank of
windows looking out on to the playground. Loose furniture
within the main space is minimal with plenty of floor spaces
for groups to use as they wish. Primary colours and the
Nessie motif on the floor help to create a vibrant social and
learning space. The recent addition of a breakfast bar area
with shelves is in response to new health and wellbeing
groups such as the breakfast club as well as to classes
offered to parents.

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 Storage wall

Movable furniture

Rotating screens

‘Ships Deck’

Breakfast bar and

kitchen area

Built in reading nook

Storage wall

Layout plan of Nessie’s Corner.

Ship’s bridge with the reading nook in the background. 21

 Example 9: St Margaret’s Primary School, Edinburgh
Date of opening: 1959 (refurbishment 2019)
School roll: c.120
Type: Primary

Overview Reaction

Now in its 60th year, the small Primary School in South The redesign of the new active learning and teaching areas,
Queensferry on the outskirts of Edinburgh has recently with the widening of the door openings, creates a better
undergone a major refurbishment, extending the school connection with what was formerly only a circulation space
from 5 to 7 classrooms. Pupils have been heavily involved and had become a bit of a dumping ground. The ‘opening
in the ‘Agile Spaces’ project which involved researching up’ of the school has benefitted the teaching staff also, with
new learning and teaching spaces and contributing to the more interaction and collaboration. For pupils with additional
redesign of the dated and somewhat uninspiring Primary support needs (and increasingly for the entire pupil cohort),
1-5 spaces in consultation with Edinburgh City Council’s the new space allows for a ‘soft start’ to the school day,
Learning Estate Planning and Interior Design teams. As well easing the transition from home to the classroom through
as contributing to the design of innovative learning spaces, considering the importance of wellbeing and happiness on
the pupils also investigated the benefits of biophilic design learner engagement. Lessons learned from a pilot project
in educational settings, including participating in research and from extensive engagement with the pupils have
trips. Pupils came up with the ideas that ultimately led to the resulted in a very successful series of settings within
design team creating learning spaces along a theme of the the different spaces.
transition from ocean to beach to land; the pupils were also
involved in the design process for the central break-out social While all pupils are expected to have their breaks outside, in
space that is available to all classes. periods of wet weather the range of activities provided for in
the different micro-environments of the shared social space
Experience allows children from different classes to socialise together
(e.g. paired reading across primary classes), with enough
variety in the furniture settings to work for all children. The
Incorporating very domestic touches, the social space
care and attention put in to the design and the choice of
in the centre of the classrooms is both very grown up in
furniture has resulted in a very inclusive space, where types
places with a more ‘at home’ style but also very playful.
of play activities normally reserved for infants (e.g. block
Wooden finishes are to the forefront on the floor and as
play) are available to older pupils.
part of the furniture with blues, greens and yellows of the
sea and the land the dominant colour scheme. There is a
As well as educating the pupils on how to use and respect
nod to the South Queensferry locale with wall graphics of
the space, engagement with parents, getting them involved
the three Forth crossing bridges. Furniture is for the most
through workshops has also been beneficial to the success of
part movable, including the study pod, and is clustered into
the school project. Some parents initially reserved judgement
areas that will support both small groups of pupils while also
on the somewhat non-traditional concepts and design but
having comfortable spots for pupils to read or play on their
having seen the way the children have reacted, they too now
own. Since the space also functions as the main circulation
see the space as being a positive for the school. Staff also
route in to the classrooms with the school toilets adjacent,
feel that the new spaces respond better to the challenges of
the built elements are located on the perimeter and all such
the Curriculum for Excellence. Still in the ‘bedding in’ phase,
nooks, while offering some seclusion, are not so enclosed as
work is ongoing to upgrade the IT provision.
to prohibit passive supervision by staff.

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The social space ‘in between ocean and land’ with reference to the three bridges on the school’s doorstep. 23
 Example 10: Murrayburn Primary School, Edinburgh
Date of opening: 1939 (Imagination Playroom opened in 2017)
School roll: c.375
Type: Primary
Awards: Highly Commended, Innovation in Delivering Value
Shortlisted, Early Years and Inspiring Learning Space Catagories
Education Buildings Scotland Awards (2018)
Highly Commended, Play Scotland Nancy Ovens Awards (2018)

Overview Reaction

Situated in south west Edinburgh, the Murrayburn Primary Comparing what was available to previous Primary 1 classes
School site is now also home to an Early Years Campus with in terms of play opportunities, the playroom has had a
educational provision for children from age 3-12 years. As very positive impact, with the space helping staff identify
part of the school’s own vision of improvement, Pupil Equity (through play) those pupils that might have more learning
Funding was used in the transformation of a former school requirements. The combination of the new space and the
library into a playroom designed specifically to ease the support of staff ‘have allowed a very responsive, exciting
transition from the Nursery class into Primary 1 and with and innovative approach to learning in Primary 1.’ The space
a view to supporting pupils with additional learning and is staffed by a dedicated Early Years Practitioner allowing
communication needs. Utilising the Council’s own research the teachers to focus more 1-to-1 time on pupils. Through
into how the physical environment can aid child development playing in the Imagination Playroom pupils have been
and involving the latest design trends (such as biophilia), the instilled with a love of learning from their very introduction
space was ultimately designed through engaging with the into Primary 1, ensuring that they are challenged, inspired
very pupils for whom the space was intended for. Primary 6 and allowed to be creative. Staff have noticed that by
pupils led the research and design process with input from the end of Primary 1 some pupils are already introducing
staff, fellow pupils and parents. The completed social space, more structure into the way they use the playroom. The
the Imagination Playroom, was designed to support ‘active Imagination Playroom shows what you can do with an old
learning, curiosity, inquiry and creativity’ and to also be a building and what impact this can have on rejuvenating
welcoming space for children with additional language needs. the school community.

Experience The success of the Imagination Playroom led to the

redevelopment of another space within the school to create
the Community Hub Learning Space. Again, introducing
With the pupils themselves playing a central role in the design,
biophilia and similar muted colours into the interior design,
the space incorporates their wishes for nooks and crannies,
the space has been created to encourage parents and
wigwams, playhouses, toys and books; cupboards become
carers to visit the school though primarily it is intended as a
reading dens when not used to store equipment. Much of the
collaborative and social learning space.
equipment in the space is a progression from that which would
normally be found in a nursery setting, reinforcing the smooth
transition between educational stages. One entire elevation is
given over to windows, making the space feel bright and airy;
health and wellbeing is at the heart of play in the environment
and this is evident from the nature wall graphics, the wooden
flooring and furniture and the splashes of green carpet to
mimic grass. To make the most of the available space, furniture
is movable and flexible, allowing the floor to be cleared for
larger groups. The playroom is in constant use throughout
the day, with Primary 1 pupils having guaranteed access to
the playroom on a daily basis, and the older Primary 7 pupils
acting as ‘buddies’ to the younger children. Using the same
principles for designing spaces for pupils with additional needs
has resulted in a space that works for all children.

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Imagination Playroom: designed with nature in mind.

25
 Now What? Summary of Key Points

This document is not intended to answer every question; From the different case studies presented, some common
it hopefully inspires and focuses ideas and allows an themes arise:
investigation into the art of the possible.
• providing different social spaces for different year groups
In any project involving change, communication and dialogue responds to pupils’ sense of hierarchy and territorialism.
between partners and stakeholders is vitally important;
allowing pupils themselves to have an input into how spaces • reducing unwanted pupil behaviours can be influenced
are designed and subsequently managed is essential. by creating open social spaces in combination with staff
No ‘one size fits all’ regarding any design; there will be passive supervision and pupil self-policing.
school-specific constraints but also opportunities to borrow
from inspirational precedents in Scotland and elsewhere. • locating social spaces adjacent to more open formal
Understanding the diverse needs of the users will help inform / informal teaching areas requires careful management
any design solution. There is a growing understanding in and timetabling.
design that if you cater for pupils with special requirements
then you will cater for all pupils. Having a clear objective for • integrating school and community social facilities within
what activities will take place in a given space is also key; a the same campus needs to consider how community
brief for a social space that lacks focus will potentially result access will impact upon normal school operations.
in a space that tries to do too much and ends up failing to
cover the basics. • increasing the flexibility of shared social spaces can drive
up utilisation but can result in compromise.
Visiting projects such as those listed in this document will
not only show what is possible, but also potentially suggest • the design of indoor social spaces needs to be done in
design solutions that might otherwise be dismissed. Seeing conjunction with outdoor spaces, particularly in secondary
inspirational spaces helps to generate the all-important ‘buy- schools where pupils are increasingly spending more time
in’. Speaking to those who have been through the process of indoors during break times.
new build or school transformation will allow experiences and
lessons learned to be shared. • access and inclusion need to be at the heart of the
design of all social spaces; catering to pupils with special
Above all, it is important to prepare people for the new requirements will lead to spaces that work for all pupils.
environments. When staff, pupils and parents have an
understanding of why the changes are required and have • engaging pupils at an early stage in the design of social
any fears or concerns addressed, the chance of success in spaces is essential; the creative journey is part of the
increased, whether that be for a small, refurbished social wider learning process and can inspire pupils to take a
space or an entire new school campus. greater interest in design in general.

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Reading List

The following is by no means an exhaustive reading list but The Scottish Futures Trust has reviewed the Schools for the
within these references are background to the topic of social Future project, evaluating school performance against a set
spaces (and others) in both primary and secondary schools. of metrics. Lessons learned are covered, with some of the
Information regarding the design of school social spaces is key points concerning the provision of social spaces.
often buried within more general reports.
The Architecture & Design Scotland website is a valuable
Building Excellence: Exploring the Implications of the source of information on different aspects of school building
Curriculum for Excellence (CfE) for School Buildings. How design:
the school landscape needs to change to support all aspects
of the CfE, including the blurring of the boundaries between • Learning from places for special educational needs -
social spaces and learning spaces. lessons learned from the design of schools for pupils
with Special Educational Needs have implications for
Creating Excellent Primary Schools – a guide for clients mainstream education.
(the Commission for Architecture and the Built Environment, • Schools estate examples 2016 - examples of new build
CABE, archives located on The National Archives is a schools from around Scotland introducing some key
wonderful resource for publications on various aspects of learning points.
school design). • Settings for learning: Taxonomy of Spaces - a
breakdown of the different types of spaces and their
‘Design for the Changing Educational Landscape – Space, qualities and educational benefits.
Place and the Future of Learning’, Andrew Harrison and Les • Inspiring Learning Spaces Toolkit - a toolkit that builds
Hutton, Routledge (2014). on lessons learnt from previous projects.

‘School Design Together’, Pamela Woolner, Routledge (2015). Design principle 14 discusses the provision of ‘resource-rich,
well-defined activity pockets’ that can aid ‘social interaction’.
A report commissioned by hub East Central Scotland
covering all aspects of school design.
This report discusses opportunities for transforming
circulation space by introducing social elements within them,
it also gives practical advice on building considerations.

RIBA Better Spaces for Learning – the report demonstrates

how good design can help ensure that capital funding for
schools stretches as far as possible and supports good
outcomes for both teachers and pupils. - This report
discusses the impact of social spaces on wellbeing.

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 This case study was conducted by haa Design on
behalf of Architecture and Design Scotland.

Image Credits:

Cover image ©JM Architects

Page 7 © Keith Hunter,

Pages 5 & 9 ©JM Architects,
Page 11 ©West Calder High School,
Page 13 BDP,
Page 15 Holmes Miller,
Page 17 Martec
Pages 23 & 25 Lesley McMillan (City of Edinburgh Council).
All other images courtesy of haa design.

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