Sure start: every building matters - UK Government …webarchive.nationalarchives.gov.uk/20110118095356/http:...Foreword page 3 In the last 10 years the Sure Start programme has transformed

Every building mattersA visual guide to designing Sure Start Children’sCentres and other early years facilities and spaces

ContentsForeword

Understanding the aim of this guide

Writing a vision statement

Creating an inspiring building

1 Designing play spaces2 Involving the community3 Making an entrance4 Respecting the environment5 Planning for change

Overriding qualities

Food for thought

References

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Every building mattersA visual guide to designing Sure Start Children’sCentres and other early years facilities and spaces

Forewordpage 3

In the last 10 years the Sure Start programmehas transformed the delivery of integratedservices and quality early learning to childrenand their families.

Children’s centres are crucial to thegovernment’s 10 year strategy for childcare,Choice for parents, the best start for children,and are key to improving outcomes for youngchildren as part of the Every child mattersagenda. By 2010 there will be 3,500children’s centres, one in every community.We want centres to be accessible, welcoming,flexible, inspirational spaces.

The Commission for Architecture and the Built Environment (CABE) is the government’sadvisor on architecture urban design andpublic space. CABE has worked in partnershipwith the former DfES and now DCSF since Sure Start’s inception. By providing advice andguidance to partners involved in the deliveryof children’s centres, CABE promotes gooddesign, helping children’s centres to becomethe focus of the community.

This guide has been created with CABE for thenext phase of delivery. Drawing on the lessonsthat local authorities and other key partnershave learned and highlighting the importanceof quality design, the guide focuses on both thepreparation for, and the design of, a children’scentre and other early years facilities.

The first section ‘vision statement’ highlights theimportance of five strategic issues that need tobe addressed and outlines the qualities thatshould be present in the final building. Writinga project brief and how the design processworks are also introduced. The main section‘creating an inspiring building’ focuses onspecific issues to consider when creating aninspiring building for children and families,and demonstrates how small changes canimpact positively on a building. This sectionuses visual examples of practical ideas andsuggestions and highlights good designpractice. Lastly, a summary of overridingqualities focuses on key aspects of everyproject, including incorporating sustainabilityfeatures efficiently.

‘Every building matters’ is aimed at localauthorities and other key stakeholders includingchildren, schools and families, to be used as a visual tool and reference – to provokediscussion, encourage debate, enableconsultation – which will promote decision-making about priorities and provide practical,quality solutions which can easily beincorporated.

Good design matters – from providing a warm welcoming entrance for visitors to a stimulating outdoor space to encouragehealthy, active children. This comprehensiveguide will inspire and encourage decision-makers to consider design choices so thatchildren’s services will be delivered frombuildings that work for today and long into the future – every building does matter.

Sheila ScalesDirector, Early Years, Extended Schools and Special Needs GroupDepartment for Children, Schools and Families

Foreword

page 4

In 2001, the government publishedEvery child matters, a 10-year plan ofaction committed to giving young childrenthe best possible start in life. One part ofthis agenda involves the creation of a largenumber of children’s centres, which will actas a focus for the delivery of services thatsupport and enhance family life. By 2010,there will be 3,500 centres, one for everycommunity in England. Centres beingdeveloped between 2008-10 will bemainly outside the most disadvantagedareas and will offer a less intensive level of support than those developed in earlier phases.

Understanding the aim of this guide

– What is a children’s centre?– Why has this guide been created?– How can this guide be used?

Understanding the aim of this guidepage 5

A children’s centre is a facility wherethe under 5s, and their families, can goto receive a range of integrated servicescommissioned by the local authority andother support services. Some serviceswithin the buildings may be provided byother agencies. Welcoming and easy toaccess, these inspiring places bringtogether flexible childcare, early education,family health provision and other supportservices. Help is also available to parents– mothers and fathers – and carers whowould like to receive further training, or those seeking employment.

– What is a Sure Start Children’s Centre?


A large number of children’s centres have now been completed in the mostdisadvantaged areas in England. Thisvisual guide has been created to share the experiences of those involved in thedesign, construction and running of thesebuildings. These include representativesfrom the DCSF, Office for Standards in Education (OFSTED), CABE, and a number of local authorities.

The next phase of children’s centres needs to be delivered within two years,and may have lower budgets than previous projects. Situated outside the most disadvantaged areas, they will

build on existing provision offered in family centres, primary and maintainednursery schools and health centres. In some areas, services may need to bedelivered from more than one building.Where this occurs, the buildings should be close to each other to enable parents to access all the services they need easilyon a single ‘campus’.

Using a mixture of practical advice andinspiring images, the aim of this guide is to show local authorities how to make best use of available monies, and deliverinspiring buildings that enhance family life, within challenging timescales.

– Why have we created this guide?


This document is primarily aimed at localauthorities, but it should also be helpful fordesigners and end users of early yearsbuildings. Part of the information includedmay already be known by some readers, but not by all, making it a useful document to share across the development team.

It is envisaged that it may be used in avariety of ways: as a client guide to creatinga Sure Start Children’s Centre, as a startingpoint for strategic discussions, or as asourcebook for design inspiration. The guidecontains two main sections.

It is created as a pdf rather than a printdocument, so can be read easily on screen or modified for presentations. It can ofcourse be printed off.

The first section explains the purpose of avision statement, and why it is important tocreate one during the initial stages of achildren’s centre or early years project. Thispart of the document also sets out the five

strategic issues that the vision statement must address, and provides suggestions onhow to structure discussions to achieve this.

The second section introduces a series of design themes that address the fivestrategic issues. Each design theme is brokendown into a number of specific principles.These are individually explained, andillustrated using images of completedchildren’s centres. Summary boxes arealso provided with links to specific policydocuments and other useful information. It is important to bear in mind, however,that this guide does not replace any existingpublications, and should be read inconjunction with the ‘Building for Sure Start’document.

Finally, although this guide has beenspecifically created to aid the design of SureStart Children’s Centres, it is of relevance to any community building with provision for small children.

– How can this guide be used?

page 8

Once a local authority has decided tobuild a children’s centre or early yearsfacility, the next step should be to definethe broad principles for the project.Together, these are known as a visionstatement, which can be used to describethe aims of the project to a wideraudience, including the local community.

– What should be included in a vision statement?– What are the key issues to think about?

Writing a vision statement

Writing a vision statementpage 9

A vision statement is generally created by a local authority and should express itsown and other stakeholders’ aspirations for the project. Collective discussions are a useful way of capturing issues and ideas at an early stage, and outlining the qualities that should be present in the completed building.

The final document may cover how thebuilding is to be used, what it might lookand feel like, ambitions in relation toenvironmental sustainability, and the way in which the local community should beinvolved. If the local authority is deliveringa number of projects, a vision statementshould help achieve consistent results,although individual projects might besingled out for specific approaches.

Vision statements should be created before design team professionals becomeinvolved, and provide a useful way ofmeasuring whether a project is meeting its objectives. While schedules ofaccommodation and finishes are importantto the finished building, these should becovered in a more detailed project brief.

It is important that vision statements areallowed to evolve during the design andconstruction of a Sure Start Children’sCentre or early years facility, and reviewedwhen they are finally in use. This will help to improve the quality of subsequentbuildings through changes to project briefs, detailed design and specification.

– What should be included in a vision statement?


Early years facilities including Sure StartChildren’s Centres are likely to differ in size, location, style and internalarrangement, but there are a number of key issues that must be addressed in order to meet the key objectives.These are described in the following five statements, and a number of questionsare also provided to help start discussions.

A children’s centre should:

Be inspiring to local children,their families and staff.

Think about the different ways a children’scentre could enhance family life.

– How could it nurture children’simagination and build self-confidence?

– How might it dramatically improve thedelivery of combined services?

– What would make it a stimulating placeto work?


Be highly valued by thecommunity that it serves.

Consider what would make a children’scentre the heart of a neighbourhood.

– How might the wider community beinvolved in the design process?

– What would make local people look upon the centre with pride?

– How could it be used to raise awareness of valuable services such as health and Job Centre Plus?

– What are the key issues to think about?



Be welcoming, accessible and easy to use.

Imagine the different people that wouldbenefit from a children’s centre.

– What would make the building inviting to everyone?

– What needs do different users have, and how can these be accommodated?

– What would make the building easy to operate and move around in?


Be sustainable and respect the environment.

Reflect on the long-term responsibilities of creating a new building.

– How might rooms adapt to allow for avariety of uses, including health services?

– What is needed to deliver social, healthand educational development?

– How could maintenance and runningcosts be minimised?


Be flexible, supportive andresponsive to changing needs.

Consider how well-designed spaces might support different activities.

– How might rooms adapt to allow for a variety of uses?

– What is needed to deliver social and educational development?

– How might spaces encourage interactionbetween staff and parents?

– Where can reclaimed materials be used and which construction materialscan be recycled?

page 12

Creating an inspiring building

– What is a project brief? – How does the design process work? – What are the most important design issues?

Having produced a vision statement, a local authority will need to commission adesigner to carry out each project. While it is not necessary for them to have experienceof creating an early years building, adesigner must be able to demonstrate flair,innovation, practicality and passion for theproject, as well as the ability to engage and communicate with stakeholders and the local community.

During the interview process, each designershould describe how they work, showingexamples of completed buildings, andoutline what their approach to the projectwould be. Often, a client will benefit fromappointing a small design office that sees the building as a flagship project. But it is important that their level of commitment is matched across the whole developmentteam, and that they receive a clear andconcise project brief.

Creating an inspiring buildingpage 13

– What is a project brief?

While a vision statement sets out the overall aspirations of a local authority forone or more children’s centres, a projectbrief will contain more detailed informationabout each individual building. Thesedocuments should outline the specificactivities that will take place, includeestimates of space requirements andstorage needs, and provide an insight into operational processes.

It is quite normal for a project brief toevolve during the design process, asdifferent alternatives are explored fordelivering services. If things do change,record why this has happened so that thereis a record of the decision-making process.Try to keep the project brief up to date,and use it as a checklist each time thedesign is being reviewed to ensure that all requirements are being met.


Great buildings are the result of creativeand flexible working relationships betweenclients, designers and local communities.Generally, a project will start with detaileddiscussions about the brief and aninvestigation into a series of differentoptions for development. Once the mosteffective approach has been agreed, thedesigner will produce a set of ‘conceptsketches’ to illustrate the overall look andfeel of the building. Try not to havepreconceived ideas about what an earlyyears facility including a children’s centreshould be like before this meeting as acreative designer will seek opportunities to make a building more inspiring andeconomical, so their ideas may not bewrong, just different. But if something is notright, then say so. These early discussionsoffer an ideal opportunity to identifymisunderstandings, and clarify operational

issues that might appear obvious to staff,but which still need to be clearlycommunicated.

As the design progresses, more accurateplans, sections and elevations will beproduced, and the overall organisation of the building will settle into its finalform. Discussions will gradually becomemore detailed and focus on issues such as the layout of individual rooms, choicesof furniture and materials, and the use of colour. During the design process ask to be shown three-dimensional sketches and physical models of what the finalbuilding will look like and feel like, bothinside and out. These are invaluable inhelping to understand the design and to communicate with others.

When complete, a building should neversurprise its client, unless it has surpassed all expectations.

– How does the design process work?


Due to their different site locations, varying community needs and budgets,each children’s centre is likely to be unique. But in order to be successful, these buildings must all address a commonset of design issues.

These have been developed into a series of five design themes that relate directly to the strategic issues outlined in the visionstatement. Each theme contains within it a set of principles, and together theseshould be used as the basis for startingconversations with the design team, and developing proposals for children’s centres.

The design principles set out in thefollowing pages are illustrated usingimages of children’s centres completedwithin a range of financial budgets.Although approaches vary, they alldemonstrate the benefits of creativethinking, and a commitment to providingyoung children, their families and staff with an inspirational environment.

What are the most important design issues?


1/Designing play spaces1.1/Delivering a learning experience1.2/Making the most of the site1.3/Allowing run-in, run-out play1.4/Creating challenging outside play1.5/Providing appropriate toilet facilities

Creating an inspiring building1/Designing play spacespage 17

1.1/Delivering a learning experienceFor children to connect with play space it needs to be rich and varied in character: a place that encourages independence,exploration and creativity. The most successfulplay spaces are flexible and have goodproportions, and offer lots of possibilities fordifferent kinds of activities. But remember toalso create some special areas: small placesfull of character and interest, which childrenwill want to call their own.

Movablepartition

Wall space for display

Skylights providenatural light andventilation

Circulationspace used as play space


1.2/Making the most of the siteThink carefully about the way play spaces arerelated to their immediate surroundings. Checkthe path that the sun will take during the dayand use this to help plan the building. Also,take advantage of any natural elements suchas trees.

Create interesting views of the outside usingdoors and windows, but bear in mind thatthese need to work for small children as wellas adults. If having a deep room isunavoidable, then consider using a skylight.These bring daylight into dark corners and aregood for providing natural ventilation. Theyalso make interiors more interesting by creatingglimpses of the sky.

Naturalenvironment usedas integral partof buildingdesign

Child seat allowsviews out

Clerestorywindow allowsviews of sky and naturalventilation

Remember todesign windowsthat allowchildren to see out

Stretching thebudget to allowfor a door allowsbetter access tothe exterior

Tree acts astextural interestand providesshading duringsummer


1.3/Allowing run-in, run-out playYoung children are active learners and like to move around when they play. Try to linkindoor and outdoor play spaces together, sothat they can run between them, but make sure there are no steps so that it is safe.

Give every internal space a view of outside,and external play spaces a view back in. Also,think creatively about areas where the insideand outside meet, as fixed canopies or flexibleawnings can create further opportunities forplay and provide shelter or shade when it is needed.

Sliding doorallows area to be used as singleplay space

Skylight allowsventilation andviews to the sky

No trip hazardsbetweenbuildings andexternal play

Easy to cleanfloor surface

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1.4/Creating challenging outside playOutdoor play is essential to the growth of a child’s imagination and self confidence, and for preventing and reducing obesity byencouraging physical activity. It should be asafe, stimulating environment where childrencan play creatively without supervision.

Use nature aspart of thelearningenvironment

Create a balanceof fixedequipment and naturallandscape

Viewpoint of photograph is marked on the plan


1.4/Creating challenging outside playBear in mind that the design of outside playareas should always focus on the quality of theexperience, rather than the quantity of space.This is especially the case when access tooutside is limited, and in some situations, suchas heavily built-up areas, a balcony or rooftopmay provide the answer.Creative change

in levels canenhance thecharacter of aplay area


1.5/Providing appropriate toilet facilities

Try to locate toilets next to play spaces, so theyare easy for children to reach and encouragetheir independence. Make sure a member ofstaff can see them and avoid obstacles such as heavy doors. Remember that not all childrenare able-bodied, and that toilet provision needs to be made for a range of disabilities.

If toilets for different age groups are locatedtogether, they will be cheaper to build, and it is easier to share equipment such as achanging table or sluice. Providing them in this way will also make it easier to remodelplay spaces in future without the expense of moving plumbing and sanitary ware.

washing areadirectly visiblefrom play space

Fixtures andfittings at childheight

Non-slip flooringmaterial

Consider spraytaps to reducewater use andrisk of flooding


2/Involving the community2.1/Developing a neighbourhood presence2.2/Building on a school site2.3/Working with local people2.4/Designing for social interaction

Creating an inspiring building2/Involving the communitypage 24

2.1/Developing a neighbourhood presence

The services on offer in a children’s centre are designed to benefit a wide range ofpeople, so it is important that the building is well connected within its immediateneighbourhood. A location close to goodpublic transport links will ensure that it is easyto reach, and clear signage is important,especially if a building is off the beaten track.

Think aboutworking with anartist to create acharacter for thebuilding

Welcomingsignage


2.2/Building on a school site

Placing a children’s centre on an existing school site willcreate opportunities for the two buildings to share commonspaces and facilities. It will also help enhance the area as a focus for the community. Consider how each of thebuildings might benefit from this new relationship, but alsowork through detailed operational issues such as whether to have separate or combined entrances, and how externalplay spaces might be defined.

Positioning of newbuilding createsenhanced senseof enclosure andopportunities forshared outdoorplay space

Models helpclients clearlyunderstandcomplex buildingrelationship moreclearly

Design stage model


2.3/Working with local people

Involving local people in the design process is an essential part of understanding thespecific needs of a community and how thesemight be addressed. Some groups of peopleare difficult to reach and may need to beengaged on their home patch or at acommunity event. Discuss with them what thevision for the building is, the services that areto be delivered and how these might influencethe design. But be clear about what you areconsulting about, and keep expectationsrealistic by explaining what parts of a projectparticipants can influence. Afterwards,remember that some people are sensitive tochange, so find effective ways to keep themregularly informed about what is happening.


2.4/Designing for social interaction

A children’s centre should be designed toattract parents and families, and encouragethem to take advantage of what is on offer. For this to succeed, spaces for healthcare and other services need to allow staff andfamilies to work together in an effective andenjoyable way.

Also, think carefully about staffaccommodation, and how social and working areas might be organised to supportgreater collaboration between the differentorganisations and agencies delivering services.

Good balance of natural light in a busy officeenvironment

Space is welllocated next toreception area

A well-proportionedroom allowsflexibility


3/Making an entrance3.1/Creating a sense of arrival3.2/Making a welcoming reception area3.3/Planning an accessible centre3.4/Providing suitable buggy storage

Creating an inspiring building3/Making an entrancepage 29

3.1/Creating a sense of arrival

To make a building that is cherishedby the community, it needs to appearwelcoming and accessible. Thinkcarefully about the way people willapproach the building and try tocreate a sense of arrival. Theentrance should be as prominent as possible on the street so that it is easy to find.

Differentmaterials used to break upelevationaltreatment

Canopy for shadeand shelter

Angles of newextension createsense of enclosure

Intercom elegantlyintegrated withbuilding

Supportingstructure androoflight signalsmain entrance


3.1/Creating a sense of arrival

Make the doors wide enough for large buggiesand use plenty of glazing to allow views intothe reception area. A delicate balance needsto be struck between providing security for thebuilding and allowing ease of access. Don’tforget to provide somewhere sheltered forpeople to wait outside.

Think about theway a range of visitors willexperience theentrance

Two levels ofreception deskrecognisedifferent users’needs

Reception isclearly defined


3.2/Making a welcoming reception area

The reception area is the first space people encounter in a building, so it needs to create a good impression by being hospitable and easy to use.Busy and cramped reception areas feel chaotic and are stressful to use, so even when space is limited make them as large as possible, so thatpeople feel comfortable and can relax while they wait.

Entrance is a keyplace for meetingand discussion

Desk allowsgood surveillanceinto main partsof nursery

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3.3/Planning an accessible centre

Children’s centres are small buildings withsmall budgets, which makes space a valuableresource, so work hard to make as much of thefloor area usable as possible. Planning themain spaces so that they are easily accessedfrom the reception area will help to reducecirculation space. It will also mean that thebuilding has a simple, logical layout that canbe navigated without the need for signs.

Reception allowsglimpses of allparts of thebuilding

Location ofreception allowsgood securitycontrol

Security isintegrated intoreception design


3.4/Providing suitable buggy storage

Buggy storage is often a problem in earlyyears buildings and needs to be carefullyplanned from the start. If it is outside, it needsto be sheltered and may work best if it isdesigned as part of the entrance canopy. It isalso important that it can be easily seen fromthe reception area for supervision and security.

If buggy storage is inside, keep it close to theentrance area, but remember that most families will pick up their children at the same time, so make sure it is big enough.

Buggies securewithin overallbuildingboundary

Simple androbust cover for storage

Storage can be viewed fromreception

Frees upvaluable buildingspace for otheruses

Buggy storage isimportant but itshould not definethe wholebuilding

Cycle rack to facilitatesustainable travel


4/Respecting the environment4.1/Being sustainable4.2/Allowing for adaptation4.3/Minimising energy use4.4/Generating renewable power

Creating an inspiring building4/Respecting the environmentpage 35

4.1/Being sustainable

It is essential that a children’s centre is sustainable and does not compromise the world that young people will inherit. This issue needs to be considered from the outset as the siting of a building,its form and orientation are all key factors in environmental design.

As they are relatively small in size, early years buildings should be naturally ventilated using openingwindows and skylights. This gives local control to the user, reduces running costs, and creates ahealthier environment. Think carefully about conserving water and consider using low-flush toilets andspray taps. Also, an increasing number of recycled building products have recently become available,so ask for materials that do not have an adverse effect on the natural environment.

‘Living’ plantedwall usesrecycledrainwater

Brown roof usesrecycled buildingmaterial as bedfor flora

Slim plan formhelps to allow for naturalventilation


4.2/Allowing for adaptation

It is likely that, at some point, the interior of a children’s centre will needto change. Shifting emphasis in community needs, new technology orchanges in operational practice can all make an impact, and the bestresponse to this is to build as few fixed walls as possible. Try to clusterall the services conduits such as heating, water, soil pipes and lightingcontrols into a few concentrated locations. This will make remodellingthe interior less expensive, and easier to achieve, at a later date.

Services to beclustered toprovide dual use

Services can beupdated withoutimpacting on the rest of thebuilding


4.3/Minimising energy use

Think of energy as a precious resource andaim to use as little as possible in a children’scentre. This will reduce the environmentalimpact of the development and help keepdown running costs. A good designer willknow how to utilise and control the effects of the sun on a building through its positioningon the site, its shape and the use of devicessuch as roof overhangs and solar shading.Minimise heat loss by using high levels ofinsulation, and get a specialist to advise onenergy efficient appliances and whether heat recovery technology could be used.

Installing features like visible smart meters canhelp monitor energy savings and are useful in demonstrating to children and parents theseriousness given to resource use in thechildren’s centre.


4.4/Generating renewable power

Once passive energy design measures havebeen incorporated into a children’s centre,assess whether it is appropriate to usetechnologies for generating renewable energy.

A number of systems are available on themarket, including wind turbines, photovoltaiccells, solar panels and ground source heatpumps. An environmental engineer can adviseon the relative merits of each, whether they aresuitable for a specific project and how muchthey cost to install and run.

In some cases, such as a biomass CHP system,renewable power only becomes viable if it ispart of an integrated site strategy and linkedinto adjacent school buildings or the widerneighbourhood.

Micro windgenerator andsolar panelsupply power to building

Careful use of appropriatetechnologies


5/Planning for change5.1/Designing for the future5.2/Programming use of space5.3/Ensuring adequate storage5.4/Embracing flexibility

Creating an inspiring building5/Planning for changepage 40

5.1/Designing for the future

Buildings generally evolve over time and, although it is difficult to predict the future, it is important that a children’s centre provide opportunities forgrowth. Bear this in mind when the building is being located on the site, andtry to imagine how any future building might be extended at a later stage.Occasionally, this approach might be unfeasible and should not compromisethe quality of the proposed building.


5.2/Programming use of space

When writing a design brief, create a simpletimetable to show how each of the spaces willbe used during the week. If there are gaps inthe schedule it is likely that some rooms couldserve more than one purpose. By using spacemore efficiently the money that is saved can be used to improve quality in other parts of the project. To achieve a realistic programmeseek advice from those providing the services,but ask them to be flexible about the way the building might operate and how it meetstheir needs.

Well-proportionedspace can allowadaptation andchange

Used sparingly,acousticpartitions canallow greatflexibility


5.2/Programming use of space

As a general rule, one large simple space can accommodate a diverse range of activitiesmore easily than several smaller spaces. Thisapproach also allows services to be changedor extended in the future.

Configuration 1:Daytime – crèche

Configuration 2:Evening –communitymeeting

Configuration 3:Existing hearthused as storagecupboard


5.3/Ensuring adequate storage

Well thought-out storage is essential for thesmooth running of a children’s centre. Get itwrong and it will be difficult to deliver servicesor run activities effectively. Think about storageneeds from the outset and ensure there isenough for each user group, that it isconvenient, and where necessary secure.

Start by listing everything that needs to bestored. Ensure that there are a variety ofcupboard depths suitable for different sizes of items, and think about issues like weight, as heavy or cumbersome objects may needmore robust solutions than smaller, lighterthings. Where possible use self-service storage that is open to children, as this helpsyoungsters learn the value of materials and helps develop organisational skills.

Discreet full-height wallstoragecupboards

Child accessiblestorage

Access to storage can be incorporated into open-plan areasin order to save space


5.4/Embracing flexibility

Early years activities need to be rethought on a regular basis to challengestaff, stimulate parents and excite young children. Moveable items such asscreens, partitions and trolleys can be used to change play spaces andcreate a different atmosphere from one day to the next.

Large openspace kept freeof obstructions

Fixed walls todefine serviceareas

Moveablefurniture used to define areas


5.4/Embracing flexibility

Make sure that cosy corners can easily becreated within a larger space using moveableelements that are stable and do not turn into a hazard. Soundproof folding partitions areexpensive but are worth considering in smallbuildings as they can allow multiple use of asingle space.

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Foldingdoor/partitionbetween playspace andshared areaallows flexibilityof use

Overriding qualitiespage 46

What qualities should a Sure StartChildren’s Centre embody?Think of a children’s centre not as abuilding with walls, but as a container for life. Inspiring places are beautifullydesigned, well cared for and filled withjoy. When a project is complete, the clientand design team should be able to showhow it embodies the following 10 qualitiesthat can deepen and enhance theexperience of families and staff alike.

– Overriding qualities

1 Passionate ownership

Clients need to take ownership of the design from the outset, ensure thebuilding looks and feels like an integralpart of the community, and encouragestaff and parent involvement.

2 Sustainable development

Projects should control the effects of thesun by using passive design principles to determine building form, siting andorientation, and consider the use ofrenewable energy technologies wherebudgets allow.

3 Location specific

Buildings should be responsive to theirsurroundings, work within the scale and grain of the neighbourhood, andcapitalise on views of the naturalenvironment.

4 Welcoming & inclusive

A children’s centre should bewelcoming to all people by having a friendly neighbourhood presence,clear identity and a well-located andinviting entrance.

Overriding qualitiespage 47

6 Robust & changable

Projects should allow for futureadaptation by identifying areas forlater extensions, and grouping servicesto reduce the cost of reconfiguring the interior.

7 Well-proportioned & flexible

The layout of play space should allow a multitude of activities, bereconfigurable, and animated withnatural light and thoughtful use of colour.

8 Accessible outdoors

Indoor play spaces should be directlylinked to secure external environmentsthat provide safe, stimulating learningopportunities for young children.

10 Smart storage

Storage space needs to be carefullydefined by staff, integrated into theoverall building concept, and allowchildren direct access whereappropriate.

9 Effective workplaces

Staff accommodation should bespacious and well thought out,encourage collaboration betweenservice providers, and allow for futureexpansion.

5 Inspired & accessible

Interiors should be attractive andenhance everyday life, with sensiblelayouts that reduce circulation, aidwayfinding and allow effectivesupervision by staff.

Food for thoughtpage 48

– Food for thought

Environment ‘affordance’Childcare expert Harry Heft suggests that all environmental features should beconsidered in terms of the developmentalactivities they encourage in the young: a concept he calls ‘affordance’.

A smooth flat surface encourages walking or running, while a soft spongy surface‘affords’ lying down and relaxing. Similarly,a room full of light and shadows willstimulate children in a particular way, while a dark, warm place with soft furniture, lots of cushions and soft flooring is morecalming and provides a suitable setting for storytelling, resting and sleeping.

Considered in this way, the atmosphere of each place within a nursery should offer developmental possibilities. Entrances,washrooms and circulation areas all have‘affordances’ which can provide childrenwith the opportunity to play in animaginative way, if they are safe and accessible.

back to p17

[Ref. Heft, H. (1988) ‘Affordances of children’s environments:a functional approach to environ-mental description’,Children’s environment quarterly, vol. 5, no. 3, pp. 29–37.]

Symbolic spacesEducational researcher Alison Clark hasobserved and recorded the way childrenspend their time in early years settings, and found that many youngsters identify with their environment in a symbolic way.

Surprisingly, features that might appearunimportant to adults actually form keyelements of the nurturing environment for a child. Clark’s examples of this included a bench where children kissed their parentsgoodbye, and a seat in the sick bay wherethey recovered from a fall, both of whichwere significant places that provided astrong sense of security and belonging.

Likewise, informal meeting spaces such asthe cloakroom, and defined ‘landmarks’ such as the reception desk and notice board,were also important for children, helpingthem identify with a place and develop a sense of security.

back to p14

[Ref. Clark, A. (2006) ‘Talking and listening to children’,Children’s Spaces. Edited by Mark Dudek, publishedArchitectural Press.]

A family environmentIn 1928, the respected British pioneer of nursery education Margaret McMillanalluded to the ideal early years environmentas a ‘garden city of children’. By this shemeant that unlike a conventional school, a nursery should be designed as a set of small-scale buildings, set in a greenlandscape, each housing a family-sized group of children.

While it is not possible to follow all ofMcMillan’s principles, a number of her ideas are still relevant today, for example,the notion that indoor activity spaces shouldopen directly to the outdoors for providingrun-in, run-out play. Also, her views onbuildings can be interpreted as the need to design environments that have soft, child-orientated qualities, as opposed tobeing hard, over-sized and out of scale with the young people using them.

back to p19

Dudek, M, Kindergarten Architecture, 2001, SPON, pg 4

The curriculum and your designerIf a designer is creating a children’s centre for the first time, they may not be aware that a specific early yearscurriculum exists, and that this affects the way space is used in a nursery. These requirements should be discussed at an early stage in the design process, as important learning experiences, such as those involving water, sand andconstruction, may require special floorfinishes, built-in drainage or other careful detailing.

back to p14

[Ref. Curriculum Guidance for the Foundation Stage.]


The importance of densDens are hideaways: secret spaces thatallow children to create and inhabit theirown imaginary worlds. They provide safeenvironments in which they can challengethemselves, both mentally and physically.

‘The den is the chrysalis out of which the butterfly is born.’ David Sobel, psychologist

back to p17

[Ref. Sobel, D, (1998) Mapmaking with Children – Sense of Place, Education for the Elementary Year. USA:Heinemann]

Outdoor playRecent research has demonstrated theimportance of access to external play for the development of young children. In a large study undertaken by the Faculty of Education at the University of Plymouth, Dr Sue Rogers has shown that the outdoorenvironment provides unique experiences for role-play and the social development of children. Conversely, Michael Shayer, Professor of Applied Psychology at King’s College University of London, has established that a lack of experiential play is a core reason for the decline in children’s cognitive ability.

back to p20

Early years legislationWhen designing a children’s centre it isimportant to remember that these buildingsneed to conform to existing legislation andstandards such as the OFSTED regulationsand the Early Years Foundation Stage(EYFS).

The EYFS refers to the phase of learning and development starting from birth andfinishing at the end of the academic yearwhen a child turns five. From September2008, it will be applied across all registeredearly years settings, including maintainedand independent schools. This will ensurethat all children have access to an integratedlearning and care experience, and thatparents will receive a consistent quality ofservice whichever setting their child attends.

back to p32

Play space guidanceA number of government publicationsalready exists that relate specifically to earlyyears buildings, and these need to be takeninto account during the design stages. Ofparticular relevance is the former ODPMdocument ‘Developing Accessible PlaySpace – a Good Practice Guide’ publishedin 2003.

The EYFS also asks for time outside andknowledge and understanding of the world,including the opportunity to ‘encountercreatures in their… natural environments’.

back to p21

For further information see www.communities.gov.uk


Special educational needsChildren’s centres should be inclusive anddesigned to take account of youngsters withspecial educational needs (SEN). BuildingBulletin 77 (in draft form at the time of writing,available from www.teachernet.gov.uk), an advisory document relating to schools,identifies ways in which the environmentmay affect different disabilities and providesin-depth design guidance.

Other useful technical literature includes:

– Building Regulations Approved DocumentPart M 2004

– BS8300:2001 Code of Practice for thedesign of buildings and their approachesto meet the needs of disabled people

– ‘Colour and contrast’: design guidanceproduced by Dulux for the use of colourand contrast to improve the builtenvironment for visually impaired people

– ‘Building Sight’: design guidanceproduced by the Royal National Institute of Blind People (RNIB)

– DCSF design guidance Building Bulletin102 (issued Jan 2008) includes guidance on early years

back to p32

Providing health facilitiesDelivering integrated services is a keyobjective and health partners need to beconsulted early in the design process todiscuss space requirements.

NHS planning and design guidance forconsulting rooms is generally too complex forprovision in a children’s centre, and spacesneed to be less clinical and intimidating.Instead, designers should create a morehome-like atmosphere with soft lighting and soft furnishings to encourage those who would not normally seek healthcare.Treatment rooms should be equipped with a couch, desk, washbasin, clinical sink, and sufficient cupboard storage for a basicmedical kit. Thought also needs to be givento a crèche function, or toy storage, forsituations such as when a mother needs to be examined.

Provision of health services may require the temporary use of other spaces in thebuilding, such as an office for the midwife, a location for antenatal classes and caseworkmeeting spaces. In most instances this can beachieved through careful room scheduling.

back to p27

For further technical details refer to the NHS websitewww.primarycare.nhsestates.gov.uk

Disability Discrimination Act (DDA)A children’s centre is a public building andneeds to be carefully considered in terms ofthe Disability Discrimination Act (DDA). Theintention of this legislation is to make surethat services are available and accessible to disabled people in a manner comparableto those who are able-bodied.

Although it may be difficult to meeteveryone’s requirements, many needs can be assessed and reasonable measuresadopted to meet the requirements of the Act.These should remove potential barriers forthe full age range of disabled children, andbe achievable and affordable for the serviceor educational provider.

back to p29

Renewable energy fundingThe Department for Business, Enterprise andRegulatory Reform (BERR) run a Low CarbonBuildings Programme providing funding forthe purchase and installation of renewableenergy technologies in developments carried out by non-profit organisations.

For a project to qualify it must bedemonstrated that every effort has beenmade to increase energy efficiency andreduce carbon emissions. Funding maycover up to three different technologies,including solar/thermal hot watertechniques, ground water heat pumps,combined heat and power systems (CHP)and wind turbines. The grant is available for a maximum of three buildings perproject.

back to p38

Further details are available atwww.lowcarbonbuildings.org.uk

Referencespage 51

– References

CABE publications

Creating excellent buildings – a guide for clients (2003)

The principles of inclusive design (2006)

Design and access statements – how to write, read and use them (2006)

Spaceshaper – a user’s guide (2007)

All CABE publications are available from www.cabe.org.uk

DCSF capital guidance

Capital Guidance – Sure Start Children’s Centres, extended schools and childcare (2006)www.surestart.gov.uk/_doc/P0002373.pdf

Building for Sure Start: integrated provision for under-fives – design and client guides (2004)www.surestart.gov.uk/publications/?Document=839

DCSF policy documents

Early Years Foundation Stage Guidance (2007) www.tinyurl.com/29k8gs

Choice for parents the best start for children: a ten year strategy for childcare (2004)www.everychildmatters.gov.uk/earlyyears/tenyearstrategy

Choice for parents, the best start for children: making it happen – An action plan for the ten year strategy:Sure Start Children’s Centres, extended schools and childcare (2006)www.everychildmatters.gov.uk/earlyyears/tenyearstrategy

Children’s Centre Practice Guidance (2006)www.surestart.gov.uk/publications/?Document=1854

Sustainable schools for pupils, communities and the environment (2006)www.publications.teachernet.gov.uk

Building design – early years

Ceppi, G., and Zini, M., (1998). Children, Spaces, Relations: Metaproject for an Environment for Young Children. Italy: Reggio Children Domus Academy Research Centre

Dudek, M., (2005). Children’s Spaces. London: Architectural Press

Dudek, M., (2007). Schools and Kindergartens: A Design Manual. Germany: Birkhauser

Gaia Architects., (2005). Design and Construction of Sustainable Schools (Volume 1). Glasgow: SUST www.scotland.gov.uk/Resource/Doc/920/0034300.pdf

Gaia Architects., (2005). Design and Construction of Sustainable Schools (Volume 2). Glasgow: SUST www.scotland.gov.uk/Resource/Doc/920/0034304.pdf

Construction

Building Regulations www.tinyurl.com/rbfr7

Sustainable Technologies – microgenerationwww.dti.gov.uk/energy/sources/sustainable/microgeneration/index.html

BRE Environmental Assessment Method www.bre.co.uk

Planning policy

Planning Policy Statement 1: Delivering Sustainable Development www.tinyurl.com/24tybo

Supplement to Planning Policy Statement 1: Planning and Climate Change www.tinyurl.com/23b2hg

Planning Policy 22: Renewable Energywww.communities.gov.uk/index.asp?id=1143909

Acknowledgementspage 52

– Acknowledgements

This guide was written by Peter Maxwell (CABE) with Eric Holding and help and support from: Lucia Hutton (CABE); Helen Edmondson(DCSF, Children’s Centres and Extended Schools Division, CapitalStrategy Team); Lucy Watson (DCSF, Schools Capital, Assets Unit);Cany Ash (Ash Sakula Architects); Mark Dudek (Mark DudekAssociates); Philip Meadowcroft (Meadowcroft Griffin Architects).

Additional contributorsBo Emecheta, DCSF, Early Years Foundation Stage; Fergus Donaghy,XC02 Environmental Engineers; Jane Simpson, Aedas AccessConsultancyRebecca Gibbs, DCSF (on loan from the Sustainable DevelopmentCommission)

DesignDuffy, www.duffydesign.com

CopywritingEric Holding

Published in 2008 by the Commission for Architecture and the Built Environment and the Department for Children, Schools and Families.

All rights reserved. No part of this publication may be reproduced,stored in a retrieval system, copied or transmitted without the priorwritten consent of the publisher except that the material may bephotocopied for non-commercial purposes without permission from the publisher.

CABE is the government’s advisor on architecture, urban design and public space. As a public body, we encourage policymakers to create places that work for people. We help local planners apply national design policy and advise developers and architects,persuading them to put people’s needs first. We show public sectorclients how to commission buildings that meet the needs of theirusers. And we seek to inspire the public to demand more from their buildings and spaces. Advising, influencing and inspiring, we work to create well-designed, welcoming places.

ImagesFront cover, Early Years Centre, Friars Primary School, AOC ©Dominik Giglerp5 Mark Dudek Associates ©Mark Dudek Associatesp6 Mark Dudek Associates ©Mark Dudek Associatesp7 Early Years Centre, Friars Primary School, AOC ©Dominik Giglerp9 Early Years Centre, Friars Primary School, AOC ©Dominik Giglerp14 Plan, model and photo: Tudor Way children’s centre ©Meadocroft Griffinp16 Holmewood Centre, Brixton, Mary-Anne Coleman ©Simon Warrenp17 Granville Plus Sure Start, Anne Thorne Architects ©David Sperop18 Drawing and photo left: Tolladine Centre, Worcester, MeadowcroftGriffin ©Meadocroft Griffinp18 Photo right: Holmewood Centre, Brixton, Anne Thorne Architects©Simon Warrenp19 Granville Plus Sure Start, Anne Thorne Architects ©David Sperop20 Plan: Haggerston Playground, Erect Architecture ©ErectArchitecturep20 Photo: Haggerston Playground, Erect Architecture ©DavidGrandorgep21 Photo: Brook Community Primary School, Scabal Architects ©Claudia Dutsonp22 Photo: Effra Early Excellence Sure Start Centre, Architype ©CABEp22 Plan: Effra Early Excellence Sure Start Centre, Architype©Architypep23 Holmewood Centre, Anne Thorne Architects ©Simon Warrenp24 Granville Plus Sure Start, Anne Thorne Architects/Graphics:thomas.matthews ©David Sperop25 Main photo: Kintore Way, Cottrell & Vermeulen ©AnthonyColeman p25 Model photo: Kintore Way, Cottrell & Vermeulen ©Cottrell & Vermeulenp26 Photo right: Jenny Hammond Primary School, Architype ©Architypep26 Photo left: Sunnyhill children’s centre, Architype ©Architypep27 Photo left: Harmnoy children’s centre, Greehill Jenner ©Charlotte Wood

p27 Photo right: New parks Sure Start, Groundworks Architects©Groundworks Architectsp28 Early Years Centre, Friars Primary School, AOC ©Dominik Giglerp29 Exley Sure Start, Sjolander da Cruz ©Sjolander da Cruzp30 Photo left: Tamworth children’s centre, Sjolander da Cruz ©Rod Dorlingp30 Photo right: Kindertagestätte Frankfurt Griesheim, ArchitekturburoBolles & Wilson ©Waltraud Krasep31 NDNA London Regional Centre, Cottrell & Vermeulen ©CABEp32 Photo: Hoyle Neighbourhood Nursery, DSDHA ©Martine HamiltonKnightp32 Plan: Hoyle Neighbourhood Nursery, DSDHA ©DSDHAp33 Plan and photo left: Kilburn Grange children’s centre, MeadocroftGriffin ©Meadocroft Griffinp33 Photo centre: ©CABEp33 Photo right: Abbey Children’s Centre, Cazenove Architects©Cazenove Architectsp34 Early Years Centre, Friars Primary School, AOC ©Dominik Giglerp35 Paradise Park Sure Start, DSDHA ©Edward Sumnerp36 Tolladine Centre, Meadocroft Griffin Architects ©Meadocroft GriffinArchitectsp37 Granville Plus Sure Start, Anne Thorne Architects, Graphics:thomas.matthews ©Anne Thorne Architectsp38 Growing Gardens Study Centre, Mark Watts Architects©Mark Watts Architects Ltdp39 ©Mark Dudek Associatesp40 Kate Greenaway Nursery and children’s centre, AAB Architects©AAB Architectsp41 Jack Hobbs After School Club, AAB Architects ©David Grandorgep42 Plan and photo: Sure Start on the Ocean, MUF ©MUFp43 Sketch:Tolladine Centre, Meadowcroft Griffin, ©Ann Griffin/Meadowcroft Griffinp43 Photo: Lavender Children’s Centre, John McAslan + Partners ©Peter Cook/VIEWp44 Hollingdean Sure Start, Walters & Cohen ©Dennis Gilbert/VIEWp45 Plan and photo: Firth Park, Sheffield, Panter Hudspith ©Panter Hudspith

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