The PUPILs’ BRIEF

Witton park High school

Summer 2008

‘ We want people to know

we’re proud of our school’
The aim of the Sorrell Foundation is to inspire creativity
in young people and to improve the quality of life through
good design.  The Foundation creates and prototypes
new ideas, and joins up public-sector departments such
as education and health with the UK’s world-class design
community.  It aims to deliver immediate benefits while
creating models with long-term value.

For more information see

www.thesorrellfoundation.com

The Sorrell Foundation

Somerset House
Strand
London WC2R 1LA

Tel 020 7845 5860

Fax 020 7845 5872
contents

3 Contents
5 Summary
6 Local Community Context
7 The Process
8 – 9 Common Issues

10 – 11 Dinner Halls

12 – 13 Learning Spaces
14 – 15 Reception Areas
16 – 17 Social Spaces
18 – 19 Toilets
20 – 21 Uniform
22 – 23 Other Common Issues

24 The Future
25 Thank you

3
4 Pupil brief boards | Blackburn Enterprise Centre, Blackburn | The Brief
summary
Launched in 2000, joinedupdesignforschools explores how good design
can improve the quality of life in schools by listening to the voices of
pupils – the consumers of education. It inspires pupils by putting them
in the driving seat, giving them control and responsibility as clients.
Thousands of pupils have already confirmed the 12 most common
issues that they say, if resolved, would greatly improve their school day.
Through this experience they develop work and social skills such as
problem-solving, reasoning, communication and teamworking, which
lead to increased self-confidence and self-esteem.
Joinedupdesign for BSF adapts the process to help give pupils a say
about what happens to their school under the Building Schools for the
Future programme.  A client team of pupils follows a process of research
and discussion to articulate how their school could be improved
through design, identifying the three most important issues they would
like to see addressed. In a creative workshop, the pupil clients create
boards using words, images and materials to describe what they want
for 6 of the 12 common issues.  The client team engages with classmates
and peers to decide which six issues are most relevant to their school.
The pupils take ownership of their brief, presenting it to as many audiences
as possible. Head teachers may wish to share the pupils’ findings with
the architects assigned to the school’s BSF project. For the best results,
architects and designers attend the key joinedupdesign for BSF meetings,
and continue to involve pupils through the planning and construction
stages of the development.
A pupil client team was appointed from Witton Park High School in
Blackburn.  The pupils attended a Challenge Day in London on 17 June
2008, which included an inspirational visit to the South Bank to see
the British Film Institute and Royal Festival Hall, the Psycho Buildings
exhibition at the Hayward Gallery and for a ride on the London Eye.
They carried out research in Blackburn, before meeting at Blackburn
Enterprise Centre on 11 July for a creative workshop, at which the final
pupil briefs were produced.
Pupil clients chose Toilets as their most important issue, followed by
Social Spaces and Learning Spaces.  Toilets in the school should ‘have
a modern look’ and be clean and comfortable, with wide cubicles and
a large sink area to give pupils more space. T   he team would like large
mirrors, automatic flushes and drinking taps in their toilets.  The facilities
should also be well ventilated and cleaned regularly. Pupil clients asked
for somewhere to socialise and eat outside and they want lots of room
to play football.  They would like colourful, modern shelters and sturdy
benches for meeting friends and picnicking. Indoors, they proposed
cosy lounges for different year groups and a separate ‘chill zone’ for
entertainment and relaxing. T   eam members are frustrated by old-fashioned
classrooms and want to make learning spaces colourful and stimulating
for teachers as well as students, with attractive carpets or wooden
floors and lots of natural light. T
  hey also suggested new learning facilities
such as a lecture theatre, auditorium and cricket pitch.
This pupil brief describes in detail the process the client team went
through, and records their ideas and requirements for six of the
common issues. Reproductions of the visual brief boards produced by
the pupils are shown, next to a written account of how the pupils saw
each issue and what they asked for.
5
LOCAL Community Context
students and local people. Charity projects include work with Arthritis
Care and Save the Children, while environmental projects are
undertaken in partnership with the Groundwork Trust.  Witton Park
maintains strong links with local feeder schools and partner secondary
schools, as well as local businesses through the Young Enterprise
programme.  There is an active Police Cadet Force whose members
regularly attend community events.

The school is located in a challenging area and has pupils from a variety
of socio-economic backgrounds.  The school is proud of its ‘can-do’
culture that aims to give all pupils maximum opportunities. Students
regard the new developments at their school with excitement,
recognising that it is an excellent opportunity to raise the school’s
profile in the community and benefit from the new facilities.
Witton Park High School, Blackburn

Witton Park High School has 1,052 students aged 11–16. It is a specialist
Business and Enterprise College with Investors in People accreditation
and a Learning and Skills Beacon among other awards. T   he school
is located in a residential area close to Witton Country Park, on the
western side of Blackburn.

The school dates from 1968, when the Blackburn Grammar School
for Girls and  Witton Park Modern School joined to form a mixed
comprehensive. The former school buildings now function as two wings
of  Witton Park High and have recently been refurbished.  The school
has a City Learning Centre on-site, to which pupils have access both
during and after school hours for study support.

Witton Park is generally viewed positively by the community and it has

established a number of relationships to encourage interaction between
6
THE PROCESS
17 June 2008
The Challenge
The Sorrell Foundation Young
Design Centre at Somerset
House and South Bank, London
Pupils were introduced to their
role as clients and learned about
the BSF programme.  After finding
out about school design and past
joinedupdesignforschools
projects from the What’s Next for
Schools? exhibition, client teams
discussed how each of the 12
common issues relate to their
school, and how these issues
could be resolved in future.  They
gave presentations about the 3
common issues that, if addressed,
would most improve daily life in
their school.  Pupils visited
inspirational spaces including the
BFI, Royal Festival Hall, Hayward
Gallery and the London Eye.
18 June –10 July 2008
The Conversation
Witton Park High School
Blackburn with Darwen
Borough Council
The pupil clients developed their
ideas through further debate and
research.  They looked at how
buildings and spaces were
designed in their local area and
went to see nearby examples of
outstanding architecture.  The
team talked to local people about
the school’s reputation and
discussed the project with their
peers, before meeting with local
authority architects who showed
them early plans for their school.
Throughout this stage, the team
gathered information by
photographing their school and
its surroundings, taking notes
and making drawings.   7
11 July 2008
The Brief
Blackburn Enterprise Centre,
Blackburn
On the brief-making day, the
pupil client teams made boards
showing what they wanted for
each common issue.  At a creative
workshop, images, drawings,
words and material samples were
used to explain what the pupils
thought was important for each
area. Illustrators, architects and
facilitators helped the client
teams to articulate their ideas.
The top three issues, voted for
by the school community, were
presented to other pupils,
teachers, architects and the
Sorrell Foundation team at the
Blackburn Enterprise Centre.
5 November 2008
The Celebration
Blackburn with Darwen
Borough Council
The pupil client team shared
the results of the process by
presenting their pupil brief at
a special celebration event for
the five Blackburn schools
that have participated in the
joinedupdesign for BSF
programme. By the end of the
process, the pupils had presented
their ideas to other pupils, their
Head teacher, teachers, school
governors, architects, local
authority members, BSF
Managers and the other client
teams from Blackburn.
THE COMMON ISSUES
COLOUR
Pupils tell us their schools
look drab and boring, which
doesn’t inspire them to learn.
They say colour should do
different things around the
school: calming colour in
learning spaces, and bright,
stimulating colour in social
spaces, receptions and
corridors.  Pupils are usually
proud of their school colours,
and would like these to be
used more widely.  Many are
enthusiastic about colour-
coded navigation systems to
guide people around the school.
Falmouth Primary School,
Cornwall
Kevin McCloud
COMMUNICATION
Pupils tell us about badly
designed websites, non-
existent signage and a lack of
information about events, clubs
and timetable changes. They
  
ask for a clear, useful website,
with contact information, news
about school achievements,
and links to homework sites so
they can learn from home.
Pupils want visitors and new
pupils to be able to find their
way easily using a system
of maps and bold, consistent
signage.  They also want to
communicate with parents and
local people about what goes
on in the school through
exhibitions, display boards
and newsletters.
Summerhill School,
near Dudley
Graphic Thought Facility
DINNER HALLS
Pupils complain of cramped
dinner halls with long queues.
They want a calm, civilised
lunch break with a range of hot
and cold food, including healthy
options.  They request a choice
of indoor and outdoor dining
spaces where they can eat
alone or with friends.  Pupils ask
for a quick, efficient system for
getting food.  They want plenty
of bins to keep the space clean.
Acland Burghley School,
London
SHH Architects
LEARNING SPACES
Pupils say they want classrooms
that will inspire them to learn.
They want clean, flexible spaces
with calming colours, good
acoustics, and blinds that will
keep the sun off interactive
whiteboards and keep them
cool.  Pupils want adaptable
furniture so that they can work
individually, in groups or as
a class, and they want plenty of
ICT facilities.  Libraries should
be quiet, with enough seating.
Students also tell us they want
to remove distractions and
clutter, which means lots of
storage to keep spaces tidy.
Falmouth School, Cornwall
Urban Salon Architects
RECEPTION AREAS
Receptions are often described
as unwelcoming and cluttered.
Pupils want a warm, friendly
atmosphere with a clear layout.
It should be easy to see the
receptionist, and to find your
way around the school.  There
should be a waiting area
for visitors and parents, with
comfortable sofas and
exhibitions of the pupils’ work.
Pupils also want clear, relevant
information about important
events and achievements
displayed on a message board.
Hythe Community School, Kent
Ben Kelly Design
REPUTATION & IDENTITY
Pupils want to express the
uniqueness of their school, and
they want a reputation for
good work and achievement.
They ask for positive
communication through
newsletters, the website, open
days and press coverage. T
  hey
also understand that the visual
appearance of the school,
including the logo and uniform,
have a strong effect on what
people think of them.  Pupils
want to show off good
schoolwork and make links
with the local community.
Fortismere School, London
Interbrand
SIXTH FORM SPACES
Pupils tell us that a Sixth Form
should feel like a distinct but
integral part of the school.  The
atmosphere should be grown
up and inviting, with separate
spaces for study, socialising and
relaxing. Pupils want smart,
comfortable furniture in robust
materials, and colour schemes
that show the space is different
from the rest of the school.
Students also ask for a bold
way of announcing the presence
of the Sixth Form through
signage, or even a sculpture.
Heart of England Business &
Enterprise School, Coventry
Eldridge Smerin
SOCIAL SPACES
Pupils don’t want to spend
their breaks in bleak
playgrounds.  They say they
concentrate better in lessons
if they spend breaks either
unwinding or letting off energy.
They want somewhere that
feels different from the school’s
learning spaces, with lots of
bright colours and soft
furnishings.  Outside, there
should be opportunities to
exercise and shelter from
the weather.   Pupils also want
plenty of hard-wearing,
comfortable seating, both inside
and outside.
Treviglas College, Newquay
Marks Barfield Architects
STORAGE
Pupils report not having
enough storage for their
belongings, which sometimes
means they have to carry coats,
bags and PE kit all day.  Adequate
storage could make a big
difference to pupils, who say it
must be big enough for two
bags and a coat. Lockers could
be customised and graffiti-proof.
Pupils insist lockers must be
very strong, with robust locks.
Specialist storage for musical
instruments and sports equipment
should also be provided.
Plumstead Manor School,
London
Priestman Goode
SUSTAINABILITY
Pupils recognise sustainability
is very important to their
future, and want their schools
to do more.  They want
efficient energy systems, using
electricity from renewable
sources.  They want to save
energy in their schools by
turning off equipment, lights
and heating when not needed.
Heating should be adjustable
in each room. Students want
schools to recycle more, and
use sustainable materials.  They
ask for bike sheds to encourage
cycling to school, and more
green spaces to help them
learn about nature.
Mounts Bay School, Penzance
Phineas Manasseh Architect
TOILETS
Pupils say their toilets are
boring at best, and filthy at
worst.  They want clean,
hygienic facilities with lots
of natural light and good
ventilation.  Automatic sensors
on flushes, taps and driers
would prevent germs spreading,
and there should always be
plenty of soap and tissue.
Broken locks, doors and taps
should be mended quickly.
Pupils want to stop vandalism
and bullying in their toilets,
suggesting CCTV or frequent
checks, as well as a design
that has no hidden corners.
Barlow Roman Catholic High
School, Manchester
JudgeGill
UNIFORM
Pupils agree it is important to
look smart for school, and they
understand that uniform makes
an important statement about
their school. Pupils want a
uniform to feel proud of, that is
comfortable, hard-wearing and
affordable.  They want clothing
that is flexible enough for
summer and winter wear.  Not
all pupils want to wear ties, but
they sometimes want their
uniform to show form group
and year status.
Aldercar Community Language
College, Nottingham
Paul Smith
9
10
12
 The client team explained that their dinner hall is used for assembly
and that there is ‘not enough space’.  They described the décor as
‘plain and dull’, adding that it is ‘all one colour, which is not attractive’
and that the ‘paintings on the wall do not make sense’. Overcrowding
is a problem; pupils complained about ‘very long queues’ and that ‘you
can’t always sit down’.  This is made worse by ‘square tables that are
hard to sit around so there is not much space’.  The group was also
frustrated by dirty floors, a bad smell and the ‘limited menu’.

‘It’s not really somewhere you’d want to spend your lunch!’

The pupil clients want to divide the dinner hall into ‘brighter, more
attractive areas’ and suggested that there could be a different area for
each year group. The serving space should include zones for hot dinners
and self-service, with a salad bar, buffet area and vending machines. They
chose images of open, airy spaces in light green colours with plenty of
Royal Festival Hall | South Bank, London | The Visit
plants, to show what they want.

• Different areas for hot food, self-service, To ease congestion through the dinner hall, the team suggested ‘different
healthy salads, vending machines and buffet- queues for each year group’ and ‘more seating so everyone can sit
somewhere’.  They are keen on having an outdoor ‘eating area, like an
style eating extension of the canteen’ as well as ‘modernised tables that are different
• An outdoor extension to increase capacity shapes’.  New flooring is also needed, as the existing floor gets dirty easily.
and give pupils somewhere to socialise in the
fresh air.
• A new queuing system to reduce waiting time
and overcrowding
• Modern tables in interesting shapes with
more chairs, so that everyone can sit down

11
12
 no.3 The client team explained that they have ‘traditional classrooms, with
pupils’ chosen issue wooden benches and stools’.  They complained that all classrooms ‘look
the same’ – ‘boring and all cream, with paint that peels off’. Pupils were
annoyed by chewing gum being stuck to the undersides of tables, ‘dirty
floors’ and that their PE changing rooms are ‘dusty and dirty’.

‘We need to jazz them up!’

Pupil clients want ‘modern classrooms’ that ‘get your attention’. T  here
should be ‘no pastel colours – only stimulating and bold colours’ to
make classrooms ‘jazzy, funky and vibrant’.  The group wants classrooms
that are easy to concentrate in and ‘stimulating to teach in’, that could
be ‘decorated according to subject’ and ‘set out in ways that involve
everyone’. ‘Swivel chairs, nice tables and either wooden floors or nice
carpets’ would make learning more pleasant, as would ‘windows which
open to allow plenty of fresh air in’.
British Film Institute | South Bank, London | The Visit

The team recommended a number of new learning spaces for their

• Colourful classrooms with wooden floors school, including a ‘theatre or lecture room’ a ‘media or photography
or attractive carpets and lots of natural light room’ and an ‘auditorium for bigger assemblies’. T  he school should have
more computers, including laptops, desktop PCs and better furniture
• Better sports facilities including a gym, in the IT room to make using it more comfortable. Pupils would also
cricket pitch and new changing rooms like a new, bigger library, with plenty of computers and cubicles for
private study.  The client team are eager to have new sports facilities,
• Plenty of comfortable computer workstations including a gym, cricket pitch and improved changing facilities.
in an enlarged, upgraded library and IT room
• Swivel chairs and tables in different styles, to
make learning in classrooms more comfortable

13
14
 The pupil cients are frustrated that the reception area ‘shares space
with the dinner hall’ and that they are not allowed to use it.  They
complained that the ‘south wing reception area is cramped and tiny’
and think that having two reception areas is ‘confusing’. T
  he team
described the atmosphere as ‘unwelcoming’, stressing that it ‘takes
a long time to be served’ and that staff can be ‘unfriendly’.

‘A fish tank in the wall would give it wow factor!’

The client team said that they ‘want people to know that they are proud
of their school’, asking for a ‘modern, spacious and welcoming entrance’.
It should be ‘big, bright, open and colourful’, with ‘funky flooring’ and
a ‘fish tank ‘in the wall’ to give the space ‘wow factor’.  Their ideas for
the space include rainbow colours with bold, clear signage and lots of
natural light.
British Film Festival | South Bank, London | The Visit
Team members suggested ‘separate rooms for visitors and students’ and
meeting rooms where visitors could meet privately with staff.  They are
• A large open-plan reception with a sign that certain that visitor experiences would be improved by friendly staff
says ‘Welcome to Witton Park School’ and quicker service, as well as a coffee machine to use while they wait.
‘Sliding windows’ and ‘automatic doors’ would ensure that the space is
• Separate waiting areas for visitors and safe and secure at all times.
students with rooms for confidential chats
• Automatic doors to make the space modern
and welcoming and fully accessible
• Friendly staff, efficient service and a coffee
machine for visitors

15
16
 no.2 ‘ There is nowhere to go!’ pupils clients reported, adding ‘we need
pupils’ chosen issue something!’ They described how pupils ‘resort to just walking around
the school at playtime, which is tricky and restricting with the one-way
system’, and that there is ‘nowhere to sit down and relax – even when
it rains!’.  The team complained that ‘benches get vandalised’ and that
because ‘there are no nets or goals’ for football, pupils have to use
jumpers.  They are unhappy with the number of CCTV cameras around
the school, saying that it ‘feels like Big Brother!’

‘There’s not a lot to do at break time – people play football

or just walk around’

National Theatre | South Bank, London | The Visit
• A lounge for every year group and a larger field for football ‘as it is really big’.
‘chill zone’ with games, pool tables and
entertainments
• Colourful, transparent, modern shelters during break times, with games and a pool table. T
with sturdy benches for socialising outdoors
• An internet café with free access to lots
of websites
• Access to the school field at break times
for ball games and excercise
Outdoor social spaces are a priority for the pupil clients. T   hey suggested
a ‘shelter and plastic chairs, so you can chill outside and don’t have to
stay inside if it rains’. Shelters should be ‘colourful and modern’; a clear
material, such as glass, could be a possibility. T
  he team is keen for areas
to be set aside for outside eating; these spaces should have robust
‘benches that don’t snap’. Pupils should also be able to use the school
Indoors, the client team would like to ‘chill in different lounge rooms
for different year groups’. T
  hey suggested a larger ‘chill zone’ for relaxing
  he group requested
an ‘internet café that does not block so many websites’ as well as
‘vending machines’ for snacks.

17
18
 no.1 Pupil clients described their toilets as ‘disgusting’.  They complained
pupils’ chosen issue that they are ‘really small’ and that there are only ‘three cubicles for
everyone that has to use them’, resulting in pupils getting ‘squashed
against the walls’.  The team is frustrated that there is ‘no toilet roll’
and a ‘bad smell’ in the toilets, as well as ‘broken locks on the doors,
and sometimes no doors!’  They reported a problem with vandalism
and people putting makeup on the mirrors, also mentioning that
although a graffiti artist did a mural on one of the walls, ‘it was a mess!’.
Colour is a problem; the group explained that the boys’ facilities are
‘dark grey and blue’ and the girls’ colours are ‘horrible – pink and green!’

‘They’re too small – you get squashed against the walls’

The client team wants toilets that have a ‘modern look’, are ‘clean,
spacious and comfortable’ and ‘much brighter’.  They should have
plenty of ‘wide toilet cubicles’ and ‘space near the sinks’ to minimise
What’s Next For Schools? exhibition | Somerset House, London | The Challenge
overcrowding, as well as ‘better ventilation’ and air fresheners to
improve the smell. Maintenance is important to the team; they requested
• Toilets that are clean, spacious and comfortable strong cubicles to protect against vandalism and regular cleaning to keep
with more cubicles to reduce waiting time facilities hygienic. Smoking in the toilets should be banned, and the team
suggested enforcing this by ‘installing a smoke sensor’.
• Air fresheners and smoke sensors installed
to make the toilet smell better Pupils recommended some basic improvements to the toilets, including
‘lights which work’, ‘taps which work – ideally automatic’, ‘bins in the
• Better maintenance and cleaning so that toilets’ and ‘soap to improve hygiene’. T
  hey explained that ‘automatic or
touch-flushes’, ‘big mirrors’ and drinking taps would also improve their
toilets are nice to use
experience of the toilets, as would ‘plugs and sockets for straighteners’.
• Automatic flushes and taps, and a separate The team insisted that new sinks should not be stainless steel, which
was an unpopular material and that the toilets should have vending
tap for drinking water
machines for sanitary products.

19
20

Creative workshop | Blackburn Enterprise Centre, Blackburn | The Brief
• A stricter, more mature uniform that is the single, unisex PE uniform that every pupil has to wear and that it should
same for every year group
• Separate uniforms for summer and winter
to ensure comfort all year round
• A single uniform for PE that includes cosy
tracksuits and hoodies
• Better affordability or a uniform that is
provided by the school
The client team explained that there is a different-coloured uniform
for each year group in the school, which ‘makes it look like a primary
school!’  They complained that polo shirts look ‘too young’ and that the
green, light blue and dark blue colour scheme is ‘boring’. Pupils were
glad that the PE uniform is being redesigned but unhappy with the fact
that the boys have to wear shorts for PE.
‘If we dress mature we feel mature’
Pupil clients said that ‘it is good to wear a uniform as it represents the
school’, but asked for it to be redesigned to look more ‘mature’. T   hey
are keen for it to be ‘stricter’, ‘the same for everyone’ and incorporating
elements that can personalised.  The cost is an important issue so the
team suggested that the school should either provide the uniform or
that they make it more affordable.
The client team suggested a different school uniform for summer and
winter, as well as a new PE kit.  They decided that this should be a
include tracksuits and hoodies so that students are comfortable.
21
OTHER COMMON ISSUES
COLOUR
After discussing all 12 common issues on Challenge Day, the client
team chose to focus on six issues they decided were most relevant
to their school, for which they developed visual brief boards.  Here
we show what the pupil clients said about the other six issues.  They
explained how it is now in their school, and suggested how it could
be in future.
How is it now ?
• The same colours used
throughout the school, making
pupils feel bored
• Peeling paint makes the school
seem uninviting
How could it be ?
• Bright, interesting and unique,
with a modern look
• Colourful furniture and
patterns on the walls
• Vibrant but not overpowering
• Classrooms that reflect
different moods and have
silhouettes of famous people
on the walls
22
COMMUNICATION
How is it now ?
• No maps around the school
so it can be hard for visitors
and new pupils to find their way
• Teachers sometimes forget
to give out messages
How could it be ?
• Big, bold maps around
the school
• Noticeboards in every
department
• A Tannoy or radio system
to keep pupils and teachers
up to date
REPUTATION & IDENTITY
How is it now ?
• Not always a positive reputation
with the local people
• Some students cause problems
How could it be ?
• Pupils should improve
their behaviour
• Teachers need to enforce
discipline so pupils
do not give the school
a bad reputation
SIXTH-FORM SPACES
How is it now ?
• No sixth form at the school
How could it be ?
• Having a sixth form would
attract pupils to the school and
give it a more impressive image
• A sixth form could have its
own building and facilities,
including a common room
• Sixth-form classrooms that
are set out like a working
environment
STORAGE
How is it now ?
• The lack of lockers means
students have to carry their
bags all day
• Books in classrooms are often
hard to find as there is no
set place to keep them
• There is no CCTV in the PE
changing rooms so students’
property gets stolen
How could it be ?
• Safe, accessible lockers that
are built into the corridors
and opened with a code
• Lockers that can be customised
and have enough space for
books
SUSTAINABILITY
How is it now ?
• Lights are inefficient and
often left on overnight
• Classrooms are cold in the
winter and too hot in
the summer
How could it be ?
• Air conditioning in the
summer and sufficient
heating in the winter
• Solar panels to provide
energy for the school
• Recycling programmes
• Wider windows to increase
natural light entering the
classrooms and reduce
electricity consumption
23
The future
This document contains information from pupils that will make a valuable
contribution to the future development of W   itton Park High School. The
pupil client team has made extensive suggestions and recommendations
during debates and presentations, and every pupil has helped to develop
the brief.  The publication of this document marks an opportunity for
the school community to extend the conversation, so that pupil voice is
heard throughout the planning and construction stages of the Building
Schools for the Future project.

For the pupil clients the publication of this brief, describing how they
want their school to be improved, marks the beginning of another
process.  Through continued engagement with the Building Schools for
the Future project, the client team can also contribute to the pragmatic
decisions about what can be realised within the allocated budget.  This
can be an exciting period of conversation between the pupil clients and
the management teams appointed to redevelop their school.  Extended
discussion can help to clarify the client team’s priorities, while the pupils
gain useful skills in negotiation, problem-solving and decision-making.

The Head teacher, Senior Management Team, Board of Governors and

Local  Authority have a responsibility to ensure that pupil voice is
incorporated into the Building Schools for the Future project at every
relevant stage of the journey until completion.  Pupil clients can learn
about the planning and construction process, attend meetings, make site
visits, and act as ambassadors for the project.  New pupil clients can be
selected as older ones leave the school.  When given the opportunity
and responsibility, client teams can contribute to clear-headed, practical
decisions in the best interests of pupils in their school.

24
THANK YOU

With many thanks to

Pupil clients, Head teacher and lead teacher
from Witton Park High School

Blackburn with Darwen Borough Council,

BSF Learning Transformation Team
Project coordination and promotion: Kate Bond,
Ben Greenwood, Heather Owen and Saskia Rose

Photography
Ben Blossom, Graham Carlow

Film
Beardwood High School media students

Workshop support
Sheetal Kabawala, Daniela Lobina, Emer O’Brian,
Jack Roche and Ian Varnes

Inspirational visit locations

British Film Institute
Hayward Gallery
Royal Festival Hall
London Eye

Visual Resources
Hatchette Filipacchi Ltd
Condé Nast Publications Ltd
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