From a teachers perspective smaller classes are preferable to anything else (being an ex teacher I know how much easier it is).
So rather than loads of complicated technology, just build a place that is simple, energy efficient, uses technology to generate power, reduce technology that uses power, get rid of all the distractions (fancy 'coloured' lighting sounds like something an educationalist would dream up) and don't forget what a school is for. It is a factory for minimum education standards and buck passing.

Tony,

I think the following would be a starter.

1. Good internal natural light in all areas
2. Even temperature maintained in all weather.
3. Good internal/external noise reductions
4. flexibility in the work area space for diverse function.
5. Minimal external distraction for working area.
6. Ease of movement around the complex
7. Dry movement around the complex
8. Good control of entry/exit points from the complex

much of this has already been mentioned in earlier posts

Jonti

Agree re internal RWPs, and probably soil pipes too. Keep them out where possible.

Avoid unnecessary roof lights in flat or shallow-pitched roofs. Of course we all know they *can* be detailed properly, but they frequently are not. My kids' junior school had a mainly flat roof and occasional ''sticky-up dormers'' on shallow-pitched parts, with the cills almost at flat roof level. Blocked (internal) fall-pipes led to a pond and over-topping of the meagre upstand on the 'dormers'. Regular floods. Same issue on 'proper' flat-roof-roof-lights'.

Markocosic, I am obviously lucky - I have never had a soil pipe freeze. Note also that I did not say they cannot be boxed - I'd just like them to leak outside rather than inside if they do leak.

Tony,

Another question - how is the build to be funded (or is this a speculative masterplan)?

If it's the standard central government route then it will most likely be using their (Design & Build) contracts which will mean you'll be fighting harder to get anything better than current Building Regs in terms of energy performance.

Not a big deal if you've got the legal clout to make sure the contracts are built around meeting PH performance, but I've repeatedly found that during the 'value engineering' phase that seems to be standard these days, a school will always prioritise teaching space over energy performance if they are forced to make a choice.

The more experienced PH school architects out there (Architype have already been mentioned) would probably have the arguments to point out that it doesn't need to cost any more than a standard build, however I'm not sure I've seen a certified PH school that's been built as D&B in this country yet...

Google " Devon Eco school problems"....

1. Ventilation Strategy
Biggest question (in terms of knock-on effects). You'll probably want a structural engineer on hand too as this decision can also govern floor to ceiling heights and you can have the usual debate over concrete vs. steel vs. timber frame. Aside from the thermal mass argument, frame choice will also influence structural bays and therefore how much uninterrupted window opening you can get per classroom.

2. Ceiling vs. Soffit
Assuming you adopt some form of heat recovery you then need to understand where the supply and extract ducts are running. This will likely need an acoustician's input on noise transfer between classrooms and circulation which should open up a conversation around attenuated bulkheads (corridor side or classroom side), and exposed soffit (and exposed services) with acoustic baffles vs. suspended ceiling (yuk). NOTE: this usually brings the topic back to frame choice as the structural soffit would be on show (CLT looks good, pre-cast planks need attention to avoid untidy edges, trapezoidal steel deck always looks like a retail shed).

3.Daylight factor
Natural ventilation proportions tend to work well with natural daylight requirements in terms of room depth but if you end up at MVHR you might find you need to explore the 'daylight autonomy' argument to avoid deep plan spaces. Structural soffit colour (natural vs. paint) could also influence reflected light levels.

4. Night-purging
If it's a private school I'm assuming it's on a nice remote secure site and you can look into night-time purging to pre-cool the building before school starts. This has its own implications in terms of automated BMS systems (simpler the operation the better) vs a diligent 'estates manager' (janitor) opening some high-level windows whilst locking up. Oh and mosquito/pigeon ingress...

5. Waste Heat
On a more leftfield tack, how about using the school swimming pool as a thermal store? (private school right?- they must have one!)

That's all I can think of for now.

There is no such subject as Science.
An excuse for Biologists (aka fornicating Frog counters) to camoflage themselves among the Chemists and Physists.
imho!
PS
Def do not want "pods", for a while I got the distinct impression they were an obligitary installation in schools.

I too cannot understand the need to feed Architects ego's and bank balances with unique/cutting edge be-spoke designs for each and every site.

Which will probably be defective and neglected and get a clat from a digger in 20 or 30 years.

However I do appreciate that some spaces simply "work" and others dont, how much though is down to good design, as against serindipity?

PPS
Our 1960's (by the look of it) local Primary school is bright, airy and spotless and an absolute pleasure to be in, which is simply more to do with ALL the staff, both ancillaries and teachers, than the building structure itself..


Then.
Consider, on going/long term
Maintenance
maintenance,
maintenance
and
maintenance.
signed
G, M &Twitch

tee hee
Senior Managment was quare an fond of quoting that first statement as attributed to Rutherford.
Her being an Astrophysist, and from St. Andrews/Old Hall too.
There was apparently a bit o in-breeding in our family tree so I needed to freshen up the blood-line!
m