Camden Goods Yard

CAMDEN GOODS YARD

DECEMBER 2017

Camden Council granted planning permission to Camden Goods Yard at the end of November, voting unanimously in favour of the scheme. The extensive development reinvents an existing Morrisons supermarket and car park on Chalk Farm Road and in close proximity to the Roundhouse and Camden Locks. The project will deliver 573 new homes of mixed tenure, including nearly 40% affordable homes.

Niall McLaughlin Architects designed the mixed-use building marking the main point of access to the Camden Goods Yard site off Chalk Farm Road. It incorporates an existing petrol filling station into a mixed-use building that accommodates workspace alongside retail, a cafe, restaurant and winter garden.

The shop units are placed between heavy brick piers with riveted steel beams above, referencing the language of the ‘Great Wall of Camden’ that once stood in its place and the historic industrial structures nearby. At the corner, the building is a celebration of public activity, enlivened by the inhabitants of its cafes and restaurants, and a winter garden at the top level. The adjacent office accommodation has a vitreous and delicate outer facade with a layered and dynamic inner skin offering depth, texture and changing transparency.

The project is a collaboration with Allies and Morrison, who are the overall masterplan architect and, together with Piercy & Company, designers of the individual buildings.

RIBA EDUCATION REVIEW PRESENTATION

MARCH 2015

Niall gave a presentation to the RIBA Education Review at a specially convened Forum and Council, which debated significant changes to the structure of architectural education. Niall spoke about the relationship between education and practice, arguing for a lifelong cycle of practice and education.

“Education should not end with RIBA Part III, or even limp along through minimum prescribed CPD events. It should no longer be possible for an architect to finish their education. I propose a more comprehensive model of life-long learning. If practitioners come back to the schools throughout their lives, they will be constantly invigorated and, by extension, they will constantly invigorate the schools to which they return. This would constitute a discourse – in the sense of a ferrying back and forth – in which practice and education are both part of a seamless continuity. The purpose of education is not so much the acquisition of set skills but – to borrow a phrase from John Hattie – learning how to learn. Once you have done this, you have built an engine for a lifetime of renewal.”