Planning Granted for the New Academic Building, Bedford School

PLANNING GRANTED FOR THE NEW ACADEMIC BUILDING, BEDFORD SCHOOL

OCTOBER 2022

Arriving at the School via the De Parys Avenue Gates. Visualisation depicting the set-back frontage of the proposed New Academic Building, revealing the Main School Building.

We are delighted that Bedford School have been granted planning permission to build their New Academic Building. The new teaching facility, arranged across two-storeys will host 21 classrooms for Maths, Economics and Computer Science along with smaller rooms for group working and seminars. The building is composed as a chain of simple square teaching volumes arranged around a central breakout and circulation concourse. The facades borrow from the organisational principles and neo-gothic elements of the Main School Building - employing deep reveals, gabled roofs, chimneys and a lantern to create generous, bright and airy spaces for teaching and learning. In front of the new building, there will be a new pedestrianised square with delicate trees and lush low-level planting. To the rear, a series of small villa gardens will be combined to form a larger courtyard garden captured by the existing library and New Academic Building, hosting teaching terraces and verdant spaces for socialising and rest.

Image Credit: Pictureplane

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.”