Design Philosophy

The proposals for Tudor Grange Academy have been developed to respond to the careful consideration of the sponsor’s education vision, the Academy brief, the site constraints, a landscape masterplan, the buildings to be retained, construction conditions, feedback within the process and our own ambition to deliver an outstanding Education Facility that exceeded the expectations of the Academy.

Through the design process it was established that a number of key elements were critical to the success of the design.

A new entrance – A new Academy

The Academy vision identifies its ‘emphasis on knowing each student thoroughly and personalising their learning’. In our discussions the importance was identified of an external space to ‘meet and greet pupils’ and deal with any pressing issues before pupils enter the school. These key design drivers led to the concept of a new approach and entrance plaza for the Academy as a starting point for the new educational journey through the Academy. Whilst not tuning our back on the existing buildings we have proposed a highly visible new public identity for the Academy that embraces the ethos of transformation already underway.

A single entity – The whole is Greater than the Parts

The major challenge of this project is to successfully integrate existing buildings on a very disparate site. The Academy ethos identifies that ‘the whole Academy is greater than the sum of its parts”. We believe that this aspiration has also been achieved in the proposed scheme, which brings together a series of parts – existing and new build – to form a new Academy with an exciting new vision and aspiration within a unified single building.

Central Hub – Centre of Activity

The design from an early stage was drawn towards the concept of a hub scheme. This was driven by the desire for a legible circulation strategy and a space from which to read the mood of the Academy and manage behaviour, but most importantly inspire the students to achieve.

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The development of the hub has been key to the realisation and identity of the scheme, opening into areas of activity throughout, with the dining as a clear destination. The science and enterprise specialism is expressed throughout the Academy – both internally and externally – pushing the boundaries way beyond the classroom.

Extending horizons – A seamless transition

The Academy vision identifies the importance of bridging the divide between primary and secondary schools, through an integrated foundation programme. This is provided for in the area schedule with two transition classrooms and enhanced in the scheme through a dedicated private garden at the heart of the Academy. The very carefully integration of internal and external spaces will enrich the everyday life of the users.

  • The Academy will embody and represent the ethos, vision and aspiration of Tudor Grange Academy Worcester and Worcestershire County Council.
  • It will enhance the school’s street presence through repositioning the entrance, to create a new pedestrian approach and identity for a new Academy.
  • The Academy will take on a new stature that will incorporate and enhance the existing building stock and inspire pride within the Academy and the wider community.
  • The Academy will be arranged to have a clear and legible organisational diagram unified by a central hub that will promote good behaviour whilst inspiring achievement for all.
  • The Academy will put the science specialism at its heart.
  • Embrace community facilities through appropriate adjacencies and security methodology giving an inclusive and accessible strategy for the whole site.
  • Clearly define and separate pedestrian and vehicular movement and use to ensure safe and useable external space.
  • The building will be carefully formed and positioned to maximise and embrace the landscape as a single unified proposal.
  • All external spaces are designed to give maximum benefit and educational use with a seamless transition from internal to external activities.
  • Provide a richness and variety of lead lesson spaces dispersed through out the scheme.
  • Natural daylight and view out is provided within all teaching and key circulation spaces.
  • Transparency and the activity of education will be evident throughout the built form.
  • Allow the Academy to operate successfully and continue to flourish during the construction period.
  • Provide inspirational, appropriate, flexible and adaptable spaces to the suit the current and future needs of the Academy.
  • Provide sustainable, durable and low energy buildings with a high degree of user comfort and control.