AOC were appointed through competitive interview for the redevelopment of this Grade II listed school adjacent to Southwark Park. We subsequently led the design team through the development of a masterplan, detail design, public consultation, planning approval, listed building consent, construction funding approval and the subsequent implementation with Mansell. The existing Grade II listed building is an early example of the London Board School model established by E.R.Robson. Originally built in the 1870’s, and extended in the 1890’s and 1910, the new work looks to comprehensively integrate with and extend the retained fabric, continuing an evolution of masonry construction and detailing across the site. Design evolution developed through managed iterative dialogue; with the client, the school community, local residents, planning officers and English Heritage. A major project presented to Southwark Design Review Panel and consented by the GLA, the proposal developed through the establishment of the heritage statement, and understanding of the subtleties of architectural and historical significance. In response to such issues a shared design emerged from a nuanced analysis of the historical pattern of development. Previously on the buildings at risk register, two thirds of the 2,500sqm project is comprehensive refurbishment. The school accommodation has been expanded from 1.5 to 2 forms of entry with a 50 place nursery, providing a bespoke suite of educational spaces which suit the creative ethos of the school and maximize the potential of the listed fabric. Given the historical significance of the site, as an emerging prototype London Board School, AOC were committed to expressing the evolution of school classroom design and teaching ethos across the site, instilling a thematic or experience which can be read and traced into the provision of otherwise potentially generic institutional space. A comprehensive re-planning of the site has been able to challenge endemic issues by prioritising teaching spaces, improving the adjacency of spaces, challenging site severance, poor access and taking circulation out of the main halls. The discrete extensions add to the existing arrangement of grouped cellular volumes, providing a landscape of internal and external learning spaces including a new secure welcome area at the front of the school; a new main hall open onto the playground; a new reception teaching block with covered play as part of a new foundation stage early years centre; and a new linking gallery corridor with stair, lift and bridge unifying all the buildings on the site. A strong sense of progression across the site has been established to aid a nesting of communities and for simple way finding. Early years and infants are located with adjacent teaching terraces giving opportunities for external learning. The juniors are located on the first floor, making the most of the fantastic double height open vaulted ceilings. Linking spaces between key stages have become important threshold points to cluster staff support spaces and provide teaching opportunities for across year group working. The design has 14 paired class bases, integrating ICT and library resources into each room. Each year shares a small group room for one to one or small group use. The ground floor of the junior building and the welcome block house the majority of shared and specialist spaces for music, media and drama, as well as hall use. The existing fabric has been enhanced to improve thermal efficiency with sympathetic refurbishments of floor and ceiling constructions. The existing timber sliding sash windows have been carefully refurbished. The school is predominately naturally ventilated with comprehensive new integrated services throughout. We strove to maximise the generosity of the original buildings whilst creating more appropriate spaces. A great deal lot of focus was given to developing the brief with the school community, and to aid debate, spending time considering how they use their current school to support their broader educational aims.