Welcome to the Burrell Foley Fischer LLP Blog. We are an award winning, design led architectural practice with a recognised commitment to achieving high quality in the built environment. Over thirty years we have gained specialist experience of urban design, residential, education, performing arts and cinema and media buildings and the adaptation and restoration of historic buildings.
An original feasibility study and development plan was undertaken by BFF in 1996 to establish a long-term strategy for the development of the School’s facilities. The scope of the study included the acquisition of Technology College Status; a new library; IT and private study facilities; new teaching spaces, including classrooms, science labs and technology workshops; a new Sixth-Form Centre; improved sports, drama and performance facilities; improved access, circulation and playground facilities; and the introduction of full disabled access throughout the school.
Roof extension to form Sixth-Form Centre
In 1998, following the acquisition of Technology College Status, a new IT classroom was constructed and informal IT access within the existing school library on a new mezzanine level was introduced. In early 2003 BFF was commissioned to undertake the detailed design of the first phase of the long-term development plan (the new Sixth-Form Centre) and to obtain planning permission for this and the second phase, the creation of a new school entrance, reception and administration facilities.
New build extension including professional catering kitchen teaching facilities
Work on the third phase of the project, the development of the existing Victorian building which houses the Technology Block, was completed in 2007 in a two-storey extension to the main building providing new workshops for vehicle maintenance, painting and decorating, etc.The most recent phase is a new build extension which includes specialist ICT and general purpose classrooms, and a professional catering kitchen teaching space.
Panorama of the school grounds
Owing to the nature of the project, all of the works have been planned and sequenced in order to minimise disruption to teaching and to avoid the need to decant pupils to temporary classrooms or alternative sites.