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School building design plays a central role in the creation of learning environments and can therefore support educational change. However, non-architectural elements must also be considered particularly when change is attempted. Material space, pedagogical and organisational practices, staff culture and student milieu are interconnected features influencing a school environment. We use a theoretical framework to study the dynamics between space and teaching and learning in a case study of a UK primary school designed to enable educational transformation. We highlight that the initial school educational intentions are still relatively in place, and the building is generally used successfully. In doing so, we argue for the importance of reaching a balance between the design of learning environments and the educational agenda. Achieving this alignment makes school space a powerful local driver of educational change, while suggesting the difficulties inherent in attempts to use physical alterations to spearhead policy-led transformation.
Cardellino et al. (Wed,) studied this question.