It’s all very well talking about creativity and collaboration when designing schools (Letters April 5), but all of this goes out of the window when we (teachers) are judged.

Classroom

Source: Hakan Dahlstrom

The measure of a “good” school is one that gets good results.

In Kent and other areas there have been appearing a series of BSF-funded schools that are individually designed and have been drawing students/parents who are wowed by the big open spaces, beanbags and funky colours. There is already a backlash against some of these as the reality of trying to educate in these spaces becomes apparent — the “unlucky” schools that have traditional spaces are beginning to think they are the lucky ones — and parents are starting to agree.

As a teacher of design who trained as an architect I can clearly see the failings, dangers and financial costs of such high concepts. The reality of working in some of these buildings has to be seen to be believed. Surely the client should be education, not the ego of the head teacher, architect or whichever political party is in vogue at the time.

Tim Masters
Kent

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