UPFRONT
BACK TO SCHOOL Learning environments are some of the most important places, and the way they function is just as important as how they look. Mark Johnstone, Head of Commercial – UK, Middle East and Ireland at Altro, considers the key criteria when specifying for primary schools.
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hen it comes to specifying for education environments, there is a greater need than ever for durable, easy-to-clean, comfortable and attractive surfaces – and, thankfully, plenty of smart solutions meet those demands. We have worked through the decades to develop solutions to age-old issues; safety floors to prevent slips; sustainable adhesive-free floors to reduce downtime; shoe and barefoot flooring for safer changing rooms; floors that reduce the impact of sound for quieter working spaces; and walls and doors that impress, yet don’t compromise on hygiene and easy maintenance. Specifiers have a lot to balance. We’re aware of the changing views on learning spaces, for example, the positive impact that biophilia – using natural shades, including woodlook options, and images of nature – has on learning. We’re aware of the benefits that
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adaptable learning spaces and effective wayfinding solutions, among other design concepts, have for those with autism or social emotional mental health (SEMH) needs – and that, actually, these should not only be considered for specialist spaces, as the same things hugely benefit all children. We understand the challenges of complying with regulations designed to keep our children safe, whether finding solutions that have the required 30-point light reflectance value difference between floors and walls, installing safe disability access ramps, or giving reassurance that our doors and walls meet the required standards for fire resistance. We appreciate that education buildings are among the busiest public spaces, meaning durability and easy maintenance are essential. We know specifiers must also meet sustainability requirements – there is a lot to take into consideration.
