Culcheth High School was a new-build project designed in 2010 as part of the Building Schools for the Future programme. At the time, educational architecture was largely driven by Department for Education standards (BB93) which prescribed room sizes, corridor widths, and space allocations. This framework prioritised compactness and efficiency over spatial generosity or interior quality.

What set Culcheth High School apart was the opportunity to bring daylight into the heart of the school. The architectural arrangement on site allowed a central corridor space to become much more than a means of getting from A to B—it became a main internal artery, a continuous linear route connecting the wings of learning. This central “street” became a social and functional spine, allowing the building to be understood and navigated with confidence.

Innovative Solutions for Navigation & Well-being

School can be a high-pressure environment: noisy, crowded, emotionally charged. Movement between lessons often adds to the anxiety. Here, the design responded with calm, clarity and empathy—creating spaces that supported both navigation and emotional well-being.

Doorways were recessed to create alcoves, offering students space to pause, orient themselves, or step aside before encountering oncoming pedestrian flow. Subtle striped floor patterns—like zebra crossings—signalled safe crossings and guided movement with visual cues, reducing confusion and collisions. These interventions made circulation feel calmer, more intuitive, and less stressful.

Wayfinding was playful, inclusive, and multi-sensory. One side of the street was defined by colour; the other by bold black-and-white supergraphics. Each “finger” of accommodation had its own distinct colour, department identity, and iconography—such as a whisk and hammer for technology, or a ball and bat for sport. These were designed to support recognition for all learners, including those with dyslexia or other processing differences.

Wide stair landings and glazed ends created natural places to pause, reflect, or gather. These spaces weren’t just for supervision, but for presence—where teachers could engage informally, not patrol. Student quotes and inspirational facts decorated corridor walls, turning everyday journeys into quiet opportunities for connection and learning.

Educational Impact & Legacy

The principle was simple: treat people as you’d wish to be treated. The result was a school that respected its students, acknowledged their daily challenges, and responded with intelligent, inclusive design.

Culcheth High became a place where learning could flourish—not just through lessons, but through space. It adopted a model of education, navigation, and community, where the interior design played an active and purposeful role. The building supported students not only in where to go, but how to feel while getting there.