St Clere’s School

Bond Bryan is delivering the redevelopment of St Clere’s School in Stanford-le-Hope, Essex, as Contractor’s Architect for Kier Construction under the Department for Education’s School Rebuilding Programme (SRP). 

The project replaces ageing and RAAC-affected buildings with two new teaching blocks while remodelling and reconnecting retained accommodation across a live secondary school campus serving 1,500 students, including a 20-place Designated Unit for pupils with visual and hearing impairments. 

Delivered through a carefully phased programme, the redevelopment enables the school to remain fully operational throughout construction while creating a modern, inclusive and sustainable learning environment that will support future generations of students and the wider community. 

The project demonstrates how strategic redevelopment can deliver far more than replacement buildings by creating long-term value for students, staff, the local community and the Department for Education. 

Working closely with Kier Construction, the DfE and Osborne Co-operative Academy Trust through an extensive programme of Client Engagement Meetings, the design has evolved collaboratively to ensure it responds directly to the school’s operational requirements while meeting the demanding standards of the DfE Output Specification. 

The redevelopment significantly enhances the school’s educational offer through specialist facilities that support both mainstream and vocational learning. New construction, engineering, hospitality and media teaching environments sit alongside an expanded SEND provision designed specifically around the needs of pupils with visual and hearing impairments. 

Recognising the school’s role beyond the school day, the campus has also been designed as a community asset. Dedicated zoning, separate access arrangements and intelligent building controls enable sports, drama and community facilities to operate independently into the evening, maximising use of the estate while maintaining security. 

Perhaps most significantly, the complex three-phase construction programme has been carefully planned to maintain uninterrupted education throughout delivery. By making strategic use of existing temporary accommodation and sequencing works around the RAAC-affected buildings, disruption to teaching has been minimised while creating a clear pathway towards a completely transformed campus. 

The redevelopment will fundamentally improve the educational experience for more than 1,300 current students while creating capacity for future growth across both the secondary school and sixth form. 

Inclusive design has been embedded throughout the project rather than treated as a standalone requirement. The specialist Designated Unit is supported by a comprehensive package of accessibility measures integrated across the entire school, including enhanced acoustics, soundfield systems, Braille signage, contrasting finishes, visual fire alarms and dedicated external facilities for guide dogs. The result is an environment where students with additional needs can participate fully alongside their peers. 

The wider masterplan also prioritises wellbeing. Landscaped courtyards, outdoor learning spaces, informal amphitheatres and social areas create opportunities for collaboration, recreation and outdoor education, while clear circulation routes improve movement, supervision and wayfinding across the site. 

Operating within a live school presented significant technical and logistical challenges. The project required careful coordination around existing RAAC structures alongside asbestos, drainage, ecological and ground condition constraints. Through close collaboration across the consultant team, these complexities have been successfully integrated into a phased delivery strategy that protects both educational continuity and programme certainty. 

Ultimately, the project creates a resilient, future-ready campus capable of supporting evolving educational needs for decades to come. 

Sustainability has informed every stage of the design, balancing operational performance, environmental responsibility and long-term resilience. 

The new buildings have been designed to achieve Net Zero Carbon in Operation (NCZiO) through a fabric-first approach complemented by low-carbon technologies including Ground Source Heat Pumps and BioSolar roofs. These measures reduce operational energy demand while supporting the Department for Education’s wider sustainability objectives. 

The landscape strategy delivers a minimum 10% Biodiversity Net Gain, creating richer habitats across the site through extensive planting, retained woodland, rain gardens and integrated sustainable drainage systems. These interventions not only improve ecological value but also create attractive outdoor environments that enhance student wellbeing and provide opportunities for environmental learning. 

Sustainable drainage features, permeable paving and climate-resilient planting help manage surface water naturally while improving the quality of external spaces. Structural planting provides shade, seasonal interest and shelter, helping students experience a healthier and more comfortable campus throughout the year. 

Beyond environmental performance, sustainability is reflected in the long-term adaptability of the estate. By combining new construction with the remodelling of retained buildings, the project extends the life of existing assets while delivering modern educational environments that are flexible enough to accommodate changing teaching methods, evolving technology and future curriculum requirements. 

The result is a school designed not only to address today’s challenges, but to provide lasting social, educational and environmental value for the community it serves.