Coming back several years after completion, listening, observing. This is exactly what we mean by service phase 10. In May, we visited Aue-Mehde-Grundschule in Zeven, which opened in 2018. Not for a conventional walkthrough, but for genuine feedback from everyday school life.
In conversation with third- and fourth-grade pupils, it quickly became clear how precisely children perceive their school. They talk about routes, colours, proportions, favourite places, retreat spaces, toilets, the schoolyard and the assembly hall. Openly, directly and with a very clear sense of what feels good for them. One place mentioned particularly often was the »island room«, where the school’s two social pedagogues can usually be found. Originally planned as part of the administrative area, the room was quickly swapped with the intended archive. This created a place directly adjacent to the assembly hall that is close to the pupils in everyday life: for conversations, conflicts, quiet moments and a sense of safety.
The island room. That’s where I always went when I’d been up to a lot of mischief. And then I played Uno there with Ms C.
For us, this is a key insight: not every use can be planned in advance. Sometimes it is only once a building is in operation that it becomes clear where a space is truly needed.
The individual year-group wings were viewed very positively. Colours help the children find their way around, and even kindergarten children are able to orient themselves well during visits. At the same time, they create a sense of belonging: a place of their own within the larger whole. The toilets assigned to the individual classrooms also work well in everyday use and provide noticeable relief. One teacher sums it up: »The separate wing toilets make things so much more relaxed.«
The adventure forest in the foyer is used differently than originally intended. As a break-time area, it works only to a limited extent; during events, fixed furniture elements make seating more difficult. At the same time, the assembly hall remains an important part of the school’s identity. The children like its atmosphere, its islands and the possibility of decorating it for celebrations. For us, this is precisely where a productive tension lies, and where we can learn: distinctive elements create atmosphere and recognition. But wherever community, movement and events take place, they also need sufficient flexibility.
The gallery in front of the large window façade facing the schoolyard is also used less than expected. In return, cloakroom areas become storytelling circles or workspaces in summer, adjoining rooms become places for focused work, and the schoolyard remains a central favourite place. At the same time, the children would like more greenery, additional play opportunities and more ways to learn outdoors. For future projects, we are taking with us the need to think about indoor and outdoor spaces even more closely together, as extended spaces for learning and everyday life.
The learning islands should be outside, too.
Our return visit shows that a school continues to grow after it opens, shaped by the people who use it. Some ideas work, others change, and others only become visible in everyday life. This is exactly why service phase 10 is so valuable to us. It helps us listen closely and continue learning from built spaces for growth.
About the Project Return visit to Grundschule am Moor