innerâlondon schools 1918â44 a thematic study - English Heritage

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The special schoolWith the exception of the open-air schools (see pages 70-76) the LCC did not build newspecial schools during this period, opting instead to reuse existing special schools andelementary schools which became available through reorganisation. In addition to this theLCC maintained or funded a number of out-county residential schools.Special education provision for physically-disabled children was established by theElementary Education (Blind and Deaf Children) Act of 1893, which obliged every schoolauthority to provide education for blind and deaf children between the ages of 7 and 16in certified schools. The Elementary Education (Defective and Epileptic Children) Act of1899 empowered local authorities to train physically and mentally ‘defective’ and epilepticchildren. The first LCC open-air schools were established the following decade under thislegislation. In the inter-war period, the open-air schools became significant aspects of theLCC’s provision of special education to weak and tuberculous children.The 1914 Elementary Education Act, the 1918 Fisher Act and the consolidatory 1921Education Act made provision compulsory, requiring the local education authorityto provide ‘special schools’, to be inspected by the Medical Branch of the Board ofEducation. In 1924 the Wood Committee on Mental Deficiency was set up. It reportedin 1929, recommending that a larger group of ‘retarded’ children join the ‘defective’category and be educated, without certification, in a ‘helpful variant of the ordinaryschool’.The LCC special education service had a greater capacity than that provided by otherurban authorities: in 1929 the LCC estimated that their provision presented approximatelyhalf the total number of special school places in England and Wales. By 1939, the LCCcategorised special educational needs in the following way:No of PupilsBlind 100Partially-sighted 550Deaf 450Partially-deaf 150‘Mentally deficient’ 3,100‘Physically deficient’ 3,100‘Anaemic, dehabilitated, or 2,600pre-disposed to Tuberculosis’Total 10,050 71Vocational training of physically disabled children was provided in the form of ‘manualwork with a vocational bias’, mainly provided between the ages of 13 and 16 at a mixtureof day and residential schools. 72Due to small class sizes and the policy of out-county dispersal in residential schools(see below), the LCC chose not to build new special day schools during the period,instead adapting obsolete SBL elementary schools, such as the school at Gideon Road,© ENGLISH H ER I TAG E 43 - 20 0977
L B Wandsworth, by providing ‘rooms for trade instruction in woodwork, metalworkand tailoring, equipped with electrical machines, a medical inspection room and a schoolkitchen’. 73 An exception is the single-storeyed Webber Row school, L B Southwark (gradeII) for physically-disabled children of 1916, which lies amongst an enclave of Peabody andLCC tenement blocks, although its catchment area much have been considerably larger.By 1931 the LCC ran seven residential special schools, mostly older, purpose-built schoolsfor the blind, such as Linden Lodge, L B Wandsworth and Elm Court, L B Lambeth, andconverted houses. 74 Another aspect of the special education service was the dispersivepolicy of shipping a large number of their disabled and convalescent children to outcountypremises. The LCC maintained several residential open-air schools, such as theKing’s Canadian School, Bushy Park; Barham House, St Leonard’s on Sea; and WansteadHouse, Margate. The Council also sent children to residential institutions in the countrywhich whom they had agreements. 75 These premises were invariably converted fromlarge Victorian villas or earlier houses.© ENGLISH H ER I TAG E 43 - 20 0978
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Research Department Report Series 4
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The final part of the report proper
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would best be considered within the
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© ENGLISH H ER I TAG E 43 - 20 09
Page 17 and 18:
IntroductionThe provision of school
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The augmentation of state nursery p
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central schools, either newly built
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Fig 8: Model of Impington, possibly
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single-storey brick buildings, redu
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33 Board of Education 1931a, 58.34
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IntroductionFrom 1870 until 1990, t
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Fig. 12: SBL datestone from the Wes
Page 33 and 34: Fig. 14: The classroom pavilions at
Page 35 and 36: Fig. 18: Granton Road School, L B L
Page 37 and 38: considered no less important. Londo
Page 39 and 40: Fig. 22: Infants' Department of Ath
Page 41 and 42: module. 41 Stillman’s schools wer
Page 43 and 44: a spacious playground with retained
Page 45 and 46: collegiate air of a preparatory sch
Page 47 and 48: Fig 32: Junior school classrooms at
Page 49 and 50: emain a “book-learnt” conceptio
Page 51 and 52: Fig 36: Herbert Francis Thomas Coop
Page 53 and 54: contemporaries, with their widely s
Page 55 and 56: Endnotes1 On the abolition of the L
Page 57 and 58: 60 Board of Education 1938.61 Saler
Page 59 and 60: The nursery schoolCase studies:•
Page 61 and 62: designs, the second of 1937 with Ma
Page 63 and 64: Fig. 52: Webb Street School elevati
Page 65 and 66: Fig. 55: North Hammersmith Central
Page 67 and 68: The secondary schoolCase studies:
Page 69 and 70: Fig 59: Maze Hill elevation to the
Page 71 and 72: admired ‘more than any other arch
Page 73 and 74: grants in the form of building subs
Page 75 and 76: accommodated 440 junior children in
Page 77 and 78: The open-air schoolCase studies:•
Page 79 and 80: three open-air schools opened by th
Page 81 and 82: Fig 71: The buildings of the Geere
Page 83: As Frederick Rose predicted in 1908
Page 87 and 88: LAN ANCE SURVEY PLANwithout mainten
Page 89 and 90: Endnotes1 LCC minutes 17.7.1928, p.
Page 91 and 92: 44 Catholic Hall, Appleton Road, El
Page 93 and 94: © ENGLISH H ER I TAG E 43 - 20 098
Page 95 and 96: Board of Education 1923 The differe
Page 97 and 98: English Heritage 1993 General princ
Page 99 and 100: Morrison, K. 1999 The workhouse: a
Page 101 and 102: Whitbread N. 1972 The evolution of
Page 103 and 104: Appendix 1: Gazetteer of extant pur
Page 105 and 106: Original name Present Name & Addres
Page 111 and 112: The S towag e pl anPeckham Park, 18
Page 113 and 114: The en d hall pl anUpper North Stre
Page 115 and 116: The b u t ter fly pl anAthelney Str
Page 117 and 118: • Separate-block planning refers
Page 119 and 120: Appendix 5: Glossary of school type
Page 121 and 122: increasing popular after the 1926 a
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innerâlondon schools 1918â44 a thematic study - English Heritage