King James I Academy, Bishop Auckland · Statement of Significance for King James I Academy (Middle...

King James I

Academy,

Bishop Auckland

Heritage Statement &

Statement of Significance.

Archaeo-Environment

for Sir Robert McAlpine

May 2013

Statement of Significance for King James I Academy (Middle School), Bishop Auckland

2 Archaeo-Environment Ltd for Sir Robert McAlpine Ltd 2013

Executive Summary

King James I Academy, is located on South Church Road in Bishop Auckland, Co. Durham.

The building sits within a 6.13 hectare site and consists of four groups of grade II listed

buildings, namely the former County Girls’ School (now the Middle School), the Caretaker’s

Lodge and associated railings and gate, gate piers and walls (the drive gates are also

mentioned in the listing but have been replaced), and the toilet blocks and storage buildings

(former cycle sheds). It is also located within the Bishop Auckland Conservation Area. The

building group has previously been known as Bishop Auckland Girls’ County School, Bishop

Auckland Girls’ Grammar School, Bishop Auckland Grammar School, Bishop Auckland

Comprehensive School and King James I Community Arts College.

The objectives of this Statement of Significance are:

To present an overall breakdown of the values of the heritage asset including internal

and external features, focussing on archaeological, architectural, artistic or historic

interest (community interest will also be referenced)

To identify each aspect of the ‘special interest’ or significance of the asset which may

have a particular vulnerability, as informed by the above

To identify the impact on significance of the proposed removal of internal walls in

nine identified rooms

The building dates to 1910 with alterations c.1930s-50s and c.1962 -70s and represents a

high quality Arts and Crafts building with considerable design detail to the interiors and

exteriors.

National Importance

The most important criterion for assessing national importance is external architectural

quality and the former girls’ school has an architectural style and survival of features that

raises it above the average. It was built at a time when there were limitations in funding and

as a consequence, many school designs had become austere and formulaic. However this

school captures the spirit of the time in its architecture without producing a dull building.

Interiors also contribute towards designatable quality. The Arts and Crafts inspired main hall

and the use of Art Nouveau motifs, such as the door handles was quite exceptional in

schools at this time (English Heritage 2011, 4). Although the interiors are simple, they are

unified with the glazed tiles and decorative detailing applied to balustrades.

Completeness can be most important, and here the exteriors and interiors have survived

well. The windows, despite going through a number of alterations have survived and

although a few leaded panes are missing, the overall effect to the elevations is of an intact

building. Similarly the original doors have survived, although a few may no longer be in their

original positions. The most significant alteration to the 1910 build is the dining room. It was

built at a time when many schools were using steel framed buildings in a modernist style

(ibid), but at Bishop Auckland, the architectural quality of the existing school was recognised

and fully referenced in the new build and as a result it does not detract from the importance

of the school.



Ancillary structures can enhance the case for designation and at Bishop Auckland, the

Caretaker’s Lodge is of considerable architectural interest and indeed has considerable

street presence.

Architectural Interest

The building is of considerable architectural interest. Despite drawing references from a

variety of historic periods and the adoption of different styles in different parts, it manages to

tell the story of Edwardian life through its architecture. The ‘free style’ of the building popular

in the Arts and Craft movement are drawn together by the many arched lights, niched,

windows and doors. Similarly the interior use of brown glazed tiles to dado height not only

unified the interiors, but provided a means to mask alterations and protected the lower walls

from trailing school bags. Externally, the small stretch of railings outside the Caretaker’s

Lodge have a contemporary feel, but reflect the design of the archways in the school

corridors with lattice work and the upside down arches of the balustrade roof tops and so

extends the design themes to the street front. Small details have also survived well such as

the Art Nouveau style thumb latches to doors and stair balustrade detailing. Future

alterations should seek to retain these elements and where changes take place to continue

the use of archways and brown glazed tiles to help new alterations fit in.

Historic Interest

The school does not appear to have any notable associations with nationally famous people,

but it does have a presence in the archives in the form of governors’ minutes and some

inspectors’ reports. These are a valuable insight into school life and the people who

managed it. They are however incomplete. Sadly, there are no early plans of the building

and no documentary material relating to its founding. It is therefore of some historic

interest.

Archaeological Interest

The archaeological interest of the site is limited to some feint ridge and furrow and there is

no evidence that the site would have been attractive to early settlers.

Artistic interest

The building is of limited artistic interest as it does not commonly feature in any postcards

or works of art. It does feature in school group photographs, but in the early days the

grounds were also used as a backdrop.

Communal values

As the school is not under any threat - it is a threat to a school which brings out the

passionate support for the building - it is difficult to gauge public opinion about it. However

the school does have regular reunions and ‘old girls’ do travel far and wide to attend and so

it appears to have a strong and loyal following. The communal value of the school is

therefore of some interest.

Setting and enabling development



Externally, there are few constraints. The school was not designed with a principal elevation

nor was it designed to have any particular view that needs to be protected. Its high quality

design does however deserve the space from which to appreciate it. Its original playing fields

and gardens have been through considerable change and have been partially developed.

They no longer impose any constraints but do offer an opportunity for innovative new

landscaping. The playing fields were fenced in 1921 with ‘military fencing with barbed wire’

suggesting a defensive attitude towards the neighbourhood that is still reflected in the

current safety fencing which detracts from the conservation area. The surroundings are

therefore much altered, and so further change is possible.

The proximity of other listed buildings and a registered parkland do not impose any particular

constraints either. Auckland Park is separated from the school site by intervening

development and mature tree cover and the only other listed building to have direct

associations with the school is the former boys grammar school to the north.

In terms of protecting the setting of the listed buildings of both King James I Academy and

the former King James I Grammar School for Boys, any development of the surrounding

area should seek to retain the green and leafy character of this part of the conservation area,

retain the view of the Caretaker’s Lodge and afford a sufficient view of the Middle School

and Austin’s elevation on the Boy’s Grammar School, so that their architectural qualities can

be appreciated from its surroundings. This will help to ensure that any future proposals will

be compliant with the NPPF by helping to conserve the buildings in a manner appropriate to

their significance, so that they can be enjoyed by future generations.

Conclusion

School buildings are places of change. From the day they are built, they are under pressure

to alter and adapt to shifting philosophies on education and changing populations. From the

outset, the Girls’ County School adapted to these changes with dignity by respecting the

original design themes of the 1910 building. By continuing this tradition, the building has

considerable potential for adaptation and reuse and can therefore be the subject of

sustainable development as defined in the National Planning Policy Guidance (2012, para

17). If alterations are also accompanied by the reversal of changes which were detrimental

(such as the cupboard in the assembly hall) or are accompanied by sympathetic repairs to

windows, then the overall effect of the alterations can be beneficial.

The building is nationally important and as such ‘great weight’ should be given to its

significance (para 133) and the need to conserve that significance, as defined in this report,

in any new development proposal. Where significance has to be weighed against any wider

benefits, the NPPF makes it clear that the benefit should be a public one, not a private one

(para 133). Provided that these broad principles outlined in the NPPF are applied and

significance is conserved and enhanced, then the sustainable future of the former Bishop

Auckland Girls’ County School building is assured.

Acknowledgements

The production of reports suitable for use in the planning process require considerable use

of primary, secondary and tertiary sources and local knowledge and this is only possible if

others have gathered information already. In that respect I am grateful to Barbara Laurie of

Bishop Auckland’s local history society for sharing her copy of the school’s Golden Jubilee



booklet and her photographic collection. I also wish to thank the staff at the Durham Records

Office for a short notice appointment and to the school’s caretaker, Shane Northgreaves and

Lee Wayper of Sir Robert McAlpine for showing me around the school. Peter Rowe of

Durham County Council provided HER data in a record amount of time which always helps

to produce reports rapidly as part of a planning process. Finally I am grateful to Phil Lloyd of

Spacegroup architects for commissioning the work on behalf of Sir Robert McAlpine.

Report Author: Caroline Hardie, Archaeo-Environment Ltd

Plans used in this report have been carried out by Oakleaf Surveying on behalf of Sir Robert

McAlpine.

Note: The school has had a number of names throughout its history. It started as Bishop

Auckland County School for Girls, then became Bishop Auckland Girls’ Grammar School. In

1962 it amalgamated with King James I Grammar School (for boys) and became known as

Bishop Auckland Grammar School. In 1974 it became the Bishop Auckland Comprehensive

Secondary School (and Community Centre) and then King James I Community Arts College.

In 2011 it became King James I Academy and the original girls’ school formed the Middle

School.



CONTENTS

Summary and acknowledgements 2

Introduction 7

Topography and Geology 7

Planning Policy 8

The Wider Historic Context 13

A Brief History of King James I Academy 16

The Statement of Significance 28

Architectural Interest 29

Historic Interest 42

Archaeological Interest 43

Artistic Interest 44

Communal Values 45

The Significance of the Setting 45

The Importance of the Academy Building (Middle School) 47

Heritage Impact Assessment 50

Conclusion 64

Bibliography 66

Appendix A King James I Academy Chronology

Appendix B Prize Essay written by Dorothy Wearmouth in 1960 looking back at fifty years of

the school from 1910



Girls’ Grammar School

‘This school, which occupies an imposing site in South Church Road, is a beautiful stone

building, capable of providing a secondary education for 412 girls. It draws its pupils from a

wide area who have passed entrance examinations at the elementary schools.’ (Bishop

Auckland Urban District Handbook & Guide 1948, 51)

1.0 Introduction

The King James I Academy is located on South Church Road in Bishop Auckland, Co.

Durham (NZ21357 29474). It is located within a wider educational site which includes

playing fields and the currently derelict former King James I Grammar School to the north

which predates the Academy and was originally built for boys (AE 2012). This report covers

the former Girls’ County School, now the Middle School of King James I Academy, which sits

within a 6.13 hectare site at the south end of this complex. The building, along with the

Caretaker’s Lodge, the bicycle sheds, outside toilets, boundary walls and railings, are all

listed grade II and are located within the Bishop Auckland Conservation Area. To the east of

the building, there is a large complex of buildings which are now the Upper School and these

were constructed from the 1970s.

The objectives of this Statement of Significance are:

To present an overall breakdown of the values of the heritage asset including internal

and external features, focussing on archaeological, architectural, artistic or historic

interest (community interest will also be referenced)

To identify each aspect of the ‘special interest’ or significance of the school

To identify the impact of proposed internal wall removals on the significance of the

school

The Statement of Significance is only partial with the site visit being limited to nine rooms

within the Middle School which will be affected by the proposed removal of internal walls as

part of the Building Schools for the Future Project. The classes were being used for teaching

during the visits which limited access and in one case a test was underway, further limiting

access. Some of the interpretations regarding the phasing of the building may need revision

in the light of additional fieldwork.

1.2 Topography and Geology

The development site is located within the middle Wear Valley of county Durham, centred

on NZ 21357 29474, and at a mean elevation of 85m OD. The drift geology across the area

is glacial sandy and gravelly deposits which overlie a solid geology of Upper Carboniferous

date (c.300 million years ago), known as the Westphalian coal measures from which

sandstone and limestone have been obtained as well as coal mined. The sandstone has

been quarried at various times to provide local building materials, while bricks for most of the

19th and 20th centuries were produced from fire clay from local coal mines.



Figure 1. Location plan

2.0 Planning Policy

2.1 Conservation Areas

King James I Academy sits within a conservation area; conservation areas are considered to

be designated heritage assets and are dealt with in the National Planning Policy Framework

in a similar way to listed buildings, world heritage sites and scheduled monuments (NPPF

annexe 2, p51), although there is an implicit acknowledgement that they vary in significance.

The conservation area is one of 94 in county Durham. Conservation Areas are places where

buildings and the spaces around them interact to form distinctly recognisable areas of

special quality and interest. These places are protected under the provision of section 69 of

the Planning (Listed Buildings and Conservation Areas) Act 1990 which defines them as ‘an

area of special architectural or historic interest, the character and appearance of which it is

desirable to preserve or enhance’. However the local planning authority has yet to produce a

Conservation Area Appraisal for Bishop Auckland which might identify specific areas of

significance against which a future planning application or listed building consent may be

judged. The school sits within an area characterised by green open space to the north, a

tree lined road, a cluster of educational buildings of 19th and early 20th century date and the

start of another character area to the west of terraced housing.

In conservation areas, permission from the County Council is required to make certain

changes that would not normally require permission elsewhere. As a general guide, the

following works require permission:

Works to extend buildings, clad external walls, alter a roof, insert

dormer windows or put up satellite dishes. Most of these would in any

event be covered by the listed building status at the school.

The demolition of almost any building

Work to trees including felling, topping and lopping.

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The display of advertisements which may have a significant visual

impact.

Figure 2. Designated assets near King James I Academy (outlined in red rectangle). The purple boundary marks the conservation area; the green boundary marks the registered parkland.

2.2 Listed buildings

The school consist of four separate groups of listed buildings, namely the Middle School (as

it is currently known) which is grade II, the toilet blocks and storage buildings (grade II), The

Caretaker’s Lodge (grade II) and its walls, railings and gate and the school drive gates piers

and gate1 (grade II). The listed buildings are described in the official list entry, but legally

includes all structures physically attached to them and constructed before 1948, unless

specifically excluded. The listing does not therefore include the modern school buildings to

the east.

The listed status of the buildings, as grade II, means that they are considered to be of

special interest, warranting every effort to preserve them. The loss of grade II buildings is

considered to be exceptional (NPPF 2012, 132). Listed building consent is required to alter

the character of the building, its boundary features or its setting or to carry out any form of

demolition. This applies to the curtilage of the building as well as its fabric and demolition

can be used to describe quite small scale works such as the removal of windows, particularly

if it also results in a change of character. The current proposal involves alterations to some

internal walls which includes demolition and therefore listed building consent will be required.

1 The school drive gate is an unattractive replacement and is of no significance

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When a Council considers whether to grant or to refuse an application, it must have special

regard to the desirability of preserving the building, its setting and those features which make

it special. This report aims to set out what aspects of the building’s setting and what features

make it special, so that consideration can be given to these things when planning proposed

changes.

2.3 Registered parkland

The school is 411m away from a registered parkland (Auckland Park grade II*). Proposed

developments need to take into consideration their impact on the significance of the parkland

and its setting and are a ‘material consideration’ in the planning process, meaning that

planning authorities must consider the impact of any proposed development on the

landscape’s special character.2 The impact will alter depending on the nature of any

development and would require some statement of significance for the parkland in order to

assess what is significant about the park and in order to identify any key views which might

be affected.

2.4 Setting of Heritage Assets

The consideration of the contribution of setting to the significance of heritage assets is

referred to on several occasions in the NPPF 2012 where setting is defined as ‘The

surroundings in which a heritage asset is experienced. Its extent is not fixed and may

change as the asset and its surroundings evolve. Elements of a setting may make a positive

or negative contribution to the significance of an asset, may affect the ability to appreciate

that significance or may be neutral’.

2 English Heritage http://www.english-heritage.org.uk/caring/listing/registered-parks-and-gardens/ [accessed

31.12.11]

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100042279

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Guidance pertinent to this study regarding setting was produced by English Heritage in

2011, ‘The Setting of Heritage Assets’. The guidance notes that consideration of setting is

necessarily a matter of informed judgement, and identifies its role as making sure this takes

place within a clear framework and is as transparent and consistent as possible. In this study

setting is therefore considered with this document in mind while addressing how it

contributes to the significance and understanding of the various heritage assets in question.

The nearest listed buildings beyond the school itself are clustered around the cemetery to

the south east and at the former King James I Grammar School for Boys to the north. The

cemetery pre-dates the school by over ten years and is now shielded from it by more recent

intervening development. Future developments at the school will need to consider to what

extent they will impact on significant elements of the former Grammar School to the north

which are separated from the Middle School by playing fields. As they formed part of the

same educational institution from 1962 and collectively they form an educational character

area within the conservation area, both schools and the playing fields between can be

considered to be part of each other’s setting. This does not exclude future development

here, but consideration will need to be given to the impact on the significance of the setting

by any future development proposals. This is considered in more detail below.

Figure 3. Listed buildings in the wider area

The planning policy which seeks to find a balance between the importance of these

designated heritage assets and development needs of the community is to be found in

planning guidance as follows:

2.5 National Planning Policy Framework

The National Planning Policy Framework was published on 27 March 2012, replacing all the

previous Planning Policy Statements, including PPS 5, as well as various other planning

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number 100042279



guidance policies. Its central theme is the ‘presumption in favour of sustainable

development’, set out in twelve core land-use planning principles which underpin both plan-

making and decision-taking.

Although matters relevant to the historic environment are scattered throughout these

principles, particularly design, urban and countryside policies, it is the section on Conserving

and Enhancing the Historic Environment which supersedes PPS 5, that outlines a

significance-led approach to decision-taking. The government and English Heritage have not

formally agreed a methodology to meet the policy framework for the historic environment,

but the Practice Guide which was originally published with PPS5 has not been withdrawn.

Therefore the approach to assessing significance in this document follows the approach

outlined in the original PPS5 practice guide.

The framework makes a number of relevant points which need to be taken into consideration

at the school site. It defines sustainable development as that which responds to local

character and history (para 58) and also seeks to find a balance between innovation and the

need to promote or reinforce local distinctiveness (para 60). The NPPF recognises that to

survive, historic buildings need investment so that they can find a viable use consistent with

their conservation (para 126). As a designated asset, the school is a nationally important

building and as such ‘great weight’ should be given to its significance (para 133) and the

need to conserve the highest levels of significance, as defined in this report, in any new

development proposal. Where significance has to be weighed against any wider benefits, the

NPPF makes it clear that the benefit should be a public one, not a private one (para 133).

These broad principles outlined in the NPPF have to be applied and significance conserved

and enhanced if a sustainable future of the King James I Academy building is to be assured.

2.6 Wear Valley Local Plan Saved Policies

Following local government reform in April 2009, Wear Valley District Council along with the

other 6 former districts was integrated with Durham County Council into a new unitary body

which retained the name Durham County Council. The Planning and Compulsory Purchase

Act (2004) allowed some Local Plan policies to be 'saved' until they are replaced by new

policies in the County Durham Plan. There were a number of saved policies from the Wear

Valley Plan of 1997 which are relevant to the Academy site, but from March 2013, local plan

policies which were adopted since 2004, should only be given weight if they are consistent

with the NPPF. As the saved policies originate in 1997, but were presumably readopted in

2009, they will still apply if they are consistent with the NPPF and so are outlined below.

BE1 Heritage

POLICY: The District Council will seek to conserve the historic heritage of

the District by the maintenance, protection and enhancement of features

and areas of particular historic, architectural or archaeological interest.

BE4 Setting of a Listed Building

POLICY: Development which impacts upon the setting of a listed building

and adversely affects its special architectural, historical or landscape

character will not be allowed.



BE5 Conservation Areas

POLICY: The character of each Conservation Area will be protected from

inappropriate development.

BE6 New Development and Alterations

POLICY: The District Council will permit new development and alterations

within Conservation Areas provided it satisfies the following criteria:

i) the proposal preserves or enhances the character of the area in terms of

scale, bulk, height, materials, colour, vertical and horizontal emphasis and

design; and

ii) the proposal will use external building materials which are appropriate to

the conservation area. This will generally require the use of local materials

or equivalent natural materials; and

iii) the proposal satisfies the General Development criteria set out in Policy

GD1.

BE8 Setting of a Conservation Area

POLICY: Development which impacts upon the setting of a Conservation

Area and which adversely affects its townscape qualities, landscape or

historical character will not be allowed.

3.0 The Wider Historic Context

Prehistoric finds or sites from the immediate area are sparse with only a few isolated flints

(Durham HER 95 & 894), suggesting peripatetic activity in the area during the Mesolithic

period. At St. Andrew Auckland there is a conjectured Iron-Age hill fort (Durham HER 1467),

which even if not proven fits in with a settled and farmed landscape by the Iron Age in

common with much of lowland Durham. The north-south line of Cockton Hill Road, leading

into South Street and then Newgate Street is a road of some considerable antiquity and

forms a part of one of the main Roman highways of northern Britain. Dere Street as it was

known by Anglo-Saxon times (as it led to and from Deira, the Anglo-Saxon kingdom largely

synonymous with Yorkshire), formed an important, largely military communication route from

the legionary fortress at York to Hadrian’s Wall and beyond. Less than two kilometres to the

south a secondary Roman Road from the west joined Dere Street close to the modern

Fyland’s bridge. Along this Roman road network were a series of forts, with that at

Binchester some 1.8 kilometres to the north being the nearest. As with roads in any period,

occupation and commerce were attracted to the road and forts and while a major settlement

grew up at Binchester it is also likely that there were concentrations of native Romano-British

life along the street itself where there were also other good topographic or strategic reasons

for doing so. There is no indication that such potential exists along South Church Street near

the school.



Continued occupation and settlement in the area is known from the Anglo-Saxon period with

pagan Anglian burials from Binchester, and later churches and sculpture at Escomb and St.

Andrew Auckland. Bishop Auckland as a town most likely evolved as a small village in the

9th or 10th centuries beside the Roman road which continued in use, and on the high

ground overlooking the River Wear and in the area of the current Market Place. The only

mention in documentary texts of this period is to Aclit, presumed to be Auckland which was

first mortgaged to the Earl of Northumberland for defending the church from the Scots and

then granted by King Knut as part of his grant of land to the church of St. Cuthbert in the

early 11th century.3 It was not however until after the Norman Conquest and the

appointment of Prince Bishops in the County that the settlement grew into an important

town. The economy of the town was largely dependent on the Bishops of Durham for whom

Auckland Castle became a major, but one of several, manor houses across the county. The

town had achieved borough status by 1242/34 with rights to hold a market, giving it additional

status, importance and wealth. The extent of the borough was however limited and the

school site from lay some distance to the south in open countryside.

While Bishop Auckland appears on the earliest of maps of the county from 1569 (Figure 4)

and onwards, none of these provide any great detail. The first available detailed survey is

the Tithe Plan of 1839 (Figure 5). This shows the site of the school as a large field within a

landscape of enclosures. There was virtually no development on South Church Street, but

the earliest development had taken place at Pollards along the line of the Roman Road at

Cockerton Hill.

By 1861 and the first edition of the Ordnance Survey map, signs of urban and industrial

expansion of Bishop Auckland were evident to the north and west of the school site and to

the south there was only a collection of small houses near Bedford Lodge, another listed

building, now in very poor condition (AE 2013). The site itself still consisted of fields

enclosed with trees and by the time of the publication of the 2nd edition OS map (Figure 6),

there was a small field barn on the southern boundary. To the north the National School had

been built in 1810 and south of that King James I Grammar School for Boys had a new

building constructed in 1864, which was subsequently expanded in 1897, setting a trend for

educational buildings to be located in this area.

3 Hutchinson 2005, 14

4 Pevsner 1986, 107.

Figure 4. ‘Ye Bishopricke’ c.1569, an extract from the earliest map of county Durham. BL MS. Royal 18.D.III, ff.69-70. (Approximate site location in red)



Figure 5. The tithe map of 1839 showing the post medieval enclosure landscape where the school was to be built in 1910

Figure 6. 2nd

Edition Ordnance Survey 6 inch to 1 mile 1897showing the location of the future County Girls’ School

By the 1920s when the 3rd edition OS map was published (Figure 7) the Bishop Auckland

County Girls’ school had been built for ten years. The building was constructed at a time of

change in Bishop Auckland. From the mid 19th century, the town had been at the hub of a



railway network with seven lines radiating out from the town to Durham, Spennymoor,

Darlington, Kirby Stephen, Butterknowle, Stanhope and Tow Law and this enabled the large

rural population from the surrounding area to come to the town for shopping. The existence

of the railway was to be critical in the success of the school bringing girls in from this wide

area, although the cost of the rail fares was a continual problem. Cars also made their first

appearance in the early 20th century, although it would be 1958 before they became a

nuisance in the school grounds (DRO E/SW/C 24 Minutes 3.11.1958). The peak of coal

mining in the area was just before the Great War when the North East coalfield produced

20% of the national output of coal. However lead mines had ceased working in Weardale by

1910 and as a result the town no longer provided the services for the lead miners and their

families. The level of public and private building in the first decade of the 20th century was

impressive, but sadly much has since been demolished (Laurie 1993, 1, 16).

The school building was extended in the 1930s-50s and again in the 1960s with modern

buildings added in the 1970s – 80s. The following section explores the growth of the school

in more detail.

In the town, now stands a school

Built where once the rushes blew,

Built to be a seat of learning,

And those pioneers knew

That we too the torch would carry,

Through the years with love and pride.

Stands the school; the memory lives

To seeing minds, creative hands,

Auckland stands; the torch still burns

We guard the flame and pass it on.

(Second verse of the Girls’ Grammar School song)

4.0 A Brief History of King James I Academy5

There were many educational establishments in Bishop Auckland before the Girls’ Grammar

School was built in 1910. St Anne’s National School was built in 1855 and could

accommodate 704 children. Further afield, Cockton School was built in 1908 and was even

bigger, accommodating 1,200. The Bishop Barrington School was located on the Market

Place, built in 1810 for 360 boys including thirty Bluecoat boys. A mixed R.C. school in

Hexham Street was built in 1861 for 400 children. Further along West Lane in Russell Street

there was a Wesleyan School built in 1858 for 350 children. However by 1910, it had

become a Council School. There were two private schools for girls at this time; The High

School for Girls was in the Market Place and later became The Mount. The Ladies’ School

5 An itemised chronology is given in appendix A



was at no.1 Wear Terrace. The Methodist School was housed in huts behind the King James

I Grammar School for Boys (built here in 1864) on South Church Lane on the site of the later

quadrangle. The boys’ grammar school was undergoing a period of improvement with

increased numbers from 1902-1910. During this period, local authority day grammar schools

were being set up and in 1907 they were required by law to provide 25% of places free

(Laurie 1993, 17).

The school commenced in 1905 (although it takes its foundation from 1910 when the school

building was finished) as Bishop Auckland’s County Girls’ School, when it operated under

the care of the first headmistress Mary Holt. It operated from temporary school buildings

while the new permanent buildings were constructed on South Church Street,6 just 146m

from the existing grammar school for boys. The new buildings were completed during 1910

and could accommodate 270 girls, although average attendance was a little lower initially at

260 (Kelly’s Directory of Durham 1914, 25). The school was opened by Mrs Walter

Runciman, wife of the President of the Board of Education. Her speech attempted to straddle

the delicate balance between the need for a high standard of education for girls, but also the

continued need for housewifery and domestic education (Laurie undated, 72). In doing so it

reflected the politics of the time with women now the majority of the population, and no

longer happy to restrict themselves to traditional female trades such as domestic service.

The construction of the school was designed to meet the growing demand for secondary

education and was paid for by the County Council (Girls’ Grammar School 1960, 7). The

strengthening of the Edwardian professional classes meant that there was a sufficiently

wealthy population that could afford the school fees and who wanted a better future for their

daughters and so the school was maintained with 75% fee-paying students and 25%

scholarship girls until 1927 when it became a grammar school (Laurie 1993, 22 and Laurie

undated, 72). After 1927 admission was by examination only until it became a

comprehensive school.

‘Clearly I recall that September morning in 1910, exactly fifty years ago when we entered the

portals of the new school for the first time with a great joy and a thrill of expectancy of what

lay ahead. At long last we had a permanent home, and a new world awaited us.

Most of our school life in Bishop Auckland had been spent in makeshift accommodation,

chiefly at the headquarters of the school in Cockton Hill Methodist Schoolrooms and an

adjoining annexe, and for a short period in the Edgar Memorial Hall at the other end of town.

Consequently, we older people were more than elated when we actually ‘entered into

residence’ – such a ‘highly desirable residence’ too – at the new school, where we were all

housed under one roof and were a united whole.

I remember the first Speech Day on October 5th, 1910, held appropriately in the school hall.

We wore white dresses and small sprays of flowers, each form having different flowers.’

Recollections of Bella Parker, nee Coates who was a pupil from 1907-1911 and who

recorded her early memories for the school’s Golden Jubilee in 1960 (quoted in Laurie,

undated, 72)

6 http://www.northeastlifemag.co.uk/out-

about/places/bishop_auckland_girls_39_grammar_school_centenary_celebration_1_1638923

[accessed 10.5.13]

http://www.northeastlifemag.co.uk/out-about/places/bishop_auckland_girls_39_grammar_school_centenary_celebration_1_1638923

http://www.northeastlifemag.co.uk/out-about/places/bishop_auckland_girls_39_grammar_school_centenary_celebration_1_1638923



The school was ‘specially equipped with laboratories, gymnasium and domestic apartments’

(Kelly’s Directory 1914, 25) and subjects taught at the new school included English, Maths,

German, French, Domestic or Experimental Science, Geography, Music, Botany, Household

Management, Religious Knowledge, Latin, PE and a brief experimental period of teaching

Esperanto between 1918 and 1920.7 Initially the school uniform was navy gym tunics, red

blouses and long black stockings (Laurie undated, 72), but in 1918 the girls voted for a

school uniform consisting of a bottle green tunic and hat with tussore8 blouse. The school

was divided into four houses in 1918: Aclet, Dunelm, Ediscum and Vinovium (DRO

E/SW/C19 Minutes 22.7.1918).

Towards the late 19th century, schools included smaller classrooms and specialist facilities

such as a gymnasium, machine room or chemical and physical laboratories (English

Heritage 2011, 4) and these were reflected in the new school in 1910 with importance placed

on the laboratories and the Science Mistress travelling around other schools in the country in

1914 to exchange ideas on teaching practice and the best way to set out the laboratory

space (DRO E/SW/C19 21.9.1914).

Once the new buildings were complete in 1910, the school pupils and staff settled in and

soon the expected ‘snaggings’ appeared and a programme of maintenance was embarked

on. Outbuildings were limewashed internally and the caretaker’s home was wall papered, a

basin added to his house and the chimney altered with iron plates to help direct smoke up

the chimney rather than back into the caretaker’s room. One window was not fitted with a

stay in the school and so the hinges were frequently broken and had to be replaced;

remarkably this still featured in the minutes until 1920. The windows between the classrooms

and the hall needed new sash fastenings by 1915 and also in 1915 the school suffered a

gas explosion in the kitchen due to a faulty boiler and £5-17 was paid in compensation from

the insurance company (DRO E/SW/C19 Minutes 07.06.1915). This was used to update the

ovens and distemper and whiten the kitchen walls. By 1918 the radiators were being moved

around (DRO E/SW/C19 Minutes 13.9.1918).

The most prolonged snagging concerned the school grounds and in particular the school

drive, gardens, the botanic gardens, rockery

and paths with no resolution until November

1916.

Figure 7. The school layout in 1920 (3rd

ed OS map 25 inch)

The design and laying out of the gardens

had been put out to tender and two

proposals were received. That by Mr

Lawrenson was accepted as he was well

known for his botanic gardens at Jarrow

Secondary School. However Mr Lawrenson

sub contracted the work and it was

considered to be sub standard by the

governors and the County Council. From the documentation, some idea of how the grounds

7 This subject list is derived from the governors’ minutes between 1913-1962 and may not have been taught at

the same time. 8 Coarse silk



were intended to look can be obtained. The layout was intended to include border plantings,

a rockery close to the entrance, planting to the drive, a botanic garden for botany classes

and a school garden with plots to be worked by the students. The ‘border by the side of the

wall’ was originally the site of the botanic gardens, but as part of the remedial works, this

was redesigned to have all shrubs taken up except the broom and willows and replanted

after manuring with thirty six shrubs added consisting of Wiegelia, Guelder Rose, Ribes,

Golden Cut Leaved Elder, Olearia Haastu, Berberis Dulcis with tall shrubs at the back.

Then and Now...

Plate 1. The west side of the school showing the hard playground area immediately outside the school and the gardens and grass to the west. The flower beds were marked out with bricks on their sides, as recommended by the County Council in 1919.This would appear to pre-date the new dining room built between 1936 and 1954

Plate 2. A similar view in 2013. The presence of the dining room prevents the more distant view of the main school block. An arched window has been partially blocked, but otherwise there are few significant alteration s to this elevation



The botanic gardens were moved to a plot of land 93’ x 23’6” adjoining the Basket and Ball

playground and was to be treated similarly to the Jarrow Secondary School Botanic

Gardens. Stones were to be laid in a rustic formation to form pathways and to enable the

students to work in every weather. Provision was to be made for pond plants and Alpines

and beds were to be made according to the Natural Orders of Plants.

‘Outside were splendid facilities for recreation near at hand – a large, pleasantly situated

playing field and hard tennis courts.’ Recollections of Bella Parker, nee Coates who was a

pupil from 1907-1911 and who recorded her early memories for the school’s Golden Jubilee

in 1960, 23

The school garden was marked out with creosoted boards, although a report on the garden

dating to 1919, suggested lying bricks at an angle to form borders and this can be seen in

plate 1. A small rockery was recommended by the side of the Caretaker’s Lodge and

adjacent to the entrance and planted with ‘very common rockery plants’ such as London

Pride, White and Yellow Alysumn, Common Arabis, Creeping Jenny, Periwinkle and Violas.

It was thought that this would add to the appearance of the entrance, but there were

concerns that the rockery would be damaged by local children and so it may never have

been implemented. In any case, in 1917, the Ministry of Agriculture requested that all

available land be used for productive purposes as part of the war effort and so the school

governors chose a plot of land next to the Caretaker’s Lodge as the soil was considered light

enough for girls to till (DRO E/SW/C19 Minutes 14.5.1917). This may have been the same

plot of land that was to house the rockery. This was grassed over in 1920 once the

requirement was passed (DRO E/SW/C19). A shrubbery border was also recommended

including Scotch laburnum, Box, Rowan and Mountain Ash and Hollies.

The school grounds, having had a difficult start, and with a design that had to be modified

because of the poor quality work, underwent more change throughout the years. In 1917 the

playground had a rough asphalt surface (DRO E/SW/C19 Minutes 14.5.1917), but later

school inspections in 1941 required more hard surfaces. In 1921 it was proposed to use

local labour to plant the drive with shrubs. At the same time, tree planting on the playing field

was proposed in the form of six specimen trees to be purchased and three removed from the

border side bed which had become overgrown. The playing field was fenced with military

fencing with barbed wire in the same year (DRO E/SW/C19 Minutes 1921). The playing

fields were extended (probably eastwards based on the OS mapping evidence) between

1931 and 1949, the school drive was resurfaced in 1952 and another tennis court proposed

beside the ‘unfinished building’ (E/SW/C 23 Minutes 4.2.1952; 3.11.52). The school gardens

were abandoned in 1957 when Tarmacadam was extended up to the walls of the new dining

hall. Another site was found on the ‘far field’ and it was to be planted with plants suitable for

science studies (E/SW/C 24 Minutes 1.11.1957; 30.5.1957). A new side entrance and path

was created in 1959 (E/SW/C 24 Minutes 14.9.1959). The most significant changes were

made from the 1970s when substantial new blocks of accommodation were constructed as

the school became a comprehensive school on the site of former playing fields.

Throughout the governor’s meetings, unauthorised absence, the removal of a pupil without

adequate notice and insufficient numbers staying for a sufficiently long time to benefit from

the education continued to be a problem, but the school rapidly became oversubscribed with

40 girls being turned away in 1915 due to insufficient accommodation (DRO E/SW/C19

Minutes 20.09.1915). In 1915 the school decided that pupils would only be accepted if their



parents signed an agreement that they stay at the school for three years, unless there were

exceptional circumstances.

Plate 3. An undated photo of the school possibly with landscaping preparing for the new wing started in 1936. The gable end arched window is now partially blocked and remains so to this day (photo courtesy of Barbara Laurie)

Exceptional circumstances were to occur in 1914 with the outbreak of war. This manifested

itself at the school with initial fears that the school would be taken over by the local military

as barracks and the school headmistress made strong representations to prevent this

happening (DRO E/SW/C19 Minutes 12.10.1914 and 09.11.1914). Dark blinds were fitted to

windows and the local police suggested that public buildings put up distinctive signs

identifying the buildings so that if they were bombed, the building could be recognised from

the rubble (and the sign), but this was never implemented. The Home Secretary wrote to ask

that woman be given suitable training to enable them to take the place of men during the

period of war, especially to help with the shortage of ‘men clerks’. However as Bishop

Auckland’s Urban District Council was doing nothing to promote the employment of women

the school decided to do nothing. The local Bishop Auckland Civil Defence Corps requested

the use of the playing fields for drilling on Saturday afternoons. A public prize giving was

cancelled because of the ‘circumstances of war’; spouses were injured, kitchen staff left to

join the munitions factory and in 1915 the school agreed to take and fund a Belgian girl who

was a refugee from the War (DRO E/SW/C19 Minutes 10.05.1915). The school organised

fund raising events to raise funds to help with the distress caused by the war in May 1915

(DRO E/SW/C19 Minutes 08.03.1915) and subsequently another event to fund the war

memorial in 1920 (DRO E/SW/C19 Minutes 8.11.1920). Nearby, the boys at the Barrington

School to the north of the Girls’ School, were transfixed during a playtime as they listened to

a low insistent booming sound in the distance. They learned later that it had been the sound

of the German guns bombarding Hartlepool (Laurie 1993, 36).



Plate 4. Aerial photograph of the school in 1945 with the incomplete west wing (Google Earth)

As the school proved to be

popular, further complaints

were made at governors’

meetings regarding the lack of

space for fee paying pupils in

1917 (DRO E/SW/C19 Minutes

10.12.1917) and more

significant alterations to the

fabric of the building gradually

became necessary. In 1918,

the laundry room was used for

cookery classes while the original cookery rooms were used as a class room.9 By 1919 a

number of older girls were returning to the school to do advanced or commercial work and

this had an effect on the available space in the school. Initially, space was reorganised in the

science theatre to create an additional classroom without any structural alterations, but in

time, new buildings would be required (DRO E/SW/C19 Minutes 6.6.1919).

Figure 8. OS 25 inch map of 1939 (left) shows the plot of land laid out for the new wing on the west side of the school. The next edition of OS mapping dating to 1962 (right) shows the wing as completed, which had also been extended on the west side. The square shape marked out with a broken line in the SE corner was a garden area enclosed behind iron railings; the outline is still marked out today. In the meantime, a further building had been constructed beyond the NE corner of the building.

There are references to a new housecraft block with sick room and bathroom being built

sometime between 1931 and the date of the inspector’s report in 1949. This appears to have

been a north extension on the west wing which first appears on maps in 1939. The

construction of a new wing on the west side of the school started in 1936, but progress was

slow with works at a standstill by March 1938 leaving the building with only half of the

services introduced and the decorating still to be done (DRO E/SW/C19 Minutes March and

9 The minutes say a glass room, but this might be a typographical error for class room.



April 1938). This new wing was to be a gym ‘started just before the recent war’ which had

still not been completed by 1949 when the school was inspected. By this time the new gym

no longer met building regulation requirements for a gym and so was going to be used as a

kitchen/dining room, so that the old kitchens and dining rooms could be used as a new

library (Ministry of Education 1949). By 1952, what was called the new dining room and

toilets were still not finished and it was proposed to site a new tennis court next to this

unfinished building (E/SW/C 23 Minutes 4.2.1952; 3.11.52). Remarkably, it was not until

1954 that the headmistress could report to the governors that the new dining room was in full

use and the new library had much more accommodation than the old one (E/SW/C 23

Minutes 5.4.1954). The new dining room and kitchens therefore appeared to have taken 18

years to build.

Figure 9 The first main new additions to the building after 1910

Sometime between the end of the Second World War and 1962, a further building was

added to the school just beyond the north east corner (see fig 8 right). The school

inspector’s report of 1958 (Ministry of Education 1958) referred to new offices built since

1949, but also referred to the lack of suitable PE facilities and that the science labs were too

small, therefore the new block could have been built in response to any of those needs.

Governors agreed to explore the possibility of a new gymnasium with showers and changing

rooms, plus the renewal of floors in the labs in 1958 and in 1959, the governors’ minutes

also referred to structural alterations within the school and the installation of a new heating

system. At the same time a new side entrance and path was created and the mapping

suggests that this was on the north side of the school with an additional path leading from

the school drive.



Plate 5. The long awaited dining room which started life as a gym. Despite being built between 1936 and 1954 it references the Tudor style windows of the original build and the use of arches, but internal fittings such as doors

are distinctively in a 1930s style

Plate 6. The school and playground; the playground was made of compacted earth and clay, then covered in loose gravel and sand, but rainwater drained slowly from the surface resulting in messy playtimes. The game area lines were made using powdered lime and chalk which required replacing at the beginning of every month. More hard surfaces for playgrounds were recommended in the inspector’s report of 1949, by 1952 the drive was resurfaced and by 1957, Tarmacadam extended up to the new dining hall (photo courtesy of Barbara Laurie)



Plate 7. The school in the late 1970s or early 1980s with some significant alterations to the windows which have since been reversed.

The school celebrated its Golden Jubilee in 1960 and two years later it was amalgamated

with King James I Grammar School for Boys. A new lab had been fitted one year previously

and in 1962, building works concentrated on creating toilet facilities for girls in the boys’

school. There were other proposals discussed including the demolition of the ‘old building’

and the creation of a multi-storied science block, however the old buildings at the boys’

school nor the girls’ school were never demolished.

In the 1970s, substantial building works took place to the east of the school, demountables

were placed to the north of the school playground and the entrance arch on the south

elevation was partially demolished to let delivery trucks through during construction works.

Photographs of the school, possibly dating to the late 1970s or early 1980, suggests that the

windows were poorly altered resulting in a change of character. These changes have since

been reversed.

These large scale works were triggered by its move towards comprehensive school status in

1974 which resulted in an increased number of students and the need for additional facilities.

It subsequently became known as King James I Comprehensive School and Community

Arts College and in 2011 it was converted into an Academy.



Then and Now...

Plate 8. The school c.1975 from the new school buildings. A number of windows have been replaced in unsuitable materials, since reversed

Plate 9. A similar view in 2013 with softer landscaping



Plate 10. The school in the 1970s with additional development to the east and demountables in the playground

Figure 10. The phasing of building works at the Middle School



5.0 Statement of Significance

The significance of King James I Academy

The broad divisions of national, regional or locally important convey an indication of overall

importance, but such broad divisions need to be refined in order to provide a basis for

decisions about intervention and management, not only articulating the key values, but

relating them to specific elements of the site. Each historic asset has a unique cultural

significance derived from a wide range of varying interests and perspectives encompassing

not just the physical fabric of the site but also its setting, use, history, traditions, local

distinctiveness and community value (Kerr 2000, 4). Successful management or

development of a site is based on protecting these various elements, foreseeing any

potential conflicts of interest within them, and minimising any potential threats arising in the

future.

The following section looks at just what it is that contributes to the unique site significance of

the school based on the information outlined above, however the detailed room by room

statement only covers nine rooms where works are proposed. This is to help assess the

acceptability of alterations to the building and the impact on the building’s significance as

outlined in the Historic Environment Planning Practice Guide 2010 and the National Planning

Policy Framework 2012.

This assessment of significance includes an assessment of the nature, extent and level of

significance of the heritage asset. The nature of the heritage asset’s significance is divided

into archaeological, architectural, artistic and historic interest (HEPPG 2010, para 12). To

this is added communal value by which an assessment is made of the value that the asset

has for the wider community (English Heritage 2008, 31).

The level of significance is important as the loss of a feature of high significance is worse

than losing one of low significance. The level of significance is based on to what extent a

particular element contributes to the asset’s heritage significance. For example a 19th

century staircase might make a considerable architectural contribution to the character and

significance of a particular Victorian house, but a mid 20th century opening might make a

limited or no contribution to significance. Within this report the following terms are used to

define significance and are designed to aid informed management and the need to balance

heritage significance with any wider public benefit of the proposal which is the spirit of the

National Planning Policy Framework:

Considerable: aspects of the site considered as seminal to the archaeological, architectural,

artistic and historic significance of the site, the alteration or development of which would

destroy or significantly compromise the integrity of the site.

Some: aspects that help to define the archaeological, architectural, artistic of historic

significance of the site, without which the character and understanding of place would be

diminished but not destroyed.

Limited: aspects which may contribute to, or complement, the archaeological, architectural,

artistic of historic significance of the site but are not intrinsic to it or may only have a minor



connection to it, and the removal or alteration of which may have a degree of impact on the

understanding and interpretation of the place.

Unknown: aspects where the significance is not clearly understood possibly because it is

masked or obscured and where further research may be required to clarify its significance.

None: aspects which may make a negative contribution or a neutral contribution where its

loss would make no difference to our understanding and interpretation of the place.

5.1 Architectural interest

There was a philosophy behind the architecture of Victorian schools which survived until

Edwardian times, although the architectural styles had become much more simplified. It was

thought that they should be well lit, have open spaces around them and be distant from bad

influences. Schools built until the 1820s tended to favour classical styles of architecture, but

with the national building programmes created from the 1870s, Victorian Gothic revival styles

were favoured (English Heritage 2011) which can be seen at the King James I Grammar

School for Boys to the north. The County School for Girls adopted more recent architectural

fashions which reflected the changing times of the Edwardian era. The stone mullioned

windows in a Tudor style harked back to the English past; the spacious and light Arts and

Crafts style influenced the central assembly hall while the balustraded roof tops referenced

Classical traditions. Such free style use of combinations of architectural influences were to

be found throughout the country such as many designs by Edward Lutyens and others who

were part of the Arts and Crafts Movement.

The architectural style of the 1910 building was of high quality snecked stone with horizontal

tooling to the ashlar plinths, quoins and dressings. The windows in particular consisted of

leaded lights within stone mullions, Mullions and transoms and Venetian windows. The

lanterns were a distinctive style adopted in a number of similar schools such as the Boys

County School in Barnard Castle (1883), but Bishop Auckland School out did them all with

lanterns and bell towers in abundance. However the neo Gothic styles of the Victorian period

have been firmly rejected with pointed arches replaced with substantial round arched

openings which were used not just on the exterior elevations, but throughout the whole

building for internal windows, doorways and blind arches. The high degree of ornamentation

from the late 19th century now seemed fussy and the elevations were much plainer, crisper,

simpler and lighter with barely a pinnacle in site.

‘Light, airy form rooms led from the lofty, large, well-proportioned central Assembly Hall.

Then there was the lovely Art Room...The Headmistress and Staff now had a Study and

Staff Room worthy of the name. Upstairs, we had the service of a commodious Dining Hall,

another innovation.’ Recollections of Bella Parker, nee Coates who was a pupil from 1907-

1911 and who recorded her early memories for the school’s Golden Jubilee in 1960, 23

The style of the building was designed to be impressive, but unusually it had no particular

principal elevation. The original public access was via the school drive from the caretaker’s

house and from there below an archway that linked the bicycle sheds (and toilets?)10 with

10

The governors’ minutes of 1917 state that the toilet pipes had frozen over winter suggesting that the toilets

may have been outside (DRO E/SW/C19 Minutes 12.2.1917.) Toilets are overhauled in 1939 (DRO E/SW/C19

Minutes) but there is no reference to their location. The listing description refers to the outbuildings as toilets,

but the interiors were not seen.



the main school block and in through a narrow entrance foyer. This side of the building was

hemmed in by the outbuildings, although the land to the south was still largely undeveloped

with Woodlands Road only partially built and Queen’s Road not underway at all. But if the

entranceway was the principle elevation, then it was obscured by the outbuildings and a

boundary wall which was not an auspicious view at all.

The first phase of building was orientated for a best fit in the enclosed field. The main block

was north south so that the playing fields on the east side of the school were hidden by the

school from the main road. But a west wing took advantage of the field width to create an L-

shape, thus forming a semi enclosed area within which to have a playground. This was not

an auspicious view of the school either as the main elevations could not be appreciated from

the roadside. The north elevation was more imposing and the playground was where most

school photos were taken. The east elevation faced fields and could only be viewed from a

footpath.

The design of the building was also symmetrical in places with the view of the west elevation

of the main block being identical to the east elevation. The school therefore does not appear

to have been designed to be seen from any particular viewpoint, or to have a principal

elevation. The significance of each elevation is therefore identical in terms of those qualities

which provide architectural interest. With its substantial size and high quality design set

within an open green space, it did however have some street presence, particularly as in

1910, the tree cover was immature and the school much more visible. It also encapsulated

the aspirational qualities of the school’s teachers, pupils (and more particularly their parents)

and governors.



Then and Now...

Plate 11. The school entrance as designed in 1910. The covered corridor linked the cycle sheds (and outside toilets?) with the school. The dining room had still to be added.

Plate 12. School entrance c.1972 with the dining room and encroachment of cars. The railings were lost to the war effort

Plate 13. The two central arches have since been removed from the arcaded covered corridor in order to allow delivery trucks through when the site was under development in the 1970s. Today this view is marred by safety fencing. The garden has been reduced in size to allow more car parking. The fencing obstructs views of he building



Plate 14. The elevation facing South Church Road would have been the most visible to passersby in 1910, however the building of a new dining hall in the 1930-50s obscured this view and at the same time enclosed the playground. The use of arches is distinctive to all the early 20

th century buildings with the design being used not

just for windows and doors, but also upside down on the balustrade roof top.

Plate 15. The elevation facing north towards King James I Grammar School for Boys with main central Venetian window arrangement, stone mullions to windows, roof top balustrades, lanterns and bell tower all adding architectural interest.

The interiors are splendid examples of Arts and Crafts styles and again represent the

English Edwardian rejection of modernity at a time of great technological advance, especially

amongst the middle classes. The hall with its massive beamed queen post roof on carved

corbelled braces captures the essence of the movement by not only showing its workings,

but harking back to times when life’s necessities were made by hand and not mass

produced. The entire interiors, whether built in 1910 or added later, made use of brown

faience tiles up to dado rail height, finished off with a matching tiled dado rail in all corridors,

stair wells and many classrooms. Door detailing is also a unifying theme throughout. Many

with arches over the doors, half glazed doorways to let in maximum light, and beautiful

curving art nouveau thumb latches. However the decoration stopped here with no added

ornamentation and even the entrance hall with its founding stone are relatively simple.

Subsequent works to the building have retained the tiles and the arched doorways (even if

they are blocked, they are often still visible) and so the arched theme is repeated again and

again along corridors and the arcaded galleries that overlook the hall.



Plate 16. From the outset the distinctive brown dado tiles unified the interiors in classrooms and corridors

The windows for the school were distinctively revivalist and of a style particularly popular in

Arts and Crafts buildings. The ‘free style’ choices available to architects of the time were

generally rooted in Tudor England, but traditional stylistic boundaries became well and truly

blurred here and in many other large buildings, so that the way was ultimately paved for the

advent of Modernism (Louw 2007, 47). On a single elevation at the Girls’ School there were

Venetian windows, mullioned windows and mullioned and transomed windows. The original

windows were leaded light iron casements which was brought back into favour by the Arts

and Crafts Movement. Early photographs suggest that there were a number of different ways

to open them; some opened at the top by swivelling on a pivot and thus provided ventilation.

Such pivotal windows were a regular feature in institutional buildings where ventilation was

considered important, such as schools and hospitals (ibid, 67). Others had traditional

fastenings and stays in a revivalist ‘cottage’ style, although we know from the school

governors’ minutes that sash fastenings had to be repaired to the windows between the

classrooms and the hall by a ‘local competent man’ in 1915 (DRO E/SW/C19 Minutes

11.10.1915) and in 1916 that the lack of stays in some windows resulted in frequent damage

to hinges when they were blown open.

The minutes of a governors’ meeting in 1937 record that Hopper windows were installed at

that time. It does not say where, but a number of ‘hopper frames’ do exist and have been

fixed to arched windows or those that overlook corridors. They were also fitted to the new

dining room. These frames were so popular in hospitals that they were often referred to as

the ‘hospital light’ (ibid). Again, a reference in governor’s minutes and school inspector’s

report of 1931 suggested that stuffiness was an issue in classes which overlooked the

central hall and the Hopper frames may have been a remedy for this, but by 1949 when the

Hopper windows had been in place for twelve years, stuffiness was still raised by the school

inspector as a problem. Some extant windows in the school are not opening at all and

appear to be original, possibly mostly located in non-classrooms, while there have been a



few replacements which do not reflect the leaded lights of the originals but have opted for a

simple pane of glass with no leadwork. Later photographs dating to the late 1970s or early

80s show some replacement and partial blocking which was to the detriment of the school

elevations, but these appear to have been removed and replaced.

Plate 17. The original top opening Arts and Crafts window style (left); a Hopper window with metal framework which operated the top opening windows (centre) and a replacement window with vertical leadwork missing (right)

Overall the building is of considerable architectural interest and those elements which

contribute to that interest are as follows:

Nature of interest Image Level of interest

The original window and door openings in a Tudor style

Considerable

The revivalist leaded windows and original 1910 panelled doors

Considerable



Balustraded roof tops See above

The use of the arch theme throughout and repeated use of Venetian window arrangement and hood moulding

Considerable

Chequer board pattern to arch niches

Considerable

The dated cast iron rainwater goods

Considerable

The use of bellcotes and lanterns

Considerable

String coursing to divide the elevation

See above Considerable



Snecked stone detailing to highlight the entrances

Considerable

The Welsh slate roof

Considerable

The arcaded linking corridor with the cycle sheds

Some (due to some loss of significance caused by removal of two central arches)

Datestone and Girls door sign

Considerable



The caretaker’s lodge including boundary wall to rear, gateposts

Considerable

School drive gates

None

Caretaker’s railings

Considerable

The dining room

Considerable

Metalwork to overlight near dining room

Considerable (reflects the lattice work on the railings and inside the school)



Railings

Some (not original) but make a positive contribution to the playground area

Boundary wall See above Considerable

Internal features

Brown glazed tiles

Considerable

The repeated use of archways

Considerable

The half glazed doors with Art Nouveau handles

Considerable



The exposed beams of the central hall, the window and door openings around it and cornicing detail to entrance doors

Considerable

The Hopper frames

Some

Original leaded lights

Considerable



Stair balustrades and rails

Considerable (one is partially lost due to the installation of a stair lift, but parts of it are still in storage)

Stair safety railings

Unknown. Designed to match balustrades, but status not known

The commemorative stone in the entrance

Considerable

Commemorative plaque (not in original position)

Considerable



The original workings for the school bell and adjacent barometer

Considerable

The 1930s (?) fireplace in the school secretary’s (?) office.

Some

Dining room internal doors

Some (external doors match the 1910 building and are of considerable interest)



Then and Now....

Plates 18 and 19. The assembly hall in the late 1970s or early80s (left) and in 2013 (right). The top balcony windows have been glazed but otherwise the hall is intact. This was used as the gym until 1962 and had climbing bars and ropes attached.

5.2 Historic Interest

The school does not appear to have any notable associations with nationally famous historic

people or events, but it does have a presence in the archives in the form of governors’

minutes and some inspectors’ reports. These are a valuable insight into school life and the

people who managed it. It is also a fascinating insight into the effects of war on the school.

They are however incomplete and the fact that works to the building are proposed and

agreed in the minutes does not always mean that they took place. Sadly, there are no early

plans of the building and no documentary material relating to its founding. The school also

appears to have had a relatively low profile in the regional press, but there are accounts of

speech days and meetings of the Durham County Education Committee where the school

was discussed dating to 1914-22 in the Newcastle Journal and Evening Telegraph. It is

therefore of some historic interest. He presence of the school commemorative plaques in

the entrance foyer are visible reminders of the school’s history, but many other reminders

have been lost such as portraits of former head mistresses or historic gifts to the school such

as barometers, are now out of sight in store cupboards.

‘Miss Ashworth, the head mistress of the Bishop Auckland Girls’ County School states that

since the war the management have been asked why they are continuing to teach German.

The reply was that if it were necessary for them to understand their friends, it was ten times

more necessary to understand their enemies’ (Exeter and Plymouth Gazette 26.11.1915 and

Newcastle Journal 26.11.1915).11

11

http://www.britishnewspaperarchive.co.uk/viewer/bl/0000511/19151126/003/0002



5.3 Archaeological interest

There is no evidence that the site of the school has any archaeological evidence which

predates it. The school was constructed on enclosed fields and there was a field barn

located on the south field boundary. This was located under the bicycle sheds and so was

presumably destroyed. There is no evidence that it was incorporated into the new build.

The early growth of settlement around Bishop Auckland appears to have been based around

the Market Place, Newton Cap and South Church and any Roman evidence should

concentrate towards Dere Street (over 200m west of the school) and Binchester. It is likely

that the site formed part of the arable land or forest associated with North Auckland as it was

called in the Boldon Book of 1183 and was well outside the town limits. Auckland Park was

used for hunting throughout the medieval period and was the location of the mill, but both

are at least 400m north of the school. Similarly, the Bishop’s Palace was located there from

the 12th century, but again some distance to the north and around a loop in the river.

There are no sites recorded on the Historic Environment Record for the school site, apart

from the school itself. A rapid desk based archaeological assessment carried out by the

Durham County Council archaeology section on behalf of the Building Schools for the Future

Project in 2009 found no evidence of archaeology on the site, but because archaeology was

found ‘in the immediate vicinity’ of the site, recommended a programme of archaeological

evaluation including monitoring any geo-technical test pits or bore holes (DCC 2009,

abstract). It also stated however that the archaeological potential of the site below the

buildings was low to negligible and medium to low on the playing fields. In terms of the sites

in the immediate vicinity, the nearest is a well which was found in 1974 near the cemetery

lodge which is to the north of the Town Cemetery and was thought to be possibly Roman

(HER 1473). This seems unlikely as three wells are all depicted on historic mapping and

they appear to be 19th century in date (OS 1st and 2nd ed OS).

Other archaeological sites referred to in the DCC report include the Roman Road, Dere

Street just under c. 230m to the west of the school (ibid, abstract), while the main body of

the report states that Dere Street runs 825m east of the school (ibid, 3). The route is thought

to extend down Cockerton Hill towards the Market Place before swinging through what is

now Auckland Park, across the river towards Binchester. Although Roman roads do attract

activity, especially when the road is near a Roman fort or close to an area likely to attract

occupation anyway, such as a river crossing, there is no evidence of Roman activity on the

school site which is at a sufficient distance to make related activity seem unlikely without

additional reasons. The DCC report does not discount the possibility that Roman settlement

remains might lie on the site, but there is no evidence of any and nothing on any aerial

photographs.

The proximity of the river and the topographic position on high ground may have met some

of the criteria for early settlement, but these tend to favour tributary sites close to the river

and such places exist on the other side of the river and further north towards the King James

I Grammar School for Boys, Auckland Park and of course on the site of Bishop Auckland

itself. The school site does not conform to such favoured locations.

The nearest archaeological work to take place to the school was at Ferrins Mill Weir (HER

4950) where archaeological recording after flood damage concluded that the weir was 19th



century in date. Geophysical survey, evaluation and watching brief at Bishop Auckland

Sports Ground revealed no significant anomalies or archaeological features (HER 7705,

7838).

If there were any buried remains on the playing fields, they will have been truncated by

ploughing in the past. There is no direct evidence for levelling of the playing fields and some

feint traces of ridge and furrow can be seen as parch marks running east west across the

playing fields to the north. Photographs of the relatively new school suggest that there were

considerable earthmoving operations to create a level area for the school however.

The archaeological interest of the site therefore appears to be restricted to some feint ridge

and furrow on the playing fields to the north and is therefore only of limited archaeological

interest.

Plate 20. Possible traces of ridge and furrow can be seen running east west across the playing fields to the north. Other lines appear to be mowing marks.

5.4 Artistic interest

Artistic interest is usually taken to mean the interest in the heritage asset as a subject in

historic artistic views. Where such an interest exists it is possible to look at to what extent the

historic view would be affected by any new development. A trawl through artistic views of

buildings and landscapes held by Pictures in Print12 and through the internet has found no

views of the site of the school. The majority of published views in Bishop Auckland relate to

the Bishop’s Palace or the deer park. The only views available of the school are traditional

school photographs which are normally taken in the playground with the school’s north

elevation as a backdrop, although a number of early photographs use the playing fields as a

backdrop. The school is therefore only of limited artistic interest.

12

A collaborative project of printed maps and topographical prints of County Durham created before 1860 held

by Durham University Library, Durham County Library, Durham Cathedral Library, Sunderland Museum,

Sunderland City Library and the British Library



5.5 Communal value

For many, schools are formative buildings and much valued elements of the public realm.

They are an emotive category of heritage asset (English Heritage 2011), because they have

strong associations for anyone who was taught there or who worked there. There is a small

web page for former girls13 and a facebook page,14 but neither are particularly well stocked

with photos or memories. As the school is not under any threat- it is a threat to a school

which brings out the passionate support for the building- it is difficult to gauge public opinion

on it. However the school does have regular reunions and former girls do travel far and wide

to attend (Barbara Laurie pers comm.) and so it appears to have a strong and loyal

following. The communal value of the school is therefore of some interest.

5.6 The significance of the setting

The National Planning Policy Framework seeks to protect those elements of an asset’s

setting which are considered to be significant. The English Heritage definition of setting is

very wide: ‘The surroundings in which a heritage asset is experienced. Its extent is not fixed

and may change as the asset and its surroundings evolve. Elements of a setting may make

a positive or negative contribution to the significance of an asset, may affect the ability to

appreciate that significance or may be neutral.’ (English Heritage 2012, 2).

Schools were often local landmarks designed to inculcate pride in learning and the school is

grand and substantial enough to do that, although its discrete entrance (the lodge gates

excepted) do not have quite the symbolism of entering into the realm of learning and

advancement of knowledge that some earlier Georgian or Victorian institutions might have

had. The school is set back from the road and its street presence does not seem to have

been important in its design; indeed a stone wall and the bicycle sheds on its south elevation

discouraged any view inwards from the south. Further, the regimented lines of safety railings

imprison the fine building and do much to detract from the otherwise green and leafy

qualities of the character area and the school’s setting.15 It forms an important distinctive

educational character area within the Bishop Auckland Conservation Area and there is an

added value in having a group of educational historic buildings constructed in high quality

public realm styles to provide a sense of grandeur and pride – a valuable contribution in an

area with so many rundown buildings. Indeed the Conservation Area is listed on the Heritage

at Risk Survey by English Heritage as being in poor condition with no apparent trend

towards improvement. This is a decline over the last few years when it was previously

thought to have trend towards improvement (English Heritage 2013 and AE 2012). 16

Instead, it is the collective value of the two grammar schools and the former National School,

plus the playing fields, cricket pitch and more particularly the mature trees that create a

character area of considerable interest. The caretaker’s lodge has greater street presence

as it sits directly on the street front with a distinctive neo-Jacobean style that contrasts with

the more humble terraces opposite. The diagonally set gate piers which match the

13

http://www.lakedge.com/BAGGS/Girls54-59.htm [accessed 18.5.13] 14

http://www.friendsreunited.co.uk/bishop-auckland-girls-grammar-school/b/83e1f37b-1977-4dce-b173-

dce2c5586436 [accessed 18.5.13] 15

It is interesting to note that vandalism was reported in the school minutes as early as 1919 16

http://risk.english-

heritage.org.uk/register.aspx?id=5335&rt=6&pn=1&st=a&ctype=exact&crit=Bishop+Auckland [accessed

20.5.13]

http://www.lakedge.com/BAGGS/Girls54-59.htm

http://www.friendsreunited.co.uk/bishop-auckland-girls-grammar-school/b/83e1f37b-1977-4dce-b173-dce2c5586436

http://www.friendsreunited.co.uk/bishop-auckland-girls-grammar-school/b/83e1f37b-1977-4dce-b173-dce2c5586436

http://risk.english-heritage.org.uk/register.aspx?id=5335&rt=6&pn=1&st=a&ctype=exact&crit=Bishop+Auckland

http://risk.english-heritage.org.uk/register.aspx?id=5335&rt=6&pn=1&st=a&ctype=exact&crit=Bishop+Auckland



caretaker’s garden walls, also provide considerable street presence, although the listing

describes them as being topped with ball finials – they are in fact a more modern geometric

shape. The school is therefore of some architectural interest for its contribution towards

the streetscape, but the caretaker’s lodge, railings and the drive gate piers are of

considerable architectural interest for the contribution they make towards the streetscape

and the wider character area is also of considerable architectural interest. The gates into

the school drive are unattractive modern replacements of no interest despite being included

in the listing description and the modern safety fencing which sits on the original dwarf wall

detract from the conservation area and the setting.

Plate 21. The modern safety fencing does much to detract from the setting of the school and the conservation area

Further afield, there is only one designated heritage asset which could be affected by any

changes at the school and that is the former King James I Grammar School for Boys. As the

two schools contribute towards the distinctive character area, then changes to one have the

potential to affect the other. However there were no designed views between the two and for

periods in history any associations between the students of the two were probably forbidden!

The views of the Austin designed part of the boys’ grammar school was designed to be seen

from South Church Road and is of sufficient architectural interest to merit retaining a view of

the elevation from the south (AE 2012). This does not preclude development within the

playing field between the two schools providing that they respect the views of the two historic

schools and retain a green and leafy character.

Further afield, there is no evidence that any heritage assets within the grade II* Auckland

Park will be affected by changes to the school. While there are designed views from the

pleasure grounds on the east of the castle, they are across parkland and gardens with

considerable mature tree cover and are separated from the school by the intervening

development of The Dell, The Willows and Durham Road. The main entrances into the park

are from the Market Place in Bishop Auckland and from the north side of the Park; neither

are close to the school site. The setting of Auckland Park is therefore unlikely to be affected

by any development at the school.



6.0 The Importance of the Academy building

Schools are especially vulnerable to conversion and demolition, and there is widespread

public interest in the future of these distinctive historic buildings (English Heritage 2011, 2).

Education buildings are particularly sensitive ones, but designation and the positive

management of these places are in no way incompatible with aspirations for educational

improvement or change and reuse. School and higher education buildings also contribute

greatly to the richness of the local scene and King James I Academy is no

exception.

The guidance for listing (ibid) suggests that schools dating to between

1870 and 1914 survive in large numbers in England, although they are a

diminishing resource (English Heritage 2011, 9). As a result of the large

numbers surviving, English Heritage policy on listing historic schools has

stricter criteria for listing buildings in this later date range. The most

important criterion for listing is external architectural quality and the

former girls’ school has an architectural style and survival of features that

raises it above the average. It was built at a time when there were

limitations in funding and as a consequence, many school designs had

become austere and formulaic. However this school captures the spirit of

the time in its architecture without producing a dull building.

Interiors also contribute towards designatable quality. At this time, fixtures

were generally plain and most plans were formulaic and increasingly

standardised: exceptions are thus of interest (ibid). The Arts and Crafts

inspired main hall and the use of Art Nouveau motifs, such as the door

handles was quite exceptional in schools at this time (English Heritage

2011, 4). Although the interiors are simple, they are unified with the

glazed tiles and decorative detailing applied to balustrades.

Completeness can be most important, and here the exteriors and interiors

have survived well. The windows, despite going through a number of

alterations have survived and although a few leaded panes are missing,

the overall effect to the elevations is of an intact building. Similarly the

original doors have survived, although a few may no longer be in their

original positions. The most significant alteration to the 1910 build is the

dining room. It was built at a time when many schools were using steel

framed buildings in a modernist style (ibid), but at Bishop Auckland, the

architectural quality of the existing school was recognised and fully

referenced in the new build and as a result it does not detract from the

importance of the school.

Ancillary structures such as carefully designed walls, railings, gates and teacher’s houses

can enhance the case for designation and at Bishop Auckland, the Caretaker’s Lodge is of

considerable architectural interest and indeed has considerable street presence. The railings

may not be original. In 1918 a runaway horse dashed into the railings in front of the

caretaker’s lodge and completely smashed the railings on the left of the entrance gate. They

were repaired, but the school lost its railings to the war effort, although it is not clear if all of

them were removed. Historic photographs show railings around the playground and to the

Plate 22. Art Nouveau inspired door handles survive on many doors



garden area near the caretaker’s lodge and they were all removed. A pillar and gate were

knocked down in 1944 and there were proposals to widen the same gate a few years later.

The originals within the curtilage were simple vertical poles linked with horizontal bars

towards the top and bottom. Photos of the school taken in the 1950s show the playground

with temporary netting instead of metal rails. However the railings that do exist today have

been cleverly designed to reflect the designs of the glazing inside the entrance hall. They

also help to harmonise the street presence of the school, although their contribution towards

the streetscape is marred by safety fencing along the pavements. The gateposts are original

however and are fine examples.

Plate 23. The lattice work on either side of the hall doors is reflected in the design of the railings outside the Caretaker’s Lodge. Similarly the use of the arch theme is reflected in the railings and gate. As the school donated its railings to the war effort it is not certain that they are original (the caretaker may have been exempted from donating) but their design is in keeping with the design of the school. The safety railings and street clutter diminish appreciation of the railings.

At a more local level it is less clear how many other schools survive in such good condition.

There are one hundred and two schools on the County Durham Historic Environment Record

but there is insufficient information to record the numbers demolished or an accurate date

range. Of this 102, 90 are pre 1900 in date and so Edwardian schools are not well

represented locally. Seventy one schools are listed in Co. Durham which is a high

percentage of the remaining stock. This compares to 3405 schools which are listed

nationally and which cover all date ranges. A more accurate breakdown of listed schools

according to date is not possible due to poor quality data. A search of Edwardian Schools in

the date range 1902-10 on the Heritage List for England produced no results which is clearly

wrong. There should be at least one. Broadening out the search terms to include education

buildings between 1901 and 1932 still produced no results. It is therefore not possible to use

the national heritage list for England or the local Historic Environment Record to accurately

gauge the extent of survival and date ranges of schools without further work on the

databases.



Then and Now...

Plate 24. An undated view of the east elevation showing the form of the original railings

Plate 25. The view today shows how little school has altered externally.



7.0 Heritage Impact Assessment

Overall the building has already been identified as being in satisfactory condition with only

minor signs of deterioration (Oakleaf Surveying Ltd 2011, 17) as one might expect from a

building constructed over one hundred years ago. The works proposed to the Middle School

are therefore modest. They involve alterations which include some internal wall removals in

nine groups of rooms; six on the ground floor of the original build, one in the dining room

wing and three on the first floor.

Generally the building has been through a number of modifications already. With growing

student numbers and changing educational needs, the building has had to adapt. In 1919

space was reorganised in the science theatre to create an additional classroom without any

structural alterations (DRO E/SW/C19 Minutes 6.6.1919). In 1937, a wall in the kitchen was

removed to create more space and two serving hatches were proposed between the kitchen

and dining room (DRO E/SW/C19 Minutes December 1937). In 1938 a new domestic

science room was built (DRO E/SW/C19 Minutes Feb 1938) and in 1939 the toilets were

overhauled (DRO E/SW/C19 Minutes). In the 1930s the library had to be moved to a larger

room and the gym hall was moved to the assembly hall. The present dining room was built

as a gym hall, but had to be quickly converted to a dining room when it was realised that it

no longer complied with building regulations for a gym. A new door was inserted into the

domestic science room in 1959 to ease the flow of staff and pupil traffic (E/SW/C 24 Minutes

30.5.1957). The inspector’s report of 1958 outlined proposed temporary modifications to

remedy the lack of P.E. facilities and the deficiencies in accommodation for science. The

proposed short term solution was to convert the music room to a general science lab. In

1959 unspecified structural alterations took place and a new heating system was installed

(E/SW/C 24 Minutes 14.9.1959). Other modifications to have taken place include the

installation of electricity throughout (including the headmistress’s desire for standardised

sockets!), the resiting of radiators and the reflooring of the assembly hall. The proposed new

modifications are in the spirit of previous alterations and like previous alterations, they will be

carried out to reflect the character of the original build.

In each case, providing that the glazed tiles to dado rail height are retained or rebuilt in a

new position, they will continue to unify the design throughout, particulary in public areas

such as corridors. Further the retention or reuse of arched doorways or arches over half

glazed doorways will also help to ensure that there is no loss of significance. Where doors

need to be moved, they should be reused elsewhere in the building (or kept in storage for

future use) and care taken to reuse the original thumb latches, or where they have been lost

to secure replacements in a similar style.



Figure 11. Proposed alterations on the ground floor

7.1 Alteration A

This is the removal of two partition walls which form two store rooms close one of the

school’s entrances. The east and west walls of both resulting small rooms have the

distinctive brown tiles to dado rail height, suggesting that they are original, but the presence

of the room removes the symmetry of the ground plan suggesting instead that they are a

later addition. The east west wall is certainly a later insertion which further subdivides the

long room into two. It does not have the brown tiles and divides the window splay on the east

wall confirming its later date. The long thin room (without its further subdivision) may

originally have been a cloakroom or toilet. Its position close to the main Assembly Hall

entrance and the side door suggests that the headmistress may have had her office in this

vicinity. If her office was the adjoining room (and there is no evidence that it was), then this

small room may have been the new lavatory and sink installed for her in 1939 (DRO

E/SW/C19 Minutes). Other options include the secretary’s new office and rest room of 1938

(DRO E/SW/C19 Minutes March and April 1938) as in each case there would be some merit

in such key staff being close to the side entrance and the main route into the Assembly Hall.

However this is conjecture without the early plans of the building.

The two walls to be removed are shown on figure 12. The insertion of these walls in the

past, plus the addition of the extension to the north before the 1960s would have had the

effect of limiting light into the adjacent room. This necessitated the insertion of a 12 pane

window in the partition wall to allow some light to filter through from the external wall now in

the store room. The removal of the partition walls will increase the availability of natural light

which is a benefit.

To avoid loss of significance the brown tiles should be retained on the remaining walls. The

only other items of significance in the room is the original mullioned external window on the

north wall and the now divided window on the east wall - these too should be retained,



although the north part of the east window has lost some leading and needs replacing. The

half glazed door matches many of the others in the school and if it is not to be reused,

should be stored for use in any future alterations in the school. The 12 pane window in the

partition is not sufficiently significant to merit retention.

Feature of significance

Impact on significance

Mitigation recommended

Image

Brown tiles to walls Loss of tiles on partition wall

None, but ensure that tiles are retained on remaining walls. Consider retaining any intact tiles for future repair works. Recommend removing white paintwork from tiles in classroom.

External windows To be repaired Beneficial effect






Image

Partition door To be removed Consider reusing elsewhere or storing for future use

Partition window To be removed None proposed

Original room proportions

To be restored Beneficial effect, none proposed

7.2 Alteration B

This is the proposed removal of a partition wall which

will restore the room to its original proportions. It was

not possible to see if the wall had any features of

significance due to fitted cupboards and general

classroom clutter,17 but there is no evidence of any

detrimental impact. The items of significance in this

classroom are the brown tiles, the arched windows

above doors, the Hopper windows, the external

mullioned windows and the parquet flooring. There is no

evidence that any of these will be affected. The picture

rail is not apparent on the wall to be removed further

suggesting it is a later inserted wall. The external

windows are missing some leadwork and this needs to

be repaired.

17

The classroom was in use during the visit which restricted photography and access

Plate 26. The wall to be removed is on the left



7.3 Alteration C

This is the removal of a small modern partition forming a cupboard in the Assembly Hall. The

insertion is a negative feature as it divides the open space of the hall and its removal will

have a beneficial effect on the significance of the hall by returning it to its original

proportions.

Plate 27. The later cupboard to be removed from the Assembly Hall

Figure 12. Proposed alterations on the ground floor



7.4 Alteration D

This alteration is to the current girls’ toilet and requires the removal of a concrete partition

wall that does not extend all the way across to the north wall. It appears never to have done

so as there is no scarring on the tiled wall opposite, but the school has traditionally hidden

alterations behind replacement tiling. It is on the same orientation as the wall in the adjacent

caretaker’s room which suggests that it is original. There is only one arched entrance door

from the E-W corridor (now blocked) and this would afford access into the west side of the

girls’ toilets. The present half glazed door entrance (pictured below) might be a later

alteration of a window, but if it was always a door, then the concrete wall must be original as

the room then required two doors – one from the E-W corridor and another from the N-S

corridor. Whether it was always a door or was once a window, the half glazed walls and door

into the entrance foyer would not be suitable for toilets. The girls’ toilets therefore appear to

have been remodelled from an earlier suite of room(s) of which the east one had views into

the entrance foyer and the west one was accessed via an arched door in the E-W corridor.

The room(s) have therefore been through a number of changes already and are therefore

less sensitive to further change. The concrete wall to be removed has no architectural

features of interest, nor does it have the distinctive brown tiles associated with the original

building. It is therefore of insufficient significance to merit retention.

Plate 28. The present entrance into the girls’ toilets may be a later addition, inserted into a former window. Such windows would not have been used for toilets. If this door is later, then there was only one entrance via a round

arched doorway on the E-W corridor (just off the photo to the right).



Feature of significance Impact on significance Mitigation Image

Blocked arch door None - -

Half glazed (but painted over) door to corridor

None -

Multi pane windows to corridor

None - See above

Brown tiling to walls None - See below

External mullioned windows

None -

7.5 Alteration E

This is the proposed removal of two walls in the boys’ toilets. The south wall appears to be a

later insertion. There was no access into the small south room beyond this inserted wall, but

the window at the south end of the toilets adjacent to this wall has been reduced in width by

the wall suggesting that the dividing wall was added later. There is presumably another half

of this window in the room beyond. (There is no window

shown in the survey).

The other north-south wall separates the space accessed by

two original arched doorways and so appears to be original

and this is to be removed. Although it has no features of

note on the west side (there are scars suggesting that it may

have had showers at one time, hence the lack of brown tiles

which must have been replaced with modern tiles), it does

retain its distinctive brown tiles on the east side. The floor

levels on the west room are higher – they appear to have

been raised as part of a modern re-flooring.

These rooms were unlikely to be toilets in 1910 as the

original toilets may have been outside. The rooms have

therefore been through a number of alterations already and

are therefore less sensitive to further change. Change is

most likely to be acceptable if new walls make use of the

Plate 29 The splay of the window opening has been reduced by the insertion of the wall



distinctive brown faience tiles and dado rails and arched openings are retained or referenced

in new any build.

Plate 30. Wall to be removed from the east side (left) and from the west side (right)

Plate 31. The two original doorways facing the corridor which lead into the rooms separated by the wall






Image

External window Beneficial Restoration of leadwork

Arched doorways to corridor (one blocked)

None Insert door more inkeeping with the historic character of the building

Partial coverage of brown tiles

Loss of tiles from dividing wall

None

7.6 Alteration F

This is the removal of two walls adjacent to the dining room which is located in the later wing

built between 1936 and 1954. The wing was designed to be a gym, but had to be altered

before completion to be a dining room and kitchen. The dining room was designed with a

stage and this is now missing. It must have been located on the south wall as the north wall

has windows; it is unlikely that the longer walls would have been used.

The walls to be removed are on the south side of the dining room in the school cafe and

adjacent staff cloakroom and storage area and have no features of architectural interest. As

a whole, the dining room and kitchens are relatively plain with the detailing confined to

external window and door detailing. Internal doors are in a 1930s style. Suspended ceilings

have been used which detract from the significance of the building. The walls have no

features of significance and do not merit retention.



Plate 32. Two walls to be removed adjacent to the dining room. It can be seen that they have no architectural features of interest. They exist within an area of change and are therefore less sensitive to further change.

Features of significance



Image

External doors with panelling and overlights (excluding modern door handles)

None -

Internal doors in a 1930s style

None -






Image

External windows

None -

Architectural form of elevation (as described earlier in the report and in the listing)

None -

Open space of existing dining room to convey its historic use s a dining room

None -

7.7 First floor alterations

There are three alterations to be made which will result in the loss of internal walls on the

first floor. The area of alterations G and H consisted of a class on either side of the large

classroom which was the library in 199218 and may have been the dining room when he

18

It is shown as a library on proposed plans by DCC to alter the access arrangements into the library dated

1.12.1992 project no. 252/00003. The alterations do not seem to have taken place.



school first opened.19 The library has had a number of homes in its history, always needing

to move to larger spaces. It has clearly moved again as the room is currently used for

drama. The new configuration will result in three equally sized classrooms.

7.8 Alteration G

The west wall is to be removed to enlarge the classroom. This will result in the loss of a wall

which is relatively featureless; it has only a skirting board and a radiator which are not

significant enough to merit retention. Brown tiles are only used in the corridors in this part of

the building.

Without early plans it is not clear if the present arrangement of rooms is original, but the

reconfiguration will alter the proportions of the rooms. However in each case, the stub of the

removed wall will remain so that the present arrangement will still be readable.




Image

External windows None -

19

This is based on the room being larger than others and the recollections of Bella Parker, nee Coates who

recalled the upstairs dining room as being ‘commodious’ in 1910 (Grammar School Golden Jubilee Book 1960)



Door to corridor None Door should be reused

Radiator Removed None. A new

heating system was installed in 1959 and so radiators not original, but do add historic character

Skirting board Lost on wall;

otherwise unaffected

Replace with matching skirting on any new wall

Picture rail Lost on wall;

otherwise unaffected

Replace with matching picture rail on any new wall



7.9 Alteration H

This requires the removal of a relatively modern partition and a classroom wall. The partition

is shown on plans dating to 1992 by DCC as existing and is a negative feature. Its removal

will enhance significance. The older wall adjacent appears to be old if not original, however

no access was possible into this room so that it could be viewed from both sides.




Image (photography restricted as room in use)

External windows None -

Door to corridor None Door should be

reused



Skirting board Lost on wall; otherwise unaffected

Replace with matching skirting on any new wall

-

Picture rail Lost on wall; otherwise unaffected

Replace with matching picture rail on new wall

-

7.10 Alteration I

This is the removal of an arched doorway and half glazed arched door in a corridor. These

arched doorways are distinctive to the school and should be retained wherever possible.

This particular door appears to fold in the centre and has an Art Nouveau thumb latch. The

gradual erosion of such features should be resisted, but if

the benefit of its removal outweighs the loss of significance

then they should be reused elsewhere in the school or

stored for parts until they are needed. The removal of the

doorway may also require the loss of some brown tiles;

this would be acceptable if any subsequent scarring was

made good and finished off the match the existing tiled

edges. The door was locked when viewed and so it was

not seen from the other side.

Plate 33. Door and doorway to be removed (alteration I)

8.0 Conclusion

The level of thought and design detail that went into this school marks it out as exceptional

and worthy of its status as a listed building. Despite drawing references from a variety of

historic periods and the adoption of different styles in different parts, it manages to tell the

story of Edwardian life through its architecture. The admiration of the past in its choice of

Tudor and Jacobean styles combines with its growing suspicion of rapidly advancing

technology reflected in its Arts and Crafts assembly hall. Its rejection of the fussiness of the

High Victorian styles for a more simple set of facades that reference classical architecture,

while still finding room for discrete ornamentation such as the chequer board pattern which

fills the arched window niches. Its proud use of school architecture, such as the lanterns and

bellcotes which reference high quality schooling for girls, who were increasingly demanding

a better education. These apparently disparate elements are drawn together by the many

arched lights above doors and windows which reflected the desire for light in schools but

also created a sense of space and airiness, even if the classrooms off the school hall were

still considered stuffy in 1931 and 1949 (Ministry of Education 1949). Similarly the interior

use of brown glazed tiles to dado height not only unified the interiors, but provided a means

to mask alterations and protected the lower walls from trailing school bags and dragging

feet. The interiors are simple but not dull. Ceiling roses and ornate plasterwork were

relegated to the past, but the dado rail and picture rail remain as practical features. Attractive



thumb latches in an Art Nouveau style add interest to the half glazed doors. Externally, the

small stretch of railings outside the Caretaker’s Lodge have a surprisingly contemporary feel,

but reflect the design of the archways in the school corridors with lattice work and the upside

down arches of the balustrade roof tops and so extends the design themes to the street

front.

School buildings are places of change. From the day they are built, they are under pressure

to alter and adapt to shifting philosophies on education and changing populations. From the

outset, the Girls’ County School adapted to these changes with dignity by respecting the

original design themes of the 1910 building. By continuing this tradition, the building has

considerable potential for adaptation and can therefore be the subject of sustainable

development as defined in the National Planning Policy Guidance (2012, para 17). By

continuing the design themes, future internal changes can take place without loss of

significance. Where possible, traditional flooring materials such as parquet or the polished

red stone floors of the entrance lobby, should also be retained and efforts made not to erode

significance gradually through piecemeal alterations that result in the more modest

architectural features such as picture rails and skirting being removed. If alterations are also

accompanied by the reversal of changes which were detrimental (such as the cupboard in

the assembly hall) or are accompanied by sympathetic repairs to windows, then the overall

effect of the alterations can be beneficial.

Externally, there are few constraints. The school was not designed with a principal elevation

as such, nor was it designed to have any particular view that needs to be protected. Its high

quality design does however deserve the space from which to appreciate it. Its original

playing fields appear to have been located east of the school and this has now been

developed. Its gardens went through a period of considerable change and have not

survived, but were close to the school until 1957 when they were moved to the ‘far field’,

presumably one to the east near the tennis court. They were much altered and never

apparently designed with any particular views. Their purpose was to enhance the school

approach and to provide a learning resource for botany and other science subjects.

Innovative landscaping around the school could design new gardens, although even in 1914

it was ‘feared that the children in the neighbourhood would not leave the plants alone’ when

discussing a possible rockery near the Caretaker’s Lodge (DRO E/SW/C19 Minutes

14.12.1914). The playing fields were fenced in 1921 with ‘military fencing with barbed wire’

suggesting a defensive attitude towards the neighbourhood that is still reflected in the

current safety fencing which detracts from the conservation area. The constant need for new

build also resulted in demountables being located in front of the school playground when it

became a comprehensive and a building to the north east of the school makes a brief

appearance on maps from 1962 until 1979 (25inch). The surroundings are therefore much

altered, and so further change is not impossible.

In terms of protecting the setting of the listed buildings, any development of the surrounding

area should seek to retain the green and leafy character of this part of the conservation area,

retain the view of the Caretaker’s Lodge and afford a sufficient view of the Middle School so

that its architectural qualities can be appreciated from its surroundings. This will help to

ensure that any future proposals will be compliant with the NPPF by helping to conserve the

building in a manner appropriate to its significance, so that it can be enjoyed by future

generations.



9.0 Bibliography

Archaeo-Environment Ltd 2012 Statement of Significance for King James I Grammar School for Boys, Bishop Auckland

Bishop Auckland Urban District 1948 Handbook and Guide Communities and Local Government 2012 National Planning Policy Framework Durham County Council 2009 Rapid Desk Based Assessment. King Kames I

Community Arts College, Bishop Auckland. For Building Schools for the Future. English Heritage 2006 Understanding Historic Buildings. A Guide to Good Recording

Practice English Heritage 2008 Conservation Principles, Policies and Guidance English Heritage 2011 Education Buildings. Listing Selection Guide English Heritage 2012 The Setting of Heritage Assets: English Heritage Guidance Gillard, D 2011 Education in England: a brief history. Available from

www.educationengland.org.uk/history [accessed 190412] Hall, L 2005 Period House Fixtures and Fittings 1300-1900 Hardie, C and Hammond, N 2007 History in the Landscape. The archaeology and

architecture of Wear dale. The Weardale Society. Her Majesty’s Inspectorate 1958 Ministry of Education Report, Bishop Auckland Grammar School for Girls His Majesty’s Inspectorate 1949 Ministry of Education Report, Bishop Auckland Grammar School for Girls Hutchinson, T 2005 The History of Bishop Auckland Hutchinson, W 1832 The History and Antiquities of the County Palatine of Durham, Volume 3 pp435-7 Kerr, J S 2000 The Conservation Plan: a guide to the preparation of Conservation

Plans for places of European cultural significance (National Trust of Australia, 5th ed., Sidney.

Laurie, B 1993 Memories of Bishop Auckland 1905-1916 Laurie, B undated The Changing Face of Bishop Auckland Louw, H 2007 ‘The Development of the Window’ in Windows. History, Repair and

Conservation (Tutton, Hirst and Pearce., eds) Oakleaf Surveying Ltd 2011 King James Academy, Bishop Auckland Physical Condition

Survey Pevsner, N 1990 The Buildings of England. Durham. Pevsner, N 1992 The Buildings of England. Northumberland Richley, M 1872 History and Characteristics of Bishop Auckland Whellan, W 1856 History, topography, and directory of the county palatine of Durham Yorke, T 2007 The Victorian House Explained Yurdan, M 2012 The History of English Grammar Schools. A feature by Marlyn Yurdan for the History Press. available from

http://thehistorypressuk.wordpress.com/2012/03/28/the-history-of-english-grammar-schools-a-feature-by-marilyn-yurdan/ [accessed 190412]

http://thehistorypressuk.wordpress.com/2012/03/28/the-history-of-english-grammar-schools-a-feature-by-marilyn-yurdan/

http://thehistorypressuk.wordpress.com/2012/03/28/the-history-of-english-grammar-schools-a-feature-by-marilyn-yurdan/



Appendix A King James I Academy Chronology

1905 The school’s first headmistress was Mary Holt, who had been appointed in 1905. She ran the school in temporary buildings until the new one was built. These were located at Cockton Hill Methodist Schoolrooms and an adjoining annexe, and for a short period in the Edgar Memorial Hall. The school is called Bishop Auckland Girls’ County School.

http://www.northeastlifemag.co.uk/out- about/places/bishop_auckland_girls_39_ grammar_school_centenary_celebration_1_1638923 Girls’ Grammar School 1960, 3 DRO E/SW/C19 Minutes 8.11.1913 Laurie undated, 72

1910 ‘A girls’ secondary school is now (1910) in the course of erection in South Church Road.’ The Girls’ County School opened on South Church Road for 370 girls; 75% fee paying and 25% scholarship girls. It was opened by Mrs Walter Runciman on the 5

th October and a

plaque erected in the vestibule commemorating the event with the school motto Non sibi sed aliis (Not for themselves, but for others).

Kelly’s Directory of Durham 1910, 24 Hutchinson 2005, 88 Listed Building Description IoE 385752

1911 Miss Holt leaves to be married in Vancouver and Miss Clara Ashworth is appointed as the new headmistress

Girls’ Grammar School 1960, 24

1912 The first school magazine “Gleanings” is produced

Girls’ Grammar School 1960, 26

1913 The school gardens were not adequately finished after the building works.

DRO E/SW/C19 Minutes 8.11.1913

1914 A girls’ secondary school, in South Church Road, was built in 1910, for 270 girls; this school is specially equipped with laboratories, gymnasium and domestic apartments; average attendance, 260; Miss C.C.Ashworth B.A head mistress

Kelly’s Directory of Durham 1914, 25

1914 According to the Board of Education, the military did not intend using the school ‘at present’ for barracks. However the Bishop Auckland and District Civil Defence Corps request the use of the playing fields for drilling on Saturday afternoons. A public prize giving is cancelled because of the circumstances of war. The Science Mistress visited other schools in England to assess how they approached experimental science and household management. A barometer and thermometer were stolen from the school shed at night.

DRO E/SW/C19 Minutes 12.10.1914, 9.11.1914 and 21.9.1914

1915 The governors remain unhappy with the state of the school grounds (and the poor ventilation in the larder). A report is submitted by Mr Smith of the County Council on the quality of the work by Mr T.A Lawrenson of

DRO E/SW/C19 Minutes 13.12.1915 DRO E/SW C20 20.9.15

http://www.northeastlifemag.co.uk/out-



Newcastle, who had sub contracted the work. The first ‘Old Girls’’ Reunion is considered The Home Secretary wrote to ask that woman are given suitable training to enable them to take the place of men during the period of war, especially to help with the shortage of ‘men clerks’. However as the Urban District Council was doing nothing to promote the employment of women the school decided to do nothing. The police ask that the school have a distinguishing sign fitted so that if it should be bombed it can be identified. Eventually the school decide not to proceed with this. Miss Ashworth’s salary (headmistress) is raised to £350pa. Sash fastenings repaired to the windows between the classrooms and the hall by a ‘local competent man’. The school is oversubscribed and 40 girls are refused admission due to lack of accommodation, but a Belgian girl is accepted and funded who is a refugee from the war. The school decides to proceed with a public prize giving despite the war and the Womens’ Work Committee arrange to hold a public meeting in the large hall on 27.10.15 if the Town Hall is booked. An explosion in the kitchen results in £5 worth of damage and kitchen walls are distempered and whitened as redecoration. The caretakers’ house is decorated with wallpaper and alterations made to the chimney to prevent smoking. The school management is asked why they are still teaching German and the tart response from Miss Ashworth is reported nationally (see report for her response)

DRO E/SW/C19 Minutes 20.09.1915 DRO E/SW/C19 Minutes 19.4.1915 DRO E/SW/C19 Minutes 12.07.1915 DRO E/SW/C19 Minutes 11.10.1915 DRO E/SW/C19 Minutes 19.4.1915 DRO E/SW/C19 Minutes 14.12.1915 Exeter and Plymouth Gazette 26.11.1915 and Newcastle Journal 26.11.1915

1916 The headmistress Miss Ashworth unexpectedly dies. Her brother presents to the school a memento of her – 20 pictures of Great Masters (framed) and a portfolio of the same pictures, unframed, a cyclostyle

20 and

any books from her library that two of the mistresses care to choose. Windows have to be darkened for evening classes. Damp in the larder continues to be a

DRO E/SW/C19 Minutes 11.09.1916, 13.3.1916

20

An early device for duplicating handwriting, in which a pen with a small toothed wheel pricks holes in a sheet

of waxed paper, which is then used as a stencil



problem. The hinge of the window to class 5 is broken again due to the lack of a stay. A special constable complained that light could be seen from the kitchens and so screens were fitted to obscure the windows.


1917 The Board of Agriculture asked that all available land be cultivated. After much discussion amongst the governors regarding which soil was light enough for girls to work, a plot next to the Caretaker’s house (Chapman) was chosen because of its light soil. The playground at the time had a rough asphalt surface. The winter of 1916-17 resulted in frozen pipes in the girls’ toilets. Dr Alexandra Fisher was welcomed as the new headmistress.

DRO E/SW/C19 Minutes 14.5.1917 DRO E/SW/C19 Minutes 12.2.1917

1918 The school advertises for a teacher of Esperanto. A runaway horse dashed into the railings in front of the caretaker’s lodge and completely smashed the railings on the left of the entrance gate. They were to be repaired. The fireplace in the kitchen needed overhauling

DRO E/SW/C19 Minutes 22.7.1918 DRO E/SW/C19 Minutes 8.7.1918 DRO E/SW/C19 Minutes 11.6.1918

1919 A number of older girls were returning to the school to do advanced or commercial work and this had an effect on the available space in the school. Initially, space was reorganised in the science theatre to create an additional classroom without any structural alterations, but in time, new building would be required. The school palings and grounds are damaged (probably refers to accident of previous year). A portrait of the school’s first headmistress Mrs Wood (nee Holt) is hung in the Hall and costs are obtained to get telephones

DRO E/SW/C19 Minutes 6.6.1919 DRO E/SW/C19 Minutes 14.4.1919

1920 The hinge of the window to class 5 is broken again due to the lack of a stay. The entrance gates are damaged by cows. The school had been encouraged to turn parts of the gardens over to vegetables during the war. By 1920 it was considered to be too much work and the produce was no longer required, therefore the vegetable garden was turned over to grass. Tree planting on the playing field is proposed in the form of six specimen trees to be purchased and three removed from the border side bed

DRO E/SW/C19 Minutes 10.5.1920; 11.10.1920; 09.02.1920; 6.12.1920; 8.1 1.1920



which has become overgrown. The experiment with Esperanto ceases. A concert is held in aid of the war memorial.

1921 Costs are obtained to plant the drive with shrubs and subsequently planted using local labour. The floor of the Assembly Hall needs attention and the playing field is fenced with military fencing with barbed wire.

DRO E/SW/C19 Minutes 11.7.1921; 6.6.1921; 14.3.1921

1922 Three staff and pupils from Crook Pupil teacher Centre are transferred to the school, but there was no free accommodation so two classrooms were rented in the Central Primitive Methodists at Cockton Hill (where the school was temporarily housed before the 1910 building was completed)


1927 The school became a grammar school and admission was by examination only

(Hutchinson 2009, 27)

1936 Works started on the new wing; it caused some minor disruption, mainly the knocking down of a wall which destroyed the shelter for the Atco machine.

21

DRO DRO E/SW/C19 Minutes October 1936

1937 A wall in the kitchen is removed to create more space. It is proposed to insert two serving hatches between the kitchen and dining room. The caretaker’s house needs redecorating. The school is redecorated inside and out. Hopper windows

22 were installed.

The new wing is still not ready. The boiler chimney appeared never to have been cleaned since the school opened.

DRO E/SW/C19 Minutes December 1937 DRO E/SW/C19 Minutes October 1937

1938 The caretaker’s house was overhauled. Work to the new wing of the school was at a standstill with half of the services and decoration still to be done. The secretary’s new office and the rest room were now a long way from the head’s office and she needed a telephone to contact her secretary. A new domestic science room was built.

DRO E/SW/C19 Minutes March and April 1938 DRO E/SW/C19 Minutes Feb 1938

1939 Work took place to darken the hall and a new clock was installed in the hall. The school roof leaked into the hall. The toilets were overhauled with new cisterns and a new lavatory and sink installed for the headmistress Dr Fisher retires in August and is replaced by Dr Millicent Agnew

DRO E/SW/C19 Minutes Girls’ Grammar School 1960, 4, 10

1941 Blackouts were repaired in the hall and the school fields were vandalised


21

Lawnmower? 22

A bottom pivoting casement window that opens by tilting vertically, often used in schools



1945 On VE Day, 8th May 1945, the school held a ‘Service of Remembrance’ giving thanks for the end of the war.

E/SW/C 24 Minutes 1945 Culture_Durham

23

1948 The pillar and gate broken down four years ago were an eyesore. The gate was to be widened in the future. The boiler was dangerous – it was not fixed to the floor. The gym was not complete.

E/SW/C22 Minutes 6.5.1948

1949 Electricity was now installed, but the head teacher pleaded for standardised plugs. New subjects tended towards pre-Nursing Science, music and art. The school was inspected. Improvements which had been made since 1931 included: an extension of the playing fields, a housecraft block had been added including a sick room and a bathroom; a larger room has been found for the library, although it still failed to meet the present requirements. The staff cloakroom had been improved and room found for the secretary, but rather too far away from the head. A new gym was started just before ‘the recent war’, but remained incomplete and was now too small to satisfy building regulations for a gym, but nevertheless it was urgently needed as a kitchen/dining room so that the old dining room could be used as a larger library – the current one being too small. The classrooms around the hall were still stuffy, as they were in 1931 when last inspected and need more ventilation and windows. The grounds were pleasant and well kept, but more hard surface playing areas were recommended.

E/SW/C22 Minutes 7.2.1949 Ministry of Education Report by His Majesty’s Inspectorate for Bishop Auckland Girls’ County School. Co. Durham 1949

1952 The dining room and toilets are still not finished. The school drive is resurfaced and the playgrounds are complete. There are plans to have an additional tennis court beside the unfinished building.

E/SW/C 23 Minutes 4.2.1952; 3.11.52

1954 A new library has increased accommodation. A new dining room is in full use

E/SW/C 23 Minutes 5.4.1954

1956 The school is rewired E/SW/C 24 Minutes 31.1.1957

1957 The school garden is abandoned when Tarmacadam was extended up to the walls of the new dining hall. Another site was found on the far field and it was to be planted with plants suitable

E/SW/C 24 Minutes 1.11.1957; 30.5.1957

23

Recollections of Pat Hall (nee Nicholson) in ‘wartime memories of the NE’ 2005 Article ID A4766538



for science studies. There is a possible incident of carbon monoxide poisoning in the school. A new door is inserted into the corner of the Domestic Science school

1958 A school inspector’s report outlines improvements that have been made to the school since the last inspection. These include the creation of a fine library created out of the former dining room, a new dining hall with stage, a new kitchen, and new offices. The greatest handicap was now the lack of P.E. facilities, deficiencies in accommodation for science – the physics and chemistry labs are too small. The proposed short term solution was to convert the music room to a general science lab. Otherwise the building and grounds are excellently kept. There are increasingly problems with car parking on the school drive. The governors had decided to stop all parking within the school curtilage in September, but were asked to reconsider as this was proving inconvenient. Governors agree to explore the possibility of a new gymnasium with showers and changing rooms, plus the renewal of floors in the labs.

Ministry of Education Report by Her Majesty’s Inspectorate Bishop Auckland Grammar School for Girls 1958 E/SW/C 24 Minutes 3.11.1958

1959 Structural alterations are well underway along with the installation of a new heating system. A new side entrance and path is created.


1960 The school celebrates its Golden Jubilee on 5

th May and a booklet is

produced


1961 The school is amalgamated with King James I Grammar School. A new lab is fitted. The new school is generally referred to as Bishop Auckland Grammar School

E/SW/C 24 Minutes 16.3.1961 Various school programmes- Easter Choral Music 1965, Annual Sports 1964

1962 A new head is appointed Mr. D. Weatherley. The two schools are linked by phone. There are proposals to demolish the ‘old building’ and build a multi-storied science block. Miss M. Atherton continues as the deputy head.

E/SW/C 24 Minutes 13.3.1962 Girls’ Grammar School 1960, 10

1974 The school becomes a comprehensive school and opens its doors to a wide range of students

http://www.northeastlifemag.co.uk/out- about/places/bishop_auckland_girls_39_ grammar_school_centenary_celebration_1_1638923

2011 The school is converted into an Academy and becomes King James I Academy

North East Life 25.8.11 available from http://www.north eastlifemag.co.uk/out-about/places/king_james_school_bishop_auckland_ celebrates_academy_status_1_1646618

http://www.northeastlifemag.co.uk/out-

http://www.northeastlifemag.co.uk/out-about/places/king_james_school_bishop_auckland_

http://www.northeastlifemag.co.uk/out-about/places/king_james_school_bishop_auckland_



Appendix B

Prize Essay written by Dorothy Wearmouth looking back at fifty years of the school from

1910 to 1960

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