Rethinking Learning
Rising Star
March 12th, 2025
Hot on the heels of Holmes Miller's launch of its Leeds hub we profile one of their newest recruits, Part 2 Architectural Assistant Celine Black
Tell us about your background in architecture?
My interest in architecture stemmed from my early love of buildings, travel and design. Coupled with my interest in art and maths at school, architecture felt like a natural degree choice.
During school, I attended a portfolio preparation evening class at the Glasgow School of Art, where I was introduced to the fundamentals of architectural design. This course sparked my interest in the field, leading me to apply to university and pursue my studies at the Mackintosh School of Architecture. Three years into the course, I took a year out to work in the industry for my part 1, working with an architecture firm in Glasgow that mainly focussed on large scale social housing developments.
When it was time to complete my part 2 experience, I was keen to diversify my skills across other sectors, which led to my current role at Holmes Miller, where I primarily work on education projects.
What’s been your favourite project in Scotland so far?
I am currently part of the team working on the Penicuik High School project, which involves the reuse and retrofit of the existing 1930s school building. We are enhancing the existing spaces while sensitively introducing a new, efficient three-storey extension, providing accommodation for over 900 pupils.
It’s a blend of old and new, which I find particularly rewarding. Being involved in the design process from the outset has allowed me to expand my retrofit experience, balancing the challenges of working within a listed building’s constraints with the opportunity to apply my previous new-build experience. I’ve enjoyed helping create a sympathetic yet modern and engaging design, ensuring the school is fit for purpose and meets current educational needs.
What area of architecture are you most interested in?
Designing large-scale public sector projects that make a difference - especially schools – is very fulfilling. I love being able to engage closely with teachers, communities and stakeholders to understand their needs and bring their visions to life.
This project is also a contrast to my previous design experience in the social housing sector, where design flexibility was more limited. In the education sector, while there are key specifications and needs that must always be met, I have greater creative freedom to think outside the box — incorporating my own ideas and adding intricate details tailored to the specific needs of each project, ultimately creating unique and purposeful spaces.
What attracted you to Holmes Miller at this stage in your career?
Holmes Miller is a pioneer in sustainable design, so it felt like the right place to develop my knowledge within this area. The team also works across a breadth of sectors with offices in multiple locations, which has allowed me to expand the variety and scale of projects I focus on.
Due to its positive office culture and friendly team, I instantly felt welcome. We have a vast charity and social events calendar which runs throughout the year, helping keep everyone connected outside of work.
I was also impressed by the level of flexible working within the company, such as having the option to work from home or the office. Our 9-day working week means I have an extra day at the weekend to switch off and come back into work feeling refreshed. The longer weekends also allow me to travel, explore new places, and regularly visit my partner in Dublin.
The architecture industry still lacks in its flexible working approach and needs to recognise how beneficial it can be. I’d love to see more practices embracing it.
What do you like most about Holmes Miller’s work? How does it add value to the wider community?
We’re actively engaged with our stakeholders and always take their needs into consideration when designing projects, which enables us to bring truly meaningful assets to the communities we work with.
Alongside our projects, it’s rewarding to give back to local people through our community engagement programme. I recently helped secondary school pupils to design a garden for a local nursery. It was good fun being able to speak to the pupils about the role of an architect within the industry and to see their different ideas come to life.
What do you think sets the company apart from other architecture firms?
In addition to paving the way on the sustainability front, we go above and beyond in delivering high quality, considerate designs across all our sectors. As a young professional, I’ve been inspired by my team’s commitment to setting the bar high and exceeding the expectations of the building’s end-users.
What do you think the biggest challenges are right now for students looking to progress their architecture careers?
The competitive job market can make it harder for students to find suitable roles required to progress their architecture careers. Additionally, lack of practical experience can make entering the workplace for the first time daunting. While architecture courses focus on theory and creative understanding, they lack real-life practicalities like project management, client relations and technical expertise in sustainable design, leaving students feeling underprepared for an industry role.
Architecture is a rapidly changing industry, so keeping up with ever-evolving technological advancements, including BIM and AI-driven technology, can be a challenge. While these areas weren’t part of the curriculum when I was at university, adapting it to include them would help to set students up for success.
What can companies do to support architecture graduates?
A supportive environment is essential for graduates to feel encouraged, learn from more experienced colleagues and make confident decisions. The key is having supportive mentors who regularly follow your progress, assist in identifying knowledge gaps, and proactively tailor your experience to fill them.
Having CPD that adapts to the needs of graduates is useful. Holmes Miller established a ‘Training Academy’ for early career colleagues, which provides a bi-weekly technical course led by an experienced colleague. We focus on a different part of a building each week, covering various construction methods, styles, specifications and sustainable building practices.
Ultimately, it’s about having experienced colleagues who are willing to share their skills – that’s the best way to learn.
What are the priorities of the next generation of architects, and how do you think the industry will change over the next couple of decades?
There’s already been a major shift towards sustainable design, but I expect an even stronger focus on net-zero buildings, to meet the UK government’s commitment to achieve net zero by 2050. Additionally, with new technologies, like AI, emerging, it will be important to stay on top of tech advancements and incorporate them into day-to-day approaches to remain relevant as a service provider.
Diversity and inclusion in the industry must also continue to be placed front and centre. The sector is already becoming more diverse, but it’s important that the next generation of architects continue to drive this progress forward – both within the workplace and through the buildings we design.
Rethinking existing schools to create powerful learning spaces
November 1st, 2024
The education landscape is rapidly transforming. Growing student populations and new adaptive teaching methods are driving the need for more flexible and engaging learning environments within communities. However, limited space, tight budgets, and net-zero ambitions make building new schools a challenging option.
Traditionally, changes in school capacity or the need to replace tired amenities meant building new facilities on separate sites, often leaving existing buildings underutilised, abandoned, or costly to demolish. Yet, many current learning spaces have untapped potential for transformation. By thinking outside of the box to make the most of what we already have, we can find sustainable and more affordable ways to accommodate the rising demand for inclusive educational environments.
This month, I’ll be joining experts from across the country at the Learning Places Scotland conference, shining a light on some of the biggest challenges facing Scotland’s learning estate today. The event will focus on maximising opportunities to enhance the learning experience and equip pupils for success – an endeavour I’m passionate about driving forward.
Adapting older schools to meet modern needs can bring significant social, economic and environmental benefits. For communities, preserving a building’s historical significance promotes a feeling of continuity and connection, reinforcing a sense of place that spans generations. Rather than being dismissed to make way for new structures, buildings that have stood the test of time can be revitalised to strengthen community connections and protect architectural heritage.
At Sciennes Primary School in Edinburgh, built in the late 1800s, we embraced the challenge of replacing outdated learning facilities to provide a new and inclusive space where pupils can thrive. This venture didn’t come without challenges; we worked closely with the City of Edinburgh Council to ensure our design complemented the surrounding conservation area, minimising intrusion for local residents. We designed a modern structure that extends the original grade-B listed building while respecting its authentic features, using sustainable materials to incorporate a traditional stone facade with intricate detailing that enhances the external envelope. New adaptions can never replicate the character of 100-year-old designs, nor should they. The key is to listen to the surrounding communities, ensuring our buildings respect and reflect the local character, context, and history, and contribute positively to the area’s infrastructure.
Unlike the school's original design, which features small, closed-plan classrooms, the new annex introduces a contemporary, open-plan concept that supports evolving teaching methods and encourages collaboration. It includes four spacious classrooms interconnected by flexible teaching areas that offer a range of communal and quiet workspaces. The interior design highlights natural materials, integrated window sill benches, and acoustic treatments that double as pinboards, while glazed screens throughout each floor and strategically placed voids promote visibility and encourage pupil interaction.
The design meets Passivhaus standards and is nearing certification, which has been achieved through a fabric-first approach and meticulous attention to detailing. For instance, the building comprises an exposed CLT (Cross Laminated Timber) structure which reduces cold bridging, increases airtightness and stores carbon to ensure sustainability while also creating a unique internal aesthetic.
The project also transformed a previously unused rear playground, maximising outdoor space with interactive play areas and a rain garden to enrich knowledge and build social relationships. Connecting indoor and outdoor spaces is vital for the development and wellbeing of young pupils, reinforcing a holistic approach to learning.
Sciennes Primary School exemplifies how traditional buildings can be transformed to create new, adaptable and sustainable spaces, without starting from scratch. By breathing new life into what already exists, we can provide healthy environments that benefit pupils. And with the net zero agenda at the forefront, enhancing existing structures instead of opting for new builds can substantially reduce carbon emissions, helping councils and communities achieve their sustainability goals while significantly reducing energy costs for years to come.
The Learning Places Scotland conference offers an opportunity to reimagine what is possible for the nation’s learning estate. By exploring creative solutions and sharing best practices, we can reshape educational spaces to be more resilient, sustainable, and engaging. The conversation extends beyond individual projects; it’s about inspiring a shift across the education system to prioritise adaptive reuse, community-driven design, and environmentally responsible practices.
The path forward lies not just in constructing new schools but in transforming the places we already have into vibrant, purposeful environments where students can thrive. Together, we can build a sustainable future for education, one project a time.
