The design was incorporated into the wing of an old renovated farmhouse and had to be developed around the strongly distinctive original structure. The ground floor houses the nursery and the service areas (kitchen, staff cloakroom and waiting room), while the three sections of the pre-school are on the first floor. The client required a structure adapted - both in the layout and appearance - to its specific teaching methods. The nursery has been designed as a single open plan space which can be broken up using large table games. These have been expressly designed for the areas, and are used to sub-divide them depending on the type of activity in progress (motor games, static games or relaxation).

The pre-school, in contrast, has been designed around a large central space for the motor activities that are emphasised in the sections for teaching and table work. There is also an art area for creative activities, a library and a room for sensory discovery and experience.

Central to the design is the colour scheme: this has created an environment that is as neutral as possible with touches of colour chosen specifically on the basis of the most up-to-date theories.

The design was incorporated into the wing of an old restructured farmhouse and had to be developed around the strongly distinctive original structure. The ground floor houses the nursery and the service areas (kitchen, staff cloakroom and waiting room), while the three sections of the pre-school are on the first floor. This is a bilingual nursery (Italian and English); the client required a structure adapted - both in the layout and appearance - to its specific teaching methods. The outside area, for example, has not been designed as a playground, but instead as a genuine English garden.

The nursery has been designed as a single open plan space which can be broken up using large table games. These have been expressly designed for the areas, and are used to sub-divide them depending on the type of activity in progress (motor games, static games or relaxation).

The pre-school, in contrast, has been designed around a large central space for the motor activities that are emphasised in the sections for teaching and table work. There is also an art area for creative activities, a library and a room for sensory discovery and experience.

Central to the design is the colour scheme: this has created an environment that is as neutral as possible but one embellished with touches of colour chosen specifically on the basis of the most up-to-date theories. The same is true of the lighting system: in the nursery, this is made up of large discs of different widths (similar to flying saucers), while in the pre-school there is a series of neon tubes set at different angles 300cm above floor level (like a kind of illuminated game of pick-up sticks).