BUILDINGS, MAINTENANCE & REFURBISHMENT
Beyond the myths: rethinking SEND spaces through education, not construction
special educational needs and disabilities (SEND) provision are not always financial or technical. They are sometimes to do with our mindset. They are the myths and assumptions we have quietly inherited about what inclusion should look like, and about what kinds of buildings can or cannot deliver it.
T
his February saw the publication of the government’s white paper, Every child achieving and thriving, which committed to a £4 billion investment in SEND reform and inclusion. Here, Roksana Wyrwa, Architectural Designer at Arcadis Architecture & Urbanism, explores how reusing and adapting existing estates is not a compromise, but a blueprint for a more sustainable form of inclusion.
The greatest barriers to innovation in
For too long, these myths have shaped how we plan, design, and fund SEND education. They have told us that inclusion means newness, that safety means separation, and that old buildings are burdens rather than opportunities. Yet what if the reverse is true? What if the greatest breakthrough in inclusive design is not about building more, but about thinking differently?
Across the country, a quiet
transformation is taking place. Mainstream schools are closing or merging, leaving behind sites rich with potential, just as demand for SEND places continues to rise. Reimagining these spaces is not a fallback option; it is one of the smartest and most sustainable ways forward.
36
www.education-today.co.uk
When approached creatively, it can deliver far more than compliance, it can foster connection, independence, and belonging. Let us look more closely at three myths that continue to hold the sector back and at real projects that prove what is possible when we challenge them.
Myth 1: Only purpose-built settings are fit for SEND
It is easy to see why this belief persists. Purpose-built SEND schools promise full control: bespoke corridors, ideal floor plans, the latest sensory equipment. However, waiting for new builds is not always realistic or necessary. Adapting existing buildings can be faster, more cost-effective, and surprisingly empowering.
Paddock SEND School in Tooting is a case in point. When the school relocated into a decommissioned three-storey Victorian building, the challenges were undeniable. Heritage restrictions limited major structural changes, and accessibility had to be reconsidered from the ground up. Yet these very constraints became catalysts for
April 2026
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44
