FEATURE FOCUS: SCHOOL MAINTENANCE & DESIGN


Partnered with design and specification strategies, such as the use of texture or colour for wayfinding, good quality acoustics and energy saving technologies for thermal comfort, all pupils can be supported in their learning and wellbeing.


And this includes during the works. Scheduling the programme to reduce disruption during term should be considered, with attention paid to crucial timings such as the exam period. Creating viewing platforms or working with partners on activities within schools, such as designing site safety posters, promotes inclusivity well before the ribbon is cut on any new facilities.


Alternative delivery routes for contractors can be discussed with neighbours, while community use of the resulting new facilities can help to offset some of the costs.


The right start


importance of biophilic design, where natural elements are integrated into a building to promote health and wellbeing.


Consulting stakeholders


Inclusive schools value partnerships and a clear design brief at the start of any school building scheme is vital.


One of the most important steps in developing SEND facilities is collaborating with the teaching staff, building a deep understanding of not only the pupils’ needs but also how teachers use spaces within the school. Addressing key issues at the early stage of planning is also key to adaptation and expansion projects. A teacher might want a breakout space right next to the classroom so a pupil can have some time out and be brought back into class, another school of thought is to have quiet rooms further away from teaching areas.


It’s all down to the people that are utilising the space and what their preferences are. Choosing a design partner who can share best practices, come up with detailed solutions to barriers and strike a balance between must- haves and wish-list features can lead to a successful outcome.


This was the case at Bowman Academy, a specialist school for pupils with Social, Emotional, and Mental Health (SEMH) needs in Shepshed, Leicestershire.


The school, which meets a diverse range of pupil requirements, came up with a brief including a sensory ‘dark room’, a calming room, as well as classrooms with vinyl areas to support practical learning.


The facilities were discussed through a rigorous stakeholder management plan, which included client engagement meetings, a public consultation and online webinar to take into consideration the needs of the wider community.


This type of collaborative working again reflects the aims of the Government’s Plan


32 www.education-today.co.uk June 2025


for Change, with school design intended to serve communities now and into the future. Bridget Phillipson, Education Secretary, said: “As part of our Plan for Change, we want every family to have access to a good local school for their child, breaking the link between children’s background and their opportunities in life.


“This investment is a big step towards delivering not only enough school places, but the right school places, supporting all children and particularly those with SEND.”


Hitting the mark for quality


The BB103 and BB104 guidance built into the DfE guidelines set the standards that promote inclusivity and accessibility.


School days are the stepping stones to independence and the importance of the right design cannot be overlooked. At Les Quennevais School in Jersey, governors, teachers and partners took the view that the learning environment was crucial in encouraging pupils to think to the future. It was aspirational in its design brief, calling for a ‘mature’ feel to the school through dual- use corridors with breakout spaces, an easy to navigate layout and solar shading. Its vision for a school where all students belong and differences are valued was the driver for the project.


And reforming the SEND system through additional spaces, new mainstream facilities and more inclusive surroundings is a positive step forward for all schools.


Instead of clock-watching until 3.30pm, wouldn’t it be great if when the school bell rings at the start of the day, pupils could already feel like they are coming home?


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