June 2025 • £8 also in this issue: Energy Passivhaus-certified Primary records outstanding first year energy results Fire and security A new strategy for emergency communication in schools Flooring Sheet vinyl flooring enhanced by choosing adhesive free options Hopkins boosts science facilities at Haileybury Hopkins Architects has designed a new Science and Technology building for the Hertfordshire public school
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educationdab.co.uk 3 The net zero mission needs fresh thinking SCHOOLS in the UK represent 37% of total public sector buildings emissions. Yet while the Government is on a mission to decarbonise the UK’s 32,149 schools, the public funding available to schools through grant schemes and local authorities is insufficient to meet the £16.3 billion investment challenge. So a new report from the Green Finance Institute and Ashden, a green solutions charity, is timely and welcome. The report sets out how, by using new private finance mechanisms (a loan scheme for schools, and securitising energy savings from retrofit to raise funds from the private capital markets), the DfE could achieve its aim of reducing schools’ carbon emissions by 75%, by 2037. Decarbonising schools requires a range of retrofit interventions, such as installing LEDs, building management systems, solar panels, battery storage, fabric improvements and heat pumps. The heating manufacturer Baxi recently held a meeting which brought together government officials, heating industry experts and education stakeholders to discuss the opportunities and challenges around decarbonising heat in existing school buildings. The findings of a Baxi survey of school energy estates managers and heating professionals were discussed in the context of understanding the attitudes and challenges related to decarbonising heat in schools. While respondents reported widespread experience in decarbonisation, technical difficulty, energy infrastructure, financing and risks were perceived as core challenges. Heat pumps were viewed favourably by the survey’s respondents, who expressed a slight preference for selecting hybrid heat pump systems in schools -“perhaps as a practical solution to the challenges identified in older buildings”, it was suggested by Baxi. Attending the event was Paul Chambers, Deputy Director, Public Sector Decarbonisation at the Department for Energy Security and Net Zero, who provided an update on the Public Sector Decarbonisation Scheme and the Government’s strategy for decarbonising heat. With finance, capacity and capability, and information and incentives identified as the main barriers, he summarised the Government-related programmes to address these areas, which included Great British Energy’s first investment activities to install rooftop solar power in schools and complementary decarbonisation technologies (£80m for schools: £40m GB Energy, £40m DfE) and the Public Sector Decarbonisation Scheme (PSDS) Sector Cap for education. Another attendee, Will Attlee, Head of Net Zero and Estates Strategy at LocatED, advisors to the education sector and government, provided an overview of the Net Zero Accelerator programme, which is supporting 200 schools and colleges with the aim to facilitate the rapid roll out decarbonisation initiatives across the education estate, including behaviour change programmes, M&E upgrades, energy efficiency and heat decarbonisation. The importance of collaboration was a common thread through these and other presentations, with Attlee commenting: “Good things can happen if we work together and focus on the interventions that make the biggest impact.” That must surely be true. But what’s equally true is that if schools are to keep on track for 2050 net zero, heat decarbonisation needs to accelerate rapidly in their existing building stock. The solutions clearly are there: but where is the money? Hopkins boosts science facilities at Haileybury Hopkins Architects has designed a new Science and Technology building for the Hertfordshire public school. Story page p18-p19 Editor Andrew Pring Media sales manager Terry Stafford Production Nicola Cann Design Sandra Leal Cid Managing director Toby Filby The publishers do not necessarily agree with views expressed by contributors and cannot accept responsibility for claims made by manufacturers and authors, nor do they accept any responsibility for any errors in the subject matter of this publication. Publishers Stable Publishing Limited, SBC House, Restmor Way, Wallington, Surrey SM6 7AH, England. t. 020 8288 1080 f. 020 8288 1099 e. sales@educationdab.co.uk Andrew Pring Editor andrew@stable-media.co.uk
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educationdab.co.uk 5 educationdab.co.uk contents Jun 2025 6AMPYR Distributed Energy (ADE), a leading investor in onsite sustainable energy solutions, has announced it will “more than match” the £180m being committed to rooftop solar in schools by the UK Government and GB Energy. 8 Analysis How empty shops can be transformed into schools of the future: imagination and the will to do it could see two vacant retail units in Exeter given a new lease of life as a school and community hub. 10 Design Solutions Education plays a fundamental role in shaping a better future for Scotland, and the design of school environments is crucial in supporting this goal, writes Lindsey Mitchell, Architect Director at BDP. 22 Flooring/Hygiene Forbo Flooring Systems outlines the benefits of sheet vinyl flooring; and Armadillo Metal Coating explains how antimicrobial technology can revolutionise hygiene standards in educational environments. 24 Fire/Security A new strategy for emergency communication in schools, outlined by Johnson Controls; and Keytracker says it’s essential for modern key and asset management solutions to be considered in the design of schools. 26 Utilities/Paint Cistermiser believes cutting water use offers one of the simplest, most cost-effective ways to reduce both environmental impact and overheads; and Valspar Trade explores the key factors to consider when selecting paint. 28 Energy/Tech Scotland’s first Passivhaus-certified Primary School records outstanding first year energy performance results by using Baxi’s Heatrae Sadia point-of- use electric water heaters; and thermal imaging can save money and make classrooms safer, says IRT Surveys.
6 educationdab.co.uk news STOKE-on-Trent City Council has appointed Seddon Property Services as the main contractor for a new £11.5m SEND satellite school, marking the latest major education investment in the city. The scheme will deliver a purpose-built satellite facility for Watermill School, providing 70 specialist places for pupils with a range of learning difficulties. Construction is underway on the former Middlehurst School site on Turnhurst Road, with handover scheduled for July 2026 ahead of a September opening. Working in collaboration with Glancy Nicholls Architects, ABA Consulting and Poole Dick, Seddon will deliver a highly specialised learning environment. The school is designed to support the educational, social, emotional, and physical development of pupils aged 3 to 16, with tailored support for moderate, severe, and multiple learning difficulties, as well as autism. Lee Shaw, commercial manager at Seddon said: “This is a project we’re deeply proud to be delivering - not just because of the difference it will make to children and families, but because it represents a strong collaboration between experienced, regional partners. We’re excited to be on site and to see the vision start to take shape.” The school is being funded through the Schools Capital Programme, forming part of a wider SEND education expansion strategy across Stoke-on-Trent. Councillor Finlay Gordon McCusker, cabinet member for transport, infrastructure and regeneration, commented: “This is a much-needed and long-anticipated development that shows our commitment to regeneration and inclusive growth. Seddon has been a key partner throughout the design phase, and we’re looking forward to seeing the building come to life.” Seddon to deliver new SEND school in Stoke ADE pledges to match GB Energy’s investment in rooftop solar for schools AMPYR Distributed Energy (ADE), a leading investor in onsite sustainable energy solutions, has announced it will “more than match” the £180m being committed to rooftop solar in schools by the UK Government and GB Energy. The Government and GB Energy recently announced it is committing £80m to help around 200 schools accelerate their net zero progress. The move would see selected sites embrace the potential of onsite renewable energy generation, cutting their utility bills and providing the opportunity to sell surplus energy back to the grid. ADE has written to Energy Secretary Ed Miliband and Great British Energy Chair Juergen Maier to set out the vital role that private sector investors can play, supplementing government funding to deliver even more savings in health and education through wider investment in rooftop solar. John Behan, CEO of ADE, said: “While investment into renewable energy generation should be celebrated, it’s safe to suggest that a joined-up approach between public and private sector is best placed to fast-track renewable energy adoption in education. Indeed, models and funding options are available with no upfront costs to ensure considerable savings over the lifetime of the installation, helping to protect constrained budgets in those sectors and ensure public funding is focused on where it is needed most. “We are prepared to match the £80m offer – and more – to help fast-track renewable energy adoption and reduce energy bills in education. We are keen to work closely with GB Energy to ensure that the value that private sector money can bring is realised alongside the benefits of onsite renewables to reduce energy bills and deliver greater energy resilience.” “As investors, we will ensure that the solar installation is well maintained, and performance and efficiency are optimised throughout the lifetime of the product. This is a long-term commitment, and we are keen to work with Government and GB Energy on ensuring a risk-free option that ultimately delivers value for taxpayers and the wider economy.” John Behan, CEO of ADE
A survey conducted by Baxi of 200 state school estates managers, consultant engineers and M&E contractors has found that while enthusiasm for net zero and support for low carbon heating systems in schools is thriving, persistent barriers remain. The survey found extremely strong support for net zero within schools, with 90% of estates managers who responded agreeing that net zero is a priority, a sentiment echoed by 78% of consultant engineers and contractors. And 99% of the school estates managers surveyed reported having a net zero plan in place. Experience and satisfaction with low carbon heating systems within schools was also high, with 95% of school estates managers having replaced a fossil fuel boiler with a heat pump in their buildings previously. Nearly all (97%) of all school estates managers (87% of all respondents) viewed heat pump performance and operating costs favourably. Despite the strong support for low carbon heating and net zero in schools, the study also uncovered significant challenges faced by respondents when opting to install a low carbon heating system. The most prominent was technical difficulty as a barrier to deployment. With 36% and 39% of school estates managers and consultant engineers and contractors respectively identifying the challenge, Baxi is suggesting there may be a skills gap which can stall decarbonisation projects. Both groups also agreed that additional electricity capacity needed for low carbon heating solutions was a challenge, with 36% of consultant engineers and contractors outlining this as a barrier to decarbonisation. School estates managers identified other core challenges, including the financial and technical feasibility of school heating system changes, infrastructure requirements, and the length of project timelines as any major refurbishment projects are typically restricted to the fixed window of time of the summer holiday period. Additionally, the UK’s electricity pricing is placing a persistent barrier in front of those at the forefront of decarbonising state schools. The study did identify potential solutions in the form of hybrid heat pump systems and prefabricated packaged solutions. Among Baxi survey respondents, hybrid heat pumps are a popular solution, with a slight preference for this technology over a standalone heat pump system: 80% of the consultant engineers and contractors surveyed would be likely to recommend a hybrid system, and support for hybrids among school estates managers increased with school size. This could be attributed to several factors, including costs, integration with existing hydronic systems, and the shorter installation timeframes required to install a hybrid solution versus converting to a standalone heat pump system. However, grant support for hybrid heat pump solutions under the Public Sector Decarbonisation Scheme (PSDS) is limited, despite strong backing for the technology. A spokesperson for Baxi said: “We are calling for four clear steps that we believe the Government must take to ramp up the decarbonisation of our state schools and remove barriers preventing the installation of hybrid heating systems within public buildings: 1. Include heating system upgrades for schools within existing public sector support schemes, utilising GB Energy for support. 2. Include hybrid heating systems within existing support schemes. 3. Address the imbalance in price between gas and electricity. 4. Address the skills gap to help deliver clean energy projects. educationdab.co.uk 7 news Strong support for heat decarbonisation in schools, but barriers hinder progress
How empty shops can be transformed into schools of the future AS architects, we have a responsibility to communities, to the environment and to future societies. We must look for solution to the most pressing issues facing our cities; and critically important is of course the education of future generations, supported by a pipeline of new schools. However, “new” doesn’t have to mean “new build”; as we know, the most sustainable building is one that already exists. So how does it work? Can we return prosperity to the high street by providing old buildings with a new identity? Could we, for example, repurpose vacant retail units to create a new secondary school that is also open to the local community? As part of a RIBA competition supported by Sterling OSB, we applied our collective responsibility and innovative thinking to the city of Exeter. This is a city with a rich history and promising retail sector, where we realised there is a noticeable gap in recreational spaces within the urban core. The Liveable Exeter initiative, set to materialise by 2040, seeks to address this and other urban challenges. With prominent retailers vacating central locations, buildings like Debenhams remain empty, presenting an opportunity for adaptive reuse at the heart of the city. Our proposal explores the possibility of a conversion of two major retail units in Exeter's Guildhall Shopping Centre into a secondary school and community hub. Retail floors lend themselves to being reinvented. Thanks to their large open floorplates, expansive structures and generous heights, they offer optimum flexibility for designing engaging learning environments. While repurposing such spaces often poses logistical challenges, including complex layouts and safety considerations, we know that innovative design strategies can mitigate these obstacles and create places that people want and need. The vision for this site extends beyond traditional educational spaces, aiming to create a multifunctional hub. It is what we are calling a "learning oasis" within the city. We prioritise sustainability, incorporating elements like natural light and greenery to enhance the learning environment and promote environmental stewardship among the building’s users. We know from our experience that spaces like this improve air quality and engage students in active learning. Designs like this go beyond aesthetics and sustainability; they have long term and social benefits for our cities by being inclusive and multipurpose urban facilities. Adapting an existing building for another purpose offers the opportunity to extend the life and viability of a building, retain a city’s cultural heritage and identity, as well as allow the space to be reconfigured to meet today’s modern accessibility and design standards - a topic we explore in our The Good City initiative. We must carefully reinterpret existing structures and their connection to urban landscapes. This process often includes innovative approaches such as the removal of cluttered sections to create inviting central areas, allowing natural light to permeate deep floor spaces. We design the building to retrospectively house biophilic walls, lightwells and PV panels. Integration of modular learning pods within the building's framework facilitates flexible use and informal gatherings. In Exeter, this idea looks at how a disused space could become a beacon of inclusion and activity; it is a brilliant way to energise the public realm and skyline without demolition and carbon-hungry building techniques. This certainly aligns with the core aspirations of the Department for Education, as they strive towards delivering GenZero sustainable schools for the future. And our idea isn't just for Exeter. So, let's get creative and make our cities more exciting places to be! 8 educationdab.co.uk analysis Amy Whitehead, an architect at global multidisciplinary design practice BDP, explores how two vacant retail units in Exeter could be given a new lease of life
10 educationdab.co.uk design solutions A modern vision for education and community Education plays a fundamental role in shaping a better future for Scotland, and the design of school environments is crucial in supporting this goal, writes Lindsey Mitchell, Architect Director at BDP WE know that modern school design prioritises inclusivity and accessibility, ensuring that spaces inspire and support all users but it is a holistic approach to the design that allows buildings to adapt to evolving needs over time, ensuring dynamic and flexible learning environments are provided for the end users. Today, strong connection to a school’s ethos, identity, and local context is often reflected in Scotland’s educational designs and every aspect of the infrastructure is considered a learning asset, from outdoor spaces that encourage exploration of nature to flexible indoor spaces that facilitate cross-curricular collaboration. Sustainability too has become a crucial driver with ultra-low carbon solutions forming the foundation of school design. Energy-efficient systems are integrated to minimise energy, waste, and water consumption while optimising daylight and ventilation to create comfortable yearround learning environments. So, it’s clear that innovative design continues to transform Scottish schools into spaces that encourage creativity and collaboration, strengthen their connections with the community, and contribute to a more sustainable future. For example, the Neilston Learning Campus in East Renfrewshire is a transformative educational development that integrates two primary schools, Neilston Primary School and St Thomas’ Primary School, alongside the Madras Family Centre. Designed by BDP, this joint campus embodies modern educational principles, sustainability, and a deep connection to its local community. The campus is situated in the heart of Neilston on the existing Neilston Primary School site, presenting unique design challenges due to its topography and restricted access. BDP’s design approach has ensured that the new campus not only provides a high-quality educational environment but also strengthens ties between the schools and the wider community. The building has been designed to provide a rich variety of spaces, from small, intimate quiet areas to large, open spaces that encourage collaboration and interaction between students. The design makes strong connections to Neilston’s history and echoes the village atmosphere, with pastel and earthy tones throughout the school. Graphics inspired by farming fields, mountains, and lochs bring a sense of nature into the learning environment. An innovative feature of the campus is its shared central atrium, which brings all pupils together in the heart of the building, linking specialist spaces like the art room, STEAM room and interactive green room. Each school has its own dedicated, south-facing covered terrace, providing flexible outdoor learning environments. The interior includes cosy nooks for quiet study, a dynamic handson ‘Exploratorium’ for creative projects, and a ‘Mountain Top’ area for assemblies and performances. The family centre is carefully arranged along the north side of the building, offering direct access to an external playground. Within this space, there are three distinct zones that flow into the central social spine. The first, closest to the entrance, is an enclosed area for 23-year-olds, providing a comforting, homely environment. The next section is a single-storey zone for 3-5-year-olds, offering a balance of openness and security. At the far end, a double-height space with expansive glazing and a stepped seating play area encourages free movement and exploration. A dining area with retractable pocket tables can be opened up to become part of the play zone or closed off for meals. The indooroutdoor room, enclosed by a glazed screen and open-slatted ‘barn doors,’ creates a seamless transition between internal and external play areas. The Neilston Learning Campus has been designed with sustainability at its core, following Passivhaus principles to ensure high energy efficiency and a comfortable indoor environment. It incorporates triple glazing, a super-insulated envelope, and airtight construction to reduce energy demand and maintain a consistent temperature. The compact form factor of 1.29 supports these efficiency targets, aligning with the Scottish Futures Trust’s Learning Estate Investment Programme (LEIP) and keeping the project on course to achieve an operational energy rating of Band A. Outdoor learning is celebrated across the campus, with a variety of green spaces designed for both structured lessons and imaginative play. Raised planting beds and polytunnels support hands-on learning about sustainability and food growing, while woodland trails and quiet seating areas provide opportunities for reflection and sensory engagement. Inclusive play equipment ensures that children of all abilities can actively participate in outdoor activities. The integration of rain gardens and permeable paving also enhances the site's biodiversity, contributing to the campus's overall environmental impact. The Family Learning Centre is a fundamental part of the campus, creating a nurturing and supportive early-years learning experience. Its design reflects a journey through nature, beginning with
educationdab.co.uk 11 design solutions intimate areas for rest and leading to the lively ‘Meadow’ dining space and the energetic ‘Highlands’ play area. One of the first specifically designed nurture rooms in a Scottish school provides a domesticstyle environment where children can engage in more personalised, supportive learning experiences. Neilston Learning Campus is more than just a school. It is a key part of the village’s regeneration, offering a high-quality learning environment while also serving as a community hub. Designed with input from pupils, staff, parents, and the wider community, the campus provides a space that feels familiar, inclusive, and inspiring for everyone who uses it. By combining innovative learning spaces, sustainable design, and a strong connection to the community, BDP has created a place that will positively shape education in Neilston for generations to come. The campus demonstrates how thoughtful design can create an inclusive, inspiring, and sustainable environment for both students and the wider community alike. www.bdp.com
12 educationdab.co.uk SEND design THE design of education spaces, especially for Special Education Needs and Disability (SEND), must strike a perfect balance between creativity and standardisation to be truly effective. With the physical environment a vital factor to the progression of pupils with SEND in particular, it is the job of design teams to create spaces that are not simply just fit for purpose but also engaging, nurturing and agile. Over the past 20 years, I have supported the delivery of 22 SENDspecific school projects, and the running theme across most of them is standardisation. Considerations such as the Department for Education design guidance and requirements play a huge part in this, and it can’t be understated how important following the standard parameters for design truly is within England’s education building stock. Across design projects in the education sector, we may see that the parameters set are slightly different, with every school unique, but a project is never without a form of strict guidance on design deliverables. Why are set standardisations so prevalent when it comes to education design, especially when it comes the effective delivery of SEND-specific projects? A key factor to consider is that having these standardisations is absolutely essential to overall delivery of spaces that are consistent and effective across the country, allowing for the same opportunity and quality of environment for pupils. Operational and budget requirements have an impact, with value for money a primary consideration when it comes to public sector spending. Efficiency is also often front of mind. Speed of delivery – minimising disruption to school operations, and the costeffectiveness of projects – ensuring value for money, continues to drive the need for a standardised solution. However, this does not mean that the creativity of design must be sacrificed. At times when parameters may feel restrictive, they also present opportunities to add real value. Whether it’s creating a welcoming sense of arrival, using materials that complement surroundings or shaping spaces with a strong identity, we can find ways to make every project feel unique. The possibilities are as unique as the school, its setting and its community. Creativity in school design becomes especially important when we consider the inclusivity of SEND projects. Standardised spaces must allow for the personalisation of learning experiences while embracing diversity. Elements such as effective and clear wayfinding, use of colour to highlight areas or zones, and utilising textures and patterns are all ways we can bring identity to spaces for the pupils that are going to be using them, and the varying needs they may have.> Balancing creativity and standardisation in SEND design Sara Harraway, director and interior design lead at CPMG Architects, explores how standardisation and creative design can come hand in hand without compromising on quality or innovation in SEND schools Sara Harraway, director and interior design lead at CPMG Architects
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Use of daylight is also incredibly important, with adequate lighting engineered precisely to create optimal learning environments for pupils. However, spaces which provide adjustable artificial lighting may also be the optimal environment in some cases, so consideration must also be given to the inclusion of sensory rooms, calming spaces and withdrawal rooms during the design process. An example of designing for diverse needs is Kemball School, a 6,200 sq m facility supporting pupils aged three to 19 with complex cognitive needs, including severe learning difficulties. The school includes a hydrotherapy pool, multifunctional hall, music and drama rooms, and external sensory adventure play areas to create an engaging environment that supports both education and encourages wider community engagement. By integrating these creative elements within a structured framework, Kemball School shows how innovation can thrive within the practical constraints of education design. There is no doubt that designing schools for SEND pupils involves many more essential considerations focussing on how spaces need to work and what the end users’ needs are. As a design team, a huge support to this process is immersion within their existing space and being around the people within it. Conducting ‘day in the life’ assessments are a key way to do this, allowing us to see how a school works, and how people use the space, on a day-to-day basis, showing us what works well and what doesn’t. Throughout all design work, sustainability has to be a core consideration in creating spaces that are equipped to adapt to future demands. By incorporating modular components and energy-efficient systems into the initial design, we can set the space up for sustainable success, ensuring it champions pupil potential and doesn’t negatively impact the environment it sits within. The schools we are designing now are largely design to be Net Zero Carbon in Operation (NZCiO). One point that I see being more and more prominent is how hard we can make the design actually work. The design itself can be used to educate, with sustainable elements such as exposed mass and services being expressed to bring the topic to the fore – promoting enquiry and helping to inspire pupils, their understanding of their world and so their educational journey. Focusing on the project timeline and in particular the construction phase, effective design can only be a positive for the build team. Minimising uncertainties, reducing waste, enhancing efficiency and mitigating risks can all be affected positively through a design that works as hard as possible for the space it is created for, by adopting set parameters. Looking forward, design teams must continue to create environments that are truly made for people that will engage with them. The balance between creativity and standardisation will remain a key consideration in shaping educational environments that are not only adaptable but are both resilient and motivating. Success within the world of standardisation comes from merging creativity with practicality – creating spaces that are functional, yet inspiring and tailored to the needs of pupils, educators and the wider community. www.cpmg-architects.com educationdab.co.uk 15 SEND design
16 educationdab.co.uk trust projects 7formation helps boost trust schools’ facilities Northamptonshire based education trust, Brooke Weston Trust, has used a construction and facilities management contract with local main contractor, 7formation, to deliver maintenance and school improvement works across 2024 BROOKE Weston Trust brings together 12 schools across Northamptonshire and Cambridgeshire, providing a high level of education for students from age 3 up to age 18. The trust has grown massively since the opening of its first school in 1991, Brooke Weston Academy in Corby, with the most recent addition being Thrapston Primary School in late 2023. The trust has chosen to prioritise consistent improvements to help boost the educational offering of their schools, which has led to the procurement of a call off contract with 7formation. Construction and facilities management services were procured through the Everything FM framework, an innovative solution designed to transform the world of procurement. Everything FM provides public sector clients, such as educational facilities, with a fast and flexible way to procure facilities management and construction services. The framework allows clients to either run mini competitions for upcoming projects, or directly award work to preferred contractors. To start its journey with Brooke Weston Trust, 7formation undertook a number of survey works including thermal imaging, building condition, BMS, fire compartmentation and structural surveys to highlight any areas which needed improvement; the results of some of these surveys backed up with data some issues they had in various areas of the building. From this it produced a fully costed schedule of works of which the trust could then use to plan their budgetary spend throughout the year. The large variety of works that were completed provided a vast and detailed costing breakdown, which could in future be used for CIF funding. One of the first sizeable refurbishment projects involved a number of key upgrades to the toilet areas within one of the secondary schools. Previously there had been issues with some people being able to gain access to these areas during class times, and areas had been vandalised. 7formation gave the whole area a fresh lick of paint, installed new colour matched doors and installed new anti-vandal bathroom features. To provide better security, it also installed a new key access gate to the whole area as part of antivandal measures and improving security within the whole school. One key area of improvement provided for Compass Primary Academy took place outside of the school grounds. Due to the school’s location within the town a large proportion of the pupils and parents walk to the school via an old underpass and on a narrow path next to the school. In order to improve the safety for pupils 7formation undertook improvement works to the underpass including decorative works and a minor upgrade in lighting to ensure that it was safe for all. For Kettering Science Academy, 7formation undertook a series of modifications and refurbishments around the school that will directly impact their pupils’ education, such as improving classroom and communal areas. Most recently works have been undertaken in two secondary schools in Corby, involving surveys that are essential to ensure the safety of students. One final project for 2024 was to an interactive tree planting session, with the help of the students, to improve the biodiversity in the area. 7formation engaged with local companies such as Natural-Ise and the Kettering Huxloe Rotary Club, to be able to plant over 300 whips within the school grounds and create a mini-forest that the younger students will see grow before their eyes. www.7formation.co.uk
educationdab.co.uk 17 sustainability The hidden water crisis in schools John Calder, technical director at Dura Pump, says failing water pumps are a growing risk for schools across the country WHEN school buildings make the headlines, it’s usually for visible issues such as crumbling concrete, leaking roofs, rising energy bills or overcrowded classrooms. Yet beneath the bricks and mortar surface, a hidden infrastructure crisis could be putting schools at risk. Water pumps are the quiet workhorses behind safe and functioning schools, ensuring clean drinking water reaches taps, sanitation systems run effectively, and fire safety systems maintain the appropriate water pressure. However, in too many schools and educational buildings, these systems are ageing, inefficient and becoming a liability. When pumps fail, schools don’t just face inconvenience; they face closure. In 2024, reports highlighted that an average of two UK schools per day were forced to shut due to maintenance issues including flooding, leaks and mechanical failures linked to water supply faults. Schools are juggling a vast number of competing priorities. Headteachers and estate teams are navigating budget constraints, rising operational costs and mounting pressure to meet sustainability targets. This is in addition to focusing on visible day-to-day issues that appear more urgent than the unseen pumps. Beyond the short-term inconvenience, the financial implications are enormous. Earlier this year, the National Audit Office reported that public buildings in the UK face a combined maintenance backlog of £49bn. Schools alone account for £13.8bn of this figure. This isn’t just a statistic, it’s a signal of future disruption. Ageing pump systems inflate bills, waste resources and risk non-compliance with hygiene standards. Resorting to only fixing them after failure costs schools more in the long run - not just in money, but in disrupted learning, reputational damage and emergency contractor fees. Technology alone isn’t a silver bullet. Schools need thoughtful integration, proactive servicing and long-term infrastructure planning to avoid costly disturbances. Even the most advanced pump systems can become inefficient or fail prematurely if they’re not carefully integrated and maintained. Schools are particularly complex environments, with fluctuating water demands throughout the day. From morning spikes as hundreds of students arrive, to periods of near-zero usage during weekends and holidays. Systems that aren’t designed around this usage pattern often waste energy, suffer mechanical wear and fail at the worst possible time. That’s why thoughtful design, integration and proactive servicing are essential. At Dura Pump, our process begins with a detailed site assessment, mapping flow rates, pressure fluctuations and system vulnerabilities. Tailored pump solutions, often using variable-speed drive (VSD) technology ensuring pumps only work as hard as demand requires. This avoids the common and costly mistake of a system running at full capacity regardless of need. Smart pump technologies automatically adjust to a building’s real-time water demand, cutting unnecessary energy usage and limiting strain on the system. But installing the right equipment is only half the solution. Pumps naturally deteriorate over time, with bearings, seals and control systems degrading before visible faults emerge. This is where proactive maintenance plans are invaluable. Rigorous service plans combining performance monitoring, vibration analysis and routine check-ups, prevent expensive failures and unplanned closures. Resilience should be built into design, with standby configuration ensuring that backup pumps can automatically maintain water supply if faults occur. Alongside this, advanced control panels equipped with integrated remote monitoring are able to send early warnings to facility teams, helping them tackle minor issues before they become major disruptions. When schools treat water management and pump systems as critical infrastructure, the return on investment is clear. With rising sustainability expectations and tighter budgets, investing in modern water pump solutions is a strategic decision that protects students, staff and the future of the education environment. Because when pumps stop, everything else stops too. www.durapump.co.uk
HOPKINS won a design competition with its vision for the project. It integrates a new cross-laminated timber (CLT) and glulam-framed extension with existing buildings around a central courtyard and cloister which will become an active space for study, mentoring and exhibitions. The school’s existing 1934 Grade II listed Herbert Baker building has been carefully opened up at the rear to create an axial connection between one side of the cloister and the more recent Design Technology building opposite. This architectural move not only showcases SciTech but consolidates the existing buildings to create a coherent overall campus. A new Teaching Building containing biology and computer laboratories is arranged in a three-storey high linear block, as an extension to one of the wings of the Baker building. Within it, classrooms are located at either end of the block allowing for windows on all three sides to maximise daylight and views. The fourth side of the courtyard is formed by a twostorey top lit research block with a butterfly rooflight. Aligning with Haileybury’s wider sustainability goals and net-zero ambitions, the project includes several sustainability features. These include the CLT structure, green roofs, ground source heat pumps that minimise operational energy, natural ventilation supplemented by mechanical ventilation with heat recovery (MVHR) in the laboratories, and good daylight provision to all spaces. The decision to opt for CLT construction has yielded notable benefits, and SciTech fully embraces the use and aesthetics of timber. At stage 2, studies on the superstructure demonstrated a remarkable reduction of up to 56% per square metre in the development’s embodied carbon compared to conventional structural methods. By specifying various visual grades of CLT and paying attention to the appearance of the glulam beams to the main roof and cloister columns, elements of the structure were able to be left exposed. This was the basis of satisfying an aesthetic which complements the other main construction materials as well as the adjoining existing buildings and natural surrounding context. Additionally, the offsite manufacturing of the elements presented various advantages over traditional construction methods, enabling the project team, to address complex logistical challenges of integrating period buildings into a unified facility on an occupied school site. The SciTech buildings provide new science laboratories, the latest IT suites, robotics amenities and design and technology (DT) facilities as well as a dedicated Research Centre, twenty teaching and seminar spaces, a geodome, a VR Room, a media room and a special outdoor courtyard. A dedicated Research Centre is already home to several pioneering research projects including the prestigious Stan-X project. This is a ground-breaking study of genetics using fruit flies which may contribute to the efforts to find cures for human diseases such as diabetes and pancreatic cancer. Haileybury is the first school in Europe to participate in Stan-X and 12 pupils each year will work on university-standard research, alongside scientists at Stanford University and the University of Oxford. SciTech will also be accessible to the wider community. The school's partnership with Haileybury Turnford secondary school in Hertford, will mean that pupils there will have access to Haileybury’s facilities and opportunities and allow 18 educationdab.co.uk design solutions Hopkins enhances science facilities at Haileybury Hopkins Architects has designed a new Science and Technology building for Haileybury, providing a fresh model that reimagines the way science can be taught in schools in the future. Doubling the school’s previous provision, the new SciTech buildings provide better connectivity between STEM disciplines and contribute to a more collegiate campus environment
pupils from both schools to work collaboratively on science- based projects. Commenting on the completed project, Martin Collier, Master of Haileybury, said: “SciTech is an amazing and beautiful building which brings together, in a seamless and historically appropriate way, several new and existing teaching functions. The real benefit of these buildings goes beyond the physical classrooms – the collaborative space enables our pupils to not simply learn science, or read about engineering but become scientists, engineer new creations and use their cross-disciplinary knowledge to become true innovators.” Mike Taylor, Principal of Hopkins Architects, added: “Historically schools have tended to divide up subjects into separate accommodation to encourage specialisation. This project breaks down those barriers by linking existing buildings with new architectural elements to form a single science and technology department. Not only will it provide first class facilities in all disciplines but will also encourage cross fertilisation across practical and academic subjects. I think it is a very stimulating and inspirational model and wish I had been taught like that!” As well as Hopkins (www.hopkins.co.uk), members of the project team included: www.gardiner.com/us www.integral-engineering.co.uk www.atelierten.com www.adrianjamesacoustics.com www.kier.co.uk www.me-landscape.com educationdab.co.uk 19 design solutions
20 educationdab.co.uk net zero How to unlock financing to decarbonise school estates Working collaboratively with governments to catalyse private finance into the UK’s 32,149 schools can close the £16.3bn investment gap THE Green Finance Institute (GFI) in partnership with Ashden’s Let’s Go Zero campaign, the national campaign for all schools, colleges and nurseries to be zero carbon by 2030, has launched the Financing Decarbonisation of Schools Report, outlining the barriers and potential solutions that could significantly reduce the £16.3 bn investment gap to decarbonise the UK’s 32,149 schools. Current government funding available to schools through grant schemes and Local Authorities is insufficient to meet the £16.3 billion investment challenge. Used more strategically, public funds could catalyse private investment. However, deploying private capital into the school estate is hindered by restrictive policies designed to prevent schools from incurring unmanageable debt. In the report, the GFI and Ashden have co-designed new financial mechanisms to mobilise capital toward decarbonising England’s schools and reach the Department for Education’s (DfE) goal to reduce schools’ carbon emissions by 75%, by 2037. The report analyses existing solutions, potential new financing mechanisms, and provides recommendations for moving forward to support the decarbonisation of schools. Educational buildings in the UK represent 37% of total public sector buildings emissions. The DfE estimates over £1.7 bn in energy expenditures associated with education buildings this financial year. A decarbonisation plan for education estates can reduce emissions and provide valuable learning opportunities while alleviating financial pressures and facilitating reinvestment into education. Scaling existing solutions and exploring innovative solutions by utilising public funds strategically to catalyse private finance will help to drive school decarbonisation at-scale. Current solutions to assist with decarbonisation of schools, such as delivery via private organisations and community energy groups, could be scaled through removing barriers to accessing funding. Innovative mechanisms discussed in the report include designing a loan scheme for schools, and securitising energy savings from retrofit to raise funds from the private capital markets, amongst other innovative solutions aimed at addressing current funding barriers. Decarbonising schools requires a range of retrofit interventions, such as installing LEDs, building management systems, solar panels, battery storage, fabric improvements and heat pumps. Schools’ underutilised roof spaces present an opportunity to increase energy security for local communities, in line with the Local Power Plan and the Government’s 2030 clean power commitment targeting to increase solar capacity from 15GW up to 47MW by 2030. A review of existing public funds, along with an assessment of National Wealth Fund (NWF) potential, reveals opportunities to attract private capital to support the necessary scale of investment. Kitty Byrne, Senior Associate at the Green Finance Institute, said: “By unlocking investment into the energy efficiency of our school estates across the country, we can make significant strides toward achieving our net-zero targets, cut energy costs for the public sector, and provide a greenprint for wider public sector decarbonisation. “For schools, reducing energy bills eases financial strain and opens the door to a healthier learning environment. Retrofitting our buildings is not just about energy savings; it’s an opportunity to integrate with broader condition improvement efforts, amplifying the positive impact and creating more inspiring spaces for learning. This is an investment in our children's future—one that will create a lasting legacy for their environment and education.” Alex Green, Head of Let’s Go Zero at Ashden, said: “Long term investment in decarbonising the school estate presents an opportunity to lead public sector decarbonisation by example and free up funds for reinvestment. A coordinated approach could mobilise the finance industry and supply chain, while delivering resilient schools for our children and contributing to the Government’s targets to reduce emissions and generate clean power.” www.greenfinanceinstitute.com/wpcontent/uploads/2025/05/GFI-AshdenLets-Go-Zero-Financing-Decarbonisationof-Schools-May-2025.pdf
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