Dec 2025 • £8 also in this issue: Modular How modular buildings can meet the evolving requirements of schools Flooring Solving environmental goals, and design and functionality needs Acoustics Considered acoustics can support learning, wellbeing and compliance educationdesign&build Timber frame triumph Ayrshire’s Moorpark Primary School embraces sustainable design using timber frame construction
Specialists in modular construction CONTACT US TODAY 0800 18 18 22 | www.wernick.co.uk buildings@wernick.co.uk Hire and refurbished options also available Minimum on-site time 50+ years design life Sustainable construction Flexible expandable Full project management WERNICK MODULAR BUILDINGS DELIVER...
educationdab.co.uk 3 It’s not all doom and gloom LAST month’s Budget was desperately short of stimulus for the construction sector, increasing taxes on businesses and doing nothing to stimulate economic growth. Yet it must be acknowledged that the School Rebuilding Programme is now gathering pace and is set to generate a significant workload for the construction industry in the coming years. To remind ourselves of the brighter things, the June Spending Review confirmed that the government was to spend £2.4 billion a year on the programme to rebuild over 500 schools during the next four years, with increased capital funding from April 2026. Together with a £2 billion rise in the core schools budget, this should “unlock a wave of education-related activity”, according to the newlypublished Glenigan Construction Industry Forecast 2026-27. School building projects account for around 70% of education sector construction activity, and the boost to the rebuilding programme is set to be a major driver of the upturn in work in the sector. The new Glenigan forecast predicts that the value of underlying (under £100 million) education sector starts will rise by 15% next year and by a further 4% in 2027. As it is, the number of school projects where work is underway is already on the rise; up from 75 in 2024/25 to 100 in 2025/26. The Government’s pledge to deal with the RAAC concrete-related problems in schools will be a further spur to activity in the sector. Indeed, repair & maintenance work is set to rise across state school buildings and its wider estate. The Government’s infrastructure strategy points to maintenance funding rising to around £2.3 billion by 2029-30, up from earlier lower levels. More than half of RAAC-affected schools and colleges are now either fully free of the failed concrete or on the path to removal, says the Department for Education. In September, the milestone was reached of removing all RAAC concrete from 52 schools with targeted grant funding. A further 71 schools with RAAC are in the process of being rebuilt under the School Rebuilding Programme, with 52 of these projects starting under the current Government. As we end the year, pondering the many seemingly intractable problems facing the country, these workloads are something positive to sustain the sector in the coming months and years. All of us at Stable Media wish you a very successful and prosperous new year. Timber frame triumph Ayrshire’s Moorpark Primary School embraces sustainable design using timber frame construction. Story page p17 Editor Andrew Pring Head of sales Julian Walter 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
educationdab.co.uk 5 educationdab.co.uk contents Dec 2025 7More than half of RAAC-affected schools and colleges are now either fully free of the failed concrete or on the path to removal, says the Department for Education. 8 Analysis Andrew Nicholls from S Jones Modular Buildings discusses how prefabricated modular cabins and containers can offer the speed and adaptability needed to meet the evolving requirements of the education sector. 10 Design Solutions Henry Boot Construction is one of the main contractors leading the delivery of the Great Yorkshire Build, a major pro bono transformation of Hilltop School in Rotherham – a special educational needs school supporting children with complex needs. 20 Flooring Lewis Cooper, Senior Marketing Executive at Forbo Flooring Systems, explores how flooring can help to achieve these environmental goals, whilst still catering to the design and functionality needs. 22 Acoustics Stephen Thornton, technical manager – flooring at Saint-Gobain Weber, explains how considering acoustics from the outset can support learning, wellbeing and compliance. 24 Safety Simon Hemming, CEO, Pinpoint says technology can play a vital role in supporting education staff. 26 Air quality Laura Carminati, Product Line Manager – Sensors and Occupant Interfaces at Distech Controls, discusses indoor air quality in schools. 28 Air quality A new state-of-the-art indoor sports barn has opened at Cefn Hengoed Community School and Leisure Centre, designed and built by CopriSystems..
6 educationdab.co.uk news GROWING numbers of students are unhappy with traditional male and female changing rooms, claims the Swedish architectural practice White Arkitekter. Its Stockholm director Linda Thiel told EDB: “This stark binary choice can act as a deterrence, preventing some from wanting to participate in a beneficial and enjoyable experience.” Thiel says that despite awareness of the issues around safety, underuse, and exclusionary design, changing rooms have changed very little since the 1950s. “For decades, their layout has been shaped by the assumption that, like sport itself, getting changed is best done in groups separated by two genders. To make changing spaces feel both secure and inclusive, their design should better reflect the needs of users. This might involve the use of non-gendered areas, improved lighting, acoustics and materials, and, where necessary, private cubicles.” White Arkitekter has explored the issue on behalf of the Swedish Research Council for Sports Science, and insights from the project are now being put into practice across the country. Says Thiel: “Our research highlights successful examples of non-gendered changing rooms designed to prioritise safety and promote a sense of community. This approach is already being implemented in Sweden, where individuals can change in private cubicles, with or without showers. “Such designs are particularly important in schools and public sports or outdoor facilities where traditional gender-segregated changing rooms often fail to meet everyone’s needs.” The Swedish practice, which has an office in London, claims that the positive outcomes can be far-reaching: teachers or coaches can accompany their group or class into the changing area regardless of gender, while individuals who require assistance can receive support without logistical challenges. Says Thiel: “Private cubicles, where provided, offer a safer, more comfortable experience for anyone who feels uneasy undressing in front of others, regardless of their gender.” Thiel notes that the recent Supreme Court decision spelling out the legal definition of a woman may impact the roll-out of non-gendered changing spaces. “This ruling has sparked multiple conversations around toilets and changing rooms facilities in the UK that often seem to be missing the bigger picture. We believe changing rooms are – and should be seen as – an integral part of the student’s journey through a sports or outdoor facility.The changing room is not just a space for undressing and showering; it is an integral part of the sporting experience; a place for socialising, sharing experiences, fostering community, and for reflection. “It is high time we fundamentally rethink how we design and use our changing rooms and find solutions that make them welcoming, secure places for more students.” Students want more inclusive facilities says Swedish firm KIRKLEES Council has secured planning permission for a new, purpose-built special school in Almondbury, Huddersfield, which will replace the existing Woodley School and College. The new facility will provide 180 places for children and young people aged 5 to 19 with complex autism, including a dedicated post-16 provision. Created to provide a safe, nurturing and inclusive environment for pupils with complex autism, the new school and college has been thoughtfully designed by Frank Shaws Associates. The facility will include specialist classrooms, sensory and immersive rooms, indoor and outdoor breakout spaces, a forest school, food technology rooms, a post-16 café and a life skills suite for young adults. These features reflect best practice guidance from the Autism Education Trust (AET) and were shaped through engagement with students and staff at Woodley. Jonathan Standen, Planning Director at Lichfields, a planning consultancy which assisted the council, commented: “There’s a growing demand across the country for specialist school places and Kirklees is taking a proactive approach to meeting that need. This scheme is a great example of what can be achieved when technical teams, local authorities and planners work together.” New autism-specialist school and college for Huddersfield Traditional changing rooms are not popular with pupils these day claims White Arkitekter.
MORE than half of RAAC-affected schools and colleges are now either fully free of the failed concrete or on the path to removal, says the Department for Education. Its announcement came in September when it reached a milestone of removing all RAAC concrete from 52 schools with targeted grant funding. A further 71 schools with RAAC are in the process of being rebuilt under the School Rebuilding Programme, with 52 of these projects starting under the current government. A DfE spokesperson commented: “These are not just statistics – they represent thousands of children who can now focus on learning instead of worrying about the roof above their heads, less service disruption, more reliable working conditions for staff, and a safer, more dignified experience for all. “Every milestone brings us closer to our Plan for Change mission to tackle the crumbling buildings the government inherited and ensure excellence everywhere for every child. With 60% of RAAC-affected schools either removing or having removed RAAC, we're breaking down the barriers that crumbling buildings create to giving every child the best start in life. Education Secretary, Bridget Phillipson, added: “As part of our Plan for Change, we are delivering the largest school improvement programme in a generation—moving beyond short-term fixes to create lasting benefits for pupils, teachers, and communities. “After years of neglect, we inherited a school estate in urgent need of repair. Now, with unprecedented long-term investment, we are breaking down barriers to opportunity and building schools where every child can thrive. This government is backing words with action — investing £38 billion in education capital over five years, taking investment to levels not seen since 2010. Through the 10-Year Infrastructure Strategy, schools have unprecedented long-term funding certainty, with maintenance investment rising to nearly £3 billion a year through to 2034-35. “That's alongside almost £20 billion to rebuild schools across England - including 250 new rebuilds on top of the 500 already announced, delivering worldclass, net zero and climate-resilient buildings that will inspire generations to come.” educationdab.co.uk 7 news Good progress being made on RAAC removal says DfE REDS10, one of the leaders in industrialised construction, has been appointed by the Department for Education (DfE) to deliver Angel Hill School, a new, purposebuilt school for children with Special Educational Needs and Disabilities (SEND) in Sutton, South London. The £20 million-plus project will create a modern, inclusive education facility for 96 pupils aged 11-19, specialising in supporting young people with autism. The new school, designed by HLM Architects and delivered in partnership with Sutton Council and the Greenshaw Learning Trust, will provide a nurturing environment tailored to SEND students, helping to address the growing demand for specialist school places in the borough. Construction will use Reds10’s advanced volumetric modular methods, with 85% of the building pre-manufactured offsite at Reds10’s advanced construction facility in Driffield, East Yorkshire, to ensure quality, consistency, and minimal disruption to the local community. Work began on site in October, with the school set to open its doors to pupils in September 2027. Reds10 has partnered with Driffield School and Sixth Form and The Talent Foundry, a UK charity dedicated to improving social mobility for young people, to support the introduction of the Construction T Level into the school’s curriculum as an alternative to A Levels for young people in Driffield and East Riding. The two-year immersive programme launched this month, with the official T Level course set to begin in October 2027. It is designed to create sustainable pathways into construction careers for local young people, helping to tackle the UK’s construction skills shortage. The programme will mainly be conducted at the school, with industry visits and work experience hosted at Reds10 giving students direct exposure to real-world industrialised construction environments. Reds10 to deliver £20m state-of-the-art SEND school in Sutton
8 educationdab.co.uk analysis How modular buildings fit into modern educational settings Andrew Nicholls from S Jones Modular Buildings, part of S Jones Containers, discusses how pre-fabricated modular cabins and containers can offer the speed and adaptability needed to meet the evolving requirements of the education sector ALTHOUGH modular buildings were once associated with short-term fixes or temporary overflow spaces, the sector has seen significant advancements. The outdated perception of modular classrooms as uninspiring, draughty, or poorly equipped no longer reflects the reality of what is now possible. Our dedicated Modular Buildings division specialises in the supply of highperformance, fully finished educational spaces that are built off-site by experienced engineers. These structures, specifically purpose-built cabins and containers, are manufactured and prefabricated by our trading partner Containex to meet rigorous building regulations and offer a lifespan of at least 25 years, challenging the idea that modular means temporary. This shift from seeing modular buildings as stopgap to a more long-term solution is evident from our order book. Recently at Hedingham School and Sixth Form secondary school in Essex, three units have been used to form two separate buildings, and at the Grow Learn Play Project CIC in Banbury, we have created a new facility for nursery children. Installation at both sites took around two weeks after delivery. As class sizes grow across many parts of the UK, schools must find ways to increase capacity without lengthy construction delays or disruption to learning. Off-site manufacturing means modular buildings can be delivered and installed far more quickly than traditional builds. This makes them particularly useful when speed is of the essence. Inclusion is another area where modular solutions can excel. With a growing emphasis on supporting pupils with Special Educational Needs and Disabilities (SEND), the ability to design tailored learning environments is vital. The flexibility of modular construction allows for purpose-built, accessible spaces that can be configured to individual requirements to ensure schools can support every learner. Off-site construction also enables a higher degree of quality control, which can translate into reduced maintenance needs over time. In addition, the use of modular buildings can support environmental goals by reducing construction waste. Despite their many advantages, modular buildings still face some outdated assumptions. The idea that they are visually unappealing or less robust than traditional structures is simply not true, as they can be thoughtfully designed, well-insulated, and finished to a high standard. By further incorporating decorative facades and energy-efficient systems, and giving schools the potential for future expansion, they offer a flexible solution that can adapt with the needs of the staff and students. Our work with the South West Essex Community Education Trust at Orsett Heath Academy is a great example of this and another illustration of how far modular buildings have come. Here we supplied one of the UK’s first fire-rated modular school blocks to provide accommodation for students while work on the main school buildings was underway. Despite initially being briefed as a temporary solution, the high quality and finish of the buildings allowed them to be used for extracurricular activities long after the new school facilities were completed. As the education sector continues to evolve, modular buildings are no longer just a short-term fix. They are an intelligent, long-term investment that allows schools to meet present challenges while preparing for the future and most importantly, choosing a modular approach does not require a compromise in terms of the compliance, performance, or the appearance of a building. www.sjonescontainers.co.uk/modularbuildings
10 educationdab.co.uk design solutions Henry Boot Construction is one of the main contractors leading the delivery of the Great Yorkshire Build, a major pro bono transformation of Hilltop School in Rotherham – a special educational needs school supporting children with complex needs. We recently spoke with Ian Gresser, Head of PreConstruction at Henry Boot Construction, who explores how the Hilltop School project represents “social value done right” – going beyond contractual obligations to deliver lasting, life-changing impact. We also discussed what this could mean for the construction sector more broadly, and how genuine collaboration can set a new national benchmark for meaningful social value across the industry What is the Great Yorkshire Build project and what drew Henry Boot Construction to get involved? Hilltop School is a special educational needs school in Rotherham that supports 180 children with complex needs. Our £3 million transformation project, delivered in partnership with Yorkshire Children’s Charity through its Great Yorkshire Build initiative, is bringing together more than 50 Yorkshire-based construction firms to replace temporary, inadequate facilities with modern, purpose-built classrooms and therapy spaces. The scheme includes a full site reconfiguration to improve access, three new classrooms, a rebound therapy room, and the creation of modern, inspiring learning environments. At Henry Boot Construction, we’ve always been focused on leaving a lasting legacy in the places where we work and live. That ethos runs through every project we take on. Each scheme is supported by a carefully considered social value plan, ensuring we maximise benefits for local communities and create positive impact that extends far beyond the build itself. So, when Yorkshire Children’s Charity showcased Hilltop School as the next part of the Great Yorkshire Build, we saw not only the urgent need but also an opportunity to get behind something that would truly change lives – a project that greatly aligned with our purpose and values. Rotherham is also a special place for us – we’re currently working with Rotherham Metropolitan Borough Council on the £36m redevelopment of Rotherham Markets and a new library, a key part of the wider town centre masterplan. Being able to contribute to both the civic and community fabric of the town is something we’re incredibly proud of. What does “social value done right” mean to you, and how does the Great Yorkshire Build represent that? Social value is a phrase often used in construction, but it can sometimes be viewed as a tick-box exercise. For us, it has never been about meeting targets, it’s about making a real, lasting difference – improving people’s lives, opening opportunities, and giving communities the facilities they deserve. The work being carried out at Hilltop School embodies this approach because the project will transform the daily experiences of 180 children with Building a lasting legacy through social value ‘done right’
educationdab.co.uk 11 design solutions complex needs, as well as their teachers and families. That’s impact far beyond bricks and mortar, and it has been made possible by sector-wide collaboration – construction companies uniting to do the right thing. This is one of the reasons we see this project as a blueprint for the sector. It highlights the difference between tickbox social value and genuine, collaborative, community-changing initiatives. What role did Henry Boot Construction and its supply chain play in making the transformation possible? We’ve taken on the role of main contractor for the first section of works, covering preliminaries and site management free of charge. And thanks to the generosity of our supply chain partners – many of whom are giving time, labour, and materials either for free or heavily discounted – we’ve been able to drive cost savings of around £650,000 for the charity. It’s been a genuine team effort, with subcontractors and suppliers stepping up to share their skills and show their support. What does this project say about collaboration across the construction sector? It shows what’s possible when the industry unites for a shared purpose. As we’re often bidding against one another for contracts, the construction and property sectors are naturally competitive, but to see everyone put that aside and join forces for Hilltop School has been incredibly rewarding. The truth is that the school should never have been in a situation where children were learning in cramped, unfit teaching spaces and temporary buildings well past their best. And while it’s unfortunate that it took a charity-led initiative to make change happen, the way companies have pulled together demonstrates the best of our sector. It’s showing teamwork in action and putting people before profit, and it’s a powerful reminder that collaboration can create a legacy the whole industry can be proud of. Do you see the Great Yorkshire Build as a potential benchmark for how the construction industry approaches social value nationally? Absolutely, it is proof of just how powerful social value can be when it’s done right. There’s a lot of good work being done by contractors across the UK, but too often it isn’t known about or built upon. The Great Yorkshire Build shows that when you put community needs at the heart of a project, you can deliver something truly transformational. It should be seen as a national blueprint for how the industry approaches social value – not as an add-on, but as an integral part of an entire project. How will the project continue to deliver social value for years to come? The impact won’t stop when we hand over the buildings. Hilltop School will provide inspiring, accessible learning environments that enrich the lives of students, staff, and families every single day. Two further phases are already planned to start later in the year – a new-build three-classroom block at the back of the school, plus a rebound therapy centre at the front, featuring trampolines built into the ground and designed to be fully accessible. We also hope this project and its momentum encourage the local authority and wider stakeholders to commit to completing the redevelopment of the rest of the school. Social value is about legacy, and the legacy here is giving children the environment they deserve. Finally, what’s your message to others in the industry about supporting Hilltop School – and supporting social value more broadly? The Great Yorkshire Build has only been possible because of the generosity and commitment of so many in our industry, but there’s still more to do, as only part of the school is being transformed in our phase. We’d encourage anyone who can offer support – whether financial contributions, materials, or expertise – to get involved with the further phases, not only to finish the job, but to show the power of “social value done right.” At its heart, social value is about putting people first. It’s about designing projects that deliver lasting, measurable impact – creating opportunities, supporting education, strengthening local economies, and helping communities overcome barriers. The Great Yorkshire Build demonstrates what is possible when social value is embedded from the start, setting a standard for the sector and proving that www.henrybootconstruction.co.uk
CONFIRMED for 19 and 20 March 2026 at the prestigious Cameron House, Loch Lomond. Booking is now open, and anticipation is already rising for what promises to be one of the most dynamic gatherings in the sector’s calendar. In 2026, the education building forum Scotland will take place alongside two sister events, the healthcare buildings forum Scotland and the physical activity facilities forum Scotland. This co-location creates a unique environment where related sectors can meet, share insight and learn from each other’s challenges and solutions. With so many of Scotland’s built environment professionals gathering in one place, the event reflects the belief that meaningful progress in public sector construction increasingly relies on collaboration across disciplines as well as within them. Set against the iconic backdrop of Loch Lomond, the forum brings together architects, contractors, suppliers, university estates managers, local authorities, hub representatives and Scottish Government stakeholders. It offers delegates the opportunity to explore the issues shaping Scotland’s education estate, learn from real projects and hear directly from those driving new thinking across design, procurement and delivery. A programme of high level seminars forms the core of the event, while the forum’s well established schedule of pre arranged one to one meetings ensures that every participant can make purposeful business connections. Combined with informal networking and shared social activities across all three events, the result is an energising atmosphere that encourages open discussion and the exchange of ideas between sectors that frequently overlap in practice. Potential speakers with relevant projects, research or experience are invited to join the seminar programme, and those interested are encouraged to contact Georgie Smith to discuss opportunities – Georgie.smith@stable-events.co.uk Attendance is complimentary for professionals who are actively involved in the design, construction or ongoing management of education buildings, estates and facilities. This reflects the event’s commitment to supporting the sector through accessible knowledge sharing and practical collaboration. The education building forum Scotland promises to be an inspiring and influential occasion for everyone committed to creating exceptional learning environments, and a powerful reminder that the future of Scotland’s public estates is strongest when shaped together. Scotland’s leading event dedicated to the design and delivery of learning environments will return next spring 12 educationdab.co.uk ebfs preview What: education building forum Scotland 2025 When: 19 & 20 March 2026 Where: Cameron House, Loch Lomond Web: www.ebf-scotland.co.uk Cameron House, Loch Lomond - The stunning venue for ebf Scotland 2026 The education building forum Scotland returns in March 2026 Testimonials “As designers we often don't engage with suppliers as much as we should. As a director, I found the opportunity to influence the selections our specifiers will make, invaluable.” Scott Brownrigg “A well organised, fun and informative event that gave me a chance to discover some new and alternative products and meet with some good potential contacts for future projects.” Lytle Associates Architects “It was good to meet and listen to colleagues from across the sector and share insights and expertise. The speaker sessions were inspirational and informative and I have come away enthused with new ideas.” Kings School, Canterbury
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educationdab.co.uk 15 sustainbility Valerie Miller, Chief Customer Officer for the DMA Group, explains the sustainability and carbon reduction expectations laid out in the latest edition of the Academy Trust Handbook (ATH), and the steps that must be taken to meet these aims THE new edition of the Academy Trust Handbook, which was published on September 1st, puts greater emphasis on environmental responsibility, now a statutory priority for trusts. Sustainability is no longer a ‘nice to have’, it is a core governance and compliance issue, standing shoulder to shoulder with finance, safeguarding and educational standards. Academy’s that don’t make the grade risk reputational and financial implications. Going forward, trusts must work towards the following aims: • Measure and report on energy consumption, emissions, and environmental impact, in line with the DfE’s Sustainability and Climate Change Strategy, which states that all schools have a sustainability lead by 2025 and meet net zero by 2050. Develop and maintain an estates strategy that incorporates carbon reduction and sustainable asset management. • Embed sustainability at board level, ensuring that trustees and accounting officers understand their role in steering the trust toward net zero commitments. · Large Multi Academy Trusts (MATs) must comply with Streamlined Energy and Carbon Reporting (SECR) requirements, ensuring annual disclosures are accurate, auditable, and transparent. Estimates suggest that over 520 MATs, covering more than 4,200 academy schools fit these criteria. Smaller academies are also expected to adopt best practice. Where to begin? A sustainability strategy is a marathon not a race, there are no corners to cut and in fact, if plans are executed in the right order, initial fuel bill savings can go towards funding more major works. The first step should always be to conduct and energy audit in order to assess energy wasters, some of which can be improved without substantial investment – upgrading to LED lights, for example - ‘quick wins’ that will immediately reduce energy consumption. The findings of this audit will also provide a benchmark for improvement, supporting SECR compliance. One of the key areas we often see easily fixable issues is with Building Management Systems (BMS), which are often incorrectly set-up and underused. Common configuration problems include heating schedules not set for actual occupant usage, leading to empty rooms being heated/whole buildings kept warm when no one’s in them. Getting this one thing right across multiple sites can have a significant impact on fuel bill reduction. Where BMS sensors are not properly maintained, crucial data fed back to the BMS is incorrect, preventing optimal performance. Good data is an essential part of tracking sustainability improvements and will also contribute to successful AI integration further down the line. Sustainability across the board means more than just ensuring energy efficiency and moving away from fossil fuels: true sustainability includes improving efficiency overall – from working practices, to preventing unnecessary site visits. Overarching workflow management tools are key here, particularly for large MATs with multiple, varied sites. Right first time works, admin reduction and greater visibility can be achieved with the latest software, helping trusts stick to and further improve initial sustainability goals. Well-planned and executed sustainability strategies are not just about compliance and carbon reduction, the actions taken will reduce overheads, create healthy and productive working environments and ensure estates are more resilient to climate-related risks. www.dma-group.co.uk Sustainability now a top priority for Academy Trusts What happens if you fail to comply? Failure to comply with SECR obligations carries serious legal, financial, and reputational consequences. Penalties include: • Rejection of annual accounts by Companies House • Late filing penalties ranging from £150 to £7,500 • Civil fines up to £50,000 from the Financial Reporting Council (FRC) • Public censure, damaging trust reputation and stakeholder confidence • Director accountability, including potential prosecution for persistent breaches.
16 educationdab.co.uk SEN schools Katy Harris, preconstruction director at Seddon Property Services, shares her expertise on the planning and construction of safe and inclusive SEN environments WITH over 1.7 million pupils in England identified with Special Educational Needs (SEN) - a number that continues to rise - there is a pressing demand for inclusive, adaptable learning spaces. To meet this need, the government has pledged 44,500 new SEN places, supported by £1 billion in capital investment under its Plan for Change. For the construction industry, this creates both a challenge and an opportunity, going beyond compliance to deliver future-proofed environments shaped by technical expertise and empathy. Spaces must be accessible, sensorysensitive, and flexible environments where pupils can thrive and families feel confident their needs are met. Arguably, the most important step in the delivery of a SEN school begins long before foundations are laid, in the preconstruction stage. This involves early and ongoing collaboration with school staff and even in many cases, parents and guardians to inform a nuanced understanding of the complex needs of pupils. The statistics alone underline the importance of this dialogue - speech, language and communication needs are the most common form of SEN support, accounting for 25.7% of pupils and 27.7% of new Education, Health and Care (EHC) plans, while social, emotional, and mental health needs follow closely at 23.6% and 26.3%. For designers and procurement teams, these figures highlight the need to consider specialist provisions such as sensory rooms, quiet breakout areas, and circulation routes that minimise stress and disruption. When stakeholder input is integrated from the outset, the result is not just a functional school, but one that is inclusive, adaptable, and genuinely supportive of every learner. The pre-construction stage, therefore, is less about drawings and specifications and more about shaping a shared vision for environments that empower both students and staff. No two children are the same, and their needs can change rapidly as they grow, putting adaptability at the heart of efficient SEN school design. By creating spaces that can evolve, schools remain fit for purpose well into the future. Practical examples include movable walls that reconfigure classrooms, scalable sensory provisions that grow with demand, and flexible layouts that allow staff to respond to individual development. This approach to future-proofing not only extends the life and value of the building but also provides pupils with stability in an environment designed to grow with them. Lessons learned from collaborating closely with SEN staff: • Build trust from the start: Early collaboration with SEN staff and families establishes shared ownership, ensuring that design decisions are rooted in genuine needs rather than assumptions. • Detailed pre-construction sets up for success: Detailed pre-construction sets projects up for success. Early collaboration identifies challenges before they become costly fixes, while robust planning streamlines summer works and ensures completion in time for the new term. • Prioritise flexibility: Adaptable environments allow schools to respond to the diverse and changing sensory and social needs of pupils over time. Building effective SEN schools is about more than bricks and mortar; it’s about creating environments where every child feels valued to reach their full potential. By prioritising early collaboration with those who know the pupils best and embedding adaptability into every design, construction professionals can deliver facilities that are not only fit for purpose today while remain adaptable to future needs. In doing so, we help create educational spaces that genuinely support inclusion and unlock opportunities for generations of learners to come. www.seddon.co.uk/what-we-do/propertyservices The role of pre-construction in SEN school design
educationdab.co.uk 17 timber construction Timber frame solution for Ayrshire’s Moorpark Primary School MOORPARK Primary School in Kilbirnie, North Ayrshire, is a design-forward, modern education building that embraces sustainable design using timber frame construction. The project was brought forward as part of North Ayrshire Council’s Capital Investment Programme and delivered through the Hub South West Scotland framework. Overall, it involved the design and construction of a new, purpose-built building to replace the town’s previous primary school, which could no longer meet the community’s growing needs. Located adjacent to the former school in Kilbirnie, the new school building has 12 primary classes and a 16-place early years provision. It also offers a spacious hall, breakout areas and an all-weather pitch offering a dynamic, welcoming learning environment for local children. Other key features include a natural ventilation strategy that provides natural, fresh air throughout the year, and solar PV panels that generate renewable electricity for the school. Main contractor Clark Contracts appointed multidisciplinary firm Clancy Consulting to provide structural engineering services on the project. The Clancy team in Scotland worked with client, Robertson Timber Engineering, to finalise the timber frame kit design and bring this ambitious school building to life. As a key strategic priority for North Ayrshire Council, the environmental performance of the building was a significant factor in the decision to use timber as the primary building material. Initial designs for the build specified cross-laminated timber (CLT) for the structural system, but it was deemed a more expensive option by the end-client. The Clancy team worked with the local authority and Robertson Timber Engineering to value-engineer the final design, which ultimately brought down costs without affecting environmental performance – a key requirement for the project. As a result, the structure is built using a traditional open-panel timber frame solution, which resulted in fast construction times, reduced weatherrelated delays, and greater flexibility for on-site design modifications if required. The decision to take this approach achieved the design ambition, maintained structural integrity and reduced the embodied carbon of the project. The circular drum that forms the heart of the school presented a unique engineering challenge for the design and build teams. Instead of relying on curved elements, Clancy worked on a design that was broken down into separate faceted timber panels. This more flexible design solution enabled straightforward off-site manufacture of the timber materials and on-site assembly. The result was a faster, more economical construction method that used repeatable components which could be put in place with ease. Clancy also helped the contractor to navigate the complexities of another key structural requirement: the inclusion of a large water tank on the first floor. The nonstandard placement of this vital part of the building’s infrastructure presented certain challenges for each team. The Clancy team designed a custom steel frame solution that provides the necessary support for the water tank within the timber structure. The switch from CLT to traditional timber brought down costs and the programme length. It reduced the construction schedule from 22 weeks to 16 weeks, while providing important financial savings for the local authority. Wendy Thomson, Associate of Clancy Consulting, commented: “The success of this project was underpinned by our reputation for a highly collaborative approach to design consultancy and structural engineering. After Clark Contracts brought us on board for engineered design input, we worked with Robertson Timber Engineering to deliver the timber frame kit design. We worked closely alongside Robertson’s design team to resolve the complex structural and geometric detailing in the finished building. “The strength of this three-strong supply chain relationship aligned alignment structural design, manufacture, and site delivery in harmony. This enabled any issues with design and build to be resolved quickly, without hindering the programme delivery.” www.clancy.co.uk www.clarkcontracts.com www.robertson.co.uk/robertson-timberengineering
18 educationdab.co.uk interior design Best practices for designing schools – an American viewpoint Carly McDougall, Interior Designer at FCA, explains how she applied her interior design philosophy at a number of leading USA schools DESIGNING spaces for learning is about far more than just creating classrooms—it’s about shaping environments that nurture curiosity, promote collaboration, and instil confidence. But as learning strategies and classroom practices continue to evolve, the facilities that support these efforts must grow and change too. The most successful education spaces weave flexibility into their core from the outset of the design process, allowing them to evolve as pedagogy and student needs change. Flexibility should not be seen as a trend; rather, it should be a core foundation for learning environments. This belief was put into practice at the Goodwin University Early Childhood Magnet School in East Hartford, Connecticut, a 51,000-squarefoot project that combined new construction with renovation. Aimed at serving students from pre-K through fifth grade, the space’s design focused on offering flexibility at every scale, from circulation to individual furniture choices in each classroom. During the furniture selection process, our team at FCA specifically sought out pieces to encourage student-led learning. Unique, curved desks allow for sharing space and easy collaboration, while specialized casters make layout rearrangement second nature. A mobile flip-top table with dry-erase markerboard finish can transform seamlessly from a workstation to a learning tool. This adaptability empowers students and teachers to tailor the environment to the needs of each day’s specific lesson, fostering a greater sense of ownership and engagement in the classroom. Flexibility is a design imperative in the modern classroom, but its use goes outside classrooms and into shared environments for interdisciplinary connection and collaboration. At the University of New Haven’s Bergami Centre for Science, Technology, and Innovation, a variety of space typologies serve to unlock the creative potential of occupants. This 45,500-square-foot facility is located at the heart of the campus and acts as a hub for cross-major collaboration where students can collaborate on projects, conceive new ideas, and create new pathways for innovation. As a designer, one of the most meaningful lessons I’ve learned is that safety and openness aren’t opposed. The Sandy Hook Elementary School in Newtown, Connecticut illustrates this balance in practice. After an unimaginable tragedy, we prioritized a design process centred on healing and direct community outreach. From the beginning, we knew that community engagement would be the key to success in designing a new school at such a unique site within a close-knit community. We started by inviting local residents to participate in programming and visioning workshops to ensure that the new school’s design was envisioned with their priorities and concerns in mind. The result is a space that balances security with a need for transparency. Sited on elevated ground, the building offers clear sightlines across the campus, aimed at enhancing both visibility and safety. A generous on-site setback works with layered, thoughtful landscape design to create a natural threshold between public and private zones on the campus. Full-height exterior glazing fills corridors and classrooms with daylight and natural views, establishing a visual connection to nature while maintaining observability. This balance of openness and protection underscores the school’s broader mission: providing a safe, protected environment for students and staff while catalysing community connection and learning engagement. Looking ahead, the future of education design will rely on understanding the “why” behind what makes certain practices effective. Creating these spaces is a continuous dance and balance between proven educational practices of the past with the forever-shifting and changing dynamics of future generations and anticipation of their needs. The limitations we face, spatial, financial, or otherwise, should be approached as opportunities to drive greater innovation, challenging designers to create multifunctional, resilient spaces that act as a living, breathing ecosystem—one that evolves and grows alongside the communities that it serves. www.fcarchitects.com
ST MARY'S Voluntary Catholic Academy in Derby is the first completed school in the UK to meet the Department for Education’s new GenZero specification and biophilic brief. Architects Hawkins\Brown have designed a combined nursery and primary school following passive design principles comprising five buildings along a central canopy for each age group coupled with amenity blocks for learning resources. They utilised natural materials wherever possible to complement the natural aesthetic and each classroom is open to the outdoors, allowing the children to connect with the natural landscape. The school is net zero carbon in operation and won the AJ100 Award 2024 Sustainability Initiative of the Year. As part of the design, Hawkins\Brown worked with acoustic consultants Mach Acoustics and specified Troldtekt’s wood wool acoustic panels across many of the ceilings to help comply with “BB93 Standard: Acoustics in Schools” which sets out the minimum standards for school acoustics in terms of sound reverberation time and internal ambient noise levels. Procured in an unpainted finish, the panels complement the building’s timber cladding and frame, contribute to the biophilic design and, importantly, control the acoustics in the building to provide a quiet environment for learning. Troldtekt wood wool acoustic panels are frequently specified to help transform educational spaces. Available in a wide variety of different structures and colours, they combine optimal sound absorption with an award-winning design. The Troldtekt range has a minimum expected life cycle of 50 years coupled with excellent resistance to humidity and tested to meet ball impact standards. Panels can be supplied as natural wood, unpainted based on FUTURECEM™ offering a reduced carbon footprint or finished in almost any RAL or NCS colour. www.troldtekt.co.uk www.materialbank.eu www.hawkinsbrown.com educationdab.co.uk 19 acoustic panels & flooring Top of the class acoustics at UK’s first GenZero school Eco-solution for floors in Bassaleg’s new teaching block TITAN Flooring has completed a resilient floor installation, at Bassaleg School, using an EMICODE: EC1 Plus certified Mapei system. The installation, throughout the school’s new teaching block, featured Tarkett vinyl and linoleum floors, and carpet tiles. It was completed for main contractor Willmott Dixon, who worked with Newport City Council to deliver the new three-storey extension. Designed by architects Powell Dobson, Bassaleg School’s new teaching block creates more than 400 additional school places for the secondary school, with facilities including dining and assembly areas, whole school learning resource centres and key clusters of specialist subject classrooms. It also replaces a number of outdated demountable classrooms and classroom blocks. The building features a wide range of energy efficient methodologies, including an enhanced building envelope to maximise air tightness and photovoltaic solar panels harnessing renewable energy. The Mapei system was used to prepare subfloors and install flooring throughout the main hall, classrooms and corridors, stairs, drama rooms, kitchen, food tech and science labs, IT areas, WC’s, stores and stairs. The specification reflected the project’s eco-credentials, with all products featuring EMICODE: EC1 Plus formulations, with very low VOC’s. They included Latexplan Trade – a protein-free, low odour levelling and smoothing compound with high compressive strength – which was used to prepare the subfloors. Surfaces were then primed with Mapeproof Primer - a one component, rapid drying ready-to-use waterproof surface membrane and Mapeproof One Coat damp proof membrane. Flooring was then installed using Ultrabond Eco VS90 Plus - a hard set, highly shear resistant, wet-bed dispersion adhesive and carpet tiles were installed with Ultrabond Eco Tack TX+ solvent-free, non-staining acrylicadhesive tackifier in water dispersion. www.mapei.co.uk www.willmottdixon.co.uk www.powelldobson.com
20 educationdab.co.uk flooring Carpet tiles that meet sustainability and in-use requirements Lewis Cooper, Senior Marketing Executive from Forbo Flooring Systems, explores how flooring can help to achieve the Department for Education’s environmental goals, whilst still catering to the design and functionality needs THE Department for Education (DfE) announced its sustainability leadership and climate actions plans initiative in 2023, with all education settings mandated to have a sustainability lead and a Climate Action Plan by September 2025. With around half of all emissions from education establishments coming from its embodied carbon, it’s clear that considerate specification choices are essential when it comes to the materials and products used in its construction or refurbishments. With the floor accounting for a significant surface area of a school, college or university interior, any carbon savings made here will have a positive impact on the building as a whole. Take carpet tiles for example. A common choice within the education sector, they also demonstrate the sustainable advancements being made by manufacturers. Some modern textile flooring collections incorporate specialist yarns into the manufacturing processes, with many ranges featuring low embodied carbon as a result of new production processes and the use of high recycled yarns. Made from post-industrial recycled materials, such as old fishing nets or other synthetic materials, this can help to increase the recycled content within a product. Contributing to a more circular economy, these sourcing and production techniques are helping to divert waste away from landfill sites, providing them with another lease of life. As well as promoting more sustainable building practices, products and materials with low embodied carbon values can also help to meet standards like LEED and BREEAM. However, as important as sustainability is, it’s important that we don’t lose sight of the other ‘must have’ criteria, such as functionality. After all, one of the reasons behind the popularity of carpet tiles within the education sector is its durability and ease of maintenance. With many different choices, from loop pile, cut and loop pile or textured loop to choose from, each offering differing benefits in terms of soil retention and dirt hiding properties, specifiers can find the solution that they need. For high traffic areas like education buildings, loop pile is a good option, offering exceptional longterm durability. Achieving carbon savings also cannot mean a compromise on design. Natureinspired aesthetics are ever popular within education, helping to bring the outdoors in through considered biophilic design. Carpet tiles are a great medium to convey this, with some collections showcasing naturally inspired textures that are reminiscent of surfaces like bark, leaves or stone, and available in a range of organic colourways – including greens, greys or browns. Specifying set colour themes can also be used to help aid with wayfinding, and visually section off different areas of a school into clear zones. Forbo’s Tessera Evolve+ series of carpet tiles is focussed on enhanced sustainability, with all ranges containing less than 2kg CO2 e/m2 of embodied carbon, a minimum of 75% recycled content and manufactured in a factory in Lancashire, UK, using 100% renewable energy (electricity and biogas). The five ranges within Evolve+ are available in a variety of organic patterns and designs, which can be easily combined with other Forbo floor coverings to support the creation of beautiful and integrated interior design schemes. All of the Evolve+ carpet tiles are designed, made and stocked in the UK for faster delivery, meet Indoor Air Comfort Gold, GUT standards and offer a minimum 25 dB impact sound reduction, promoting wellbeing and focus– ideal for busy education buildings. www.forbo-flooring.co.uk/evolve+ 1 www.gov.uk/guidance/sustainability-leadershipand-climate-action-plans-in-education Forbo’s Tessera Tranquillity in denim dream Forbo’s Tessera Tranquillity in honey haven and berry bliss
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