Sept 2025 • £8 also in this issue: Ceiling solutions The best time for refurbishment projects, including ceiling upgrades Science laboratories How Maidstone’s Invicta Grammar updated two old science laboratories Roofing Durable and sustainable roofing systems for Derby schools educationdesign&build BAM puts construction’s most powerful tool to work Harnessing the power of data to deliver real value to the Department for Education
educationdab.co.uk 3 Spend and spend, but spend wisely FOR many years now, the National Audit Office has been highlighting the enormous backlog of repairs and maintenance across the country’s school buildings – with the latest report estimating a £13bn cost to restore our dilapidated estates. Now, at last, the Government has dug deep to find extra money to start tackling the problem in a serious and concerted manner The Government’s 10 Year Infrastructure Strategy published in June saw school investment receive a major boost – for 2025-26 and even more importantly for the following decade. Total school capital spending will now increase from £6.8bn in 2025-26 to £7.7bn for 2029-30. Investment in school and college maintenance will rise to almost £3 billion annually for the next 10 years – a near 50% increase. Schools’ maintenance funding for 2025-26 rises from £1.8bn to £2.1bn, and will rise to £2.3bn by 2029-30. The Condition Improvement Fund (CIF) for 2025-26 rises from £424m to £470m. And the School Rebuilding Programme is extended to at least 2034-35 with total funding of around £20bn. Within this, £2.4bn will be spent annually over the next four years – up from £1.4bn currently. The challenge now for the DfE is to spend its new monies wisely so as to get maximum value. To this end, an article we publish in this issue (pages 18-19) shows how important it is to use digital date more effectively. Authored by a senior director at BAM, it illustrates how project managers can use digital twins through the whole lifecycle of a building to design, build and then run a building. A digital twin is made up of two parts – a physical building or piece of infrastructure and its digital replica. These two parts are interconnected, with real-time data streaming between them, which enables informed decisions, improves asset performance and reduces costs. Part of the DfE’s future spend will be focused on SEND schools, and two features in this issue go right to the heart of how these schools should be designed (pages 10-11 and p17). They both make for fascinating and instructive reads. If you have been involved with interesting school projects and wish to share your insights and expertise, please contact me on the email address below. I look forward to hearing from you. BAM puts construction’s most powerful tool to work BAM explain how they are harnessing the power of data to deliver real value to the Department for Education. Story page p18-p19 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
Our procurement frameworks help fusion21.co.uk 0845 308 2321 Talk to us about procuring smarter Proud Providers of Procurement with Purpose Whether you’re delivering a new project or keeping on top of your asset management lifecycle, procurement is essential to planning, designing, delivering, and maintaining the high standards of your education estate. At Fusion21, we help you provide inspiring learning spaces and safe, functional, and sustainable buildings, alongside social value you can see. Our trusted procurement frameworks take the stress out of building projects by ensuring they’re delivered on time and on budget. We work closely with you to understand your priorities and embed them into a project plan. Divided into specialist lots, our frameworks cover construction, designed to meet current and emerging market demands. Our recently renewed Decarbonisation Framework includes a dedicated lot for Public and Educational buildings. Designed around a turnkey model, it gives you the option to work with a single supplier to deliver multiple energy-saving measures at scale. The framework also complies with PAS 2038:2021 standards implemented, and documented, leading to measurable carbon savings. Trusted suppliers for busy education environments Rigorously assessed and continuously monitored, our supply We know schools, colleges, and universities can’t simply shut down for building works, except during term breaks. That’s why our suppliers have proven experience working safely in live environments, managing risk, and minimising disruption to learning. Throughout the contract period, they’re measured against key performance indicators, ensuring works are delivered defect-free, in line with budget, and within project timescales. Peter Francis, Group Executive Director (Operations) at Fusion21 said: “We’re here to help you get the most from your estates projects – not just through effective delivery, but by creating visible social value. As your procurement partner, our experts will support you every step of the way to ensure your projects create a lasting, positive impact for future generations.” Working across the education, housing, local authority, NHS, and blue light sectors, Fusion21 is a national social impactful public sector procurement and social value services. To date, we’ve saved our 1,100 members more than £380 million through the procurement process, created over 13,550 employment outcomes, and generated more than £200 million in social impact. Visit us on Stand 517 at the 14–15 October in Manchester you to procure smarter. Peter Francis Group Executive Director (Operations) Procurement might not be the liveliest topic of conversation in staff rooms, but it plays a pivotal role in every education and public sector setting. members - FREE Join our 1,100+ in social impact £200m saved £380m 13,550 Over employment outcomes Over Over
educationdab.co.uk 5 educationdab.co.uk contents Sept 2025 7THE Government’s 10 Year Infrastructure Strategy published in June placed modernising schools at the heart of its plans for growth as Chancellor of the Exchequer Rachel Reeves gave school investment a major boost – both for 2025-26 and the following next decade. 8 Analysis Hannah Gains, national education manager at Net Zero Buildings explains the importance of some new estates management standards from DfE. 10 Design Solutions Rachel Moulton, Director of Education at the architects HKS, is helping mainstream schools become more inclusive. 20 Ceilings School holidays are the best time for refurbishment projects says the ceiling tiles manufacturer Zentia. 22 Flooring/Security BAM Construct UK has collaborated with Altro and Recofloor to achieve significant sustainability gains on a number of major school construction projects. And Paul Fitzgerald, Managing Director of HKC, explains why secure premises are so essential for schools. 24 Furniture David Bailey Furniture Systems recently completed a transformative project at Invicta Grammar School in Maidstone, Kent, updating two outdated science laboratories. 26 Roofing Oak Grange Primary School has new sustainable roofing installed by Langley on this Morgan Sindall project.
6 educationdab.co.uk news NEW data from public sector procurement specialist Pagabo has found that just 9% of professionals in the education sector believe that the UK government’s target to achieve an 81% reduction in emissions by 2035 is achievable. Based on a nationwide survey of local authority and public sector body representatives, the data also reveals that 55% of respondents feel the UK needs a more realistic timescale, leaving 36% who don’t believe the target is achievable at all. The findings are contained in Pagabo's white paper, Driving Decarbonisation in the Public Sector, which brings insights from across England, Wales, Scotland and Northern Ireland, with direct feedback from respondents across central government, local government, the NHS, education, housing and blue light sectors. Further key findings from more than 170 individuals are: • 13% say their organisation has no strategy or action plan in place, or any formal commitment to net zero whatsoever • 54% feel their organisation has made meaningful progress towards decarbonisation during 2024/25 • 54% believe that the government isn’t doing enough to deliver on the UK’s net zero commitments – especially in the local government, social housing and education sectors • Lack of funding represents the single biggest challenge to decarbonisation overall (80%), followed by competing priorities (71%), the complexities of existing buildings/ estates (64%), the perceived cost (47%) and changing policies and regulations (43%) • Of the 56% who said their organisation had applied for decarbonisation funding in the past, 69% encountered challenges during the application process • Installation of energy saving lighting was highlighted as the most common measure being rolled out to address emissions and energy consumption across the public sector estate (73%), followed by solar panels (63%) and renewable energy sources (51%) • 75% feel that cost outweighs sustainability ‘most’ or ‘all of the time’. Estates managers say net zero targets unachievable CHRISTOPHE Williams, CEO of solar thermal innovator Naked Energy, has added to the debate on how best to decarbonise schools (see EDB June 25, page 6) by calling on GB Energy to invest in technology that doesn’t rely solely on the National Grid. Commenting on recent research which has shown that schools are struggling with additional electricity capacity, Williams said: “The decarbonisation of heat is a huge challenge. It accounts for 37% of the UK’s total carbon emissions, with space heating making up 17% and industrial heat 14%. “It is well-documented that the National Grid struggles to keep up with the electrification of everything. The consequences of this are companies and renewable energy projects queuing to be connected to the grid, and simultaneously postponing progress to reach net zero. “Fortunately, there are plenty of UK businesses developing innovative and efficient grid-edge solutions to decarbonise commercial and industrial heat that don’t rely on the National Grid. “The energy transition can be a success if homegrown technology and talent is used efficiently. The transition to net zero is the biggest economic opportunity of our lifetimes and provides an ideal backdrop for the government to invest into ‘Made in the UK’.” Naked Energy is a BEIS-backed UK company which offers a hightemperature photovoltaic-thermal solar energy collector that can deliver simultaneous power and hightemperature heat for hot water and heating in residential, commercial, agricultural and industrial buildings and schools and colleges. For the past few years, it has been urging Government to meet its net-zero goals by supporting distributed energy generation, including solar thermal and hybrid photovoltaic (PVT) energy. GB Energy ‘must support new tech’ to help schools decarbonise Watts publishes 30th Pocket Handbook After nearly a decade since its most recent edition, the property and construction consultancy Watts has released the 30th edition of its guide for property and construction professionals. For the first time, it features experts from various disciplines at Watts, from legislation, property ownership, contracts and procurement, to innovation and ESG, offering a comprehensive view of the industry and technical guidance for professionals across the sector.
THE Government’s 10 Year Infrastructure Strategy published in June placed modernising schools at the heart of its plans for growth as Chancellor of the Exchequer Rachel Reeves gave school investment a major boost – both for 2025-26 and the following next decade. The announcement sends a strong message that Government is committed to consistent and long-term support for a sector that has been under-funded in recent years, particularly in the face of dealing with RAAC rebuilding and refurbishment. Total school capital spending will now increase from £6.8bn in 2025-26 to £7.7bn for 2029-30. Investment in school and college maintenance will rise to almost £3 billion annually for the next 10 years – a near 50% increase. Schools’ maintenance funding for 2025-26 rises from £1.8bn to £2.1bn, and will rise to £2.3bn by 2029-30. The Condition Improvement Fund (CIF) for 2025-26 rises from £424m to £470m. And the School Rebuilding Programme is extended to at least 2034-35 with total funding of around £20bn. Within this, £2.4bn will be spent annually over the next four years – up from £1.4bn currently. The consultancy Stratus9 Consulting hailed the increased funding as “a real opportunity for Trusts to plan confidently and act decisively. With budgets increasing and long-term investment secured, now is the right time to review estate priorities, ensure strategic documentation is in place, and prepare for upcoming funding rounds. “At a time when schools face increasing challenges from rising pupil numbers to ageing infrastructure and the urgent need for safer, more energy-efficient environments, this renewed investment offers a vital opportunity for Trusts and school leaders to take proactive steps in managing their estates.” David Harris, CEO at Premier Modular, also welcomed the long-term commitment to the sector, and linked it to the recent launch of the National Infrastructure and Service Transformation Authority (NISTA) which aims to accelerate vital national infrastructure construction projects by addressing key challenges, such as long delivery lead times and inefficient processes. “It’s a welcome step in the right direction from the Government and could vastly transform the delivery of education projects in particular, ensuring teaching facilities are built and maintained much more efficiently and effectively. However, the success of NISTA’s involvement hinges on the availability and accuracy of existing industry knowledge and early involvement of the construction industry in project planning will ensure that infrastructure plans are achievable, deliverable and sustainable.” Harris added that offsite manufacturing and modular building are proven sustainable construction methods that could help ensure all new school buildings contribute meaningfully to the UK’s net zero commitments. educationdab.co.uk 7 news Government sets out plans for major boost to school building THREE schools across Derbyshire have seen improvements to facilities through building work now completed by construction partner, Stepnell. Working alongside Derbyshire County Council and consultants Concertus, all three projects in the East Midlands were procured through the NHS Shared Business Services Framework across Buxton and Alfreton, with a total value of £3.2m. At Harpur Hill Primary School in Buxton, Stepnell’s East Midlands team delivered new KS2 accommodation, a dance studio and two individual classrooms, linked by a central lobby. Work has also concluded at Swanwick Primary School in Alfreton, with the project consisting of an infill extension to create two adaptable group rooms, new fire doors, and alterations to the school layout. External M&E works have enabled the implementation of new steps, balustrades, a ramp, landscaping and external lighting. At Tibshelf Community School, also in Alfreton, Stepnell’s team has finished work to create a four-classroom block dedicated to the education of students with special educational needs and or disabilities (SEND). Aiming to foster an increasingly inclusive environment through the works, the construction of the new spacious and conducive teaching spaces is set to accommodate up to 30 students. Harpur Hill Primary Tibshelf Community School Swanwick Primary Stepnell boosts school provision in Derbyshire
THE management of school estates is entering a new era with climate change, evolving educational needs and advancing technology reshaping the landscape. Following the release in April of the DfE’s School Estate Management Standards, a new framework that’s changing how schools understand, evaluate and improve their estates, schools now have a clearer pathway to plan, prioritise and future proof their buildings. The Standards represent a new approach to understanding schools across the UK. Rather than a one size fits all model, this framework enables schools, regardless of their size, age, condition or geography, to assess where they are in their estate management journey. With a four-level framework, Baseline, Transitioning, Fully Effective and Advanced, schools can self-assess their position in estate management. It’s not a ranking system, but a developmental tool to help them understand where they are and plan accordingly. It recognises that every estate is unique, from 100year-old structures to modern net zero academy trusts. Sustainability is now embedded within the Standards from the second level, Transitioning, onwards, requiring schools to have a Climate Action Plan in place, a requirement already in place for the end of this year. With 10,710 schools currently at risk of flooding, a number projected to rise to 16,394 from 2050, climate adaptation is critical. Energy use, building performance, flood risk and overheating are central considerations. The guidance encourages schools to plan for the future by integrating environmental resilience into every aspect of their estate strategy. In addition to planning for sustainability considerations, schools must also prepare for changing demographics, including declining birth rates and a growing need for SEND spaces. To future proof schools, estate managers need to design spaces that are flexible and efficient, so they can adapt as needs evolve. In the UK, overheating is also a growing risk. Climate models predict that by 2050, extreme overheating in schools will increase fivefold, leading to up to five lost days of learning annually Modern methods of construction, such as offsite manufacturing are enabling adaptable designs that can be scaled up or reconfigured easily as needs evolve. Flexible design, with outdoor learning spaces and climate-resilient features, ensure that school estates can meet the demands of tomorrow easily. To use the new Standards in place, estate managers need good data. Schools that understand their buildings, through tools like BIM models and digital twins, can shift from reactive maintenance to proactive, planned strategies. This reduces costs, improves learning environments and extends the life of assets. Over the next decade, schools will face significant estates-related challenges as climate change, shifting populations and the need to transition to net zero come to a head. With the right tools, they can lead the way in creating resilient, inclusive and future ready learning environments. The new School Estate Management Standards offers a unified mindset for all school estates, while understanding their differences. The Standards help estate managers to move away from just ticking boxes and understand where they are currently and where they need to be. www.netzerobuildings.co.uk www.gov.uk/government/publications/schoo l-estate-management-standards 8 educationdab.co.uk analysis Hannah Gains, national education manager at Net Zero Buildings, the modular building company that’s part of the Premier Modular Group, explains the importance of some new official standards School estate management standards in an evolving landscape
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10 educationdab.co.uk design solutions Through evidence-based strategies and thoughtful design, Rachel Moulton, Director of Education at the architects HKS, is helping mainstream schools become more inclusive, supportive, and empowering for all learners—especially those with SEND WITH many SEND (Special Educational Needs and Disabilities) schools at capacity and an increasing number of children receiving EHCPs (Education, Health and Care Plans) due to a mix of factors, the SEND system in England is facing increasing pressure. This pressure is spilling into the mainstream schools and diminishing their SEND resources. In addition, children are being placed in SEND schools outside their local area, which negatively impacts their families and the finances of local authorities. The demand for SEND services has been rising since 2016, with a 5% increase from 2022-2023 alone and no slowing up is envisaged. The Government endeavours to resolve the issue by creating more specialist SEND places in mainstream schools. The 2025 October Budget awarded additional capital funding of £740m. While the budget is in place to enable mainstream schools to provide more specialist SEND places, it is important to note that the entire school campus must be designed to consider the needs of SEN pupils. This design approach ensures all children, including those with autism, dyslexia and other conditions, have equal access to education and opportunities to fulfil their potential. Evidence-based design is key to achieving more inclusive mainstream schools. HKS researchers recently collaborated with the US-based nonprofit Center for Advanced Design Research and Evaluation (CADRE), the Uplift Education school system, and the American Society of Interior Designers on a study called “Enriched environments to support social and emotional learning”. This study resulted in a visual design guide that highlights strategies that are proven to make learning environments more inclusive, to benefit all pupils, staff and visitors. These strategies range from small interventions, such as introducing pot plants into learning and circulation spaces, to designs for all-new builds. They include considerations of the sensory environment and design strategies to prevent exclusion, to enable SEN children to maximise educational success. School thresholds enhance a sense of place and ownership and act as the transition point into or out of the school day. The design of the school threshold can be a great asset or a barrier to some pupils. It should be open, warm and welcoming, to encourage pupils who experience school anxiety to enter the building. Thresholds should also be safe and offer pupils an option of routes to the main circulation spaces. Thoughtfully designed circulation spaces can ease the experience of all pupils, particularly those who have sensory triggers. For example, widening corridors creates open space for increased pupil interactions and selfdirected learning activities. Wider school corridors can also help reduce bullying and harassment whilst enabling pupils, especially those on the autism spectrum, to feel more comfortable because their personal space is not as impeded. HKS implemented this design feature at Croxley Danes school, which incorporated open learning areas into the corridors to avoid a tunnel-like feel. In other schools, like Northfleet Technology College, which was designed according to an earlier specification, corridors are few and far between. At Northfleet, external access to classrooms and large central spaces serve as the circulation conduit. The current education budgets and specifications in England would benefit from amendments to allow today’s designers to incorporate this type of extra space in circulation areas. We often think about acoustics in a classroom, but sound quality is also important in circulation and entry points. Improving reverberation through good acoustic design and avoiding patterned or reflective surfaces aid in creating neuroinclusive, more comfortable and tranquil spaces for all users. Enhanced acoustics are very beneficial within classroom spaces. Reducing the reverberation in the space and increasing the acoustic rating of Inclusive by design: creating schools where every student can thrive Croxley Danes Northfleet Tech Image: Kristen McCluskie Image: PHILIPVILE
educationdab.co.uk 11 design solutions partitions in line with SEND standards enables higher levels of concentration in all schools, as these design strategies reduce audible disturbances. Reducing the reverberation decreases the amount of echo in the space, and therefore leads to improved speech intelligibility and perception, as well as improved listening and comprehension. Good acoustic design also reduces teacher burnout. Improved acoustics have been well received within the specialist SEND suite HKS recently completed at Hardingstone Academy. Having control over any learning space benefits all users. For pupils with SEN, autonomy is especially important. Sensory control enables these pupils to gain individual comfort, which can decrease distractions in class, improve mental alertness and potentially require fewer episodes of re-regulation. Sensory control can take many forms in the design of a learning space. These include providing openable windows and creating opportunities to go to a different area of the classroom to learn, such as a sensory pod or a breakout space outside. Sensory hubs can be very advantageous and help pupils regulate themselves once over-stimulated. This results in more time in the learning environment and enhances participation in class. Sensory rooms, such as the specially designed space HKS provided at Hardingstone Academy, can also play a key part in helping children regain emotional and behavioural control. Biophilic design is a way of designing buildings and other environments to connect people with nature. HKS’ research into social and emotional learning highlighted the benefits biophilic design can bring to learning environments. Biophilic design supports cognitive function, physical health and psychological wellbeing; it helps people think coherently, relax in a space and find clarity. This approach can easily be brought into existing schools and new schools that are currently being designed. For example, having views of nature from the classroom can bring real benefits. Nature views can also be accomplished through the placement of indoor plants, which have the additional benefit of improving air quality. Views of nature are also proven to increase the perception of creativity, increase attention restoration and reduce stress recovery time, which has a direct impact on learning outcomes. Staff also report increased well-being, productivity and decreased stress and anxiety when provided with views of nature. Purposeful design can transform educational spaces, ensuring no student is left behind. Even small moves in the design of a mainstream school can have a big impact in making learning environments more inclusive, so more pupils can achieve and flourish. www.hksinc.com Hardingstone Academy (and above) Images: Rosangela Borgese
IT'S time to ink the dates into your diary of Stable Event’s education building forum – November 27 and 28 – and book your place at this annual, must-attend gathering. By popular request, we’re at The Belfry Hotel & Resort again, home of the iconic golf course, and set in beautifully scenic countryside. There we’ll be discussing all the latest industry issues and facilitating meetings between like-minded professionals who can help each other do business more smoothly and efficiently. The speaker sessions at the education building forum are designed to explore current sector trends and challenges whilst sharing knowledge and sparking conversations as to what is the future of construction within education. The theme of this year’s forum is: Building Better Schools: Sustainable, Smart, Inclusive. Topics to be discussed include: • Embedding sustainability in the education estate • Building for inclusion, designing for every learner • Embracing innovation through digital infrastructure • Strategic Estate Management: The SEMS Approach • How to procure smarter and deliver faster We’re always keen to offer the broadest range of views and topics, so if you’re interested in being one of our speakers in November, please do get in touch with Georgie Smith, Delegate Relations Manager (contact details below) to discuss the opportunity. As well as engaging with presenters in a relaxed setting, delegates at the education building forum can network extensively with their peers. Attending will be education estates and facilities professionals in the schools and universities sectors, architects, consultants, contractors, project managers and M&E specialists plus a wide range of key suppliers from across the education spectrum. Held over one and half days in this fabulous setting, the schedule of seminars and one-on-one business meetings is complemented by an extensive social programme including an informal gala dinner on the 27th. What’s included: As a complimentary project delegate your place includes extensive networking with peers and potential business partners, 1-1 meetings with innovative suppliers of your choice and hearing from expert speakers during our seminar sessions. Additionally, we provide 1-2 nights’ accommodation, all your meals and refreshments, exclusive project delegate drinks reception and a delicious three course meal and entertainment at our gala dinner. Contact Details: Project Delegates and Speakers: georgie.smith@stable-events.co.uk Suppliers: julian@stable-events.co.uk Alternatively, call 0208 288 1080. www.eb-forum.co.uk 12 educationdab.co.uk event preview What: The education building forum 2025 When: 27-28 November Where: The Belfry Hotel & Resort Web: www.eb-forum.co.uk For the golfers in our community, on the day before the event (Nov 26), we are also hosting a networking golf day and offering you the opportunity to play a round of golf on the PGA National course. A hole-in-one networking event! ebf: Stable’s must-attend event is here again
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educationdab.co.uk 15 passivhaus The education sector isn’t fully realising the carbon benefits of Passivhaus principles, says Gary Alston, Design and Technical Director at ECD Architects, who explains what’s required to increase uptake of a building standard that can reduce energy costs, cut carbon emissions and enhance teaching and learning environments PASSIVHAUS is a set of voluntary technical standards originally devised in Germany and now being adopted globally. In the UK, the Passivhaus Standard is utilised extensively throughout social housing. A key reason for this is, because it’s a design and specification process that delivers extremely energy efficient houses. This works for residents, who find it more affordable to heat their homes and who also enjoy better levels of indoor air quality and thermal comfort. It’s also advantageous for social housing landlords, as it supports goals to address fuel poverty and lower carbon emissions towards achieving Net Zero Carbon. These benefits are delivered through a whole-building approach based on clear, measured targets for a building’s energy performance, airtightness and thermal comfort. Practically, this can involve design and specification considerations that create an airtight building envelope, minimise heat loss through thermal bridges, optimise insulation and utilise heat recovery systems. The education sector is well poised for embedding Passivhaus principles. The Department for Education (DfE) is championing a Climate and Sustainability Strategy, which is striving for education buildings to be net zero. Support is provided by the DfE to help schools implement a Climate Action Plan that makes sustainability a manageable goal for each individual school. Alongside this, climate advisors and ambassadors are helping schools to access initiatives and schemes, such as electric vehicle charging points and using UK-grown timber in construction. Excellent sustainability progress is being made throughout the education sector, and the widespread ambition, enthusiasm and support to transition to net zero, suggests that Passivhaus should be booming throughout education estates. However, it isn’t. According to The Passivhaus Trust in the UK, there are 28 Passivhaus certified educational buildings in the UK, with these spanning schools, colleges, and universities. The Trust also reports there are 43 educational schemes under construction or awaiting Passivhaus certification. To put these numbers in context, a House of Commons Committee Report (19th Nov 2023) highlighted that in January 2023 there were 21,600 state schools in England, accounting for 64,000 buildings. The small number of Passivhaus schools is also contextualised by the DfE’s School Rebuilding Programme: 518 projects are listed in the programme, with an impressive delivery rate of 50 projects per year. This level of progress suggests, conservatively, there should be many more than 43 Passivhaus education buildings in the pipeline. So, why aren’t there? The challenges facing Passivhaus are as follows. Passivhaus adoption is in its infancy in the education sector due to a lack of awareness and limited collaboration during the inception of projects. Existing sustainability and energy rating systems in the UK, including the Building Research Establishment Environmental Assessment Method > What’s holding back Passivhaus in education? All images: Thornhill School
16 educationdab.co.uk passivhaus (BREEAM) and Energy Performance Certificates (EPCs), can mean Passivhaus is overlooked, contributing to low awareness of the standard. Requirements around BREEAM certification, whether that’s to secure planning permission or a Government stipulation for new education buildings, will often result in this rating system becoming the default choice. A similar sentiment exists arounds EPCs, with a degree of confusion between what Passivhaus actually is. It can be wrongly perceived as being purely a certification process for energy efficiency, like an EPC, when Passivhaus is so much more. As well as being an energy performance standard, Passivhaus is also a comfort standard, with certified buildings providing high standards of proven indoor air quality and thermal comfort. Driving awareness and uptake of Passivhaus would benefit from Government support. The principles of the standard align well with the DfE’s Climate and Sustainability Strategy and its policy for creating green, sustainable education estates. Passivhaus can help deliver these goals and the education sector’s transition to net zero. Mandating the standard for new schools or adapting building funding, design and build criteria to embed Passivhaus principles could encourage adoption on a similar scale to BREEAM. Improving awareness and adoption of Passivhaus would also benefit from greater collaboration, from the very beginning of discussing and designing education buildings. Construction projects often involve many different parties, each with differing objectives, opportunities and challenges. Conversations and planning can easily become fragmented, causing a breakdown in knowledge sharing. There’s lesser prospect of exploring different options and determining exactly what’s possible for a project. Collaboration helps to avoid this. The Passivhaus designed and certified Thornhill School is a good example of collaboration in action. The project, the first of its kind in Bedfordshire, began with discussions between key members of school staff, the local authority and ECD Architects. This helped to articulate a vision for what all parties wanted from a planned extension of the school, rather than procurement becoming prescriptive, based on existing experiences and assumed knowledge. Conversations about energy performance, thermal comfort, the layout of buildings and movement of pupils, led to an agreement that the Passivhaus standard would become the new building’s environmental goal. The project saw Thornhill School expand from a one-form to a three-form entry through the addition of a new building. This is arranged around a central playground, overlooked by circulation spaces and a new access deck, which wraps the entire two-storey section of the building. A valuable breakout space for smaller group learning has been created and connects teaching with the outside. The principles of circular economy were followed within the design, with materials (specifically cross-laminated timber) selected for their low embodied carbon, and their possible future reuse and recyclability. School staff continued to be involved throughout the design process, with fortnightly on-site project team meetings, accompanied by key design team members as required. A high quality, Passivhaus certified building was created for Thornhill School. This is exceeding the school’s sustainability targets and design aspirations, while post occupancy evaluation and feedback from teachers shows a positive impact on pupils’ learnings. Embracing Passivhaus at Thornhill School shows what’s possible for the wider education sector as it strives towards net zero, while also enhancing teaching and learning environments. Hopefully it’s a project that encourages further awareness and uptake of these sustainable design and specification principles. www.ecda.co.uk Images: Christian Trampenau
educationdab.co.uk 17 SEND design How to master SEND design Mark Ellson, Director at Holmes Miller, explains the principles that underpin his practice’s approach to SEND schools AS architects, we hold a profound responsibility to ensure the spaces we design not only serve a functional purpose but that people of all backgrounds and abilities can thrive in them. But ensuring inclusivity for all takes careful consideration and harmony to do well, particularly for children with special educational needs and disabilities (SEND) of whom there are over 1.5m in England alone. These needs can encompass a wide range of learning differences, sensory impairments or other challenges that can affect a child’s learning. Because of physical and neurological differences, many students find certain aspects of the built environment uncomfortable or distressing. However, with the right design and management, we can create learning environments that will support their experience rather than hinder it. The traditional ‘one-sizefits-all’ approach to design simply cannot meet the diverse needs of today’s student population. When it comes to government procurement, stripping it back to basics seems to be the easiest solution for design. And while I understand the logic behind minimising sensory triggers in the built environment, plain walls and few windows give these buildings a somewhat institutional feel. My question is, how do we evolve a brief for SEND schools that considers the different facets of each condition to endorse better wellbeing and allow children to get the most out of their education? Design in, not out is a principle we follow when designing SEND schools: the focus should be on creating spaces that feel open and welcoming. Using raw materials like timber and incorporating plenty of natural light and ventilation is a route we’re pursuing at Holmes Miller. One of the key challenges we must consider in inclusive design is how to make the space accommodating to every pupil – physical accessibility being one element. Beyond just building codes and regulations, every aspect of the building must be considered. From entryways to wider corridors and access to toilets, good design must allow children with mobility impairments to navigate the space independently. And physical accessibility isn’t the only limiting factor for children with SEND. Bright lights, confusing signposting, acoustics, odour and thermal settings can all be distressing triggers for neurodiverse children. By paying careful attention to these physical and sensory elements, architects can create accommodating spaces that are more comfortable, accessible and therefore more productive environments for pupils to thrive in. However, that doesn’t mean stripping it all back. One of our most recent projects, is a perfect example of this. Daylighting and acoustics are a core focus for the redesign and are pivotal to how well a student can listen, understand and engage with their environment. To help with noise control, we plan to use materials, advised by an experienced acoustician, that will absorb sound and reduce the echo from hard surfaces. The layout of the school has several subdivided classrooms, so we’ve also incorporated glazed screens to reflect natural light from adjacent rooms and windows, creating a calming and comfortable environment for pupils. Children with SEND often have diverse learning skills, needs and preferences which are tricky to meet with a one-sizefits-all design. In addition, what triggers one child will not always trigger another. Therefore, it’s essential that the built environment contains several smaller areas to accommodate as many needs as possible, ensuring everyone has a space that is right for them. It is also critical that enough time is built into the procurement process to engage with practitioners and create a bespoke design that carefully considers the unique challenges each pupil is facing. Short sighted design decisions and rushed procurement will only lead to a substandard learning environment and could potentially hinder pupils’ ability to learn and engage with their surroundings. www.holmesmiller.com
WE live in a world full of data. But are we using it to its full potential? In its simplest form, data is a collection of facts and statistics that can provide meaningful insights and enable informed decisions. When leveraged effectively, data enables building designers and operators to assess how a building is performing, analyse energy use, temperature and air quality, and then make changes to improve comfort and efficiency. In education, this data enables schools and colleges to enhance learning outcomes and deliver greater value to students and staff, but only if the correct data is collected consistently and then connected to something people can use. The Department for Education recognises the value of data and is investing in the digital construction of schools and colleges. It sets out specific contractual data deliverables in its Detailed Exchange Information Requirements (DEIR). These outline the type, format and quality of data to be delivered at every stage of a project - from tender and early design to handover - in line with the RIBA Plan of Work. This approach ensures that all stakeholders, including schools and local authorities, receive consistent, accurate and comprehensive data to facilitate better decision-making and project management. At BAM, we’re going further to deliver the data that the schools and colleges of tomorrow will need. Central to our approach is our Project Information Model, which is progressively built and refined throughout the design and construction phases. It integrates data from multiple sources, including on-site activities and supply chain information. Key to BAM’s process is the development of a BIM Execution Plan (BEP), which defines processes, procedures, responsibilities and data types. Advanced model-checking tools are used to verify that digital assets have the data needed to align with DEIR requirements. Regular reviews and audits are carried out before each data exchange, typically aligned with RIBA stage completions. This disciplined methodology ensures the integrity and usability of all project data. The richness and reliability of data collected by BAM creates significant opportunities for schools, the Department for Education and local authorities. Each of these stakeholders can analyse and understand everything about the building, from energy consumption to maintenance schedules. And by leveraging this data, schools are able to optimise their operations and reduce costs. The data can also be used to enhance the design and construction of future schools. The Department for Education can identify best practice to replicate on future schools and local authorities can also use the data to plan and manage their infrastructure more effectively. • Energy efficiency: Schools can monitor 18 educationdab.co.uk design solutions Building smarter schools: How BAM is delivering value to the DfE through data In an increasingly digital world, data has become a powerful tool in construction - unlocking efficiency, sustainability and innovation. Garry Fannon, Digital Project Solutions Business Partner at BAM UK & Ireland, explains how his company is harnessing the power of data to deliver real value to the Department for Education, ensuring that the schools built today are fit for the demands of tomorrow Fred Longworth High School
real-time data from smart meters to identify energy use patterns and inefficiencies, adjusting heating and cooling schedules accordingly. • Maintenance planning: Condition data from sensors can be used to anticipate equipment failures and schedule maintenance proactively, reducing downtime and extending asset life. • Space optimisation: Classroom usage data helps identify underutilised areas, enabling schools to adapt spaces to meet the needs of growing student populations and changing curriculums. • Curriculum enhancement: Data captured through measuring the performance of the building can be visualised on dashboards in the school, enhancing pupils’ knowledge of their environment. One of the most exciting developments for using data more effectively is digital twins. The risk with digital construction is data overwhelm, but digital twins help us to collect data with a purpose and connect it to something people can use. We can use digital twins through the whole lifecycle of a building to design, build and then run a building. A digital twin is made up of two parts – a physical building or piece of infrastructure and its digital replica. These two parts are interconnected, with real-time data streaming between them. BAM is pioneering the use of digital twins in other sectors with a view to offering a value proposition to the Department for Education. By creating digital twins of school buildings, BAM can provide the Department for Education with a comprehensive view of the asset's lifecycle, from design and construction to operation and maintenance. This enables informed decisions, improves asset performance and reduces costs. BAM is at the cutting edge of datadriven construction, which is redefining how education buildings are designed, built and managed. As schools continue to face growing challenges - from decarbonisation to capacity pressures - the role of highquality data will only become more critical. With forward-thinking partners, the Department for Education is wellpositioned to lead this transformation. www.bam.co.uk educationdab.co.uk 19 design solutions Dunfermline Learning Campus Southam College Weldon Village Academy All schools built by BAM
20 educationdab.co.uk interiors Smart tips for choosing school ceiling systems School holidays are the best time for refurbishment projects, says acoustic ceiling tile manufacturer Zentia SCHOOL holidays allow schools to improve their buildings without disrupting learning. One of the most important, and often overlooked, areas to upgrade are the ceilings yet they have a big impact on classrooms. They affect noise levels, lighting, and how comfortable a space feels. Upgrading ceilings can improve how students learn and how teachers teach. Classrooms need to be quiet and focused. Poor acoustics can make it hard for students to hear and in some cases, can cause anxiety and distress. Zentia’s acoustic ceiling tiles are made to meet BB93 standards for schools. Product families like Prestige, Oplia and Aruba help control sound, making learning easier and teaching more effective. High light reflectance ceilings help bounce natural and artificial light around the room, making spaces feel brighter and more open without the need for extra lighting. Well-lit environments have been linked to improved concentration and mood in students and teachers. Brighter rooms are more engaging and can even help save energy. Schools are busy places. Ceilings need to handle everyday wear and tear, from noisy corridors to active classrooms. Zentia’s ceiling systems are robust, easy to maintain, and available in a wide range of designs to match any school style. Budgets are always tight in education. Zentia offers value-led solutions like the Fission family and Arena. These tiles are affordable yet still provide excellent acoustic performance and visual appeal. Zentia’s tiles and grid systems are also manufactured in the UK and available through a network of UK distributors, meaning short lead times, fewer delays, and faster installation, perfect for projects scheduled over school holidays. As a UK-based manufacturer, we minimise transportation emissions and support a more sustainable supply chain, while ensuring faster delivery times. At the heart of our sustainability efforts is the use of recycled materials, we repurpose around 1,400 tonnes of pre-consumer waste each year, including 200 tonnes of egg cartons, in the production of our ceiling tiles. Through our Pinnacle Partnership Scheme, we also offer an off-cut recycling programme, allowing approved partners to return installation waste to our Gateshead facility, where it’s reintegrated into our manufacturing process. When planning a ceiling upgrade, keep these best practices in mind: • Act fast: Choose products that are stocked in the UK to meet tight holiday schedules. • Stick to your budget: Pick costeffective ranges • Focus on sound: Use ceiling tiles that meet BB93 to control classroom noise. • Use natural light: Go for tiles with high light reflectance to save energy and improve learning environments. • Think long-term: Choose solutions that are strong, sustainable, and built to last. www.zentia.com/en-gb
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