Jun 2026 • £8 also in this issue: From corridor to sensory room How Saint Peter’s C.E. Primary school transformed an unused space The hidden problem in school washrooms Why summer is the time to tackle water waste Rethinking school estates For a new financial reality educationdesign&build Resilient classrooms Planning for a future of climate-disruption and designing for the future
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Preparing for the future: A decade of renewal WELCOME to the latest issue of education, design & build. Taking over from a well-warmed seat, I’m pleased to introduce myself as the new editor for the magazine, hoping to bring you to the heart of the sector with insightful news and content. With at least £3.7 billion carved out in the Education Estates Strategy, specifically to create 60,000 specialist, adaptable, and sensory-friendly spaces within mainstream estates, and the growing need for SEND units and pressures on schools to provide resource provisions for all children, many schools are exploring options to create sensory spaces from existing facilities. Schools like Saint Peter’s C.E. Primary School in Chorley, featured on page 16, transformed an unused corridor into a sensory space. We discuss what it means to retrofit old buildings to meet net zero targets, as explored on page 18 with a case study of Harley Haddow’s school projects in the City of Edinburgh. Schools not only face challenges of retrofitting and meeting net-zero targets, but they must also plan for the future and consider ways to make classrooms resilient to weather changes. Mark Rooney, Divisional Director at Premier Modular, wades in on this issue on page 10. The Launch of the Education Estates Strategy shifts the focus toward long-term asset lifecycle management and requires that boards proactively manage condition risks. These challenges mean that school estates have to rethink a new financial reality, as per our comment piece from Landwood Group on page 15. We move away from reactive firefighting and towards a decade of renewal. This is highlighted in the DfE’s pilot of a £700 million Renewal and Retrofit Programme, which focuses on climate resilience and fabric optimisation. As we shift from build to renew, our attention must be on delivering safe, sustainable and inclusive spaces to be enjoyed for generations to come. Refurbishing for the future: Window specification, circularity and school decarbonisation Talking to edb editor Nici West, Craig Simms, National Specification Manager at Technal UK reflects on the roles of windows in the schools decarbonising challenge. Story page p23 Image: ©MatthewNicholPhotography Editor Nici West Head of sales Julian Walter Media sales manager Terry Stafford Production Nicola Cann Design Sandra Leal Cid & Gemma England 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, UK. t. 020 8288 1080 e. sales@educationdab.co.uk Nici West Editor Nici.West@stable-media.co.uk educationdab.co.uk 3 editorial letter
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educationdab.co.uk 5 educationdab.co.uk contents Jun 2026 6The Department for Education (DfE) is fundamentally reshaping how its multi-billion-pound capital budget is spent, signaling a major transition away from high-profile, standalone ‘exemplar’ new builds. 6 News The DofE’s focus on renewal over new builds, nationwide rollout of digital Individual Support Plans, £180m released in Northern Ireland for critical school builds, and a new tender for a £5billion national major works framework. 8 Interview What security challenges are modern schools facing? We talk to Paul Nicholas, Development Manager at Abloy UK, to find out. 10 Resilient Classrooms From flood-proofing to heat reduction, we explore solutions for weather-resilient classrooms with Mark Rooney, Divisional Director at Premier Modular. 15 Comment Struggling school estates should rethink their approach and focus on early estate valuation, explains Helen Jude, Partner at Landwood Group. 16 Project Many schools are turning to existing spaces to build sensory provision for children with SEND needs. Saint Peter’s Church of England Primary School has transformed an unused corridor into a sensory space. 18 Case study Retrofitting old buildings can be challenging. Harley Haddow takes us through how they decarbonised two schools in the City of Edinburgh, to support the 2030 climate strategy. 22 Daylight Natural light can improve concentration in schools. Adrian Lukic, Director at Brett Martin, talks us through how to bring more natural light into a school setting. 23 Windows What role do windows play in the school's decarbonising challenge? We talk to Craig Simms, National Specification Manager at Technal UK, to find out. 25 Washrooms How can schools use the summer to tackle water waste? 26 Interview Richard Braid, Managing Director at Cistermiser, speaks to edb about the biggest challenges schools are facing and what estate teams should be prioritising. 28 Access and security Rob Mottram, Head of Product and Compliance at Robust UK, discusses the vulnerability schools face and security-rated doorsets.
6 educationdab.co.uk news National procurement specialist Pagabo has invited bidders to compete for a place on the new National Framework for Major Works 2026. Once launched in October, the new construction framework with an estimated total value of up to £5bn will run for a term of four years and is compliant with the Procurement Act 2023 and Procurement Regulations 2024. Following the formation of a 10-year strategic delivery partnership that will see resources, reputation and expertise combined to establish a new benchmark for construction procurement, this is the first new framework brought to market by Pagabo and YPO. YPO is the centralised procurement authority for the framework, while Pagabo is responsible for design, delivery and ongoing management. Jason Stapley, chief procurement officer at Pagabo, said: “This is the first framework we are bringing to market in partnership with YPO under the new procurement regulations, which is an exciting opportunity for suppliers and the public sector to join us in unlocking their many benefits, such as a fundamental focus on awarding the most advantageous tenders. SME inclusion and tangible social value impact have always been important to Pagabo and YPO, but the new procurement regulations are only helping to ensure these priorities are widely maintained through greater transparency and accountability.” The framework’s tender submission deadline is set for 22 June. Pagabo issues tender for £5bn national major works framework Faced with tight budgets, the Department for Education prioritises renewal over new builds The Department for Education (DfE) is fundamentally reshaping how its multi-billion-pound capital budget is spent, signaling a major transition away from high-profile, standalone ‘exemplar’ new builds. Speaking on the delivery landscape, DfE representatives noted that with roughly 20,000 schools across England and finite public funding, the target is achieving widespread, long-term impact through targeted renewal and deep retrofits. The mandate for architects and contractors is clear: raise spatial, daylight, and fresh air standards across the entire existing estate. However, tier-1 design teams warn that squeezing architectural ‘joy’ and well-being into restrictive, compliance-heavy refurbishment frameworks remains an uphill battle on live, operational school sites.
educationdab.co.uk 7 news Contractors prepare for nationwide rollout of digital ISPs and flexible school inclusion hubs The newly detailed school’s white paper, Every Child Achieving and Thriving, alongside the upcoming Education for All Bill, is set to radically alter lower education spatial layouts. Backed by a £3.7 billion high-needs capital allocation, the government aims to create 60,000 specialist places. For the design and build sector, this means a massive wave of retrofits to install ‘Inclusion Bases’, flexible spaces replacing traditional SEND units. Designers must focus on low-stimulation, highly legible environments featuring strict acoustic controls, ample natural light, and clear wayfinding. These spaces are purpose-built for small group work, 1to-1 personal care, and flexible learning to accommodate a newly digitalised system of Individual Support Plans (ISPs). The Bill confirms the government’s intention to legislate, and is not the introduction of legislation. The new legislation will focus on: 1. Providing early support, strong protections and fairness and ensuring children get the support they need quickly through new legal duties to put an Individual Support Plan (ISP) in place for every child and young person with SEND and National Inclusion Standards. 2. Clearer protections for children with the most complex needs through reformed EHCP processes, Specialist Provision Packages and stronger oversight of Independent Special Schools. 3. Managing a smooth transition to the new system that is centred on fairness through clear transitional protections, including a triple lock to ensure no child loses effective support as the system changes. These are major changes, and moving to this new system won’t happen overnight. The DofE will work with schools, local authorities and families to implement these changes, backed by £7 billion more funding for SEND support in 2028-29 than 2025-26. NORTHERN Ireland’s Education Minister, Paul Givan, has unlocked a major wave of school construction after releasing a balanced portfolio of 13 long-delayed building projects into active construction. The move represents a combined capital deployment of over £180 million, targeted directly at upgrading an educational estate currently described by officials as being in ‘exceptionally poor condition.’ Making the announcement during a visit to Fairview Primary School in Ballyclare, the Minister confirmed that the funding will be strategically divided into two distinct tiers: four large-scale, major new- build developments, and nine targeted school enhancement projects (SEPs). The four major new-build schemes represent a total investment of just over £130 million, with delivery scheduled to be spread incrementally across a four-year period to steady on-site cash flows. The selected schools, many of which have faced intense structural backlog pressures without major capital intervention for over a decade, include Enniskillen Royal Grammar School (Enniskillen), Priory Integrated College (Holywood), Dunclug College (Ballymena) and St Malachy’s Primary School (Armagh). Concurrently, a further £50 million is being deployed over the coming three years to fund the nine SEPs. These schemes skip the extensive design and planning cycles required for total structural replacements, moving straight to construction procurement to address immediate capacity and maintenance deficits through quick-turnaround extensions and refurbishments. Addressing the decision to advance the projects despite intense wider budgetary pressures, Minister Givan stated: “Many of these projects have been in planning for a significant number of years, serving schools that are in exceptionally poor condition, that have seen little or no investment, and now urgently require replacement buildings. Whilst I continue to work to secure a Capital Budget settlement that can deliver the investment required for our school estate, it is clear that these schemes cannot continue to be held back.” The announcement delivers a boost to contract security to the regional construction supply chain, which has faced significant pipeline volatility over the last 24 months. Northern Ireland releases £180m for critical school builds after decades of underinvestment The Education Minister greenlights 13 major works and enhancement projects to move to active construction.
SECURITY risks and concerns within schools across the UK are on the rise. A recent survey of 500 schools found that 80% had experienced criminal activity such as theft, vandalism or trespassing in the past year, representing a 15% rise on the previous period. At the same time, government data show that digital threats are escalating, with 60% of secondary schools and 44% of primary schools reporting cyber incidents. We catch up with Paul Nicholas, Development Manager at Abloy UK, to establish what the biggest concern for schools at the moment is and what the potential solutions might be. What is the single greatest challenge modern schools face today when trying to manage access and day-to-day security? The single area often completed incorrectly in a school environment is compliant locking and locking release, such as emergency exit doors. All too often, escape door compliance becomes compromised when access control is added. The escape function operated within the standards before the access control was added, but the addition of non-compliant electronic locking now makes a once compliant escape door non-compliant. In extreme cases, escape is impossible, breaching building regulations. Often, schools are breaking mandatory standards for escape door functionality and compliance. How? Because, although they are responsible for this area of compliance, they are not familiar with the escape door standards and cannot recognise the danger. It’s a top down/bottom-up problem, and one which flies beneath the radar. A disaster in waiting, as many doors in educational facilities are classified as escape doors. Emergency preparedness has become a major priority. How are UK schools preparing? Martyn’s Law is something of a hot topic, and how a school can better prepare for and manage an incident has many facets. RUN-HIDE-TELL remains one of the most widely adopted management strategies. Simply planning to remotely lock the schools’ perimeter doors is not the right solution. Careful consideration of the type of locking used is critical to retain safety and provide security. Lockdown on paper sounds marvellous. We've got people trying to get into our school, so we're going to lock all the doors and stop them from getting in. But when we talk about managing access, we're not just talking about managing access in; we're talking about managing escape as well. Magnetic locks are often released when the fire alarm is activated, allowing entry to attackers, whereas electromechanical locks will remain locked from the outside, but allow escape if needed. The design and specification of what locking solution should be added for any given door is complex and directly ties into any lockdown or evacuation plan. How well does the UK education sector stack up against international counterparts? The UK has some catching up to do, especially where life safety and compliance is concerned, as it remains a silent risk and danger in our schools. Access control and locking management within SEND environments also present several challenges, which, if not dealt with compliantly, can result in escape not being possible in a genuine emergency. In many countries, the specification and design process filters out noncompliant access control locking solutions, but in the UK, we still have many gaps in the specification process. www.abloy.com/gb/en Paul Nicholas, development manager at Abloy UK 8 educationdab.co.uk security Is school security compliant? The need for increased focus on security and access controls in schools Nici West, editor of edb, talks to Paul Nicholas, Development Manager at Abloy UK about the growing need for improved security and access in schools, as new figures reveal the scale of risks facing educational institutions across the UK Q Q Q
With climate-related damage on the rise, schools are turning their attention to weather-proofing their classrooms. Mark Rooney, Divisional Director at off-site manufacturer Premier Modular, explores the enormity of the challenges that schools face and how to prepare OVER the last decade, there’s been an increase in climate-related damage to school buildings in the UK. With the nation facing its wettest 18month period on record across 2022-2024, severe water damage and flooding has become a more frequent occurrence, resulting in significant disruption to schools and even temporary closures. Weavers Academy in Wellingborough was forced to close unexpectedly when severe flooding led to damage in two of the school’s buildings and left its main teaching spaces unusable. With 38% of the UK’s school estates made up of buildings that are decades old, school sites are increasingly vulnerable to disruptive water damage. Older buildings can have outdated drainage, roofing, and building materials, which makes them far more susceptible to water ingress when rainfall is heavier than average. Even relatively minor storms can result in leaks or damp issues that make buildings unsafe and therefore force closure at short notice. In 2024, nearly 700 schools across the UK were forced to shut, at least temporarily, due to severe water damage. This disruption directly affected lessons and had a significant impact on student learning and wellbeing. Another challenge caused by unexpected closures is overcrowding in classrooms When a teaching block has to shut suddenly, schools are left with fewer usable spaces to accommodate the same number of pupils. This can lead to classes being merged or relocated into unsuitable areas, such as sports halls, which in turn creates overcrowded conditions that can have a negative impact on concentration, wellbeing, and the overall quality of teaching and learning. The combination of ageing buildings and increased rainfall poses a risk for education providers who may already be under pressure from tight budgets. Schools need to consider accessible, affordable and sustainable options that can provide support if infrastructure fails. A fast response to climate damage With climate-related events, such as flooding, becoming more frequent, and with so much of the UK’s school estate being made up of ageing buildings, closures caused by water damage could 10 educationdab.co.uk design solutions Making classrooms weather resilient: Climate infrastructure planning for schools
be a challenge that increasingly has a direct impact on students’ education. Temporary modular buildings are an adaptable solution that can balance speed of delivery with fit-for-purpose design. They create safe spaces for people to work and learn from as and when needed, such as in response to unexpected weather damage. Modular classrooms offer long-term high quality, cost-effectiveness, and can be delivered quickly, causing minimal disruption to service delivery. Modular buildings designed as emergency response education facilities can also serve as a semi-permanent solution for schools that require additional space over a longer period. Their flexible design allows them to be adapted as a school’s needs change over time, providing a future-ready, truly circular solution. Using modular buildings to continue provision after flood damage Weavers Academy opted to use modular buildings to provide teaching spaces for its pupils following a flood that left irreparable damage. The Academy worked with Premier Modular which deployed two modular buildings onsite to replace the 14 classrooms and two food tech rooms that were damaged. One building was a threestory facility containing the missing classrooms, and the other housed two purpose-built food tech rooms. Modular buildings can be customised depending on the use of the space and as the needs of the school shift and evolve. For example, the food tech rooms at the Academy featured a higher specification fit-out, including specific ventilation, the correct number of hobs for that class, and specialist worktops and ovens. Temporary modular buildings can be designed to hit sustainability targets and minimise impact on the environment. For example, rainwater harvesting systems can be integrated into the modular building design, which not only helps with surface water management by reducing the load on > educationdab.co.uk 11 design solutions Weavers Academy opted to use modular buildings following a flood that left irreparable damage Designing climate-resilient school buildings Tackling climate change in the classroom while managing the physical impact of extreme weather on a school estate can feel like balancing two entirely different needs. To help with classroom planning and estate management, we’ve explored what schools need to focus on for climateresilient building design. According to the DfE’s sustainability framework, UK schools are facing increasing disruption from severe weather, with predictions showing classrooms could lose over 8 days of learning per year due to extreme heat or flooding. When upgrading an existing estate or reviewing new designs, school leadership teams and governors should look at two main areas: Heat mitigation and passive cooling: Older UK school buildings act like greenhouses in the summer months. Mechanical air conditioning is expensive and drives up emissions, so schools should look to passive cooling: •Natural ventilation pathways: Utilising cross-ventilation windows and windcatcher roof vents to draw hot air out without using electricity. •Solar shading: Installing external solar panels, structural awnings, or solarcontrol window films to block intense summer heat before it hits the glass. •Thermal mass management: Exposing heavy building materials, like concrete or brick floors, that absorb heat during the day and release it slowly at night when the building is empty. Water management and property flood resilience: With the DfE rolling out heavy investments into localised school flood frameworks, flood resilience is being split into ‘Grey’ and ‘Green’ engineering. Grey resilience refers to watertight doors, anti-backflow valves on drainage, raised electric sockets and waterresistant wall rendering. It can help keep water out of classrooms during heavy downpours and minimize drying times for structures if water does breach. Green resilience refers to rain gardens, sustainable drainage systems, permeable playground asphalt and green roots, which slow the flow of rainwater across the estate and reduce pressure on local sewers.
drainage networks during heavy rainfall. But also can offset up to 50% of a building's mains water usage and potentially decreasing water bills. As with any unexpected closure during term time, the speed of response was essential for Weavers Academy. The school had to quickly find a solution due to the severity of the flood damage, so response time was crucial when delivering the new buildings. The buildings were constructed off-site, avoiding the usual factors that can delay construction. And, combined with how easy it was to deliver off-site units to the site, the building team were able to successfully complete three months of work in just six weeks, without compromising on safety or quality. The site was on a busy residential road, which made the delivery of materials and equipment challenging. With over 40 scheduled deliveries and multiple contractors, managing traffic flow and minimising disruption to residents became a priority. Deliveries were organised outside of pick-up and drop off times to ensure the safety of students and local residents. Despite logistical challenges, the project was successfully completed within its scheduled timeline, with minimal disruption to staff and students. In these cases, modular construction offers more than a temporary fix and can form a central part of resilience planning. By combining speedy delivery, costeffectiveness, and educational design quality, modular buildings offer peace of mind to schools in emergency situations. www.premiermodular.co.uk 12 educationdab.co.uk design solutions Decarbonising UK schools, colleges and nurseries Let’s Go Zero is a national campaign that unites teachers, pupils, parents and their schools to be zero carbon by 2030. They work with over 9000 schools, councils and community groups to deliver inclusive solutions. Amongst other achievements, they helped Dalmain Primary School in London to install solar panels - working with Retrofit Action For Tomorrow (RAFT) - and become the first Lewisham school to replace its old gas boiler with a new air-source heat pump. They help schools: •Track and understand carbon emissions and climate risks •Create a climate action plan •Find funding for climate projects •Lower energy bills •Generate clean power •Nurture green spaces •Offer planet-friendly food •Get staff and students walking, scooting and cycling •Reduce waste •Create inspiring lessons linked to climate change •Engage and empower staff, young people and the wider school community. www.letsgozero.org
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educationdab.co.uk 15 comment Struggling school estates: A proactive approach to estate valuation can maximise impact for struggling independent schools, writes Helen Jude, Partner at Landwood Group THE financial future for independent schools is increasingly under pressure, with cost challenges intensifying and resilience being tested to its limits. A combination of fiscal policy changes, rising operational costs and ongoing market uncertainty is forcing schools to take a more forensic approach to managing both income and assets. For many schools, even small fluctuations in pupil numbers can have a disproportionate impact on financial stability. As a result, leadership teams and governing bodies are acting earlier and more decisively. Financial planning cycles are tightening, and scenario modelling has become an essential, ongoing discipline rather than a periodic exercise. Many independent schools occupy substantial estates developed over decades, comprising a mix of academic buildings, boarding facilities, sports amenities and land holdings. However, not all of these assets remain aligned with current or future needs. In some cases, schools find themselves asset-rich but cash-constrained. A structured estate review can provide critical insight. A comprehensive audit can identify which elements of their estate are core to delivering education and which may be underutilised, surplus or capable of generating additional value. It’s not purely about disposal. Increasingly, schools are exploring options such as repurposing buildings, leasing facilities to third parties or forming partnerships that unlock value while retaining long-term control. Accurate valuation is the key to a stable financial future. Understanding the true market value of land and property assets, supported by evidencebased assessments, enables governors and bursars to make informed decisions. Sometimes even relatively modest interventions – such as securing planning permission or reconfiguring space – can enhance value and unlock new income streams. Realising that value requires careful handling. Market conditions have evolved, with buyers and lenders adopting a more cautious approach. Transactions are taking longer, and scrutiny around planning, legal structures and valuation assumptions has increased. Preparation and timing are critical. Schools that approach the market with a clear strategy and wellprepared information are far more likely to achieve optimal outcomes. Property transactions within the education sector are rarely straightforward. Factors such as restrictive covenants, planning constraints, lease obligations and existing debt structures can be complex. Without specialist advice, there’s a risk of unintended consequences or missed opportunities. Advisors can play a crucial role not only where closure becomes a possibility, but well before that point. Early-stage strategic reviews can help schools explore options to generate cash, improve efficiency and, in some cases, avoid more serious financial outcomes altogether. Estate strategy should not be viewed as a short-term fix. The long-term objective is to create a resilient, efficient estate that supports the school’s educational mission. Engaging experienced professionals earlier allows for a more measured, informed and ultimately more positive outcome. Ensuring schools can continue to focus on delivering highquality education for the long term. www.landwoodgroup.com. Rethinking approaches for a new financial reality Sometimes even relatively modest interventions – such as securing planning permission or reconfiguring space – can enhance value and unlock new income streams
SCHOOLS across the UK are facing increasing challenges. Around 18% to 19% of children are now classified as having SEND needs, yet 98% of teaching leaders say they don’t have the resources to meet those needs (NHAT). Lack of funding is often the biggest constraint, leaving staff to support a wide range of learning and emotional needs in classrooms that are already busy and stretched. Spaces that allow pupils to pause, regulate and reset can make a huge difference. Sensory rooms help develop visual processing as well as fine and gross motor skills needed in everyday life. It supports children's sensory preferences and needs and provides individualised sensory input to help selfregulate throughout the day. Sensory rooms are increasingly recognised as a powerful tool in supporting children with SEND, but they also benefit any pupil who may feel overwhelmed, anxious or distracted. Even short breaks in a calm, thoughtfully designed environment can help improve concentration, behaviour and overall wellbeing. However, many schools assume they do not have the space or the budget to create one. At Saint Peter’s Church of England Primary School in Chorley, an unused corridor measuring just 2.5m by 2m became the perfect opportunity. The school partnered with JSJ UK, a specialist bespoke joinery and fit-out company experiencing demand in designing and installing sensory spaces for schools. 16 educationdab.co.uk project From unused space to a sensory room Saint Peter’s Church of England Primary school in Chorley transformed an unused corridor measuring just 2.5m by 2m into a space to pause, regulate and reset Saint Peter’s CoE Primary School, Chorley
Working closely with staff, pupils and parents, the team at JSJ UK designed a calming sensory room that made the most of the compact space. Every detail, from the layout to the materials and finishes, was carefully planned to ensure the room felt welcoming, practical and engaging for the children using it. Headteacher, Rachel Brown, said: “We had long wanted a sensory room but felt we simply did not have the space. Then we realised that a small cloakroom area could potentially be transformed. Meeting the JSJ UK team was a turning point. Within minutes, they were sharing creative, practical ideas that helped us see what was possible.” As fit-out specialists, JSJ UK understands how to maximise small or awkward spaces and turn them into something genuinely impactful. Their experience means they can help schools identify opportunities they may not have considered, whether that is a spare corner, a small room, or even a corridor. The result has had a significant impact. Staff and pupils are delighted, and what was once an overlooked area is now an important part of the school’s wellbeing support. Pupils have a quiet, calming place where they can regulate their emotions, reduce stress and refocus before returning to the classroom. This not only helps the individual child but also supports a calmer learning environment across the school. Since completing the project at St Peter’s, JSJ UK has seen growing interest from other schools looking to introduce similar environments. The company supports schools throughout the entire process, from identifying suitable spaces and developing designs to manufacturing and fully installing the finished room. Jack Smith, Managing Director of JSJ UK, explains: “Schools often think they need a big budget or a large spare room to create a sensory space, but that really is not the case. With the right approach, even a very small area can be transformed into something that makes a real difference to pupils’ wellbeing and focus. Even the most overlooked spaces can become powerful tools for supporting children’s development. Sensory rooms are not simply an additional feature, they are an investment in inclusion, wellbeing and a calmer learning environment for everyone.” www. jsjuk.co Transforming sensory spaces: What you need to know With the increasing demand on schools to meet students' sensory needs, many are turning to solutions like Saint Peter’s to repurpose existing spaces as sensory rooms. We caught up with JSJ UK’s Managing Director, Jack Smith, about what to consider when creating sensory spaces: Utilise unused areas: Storage rooms, cloakrooms or corridor corners or alcoves, many schools already have overlooked spaces that can be repurposed without major building work. Spruce up and refresh: If you can identify an existing space within the school which could be repurposed, it can be enhanced by carrying out small works such as decoration, floor finishes upgrade, and adding mood lighting. You don’t need windows: Enclosed spaces can work well with soft lighting to give a calm, controlled aesthetic instead of natural light, helping to reduce visual distractions and create a more settled environment. Small power access: Most sensory rooms only require access to small power and services for lighting and equipment, making them suitable for a wide range of existing school spaces. Funding: Local authorities can be a powerful source of support when funding a sensory room. Many organisations, such as councils, charities and local government bodies, offer support or special funding programs for sensory provision projects, especially where outcomes link to inclusion and pupil wellbeing. Keep designs simple to avoid overstimulation: A clutter-free, carefully considered layout is often more effective than filling a space with too much equipment. Quick delivery: Good sensory rooms can often be delivered in a matter of weeks, depending on scope, approvals and the level of fit-out required. educationdab.co.uk 17 project Sensory room space - before Jack Smith, JSJ UK’s managing director
SCHOOLS are historically among the largest contributors to public sector carbon emissions, owing to the fact that they’re often housed in ageing, poorly insulated buildings. To address this, the City of Edinburgh Council (CEC) initially looked to the strict principles of EnerPHit, the official Passivhaus standard explicitly tailored for upgrading older structures. However, to maximize a £61m estate-wide budget, the strategy has evolved into an EnerPHit-Informed Retrofit Plan (EiRP) methodology. This approach uses asset data to balance radical energy demand reduction with realistic financial paybacks. The Council’s retrofit programme is designed to cut carbon emissions from its operational buildings and meet both local and national net zero targets. Because older buildings make up a major share of the Council’s carbon footprint, and all public buildings must not use fossil-fuel heating by 2038, CEC is prioritising upgrades that improve energy efficiency and enable clean, zeroemission heating. Appointed as lead MEP consultant for CEC’s EnerPHit pilot programme, Harley Haddow oversaw the transformation of two contrasting education buildings: Liberton Nursery, a Victorian structure and Brunstane Primary School, a postwar building. Both projects aim to achieve the EnerPHit standard, supporting CEC’s ambitious 2030 Climate Strategy. Starting with comprehensive energy studies to create a replicable methodology for CEC enable 18 educationdab.co.uk case study Decarbonising schools: The challenges of retrofitting existing school buildings Harley Haddow discusses their decarbonising projects at Brunstane Primary school and Liberton Nursery in Edinburgh, supporting the City of Edinburgh’s (CEC) 2030 climate strategy and hoping to achieve EnerPHit Informed Retrofit Plan (EiRP) standards Liberton Nursery School, Edinburgh
straightforward comparison between intervention levels and their impact on cost, energy performance, health outcomes and both operational and embodied carbon. Four intervention scenarios were analysed, ranging from light-touch fabric improvements through to full EnerPHit retrofit. Following CEC’s selection of the preferred intervention level, Harley Haddow led the complete RIBA design process, with meticulous coordination between disciplines essential to ensuring the energy study predictions would be realised in practice. The team specified and integrated low and zero-carbon technologies, including air source heat pumps, mechanical ventilation with heat recovery (MVHR), point-of-use water heaters and intelligent building management systems. As a result, Liberton Nursery is forecast to achieve a 93% reduction in operational CO2 emissions, with projected energy cost savings exceeding 30%. Both buildings now meet BB101 compliance for internal environments, delivering substantial improvements in ventilation, thermal comfort and indoor air quality, critical factors for early years and primary education settings. One notable achievement was the successful delivery of all-electric designs without requiring costly substation upgrades, saving approximately £500,000. This was accomplished through innovative strategies including thermal storage, load balancing and careful plant selection. Service continuity was maintained throughout construction via phased handovers and temporary services provision. Brunstane Primary School, in particular was undertaken in a phased manner by decanting sections of the school to temporary classrooms while the refurbishment works were undertaken. Once the first phase was complete, the school moved the classroom back into the completed section. When the next phase of the project began, the people from this section of the school were decanted into the temporary classroom. This allowed the school to remain functional when the EnerPHit works were completed. The projects, valued between £2 million and £10.5 million, completed in June 2025 (Liberton Nursery and April 2026 (Brunstane Primary School) with detailed handover and performance evaluation planned. Significantly, the methodology developed > educationdab.co.uk 19 case study The bigger picture The work at Liberton Nursery and Burstane Primary School are part of a wider study with the City of Edinburgh. An authority-wide analysis of building stock is being undertaken, allowing the end results, such as cost and energy usage, to be compared against the desktop study. Harley Haddow conducted a comprehensive energy study prior to these projects to create a replicable methodology for CEC and contribute to the study. They created a database of details, including building type, age, size and current MEP systems. The EnerPHit-Informed pathways options can then be entered into the database, and a broad result of energy saving can be assessed. As more projects are undertaken this will assist in refining the tool for desktop studies. This then helps local authorities undertake an assessment of their portfolio and ascertain the best methodology for refurbishing their estates to meet Net Zero ambitions. EnerPHit standards Because existing buildings face fixed structural orientations and historic constraints, the EnerPHit standard provides a realistic, yet incredibly high, benchmark for energy efficiency adapted for older structures. The EnerPHit standards provide guidelines for retrofitting existing buildings to achieve high-energy efficiency, based on the principles of the Passivhaus standard, but adapted for older structures. What’s Involved? •High levels of internal and external insulation •High-performance triple-glazed windows and external doors •Carefully considered window installation •A Mechanical Ventilation with Heat Recovery (MVHR) system •An airtightness reading of 1.0 Liberton Nursery is forecast to achieve a 93% reduction in operational CO2 emissions, with projected energy cost savings exceeding 30%
is now replicable across CEC’s wider estate, supporting long-term net zero planning. Alistair Milne, M&E director at Harley Haddow, Edinburgh, said: “Across both programmes, we demonstrated essential capabilities for complex public sector retrofit: deep technical knowledge of occupied building delivery, understanding of diverse funding streams and multidisciplinary collaboration under traditional and D&B procurement routes. We look forward to working with the City of Edinburgh Council on future projects.” With Certified Passivhaus engineers embedded throughout, these projects exemplify how strategic MEP design leadership can deliver substantial carbon reductions while managing tight budgets, phased occupancy and the practical constraints of existing building stock - establishing replicable approaches for the wider retrofit challenge. Of course, these projects are part of an authority-wide analysis of all building stock. The fact that these pilot projects are at different levels of intervention allows for the end results, such as the cost/energy usage, to be compared. As more projects are undertaken, this will help with refining the tool for desktop studies. And, ultimately, help local authorities undertake portfolio assessment and understand the best methodology for refurbishing estates to meet Net Zero ambitions. www.harleyhaddow.com 20 educationdab.co.uk case study Brunstane Primary School, Edinburgh Liberton Nursery •Full strip out of existing system and EnerPHit fabric improvements undertaken to full passive house standards (Passive House Informed Retro Fit). •Existing MEP systems such as gas boilers, radiators, wall fans, fluorescent lights removed. •New Air Source Heat Pump heating system installed, and associated heat emitters. New Passive House certified MVHR units installed. Decentralised hot water systems serving assets. •New electrical distribution to suite building electrification and new LED lighting. Brunstane Primary School •Full strip out of existing system and EnerPHit fabric improvements undertaken to full (Passive House Informed Retro Fit). These were a lower level than full passive houses, in line with the assessment of intervention level and payback of the works. •Existing MEP systems such as gas boilers, radiators, wall fans and fluorescent lights have been removed. •New Air Source Heat Pump heating system installed, and associated heat emitters. Decentralised hot water systems serving assets. Natural Ventilation strategy of building retained with overheating assessment undertaken to ensure no overheating shall occur during peak summer months. •New Scottish Power Supply and distribution to suit electrification. New LED along with utilising existing LED where lights were in good condition. Alistair Milne M&E director at Harley Haddow, Edinburgh The methodology developed is now replicable across CEC’s wider estate, supporting long-term net zero planning
PASSIVE HOUSE THINKING Windows Doors Facades Sliders FUTURE-READY LEARNING IMAGINE WHAT’S NEXT From primary schools to university campuses, education buildings demand low energy use, long-term durability and exceptional comfort. TECHNAL’s SOLEAL Next windows and TENTAL 50 & 60 facade systems support Passive Houseinformed design for cool, temperate climates with high thermal performance, slim sightlines and excellent daylight for teaching spaces. www.technal.co.uk
MAXIMISING natural light should be a key consideration for all educational projects. The Department for Education (DfE) suggests that natural daylight should be a priority in all teaching spaces, circulation, staff offices and social areas. Adrian discusses how daylighting systems can improve workspaces and how material choice can make a difference. Access to natural light is widely understood to have numerous positive effects on human health; improving health, well-being, mood and concentration. This is particularly important for schools and education environments, where the quality of a space can have a significant effect on pupils' learning. A study from the University of Salford exploring the impact of classroom design on pupils' learning found that access to natural light has the highest positive impact on learning when compared with other design parameters, such as sound, air-quality and links to nature. How to introduce more light into educational spaces There are several design strategies that can provide the optimal amount of daylight in classrooms. For secondary schools, where the classrooms are generally larger and deeper, ensuring light can enter from two sides is better, whether that’s from external or internal windows. Although a minimum of 30% of glazing should be external in order to achieve the Climate Based Daylighting Model criteria (CBDM) used to assess light levels in the design of schools. High ceilings with tall window openings are recommended to ensure better light penetration for deep rooms. Light shelves can also help to distribute light within the space and control high levels close to the window. The University of Salford’s study noted that simply increasing the size of the windows is not necessarily sufficient. Large windows facing into the sun can result in glare, further impacting students' experiences. Solutions other than traditional glazing are worth considering benefits from natural daylight without potential drawbacks. Alternatives to traditional glazing In rooms such as sports halls, where glazing can be broken, polycarbonate panels provide an ideal solution - they’re 200 times stronger than glass and allow a diffused light to enter the space. Sport Ireland’s National Indoor Arena utilises Brett Martin’s Marlon Clickfix polycarbonate panels to create a lightfilled space while enabling a variety of sports to train safely. Rooflights let in twice as much light as vertical windows and are a viable option for corridors and circulation where other glazing may not be feasible. The use of Brett Martin’s Glass Link Rooflights at Ulster University’s Nelson Street student accommodation floods light in a windowless interior space at the centre of the building’s plan. The importance of natural light in education spaces cannot be underestimated. Designers should consider all options to ensure they’re maximising exposure to daylight. In many cases, using both traditional glazing and polycarbonate can provide the best solution. This combination gives students and teachers views out windows at eye level, and maximises the amount of soft, natural light in the space. www.brettmartin.com 22 educationdab.co.uk windows Natural light is key to creating a healthy, positive educational environment, as Adrian Lukic, Divisional Sales & Commercial Director at Brett Martin, discusses How daylight improves concentration in the classroom
Q Q Q Q Q educationdab.co.uk 23 windows Refurbishing for the future: Window specification, circularity and school decarbonisation Talking to edb editor Nici West, Craig Simms, National Specification Manager at Technal UK reflects on the roles of windows in the schools’ decarbonising challenge A major challenge for schools is decarbonising existing buildings while working to tight budgets and inclusive design principles. What should they consider when upgrading windows? When it comes to windows, schools should prioritise systems that improve thermal performance and airtightness to reduce operational energy demand. Highperformance aluminium systems can deliver excellent insulation while supporting large glazed areas to maximise natural daylight, key for inclusive, healthy learning environments. Flexibility is also important. Window systems need to accommodate different opening types to support ventilation strategies and accessibility, ensuring all users benefit from a comfortable internal environment. Ultimately, it’s about balancing performance, longevity, and wellbeing while aligning with net zero targets. Disruption is often a concern during school refurbishments. Can you explain how a fast-track programme works? Minimising disruption is critical in education projects. Fast-track refurbishment programmes are designed to align with school calendars, often delivered during holidays or phased to avoid impacting teaching time. From a specification perspective, this means selecting systems that are efficient to manufacture, install and commission. Offsite fabrication and modular aluminium systems help streamline the process, ensuring consistent quality while reducing time on site. In addition, durability and ease of installation are key. A well-designed system allows for rapid replacement of existing windows with minimal structural intervention, helping schools achieve a modernised environment quickly and safely. You recently worked on the Palmers Green High School refurbishment. How did the project demonstrate the benefits of modern window systems? Projects like Palmers Green highlight how window upgrades can transform both building performance and the learning environment. By introducing contemporary aluminium systems, schools can significantly improve thermal comfort, acoustics and natural light levels, all of which contribute to a more engaging and productive space for students and staff. Modern systems also offer clean sightlines and a more refined façade appearance, helping to create a contemporary aesthetic while still respecting the existing architecture. That balance is essential in education refurbishments. The project used Hydro CIRCAL® aluminium with at least 75% recycled post- consumer scrap. Why is this important? Material choice plays a major role in reducing embodied carbon. Hydro CIRCAL® 75R is manufactured using a minimum of 75% recycled post-consumer aluminium, which significantly lowers the carbon footprint compared to primary aluminium. Importantly, aluminium is also highly durable and 95% recyclable at end of life, meaning it supports circular design principles. This makes it particularly wellsuited to education environments, where longevity, low maintenance and sustainability are key considerations. How does this approach support schools in meeting their environmental targets? By combining high-performance systems with low-carbon materials, schools can reduce both operational and embodied carbon. Improving insulation lowers heating demand, while recycled aluminium reduces the upfront environmental impact of the façade. It’s a holistic approach. One that aligns refurbishment strategies with circular economy principles and supports the transition to a net-zero built environment, without compromising on performance or design quality. www.technal.com/en-uk/commercial Images: ©MatthewNicholPhotography
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