The BBC recently reported that 52% of state-funded SEND schools are oversubscribed and currently have more children in their classes than their number of places. So the new investment in schools is very welcome and helps to continue shaping the best learning environments for pupils. As architects, we can support this through well-considered design and planning, ready for the delivery of the next generation of school buildings.” Vestito adds: “Given the complex range of physical and cognitive difficulties that require support, designing SEND schools presents an entirely unique set of requirements - yet the core principles of education remain the same.

“Since 2020, we have been working with Bowmer + Kirkland (B+K) on its SEND schools programme, under the Department for Education’s National Framework. Here, early collaboration in the client engagement process has been key to success, as each school can have its very own particular set of requirements based on areas of specialism or age range.” The DfE has strict guidelines around the specifications of certain building elements and the proportions of teaching spaces are standardised in such way that ensures children and staff feel as comfortable as possible, so that positive learning outcomes can be achieved. Says Vestito: “Some of these core principles include design repetition, such as limiting the window types and/or sizes within the building fabric, to ensure pupil safety, as well managing cost effectiveness within the programme.

A linear formation of the school building is also advised by the DfE, and has underpinned our SEND programme with B+K, with minimal indents enhancing environmental safety.” She adds: “Colour palettes are often closely considered to stimulate or calm SEND pupils, depending on the environment in which they are situated. Biophilic design has also been shown within numerous studies to promote feelings of health and wellbeing within several different building environments, so we must always consider, where appropriate, principles that connect staff and pupils to nature to aid development.” Vestito also points out that SEND schools need more breakout-led spaces than traditional schools. “Often within SEND design, classrooms are placed adjacent with support spaces. These are often isolated areas created to calm children should any incidents occur or they feel distressed and need to be removed by a teacher or support worker from a particular group environment. Initiatives like this require us to closely consider access and route-finding, so that staff and pupils feel comfortable quickly and easily in times of need.”