Professional Documents
Culture Documents
BUILDING BULLETIN 77
Designing for Pupils with Special Educational Needs and
Disabilities in Schools
Revised and updated 2005
department for
The education of children with special educational needs is a key challenge for the
nation. It is vital to the creation of a fully inclusive society in which all members see
themselves as valued for the contribution they make. We owe children whatever
their particular needs and circumstances the opportunity to develop to their full
potential, to contribute economically, and to play a full part as active citizens.
David Blunkett, Secretary of State for Education and Employment, Meeting Special
Educational Needs: A Programme of Action, DfEE, 1998.
Inclusive design:
Audience
This guidance is relevant for all local education authorities, diocesan boards of
education, school governing bodies, non-maintained schools, charities or charitable
trusts and independent schools.
This information is written mainly for providers, education advisers, architects,
designers and building contractors on schoolbuilding projects. It may also be of
assistance to head teachers and their staff.
Scope
This building bulletin supersedes the previous edition of Building Bulletin 77:
Designing for pupils with special educational needs, Special Schools. It sets out
guidance which applies to all schools in England where there are likely to be pupils
who have special educational needs and disabilities. It provides information for those
involved in building new school accommodation, or adapting, modifying and/or
extending existing premises. Its audience includes:
This guidance may also be relevant for the responsible body with oversight for pupilreferral units, learning-support units or education centres.
The following sections will provide an initial briefing or quick guide to the information
contained in this building bulletin:
Introduction: Setting the scene
1.1
2.1
4.1
Project briefing
4.3
Arrival, departure and circulation
4.4
Teaching and learning spaces
4.5
General teaching spaces
4.1.1-3 Outdoor spaces
4.14 Pupils toilets, hygiene and changing areas
6.1
6.2
Project planning:
Typical model schedules
The intermediate sections give further information and guidance for detailed
reference.
Contents
Introduction: Setting the scene
1
Context
1.1
1.2
Specialist sections
5.1
Furniture, fittings and equipment
5.2
Information and communication technology (ICT)
5.3
Building construction: elements, materials and finishes
5.4
Environmental services
The result is that all schools, but especially special schools, now educate more pupils
who have a wide range of complex needs, sometimes conflicting in their nature, in
overall inclusive learning environments. Such changes have a significant impact on
both the provision made and the design of school buildings. Special schools should
therefore be planned to be a part of the whole community of local schools, as they
have an important role to play in providing:
It is for local authorities, with local consultation, to determine the pattern of provision
to meet local needs, and it is vital that they ensure all schools achieve a high level of
sustainability for their buildings and sites.
CONTEXT
1.1
1.1.1
Pupils needs
In all decisions that affect children, the primary considerations must be their best
interests in terms of health, welfare and safety. For individuals, these interests may
change over time. It is also very important to safeguard all pupils and to ensure that
meeting the needs of one group does not disadvantage another. There are occasions
when different types of needs have conflicting requirements and where some
separate provision may be appropriate. Good design can help to provide appropriate
interfaces which buffer and ameliorate difficulties.
School design should aim to meet pupil needs and include for:
safety and security All pupils need to feel safe, secure, free from being
stigmatised. They also need, to feel a sense of belonging and to be enabled
or supported to participate fully in school life. Design can contribute to this by,
for example, creating good sight lines and avoiding re-entrant or hidden
spaces.
health and well-being All pupils and staff should benefit from a healthy
school environment in which to live, learn and work. Children with medical
needs have the right to be treated with dignity and respect. Providing the
appropriate facilities, such as hygiene, toilet and changing rooms spread
around the school in convenient locations, as well as medical and therapy
spaces, will support and promote their health and well-being.
mobility and access Children who have physical difficulties may use
different types of wheelchairs, frames and mobility aids, and should be able to
move around the school alongside their friends. There should be sufficient
space for circulation and storage of equipment. Some pupils may tire easily
and will need a place to rest. Overall, circulation routes should be planned to
minimise travel time, whilst maximising how such areas can be used to best
effect.
social awareness and participation Whatever school setting they are in,
children with SEN and disabilities should be able to take part and participate
in school life and out-of-school activities along with their peers. Designing
age-appropriate environments using furniture, fittings and equipment to reflect
pupils needs is essential.
spiritual support For a child or young person this means having their needs
met appropriately, having a sense of belonging and a feeling of comfort, being
able to make choices and experience challenges, unconditional acceptance
whatever their condition or behaviour, and having a purpose for living and a
good quality of life. Designs can support these needs by providing both the
appropriate ambience and practical assistance.
1.1.2
Teaching approaches
Generally, pupils with a whole range of needs are taught together wherever possible,
supported in the classroom by additional teaching assistants and support staff. There
are now increased levels of staffing in schools, especially in special schools.
Designers will need to be aware of the need to create buildings and spaces which
support teachers in their work.
Aspects which should be considered are:
learning aids and resources Specialist aids and resources can be used as
learning tools to enable access to the curriculum and participation in school
life.
1.1.3
the users point of view There should be enough space to move around and
to have everything that may be needed within easy reach. Spaces should be
light, airy and warm with comfortable furniture and pleasant colours.
effective learning environments Essential elements to provide are goodquality natural and artificial lighting, good sound insulation and acoustics,
adequate ventilation and heating with local adjustable controls, and all
necessary support services.
small-group rooms Just off or near to the class base, these spaces can be
used for focused individual learning, group work or behaviour support and are
a valuable resource for supporting individual pupil needs.
quiet space Pupils may need to withdraw or retreat to a safe place for a
break. A quiet place can be calm, still, creating a therapeutic environment or
giving a sense of spirituality.
1.1.4
The development of extended services (including childcare) in all schools and the
use of school facilities by the community is greatly encouraged.
Schools can develop as focal points for a range of family, multi- agency and
community services. Providing a parents room, an out-of-hours school club, or
extended-school services for out-of-hours use are all possible. Schools are working
more closely with parents to offer them support, and are also opening up to a range
of community users for sports, arts and lifelong learning.
Schools will have different approaches to these initiatives and school designs should
respond creatively and facilitate these needs. The design of schools can incorporate
dual or multi-purpose use for many spaces. The main large spaces the school hall,
dining, sports and arts spaces and hydrotherapy pool along with their ancillary
facilities must be planned and located carefully. The design and layout of the school
and its site must ensure the health, safety and welfare of all pupils and staff.
1.1.5
Design quality
Taking into account all of the above, it is important to develop a high quality of school
design. It is essential that school buildings are attractive, fit for purpose, effective and
convenient for everyone to use. Children, young people and adults respond well to
aesthetics and appropriate sensory stimuli. They can also be consulted and involved
in the design of their school, in an appropriate way. The following considerations are
important for all schools in the design of their school buildings and their sites, but
particularly so for special schools.
The essential principles for designers to bear in mind are:
display a positive sense of place Have a good atmosphere, so that the look
and feel of its spaces, in terms of colour, light, space, texture and acoustics,
promote health and well-being Provide for the health, welfare, safety and
security of all pupils and staff with good-quality personal-care and support
facilities at convenient locations around the school
provide for flexibility and adaptability allow for sufficient and appropriately
generous space, arranged in a loose-fit way to encourage flexibility for day-today use and adaptability for the future
1.2
It is the policy of the Department for Education and Skills (DfES) that all pupils are
included and have their needs met, as far as is practicable, in their local community
schools, with additional support or facilities when required. As a consequence, it is
important for designers and providers to understand:
the changing context for providing for pupils who have SEN and disabilities
the legal framework for education, and its relationship to SEN and disabilities
the impact of the above on the design of the school and its site, to ensure it is
fit for purpose, flexible and adaptable for the future
The following is a summary of the legal framework, and of those Acts and
requirements that have a bearing on educational provision for pupils with SEN and
disabilities.
1.2.1
disability
SEN
medical needs
mental-health needs
Disability
A disabled person is someone who has a physical or mental impairment which has a
substantial and long-term adverse effect on his or her ability to carry out normal dayto-day activities.
The definition is broad and might include children with a learning disability, sensory
impairment, severe dyslexia, diabetes or, epilepsy. These are also covered within the
DDA 1995 Ref.: Disability Rights Commission (DRC)
SEN
A child has SEN if he or she has a learning difficulty which calls for special
educational provision to be made for him or her.
This is provided for within the SEN Framework, including in some cases the issuing
of a statement of special educational need describing provision should be made to
meet these.
A disability might give rise to a learning difficulty that calls for special educational
provision to be made if it prevents the disabled child from accessing education in the
same way as his or her peers.
Ref.: Education Act 1996 and Special Educational Needs Code of Practice, DfES, 2001
Medical needs
Some pupils may have medical conditions that, if not properly managed, could limit
their access to education. Such pupils are regarded as having medical needs but do
not necessarily have SEN.
Refs.:; Supporting Pupils with Medical Needs, DfES/DoH Circular 14/96
Mental-health needs
This identifies pupils who experience or who are at risk of experiencing mental-health
problems that significantly impact on their ability to learn (although they may not
necessarily have SEN).
Ref.: Promoting Childrens Mental Health Within Early-years and School Settings, DfES, 2001
1.2.2
Equality of opportunity
Equality of opportunity for pupils with SEN and disabilities is backed by a legislative
framework formed by the relevant sections of the three pieces of legislation
described below.
The Disability Rights Bill
This bill is currently going through Parliament (spring 2005), and will require public
bodies to promote equality of opportunity for disabled people. It is anticipated that
some of these duties may come into effect in 2006/07.
Disability Discrimination Act 1995 (DDA) as amended by the SEN and Disability
Act 2001 (SENDA) (Part 4: Education).
This law sets out duties to ensure that disabled pupils are not discriminated against
thereby promoting equality of opportunity between disabled and non-disabled pupils.
It sets out planning duties for LEAs and schools, to increase access to information,
the curriculum and the physical environment for disabled pupils. It should be noted
that these planning duties involve the making of reasonable adjustments, but
physical adjustments to the environment are not required.
Part 2 of the DDA 1995 sets out the provisions for staff with disabilities and Part 3
sets out the duties for providing goods or services. It should be noted that under
these, physical adjustments to the environment may be required.
All relevant parts of the facilities will need to comply with legislation and may require
design solutions to ensure compliance.
The SEN and Disability Act 2001 (SENDA)
This law provided a revised statutory framework for inclusion and strengthened the
right of children with SEN to attend a mainstream school.
The Special Educational Needs Code of Practice 2001 retained much of the original
code but now also reflects the rights and duties introduced by the SENDA. These are
set out under five principles:
Pupils who have SEN and are placed in mainstream schools will have their needs
met by school action if they require provision which is additional to or different from
that made for most pupils, but which can be met from within the resources of the
school, (for example, numeracy, literacy and behaviour support).
Should such pupils fail to make adequate progress further provision is made through
school action plus. This is where pupil needs are met using additional resources
provided by the LEA and by other agencies, (for example, a visiting peripatetic
specialist).
The LEA has a legal duty to make its best endeavours to meet the needs of all
pupils. Where needs are more severe or complex, the LEA may issue a statement of
special educational need describing the exceptional provision which is to be made.
Some of the pupils who have statements have their need met in special schools.
Until a statement is issued, pupil needs are still met by school action plus.1
A similar system exists for young children with SEN in early years. Early intervention
to support very young children with SEN (03 years) is now provided as soon as
possible after birth.
Auxiliary aids and equipment which enhance educational access but are additional
to, or different from, those normally available in schools are provided under the SEN
Framework. In the Special Educational Needs Code of Practice 2001, the exceptions
are wheelchairs and health-related equipment which are provided by the local health
services.
1.2.3
The Education Act 1996, as subsequently amended, sets out the requirements for a
broadly based curriculum, including the National Curriculum and Religious Education.
The National Curriculum (published by the Department for Education and
Employment and the Qualifications and Curriculum Authority in 1999) is a statutory
Special Educational Needs and Disabilities: Towards Inclusive Schools (Ofsted, 2004).
Education provision
The following description sets out how education provision is structured.
Overall, and for all pupils, grouping is by age and in four phases: early years,
primary, secondary and post-16. In addition, the statutory school years (ages 516),
are divided into four Key Stages. These groupings are set out in Table 1.
Generally, pupils in early years and reception work to the Foundation Stage
curriculum. The National Curriculum is assessed through eight levels across all of the
Key Stages. The majority of pupils operate in line with these although some pupils
performance may vary widely either side of these. The performance of pupils working
below National Curriculum level is described, in the main, by eight P scales leading
up to National Curriculum Level 1.
Early years
Reception
Key Stage 1 (KS 1)
Key Stage 2 (KS 2)
Within this overall structure, the National Curriculum can be adapted and
differentiated so that learning tasks are modified for pupils with SEN and disabilities.
The recent policy to increase the flexibilities of the National Curriculum allows
schools to decrease the need for disapplication of pupils undertaking certain
subjects. Pupils who have SEN and disabilities progress in various ways in relation
to:
Pupils with disabilities operate across the whole spectrum of attainment. At the age
of 16, some may attend a college of further education, and attain GCSEs and
vocational qualifications, while others may be achieving at Levels 1 or 2 or may be
progressing on the P scales towards Level 1. This will have implications for
accommodation needs.
1.2.4
LEAs, schools and further-education colleges already have a formal duty under
Section 175 of the Education Act 2002 to safeguard and promote pupils welfare.
Schools already support childrens wider well-being, but will progressively take a
personalised approach to pupils learning to help them achieve the highest possible
standards.
The Children Act 2004 sets out a reform of childrens services and was passed
following consultation on the Green Paper Every Child Matters in autumn 2003 and
the publication of Every Child Matters: Next Steps in March 2004.
LEAs and schools will be focusing on provision which aims to improve the outcomes
for children and young people, identified under the following five headings:
be healthy
stay safe
enjoy and achieve
make a positive contribution
achieve economic well being
Impact on design
It is vital that the brief for a school building project identifies and describes fully the
current and anticipated likely needs of the pupils so that these can inform the design.
It is important for designers to understand that across the education continuum, there
are different types of provision which pupils with SEN and disabilities have a right to
access alongside their peers. Therefore, age-appropriate, inclusive provision should
be made at each of the different phases in order to meet the needs of all pupils.
It is also essential that the design supports pupils curriculum entitlements and their
rights as children and young people to equality of opportunity and safe, healthy and
purposeful learning and social environments.
The information in this bulletin will help to guide brief-writers, designers and
constructors to these ends.
This part of the building bulletin describes the main categories of special educational
need (SEN) and the ways in which provision can be made to meet these in all
schools. The impact on design is summarised for each group. The SEN Code of
Practice 2001 covers four broad areas identified for the purposes of education:
Data collected through the Pupil-level Annual Schools Census (PLASC) Data
Collection by Type of SEN (January 2004) subdivides these categories even further
(see Table 2).
SpLD
MLD
SLD
PMLD
BESD
SLCN
Autistic-spectrum disorder
ASD
HI
Visual impairment
VI
Multi-sensory impairment
MSI
Physical disability
PD
Other
OTH
Source: DfES Pupil-level Annual Schools Census (PLASC) Data Collection by Type of SEN
(January 2004)
It must be stressed that these categories are not exact and only identify the principal
need for individuals who may also have other needs across a wide spectrum. Any
response has to be tailored to the pupil, their circumstances and their quality of life.
The essential criteria are the development of the young persons well-being and
whether they are valued as an individual.
A holistic approach to design is essential in meeting the needs of children and young
people with SEN. Where pupils have more than one need, reference should be made
to the different relevant sections. It is essential to understand all categories of need,
however, as each will have a significant impact on the design process.
2.1
2.1.1
Pupils with specific learning difficulties have a particular difficulty in learning to read,
write and spell (dyslexia) or in manipulating numbers (dyscalculia) or have poor
physical coordination (dyspraxia).
Some pupils may have problems with short-term memory or organisational skills.
Their performance in these areas is below their performance in other areas. The
range and severity of their impairment varies widely. Typical provision to support
these may be as follows:
Most pupils will be in mainstream schools (although there are some independent
special schools for SpLd).
Therapies to support learning can be specialist dyslexia support, speech and
language therapy and/or occupational therapy.
2.1.2
a small group room (10 m2) for learning support, calming, respite or one-toone work
a small group room (16 m2) for discussions or role play and in which a small
group can be taught
Where such a suite of different learning spaces is provided, these can also be
grouped around a social space. Specialist subject bases will vary in size from
approximately 3065 m2, according to pupil groups.
Impact on design
Generally, pupils with SpLD/MLD will require careful positioning in the class base,
with adequate workspace for any learning aids and specialist ICT, and allowing for a
good seating posture and a clear view of the teacher and the whiteboard.
Pupils attending both mainstream and special schools may receive learning and
behaviour support from teaching staff or specialists working on a one-to-one basis,
either in the class base or in a small-group room nearby. Adequate provision must
also be made for storage and preparation of multi-sensory materials. Provision of
sufficient space for all of these needs is vital. Clear signage will also assist them
finding their way around the school.
2.1.3
or have needs which fall within the autistic spectrum. Other pupils may have
demanding or challenging behaviour. Across the ages and phases their learning may
range from P scales (P4P8) to National Curriculum Level 1.
Multi-sensory teaching and practical work with specialist learning aids and ICT
across the curriculum will take place in small groups with learning and behaviour
support provided.
Most pupils will attend a special school although some may attend a mainstream
school with support, while others still may be on roll at both a mainstream and a
special school.
2.1.4
Pupils with profound and multiple learning difficulties may have physical difficulties,
sensory impairments or a severe medical condition. Nearly all pupils require a high
level of resources and adult support in order to help them access the curriculum and
to assist with their personal care and medical needs.
At least half of pupils will have sensory impairments such as VI, HI or MSI. They are
likely to need sensory stimulation so as to have access to a curriculum, which will be
broken down into very small learning steps. Some pupils communicate by gesture,
eye-pointing or using symbols, others by very simple language. Pupils may have a
variety of learning programmes throughout the day, including short intensive
sessions of one-to-one communication and interaction.
Nearly all will be accessing the P scales (P1P4). In some cases, pupils with PMLD
can be included in a local mainstream school with specialist support; however, most
pupils attend a special school.
In addition to the provision made for pupils who have SLD, sensory stimulation
including communication boards, soundbeam or resonance boards are often used.
Additional space in the class base or specialist spaces should therefore be provided,
in inclusive, age-appropriate settings so that all pupils can participate in school life.
There must be provision to meet medical needs, as well as convenient toilet and
changing facilities throughout the school. Inclusion in school activities and in the
wider community is essential. Buildings should therefore enable mobility, sensory
and independence skills to be developed in communication-friendly environments.
It is essential that means of escape and evacuation procedures are developed in
consultation with the local fire authority and building-control officers, so as to ensure
the safety of pupils and incorporate their needs.
The design process should also include briefing for provision to support inclusion,
extended schools, and outreach links with local schools and the wider community.
2.2
2.2.1
Pupils with behavioural, emotional and social difficulties have behaviours which
present a barrier to learning. Some will have significant difficulties in learning as a
result. Many pupils may have undiagnosed SpLD or other additional learning
difficulties. Pupils usually fall within the average range of ability, but a high
percentage under-achieve. Pupils rarely have physical disabilities, are active and
benefit from sports which encourage teamwork and social skills.
Generally, a mainstream curriculum is delivered with differentiation to suit social,
emotional and behavioural needs. Appropriate use of ICT support may improve
learning and behaviour. Pupils who have BESD can retain work placements, attain
GCSEs or access vocational courses in higher education (HE).
Pupils may have poor concentration, a short attention span, or find it hard to cope in
a group or with unstructured time. Some pupils may display signs of inappropriate
social interaction, provoke, confront or have emotional or violent outbursts, which
may require physical intervention by the delegated responsible person (see
Glossary). Others may be quiet, withdrawn and find it difficult to communicate. Some
pupils may have attention-deficit disorder (ADD or attention-deficit hyperactivity
disorder, ADHD) and a significant minority of pupils may have mental-health needs.
Pupils may come from disadvantaged backgrounds and a number are vulnerable.
Additional support may be provided by learning mentors, therapists, social workers,
educational psychologists, psychiatrists and Child and Adolescent Mental-health
Services (CAMHS).
BESD affects five times as many boys as girls. LEAs need to provide information
during the briefing stage and establish the appropriate type of provision. When there
are significant minorities (for example, of girls) whose needs may otherwise be
overlooked, appropriate separate provision may be required in order to meet their
needs, and to afford the provision to which they are entitled.
Resourced provision
This may be provided as a learning- and behaviour-support base in a mainstream
school, to be used for a group of pupils on a timetabled basis where required.
Typically, different learning areas to sustain curriculum delivery will be grouped
around a social space, off a lobby from a main corridor or courtyard and combined
with specialist facilities mentioned above.
Within a mainstream school, the layout and design can vary from a small resource
base to a whole suite of accommodation to support most curriculum delivery. The
latter is best sited off a main circulation area in a quieter part of the school, with a
safe, contained, outdoor space as well as a courtyard or separate larger outdoor
learning or play space.
If required, an additionally resourced provision may consist of a couple of general
teaching class bases (5565 m2) with ancillary accommodation comprising:
a small-group room (10 m2) for learning support, calming, respite or one-toone work
a small-group room (16 m2) for discussions or role play and in which a small
group can be taught
a nurture group room (2030 m2)
a social skills base (2030 m2)
Where a suite of different learning spaces is provided, these can also be grouped
around a social space.
The size of specialist subject bases will vary according to pupil groups from 3065
m2.
Alternatively, pupils who do attend a mainstream school may benefit from spending
some time in a special school for specialist behaviour-support programmes.
Special School Provision
A pupil who has behaviour emotional and social difficulties may be placed in a
special school for BESD, which has its own character and design features to meet
their needs.
Impact on design
Pupils with BESD may need more personal space for self expression and because
they can feel threatened by invasions of their space. Pupils need secure storage for
belongings, to which they are attached. They may not have their own learning
materials and will be provided with such items; thus, additional storage for pupils
learning resources and for work in progress may well be needed.
A storage system and separate storage spaces which assist with the orderly
progression of lessons and the reinforcement of rules, are imperative. Individual
workstations or a quiet corner to minimise distractions for working, or for respite or
retreat, should also be considered.
Space in the class base is needed for ease of movement, to minimise disruption and
distractions and for flexible layouts of furniture to suit learning needs (separate desks
minimise distraction and interference between pupils whilst group work is facilitated
around a table or in a horseshoe layout).
Small-group rooms may be required but the rationale for their use must be
determined so that each rooms design is fit for purpose. It is important to consider
the following design points:
There should be a secure, visible entrance lobby and welcome area with
display of work.
A clear, simple circulation plan and class-base layouts with good sight lines
enabling all round supervision are essential, and eradicate areas where staff or
pupils could become isolated or attacked.
Clear discipline, delineation between activities, and focus on tasks will need
to be reflected in the design of the physical environment.
Lockable storage provision should be made for resources and pupils work.
Separate boys and girls toilets should be provided, with no lobbies or reentrant corners, for good supervision.
2.3
2.3.1
a small-group room (1016 m2) for learning support or speech therapy. This
should be a quiet room and may have some acoustic treatment.
a small=group room (16 m2) for discussions and role play, with sound
insulation and positioned at some distance form the quiet small-group room
Impact on design
Children who have communication difficulties will benefit from different teaching and
support techniques and equipment. Various systems of signs and symbols can be
used to help them access the curriculum, as well as visual or tactile materials.
Generally, pupils with SLCN will require careful positioning in the class base, with
adequate workspace for any learning aids and specialist ICT, and allowing for a good
seating posture and a clear view of the teacher and the whiteboard.
Pupils attending both mainstream and special schools may receive learning and
behaviour support from teaching staff or specialists working on a one-to-one basis,
either in the class base or in a small-group room nearby.
Overall, therefore, it is important to design a communication-friendly environment
with appropriate clear signage and an easily understood layout to assist pupils in
finding their way around the school.
Pupils with ASD cover the full range of ability and the severity of their impairment
varies widely; ranging from those with Aspergers Syndrome (who share the same
triad of impairments but have higher intellectual abilities and different language
development) through to those with more severe autistic spectrum disorder as well
as other learning disabilities or difficulties.
Some pupils may have restricted, obsessional interests or enjoy repetitive activities,
or may manifest behaviour that challenges. A number may be hyperactive, whilst
others may be quiet or withdrawn.
Some pupils may require a low level of sensory stimulus or distraction, and need a
quiet, calm and ordered learning environment.
Pupils may be supported in a mainstream school within the class base where there
are individual low-distraction workstations.
a small-group room (10 m2) for learning support, calming, respite or one-toone work
a small-group room (16 m2) for discussions or role play and in which a small
group can be taught
Where a suite of different learning spaces is provided, these can also be grouped
around a social space.
The size of specialist subject bases will vary according to pupil groups, from 3085
m2.
Alternatively, pupils who do attend a mainstream school can benefit from spending
some time in a special school for specialist learning support.
Special schools
Pupils with more severe ASD and learning difficulties may attend a special school,
where they are included in generic class bases or taught in separate pupil groups
catering specifically for ASD. Inclusion in other school activities alongside age-related
peers is considered good practice, and contact with the wider community is
beneficial, wherever possible.
There are some pupils whose behaviour is extremely challenging and, in some
instances, they may require an additional space where specialist calming, behaviour
support, management or training can be undertaken. In other cases, a high level of
adult support may be required for small groups in a separate specialist resource base
where learning spaces are grouped around their own dedicated social area.
Impact on design
The following design points should be considered:
The building should have a simple layout which reflects order, calm, clarity
and has good signage and wayfinding.
The provision of pleasant, well proportioned space, with plain bare walls
decorated in muted soft colours will allow teachers to introduce stimulus (such as
wall displays of work or information) gradually to suit pupils needs.
Use of indirect lighting and the avoidance of noise or other distractions (blind
cords, exposed pipes or dominant views out) need to be considered.
Robust materials should be used where there are pupils with severe
disabilities, and safety precautions for doors, windows, glass, plaster, and piped
or wired services will be required.
There is a need to balance security and independence and to find the right
mix between tough materials and special equipment on the one hand and
ordinary, everyday items on the other, in order to avoid an institutional
appearance whilst at the same time eliminating risks.
Simple or reduced detailing and changes of plane may reduce the opportunity
for obsessiveness.
The range of teaching methods for pupils who have ASD includes: TEACCH (Treatment and
Education of Autistic and Communication-handicapped Children); PECS (Picture Exchange
Communication System); ABA (Applied Behavioural Analysis); the Higashi method
(developed in Japan and at the Higashi School in Boston, and based on daily-life therapy and
organised physical exercise); and the SPELL framework developed by the National Autistic
Society.
2.4
2.4.1
Pupils with a hearing impairment range from those with a mild hearing loss to those
who are profoundly deaf, and cover the whole ability range. For educational
purposes, pupils are regarded as having hearing impairment if they require hearing
aids, adaptations to their environment and/or particular teaching strategies in order to
access the concepts and language of the curriculum.
Approximately 40% of pupils with a hearing impairment also have an additional
disability or learning difficulty.3
There are two main types of hearing loss: conductive and sensori-neural hearing
loss. A mixed hearing loss is a combination of both conductive and sensori-neural
hearing loss. Hearing loss is measured on a decibel scale and four categories are
commonly used to describe the level of hearing loss: mild, moderate, severe and
profound.
Hearing-impaired children may learn to communicate through sign or spoken
language, or a combination of both. There are three main communication
approaches: auditory-oral approaches, sign bilingualism and Total Communication.
Different communication approaches may involve a combination of sign languages
such as British Sign Language, systems involving signs and symbols, finger spelling,
lip reading and maximisation of the use of residual hearing through hearing aids,
cochlear implants and other technology.
Provision to support the use of hearing aids, radio aids (personal FM systems),
sound-field systems and other assistive technology is a high priority. It is important
that consideration is given to ensure that all such items of equipment in use in the
school, or likely to be used by hearing-impaired pupils in the future, will be
compatible and function correctly for all pupils (see Appendix 000).
HI is a low-incidence special educational need. As a result, most pupils with HI are
included in mainstream schools, where they will need specialist facilities or a
resourced provision in order to meet their needs. It is good practice for pupils who
have HI in mainstream to be in a group, for example in an additionally resourced
provision for 1012 pupils, so as to avoid them becoming isolated. A minority of
pupils may attend a special school for HI in order to meet their particular needs.
Therapy support will be obtained from a hearing-impairment specialist and speech
and language therapist. It is good practice that pupils are consulted about their
preferences.[may need clarification the previous sentence does not contain an or.
AC]
In class, hearing-impaired pupils may receive communication support from a
teaching assistant, learning-support assistant, communication-support worker or
teacher of the deaf. It will be important to ensure that there is room for the support
worker to sit or stand near the child, so that the child can see both the teacher and
Fortnum et al, Health-service Implication of Changes in Aetiology and Referral
Patterns of Hearing-impaired Children in the Trent Region (MRC Institute of
Hearing Research, 1996).
3
the support worker. In mainstream class, pupils may find it helpful to sit near the front
of the class.
A small-group room may be required to which some pupils may withdraw periodically
for learning, language development and behaviour support.
Pupils with HI may develop more sensory awareness to visual and tactile cues, and
may use more of their peripheral vision. They use visual materials as learning aids,
along with ICT to facilitate access to the curriculum. Sufficient workspace should be
allowed for the use of video and television. Video materials should be available with
subtitles or sign language where appropriate.
a small-group room (1016 m2) can be used as a quiet space for support
work with a hearing-impairment specialist and can be dual-used by a speech
therapist
a room for preparation and storage of curriculum materials and technical
support for hearing aids and radio aids (610 m2)
Resourced provision
This may include one or two class bases in a mainstream school, for timetabled
learning support for 1012 pupils. Typically, it may comprise:
class bases (5565 m2) for learning support with whiteboard or CCTV and
seating in a horseshoe layout to aid language and communication development.
(4554 m2 refurbished class base in existing school for smaller groups of 68
pupils)
a small-group room (10 m2) for hearing impairment support or speech therapy
a quiet room (10 m2), which can be used for calming and respite or behaviour
support, especially if pupils have behaviour that challenges
Special schools
These are available for a minority of pupils who cannot have their needs met
elsewhere. These schools may cater for a wider ability range. They may act as
outreach resources for the local community. Specialist facilities for an audiology
department may be included (see Appendix 000 for details).
Impact on design
The following should be considered:
The provision of clear signage and routes along with visual signal alarms, to
enable orientation and mobility, makes a significant impact. The design of the
school environment should support this.
The main hall should have acoustic treatment and an amplification or soundfield system where appropriate.
Room layouts should prevent teachers having to stand with their backs to the
window.
2.4.2
RNIB, 2003.
total number of pupils who have VI in Britain)5 attend special schools specifically
designated for pupils who have visual impairment.
Visual impairment refers to a range of difficulties from minor impairments of sight
through to blindness. Its effects may include total sight loss, loss of acuity, limitations
of visual field or disturbance of colour vision. These effects may be exacerbated by
environmental conditions, or they may be general. Visual impairment may be of
ocular origin, it may be as a result of difficulties in visual processing or it may be the
result of a combination of causes.
Pupils who have visual impairment cover the whole ability range. For educational
purposes, a pupil is considered to be visually impaired if they require adaptations to
their environment, specific differentiation of learning materials or special equipment in
order to access the curriculum. This section is also relevant for those pupils who
have visual impairment and additional disabilities.
Resourced provision
This may include one or two class bases in a mainstream school, for timetabled
learning support for 1012 pupils. Typically, there may be:
two class bases (5565 m2) for learning support including mobility training (or
3654 m2 for refurbished rooms with smaller pupil groups)
a small-group room (10 m2) for learning support
a small-group room (16 m2) for group teaching and discussions or role play
a technicians room (1620 m2)
storage for resources (610 m2)
a sensory dark room (1224 m2) for light-tracking and training for coordination
skills which may enable use of ICT
RNIB, 2003.
Most pupils who have a visual impairment will be encouraged to use whatever is
available of their residual sight and to develop their other senses (hearing, touch,
taste, smell and kinaesthetic awareness) to promote their abilities for communication,
learning, mobility and independence. The spoken word, auditory cues, tactile and
hand-on-hand approaches are all beneficial as learning approaches.
Some pupils who have visual impairment develop heightened sensory awareness to
auditory and tactile environmental cues. They can detect changes in the resonance
of spaces due to their different materials, changes in floor finishes, tactile symbols
and other stimuli or aromas. All of these facilitate orientation and mobility. The design
of the school environment should support this.
It is essential that advice is obtained from a VI specialist and a mobility officer so that
pupils needs can be met in both the class base and the general environment of the
school. It is good practice, wherever practicable, for pupils to be consulted about their
learning preferences.
Partially sighted pupils need a range of learning methods; these will necessitate
differentiated materials and space for additional learning aids and large items of
equipment. For example, enlarged print materials and equipment for reproducing it,
sloping desktops and bookstands to enable close viewing and facilities to allow the
use of on-task lighting (without trailing leads) may be required. A range of low-vision
aids may be needed, including low-tech ones such as magnifiers and high-tech aids
such as CCTV viewers and other ICT for text magnification, speech or sound output.
Pupils may need to be positioned favourably to see the teacher and learning
materials. This need will vary depending on the nature of individuals special needs
and specific learning activities so design should allow for flexible use of space.
Pupils who are blind may require a range of tactile methods of learning and will need
to make optimal use of hearing. Therefore, sufficient space and good room acoustics
are needed throughout the school. Access to learning for pupils who are blind may
include a range of approaches, for example exploration of real objects and threedimensional learning aids, the use of raised diagrams and tactile graphics such as
Moon or Braille, the use of vibro-tactile feedback equipment such as resonance
boards or sound boxes, and the one-to-one support of a pupil in learning activities by
an adult.
The use of these approaches requires sufficient space. In addition, classrooms may
need space to accommodate equipment to produce tactile graphics for pupils who
use Moon or Braille, or ICT equipment for auditory access. The successful social
inclusion of pupils who are blind will have implications for school design, especially in
relation to accessibility to recreational and play areas. Providing visual contrast,
tactile trails, or cues (such as giving paths definition) assists with wayfinding, and
enables participation and social integration.
A large store room with shelving will be needed for curricular resources and threedimensional learning aids. Large print or Braille books take up considerable shelf
space (one A4 book may take up 1.8 m of a shelf as a large-print or Braille book).
Many special schools make use of multi-sensory stimulation rooms. These are
sometimes known as white rooms or dark rooms. Their uses vary and may include
visual and auditory stimulation using equipment designed or modified for the
purpose. Aspects of assessment of functional vision are sometimes carried out in
use of coloured stripes, tactile cues, signs and symbols, and tactile maps in
reception (it should be borne in mind that these may need to be of a temporary
nature and need to change during the life of the school)
different sounders for lesson changes and alarms for emergency escape
manifestations ( i.e. visual markers) on large glazed areas
speech/voice announcements in lifts
colour contrast which provides sufficient tonal contrast, for identifying
changes between wall and floor surfaces, changes in level, stairs and lifts, and
doors and door furniture
Providing visual tonal contrast of objects, materials and surfaces finishes is important
for all situations. High chroma bright-colour contrast may be appropriate for situations
where pupils have severe visual impairment. Avoidance of excessive stimulation with
strong colours will assist where there are conflicting needs (e.g. pupils with epilepsy,
autism, or hearing impairment).
Provision of good-quality low-glare natural and artificial lighting, and effective means
of controlling the levels of lighting using blinds and adjustable or dimmable controls
should be made. It is also essential to:
make provision for safe cabling routes for task lighting to allow for their use
without trailing electrical leads
allow cable management to furniture
avoid or give clear indication of the presence of hot surfaces and have
controls for hot-water temperatures
To limit the effect of background noise, heating systems should be silent and
solutions to ventilation which are silent should be sought.
Ref.: Educational Provision for Blind and Partially Sighted Children in Britain in 2002 (RNIB,
2003).
2.4.3
Pupils who have multi-sensory impairment have a combination of visual and hearing
difficulties. They are sometimes referred to as deaf-blind, but may have some
residual sight and/or hearing. Many also have additional disabilities, but their
complex needs often mean that it may be difficult to determine their intellectual
abilities. The impact of such dual-sensory impairment affects:
As a result, pupils may have greater difficulty in communicating and accessing the
curriculum and the physical environment than those with either visual impairment or
hearing impairment. The combination of complex needs results in a unique pattern of
learning difficulties.
Pupils will need a high level of support provided both by school-based staff and a
range of visiting professionals. Their developmental programmes should reflect a
multi-disciplinary approach, including contributions from an appropriately skilled
occupational therapist, physiotherapist, speech and language therapist, educational
psychologist, teacher of pupils who have hearing impairment or educational
audiologist and mobility officer, coordinated by a teacher of pupils who have MSI.
Facilities should therefore be designed which promote this multi-disciplinary practice.
A few pupils may use Braille or Moon but most pupils require individually adapted
and augmented forms of communication, making use of real objects associated with
activities, and visual or tactile identifiers or symbols.
Many pupils who have MSI need space for supportive seating, standing or lying
equipment, ICT equipment to support access to learning and to receive the one-toone support of an adult to provide access to activities and to support inclusion.
In addition to access to a broad and balanced curriculum, pupils who have MSI will
need facilities for:
multi-sensory stimulation
hygiene and personal care
therapy support (this may include hydrotherapy)
assessment of functional vision and hearing
appropriate technology and acoustic considerations to support hearing needs
2.4.4
There is a wide range of physical disabilities and pupils cover the whole ability range.
Some are able to access the curriculum without any additional educational provision:
they have a disability but do not have a special educational need. For others the
impact on their education may be severe. In the same way, a medical diagnosis does
not necessarily mean that a pupil has SEN. It depends on the impact the condition
has on their educational needs.
There are a number of medical conditions associated with physical disability which
may impact on mobility. These include cerebral palsy, spina bifida, hydrocephalus
and muscular dystrophy. Some pupils are mobile but have significant fine-motor
difficulties which require support.
Pupils with physical disabilities may also have sensory impairments, neurological
problems and learning difficulties. Others may need augmentative or alternative
communication aids.
Resourced provision
This may include one or two class bases in a mainstream school, for timetabled
learning support for 1012 pupils, and ancillary accommodation which may comprise:
Special schools
Provision will be as for pupils who have a range of SLD/PMLD needs, with
requirements including mobility training, access to the curriculum and independenceskills development.
Provision of portable or overhead hoists, and mobility-equipment storage may be
essential.
Access to physiotherapy and hydrotherapy may be requirements.
Wheelchair tracking, if required, can be provided in the floor, but this needs to be
decided early on in briefing.
Impact on design
The following should be considered:
Adequate space and a suitable shape of class base must be provided for
pupils who may have three pieces of equipment an outdoor wheelchair, an
indoor or classroom chair and a standing frame.
Those who need support with mobility or scribing may require space for an
assistant.
Access audits may be required to ensure that designs are fit for purpose.
the varying need for independent access for those with physical disability,
depending on the gross and fine body-motor skills (for example, whether there is
upper body mobility) and therefore for assistance
health and safety for both pupils and support workers with regard to the
manual handling, transferring or moving of pupils by support workers, in a way
that allows for dignity and respect to be maintained
the space required for the appropriate use of either portable and/or overhead
hoists and tracking, how extensive should this may be, what impact will it have on
users and on other services
lifts, which should cater for the number of pupils to be moved, the largest
chair/frame plus assistant, the likely maximum simultaneous traffic. The need for
fire-hardened lifts for emergency use
3.1
3.1.1 Policy
This section sets out the context for how LEAs and schools plan provision for pupils
SEN and disabilities at regional and local levels. Designers need to have good
background knowledge of both the strategic and local context and how provision for
SEN is made. This knowledge will inform specific provision for SEN and disabilities
and its brief.
As a matter of principle, LEAs must plan strategically to meet local SEN needs, for
both current and foreseeable future situations. LEAs and schools have to plan to
increase accessibility to schools for disabled pupils, by increasing access to
information, the curriculum and the physical environment. This is to ensure that
pupils with disabilities are not substantially disadvantaged. LEAs should have
accessibility strategies and school governors should have accessibility plans in
place.6
The 1997 Green Paper, Excellence for All Children: Meeting Special Educational
Needs, highlighted the need to improve the consistency of services and provision
throughout the country. Thereafter, 11 SEN Regional Partnerships were set up in
England, which aim to achieve minimum standards and encourage collaborative
working between LEAs for coordinated provision in each area, especially in crossborder situations. Since 1998, responsibility for special school re-organisation has
been devolved to local authorities, and approval has been given by the local Schools
Organisation Committees.
Removing Barriers to Achievement (2004) sets out the Governments vision for giving
children with SEN and disabilities the opportunity to succeed, and puts forward
planned improvements at both national and local level.
Generally, over 50% of pupils with statements for SEN attend mainstream schools
alongside their peers. The most common needs of pupils are SpLD, SLCN, BESD,
MLD, of which MLD is the largest group, but too often their needs may be
overlooked. The number of pupils with ASD and BESD is increasing. Overcoming
speech, language and communication difficulties is also crucial to enabling children
to access the whole curriculum.
Data from the Pupil-level Annual Census (PLASC) for 2003 shows that:
1.1% of pupils are in special schools (but this varies across LEAs from 0.1% 4.5%)
Provided for in the Education Act 1996, as amended, and the DDA 1995 as amended by
SENDA 2001. See also Accessible Schools Guidance Note (DfES 2002), Special Educational
Needs Code of Practice (DfES, 2001). For more information, see Appendix A and
References.
35% of children in special schools are eligible for free school meals
Local authorities have an important strategic role to play in planning the spectrum of
provision needed to meet childrens needs within their area, and they should take
account of the following considerations:
Children with less significant needs including those with moderate learning
difficulties and less severe behaviour, emotional and social needs should be
able to have their needs met in a mainstream environment.
A small number of pupils with severe and complex needs will continue to
require special provision.
(DfES, 2004)
3.1.2
Liaison and joint working between different local-authority and LEA departments and
other agencies will be required to support the process of providing joined-up fullservices provision for children and young people.
Nevertheless, local authorities have an important strategic role to play in planning the
spectrum of provision needed to meet childrens and young peoples needs within
their area. It is essential that the LEAs strategy ensures different types of provision
for pupils with SEN and disabilities at each phase of education and across all
settings. Various factors will influence the planning process, to a greater or lesser
degree, some of which are listed below.
Strategic factors
Local planning factors:
Buildings-provision factors:
Developing provision to meet local needs can result in quite different arrangements
being made in each part of the country, so no one simple design template will fit all
circumstances. Examples of typical patterns are set out below:
A high proportion of pupils with SpLD, SCLN or MLD can have their needs
met in mainstream schools. As such, plans must be made for dispersed
facilities and support services provided by a sufficient number of readily
available and qualified staff with an appropriate level of resources.
Ideally, synergy and symbiosis will be reflected in the ongoing integrated planning of
all specialist services for children, including through the LEAs education planning, its
Accessibility Strategy and through School Accessibility Plans.
3.2
The different types of provision for pupil placements are listed below and further
information is available in Appendix E.
LEA-maintained schools can be:
local community mainstream schools, which may or may not have specialist
facilities or additionally resourced provision
local community special schools, which may be phased provision or all-age,
co-located or stand-alone
residential special schools
3.2.1
Many pupils who have SEN and disabilities can be included alongside their peers in
mainstream class bases, with additional support which may include any or all of the
following:
learning and behaviour support with teaching assistants and other specialists
medical and social-care support for pupils health and well-being, managed by
appropriate responsible staff
the number, age and type of pupils, and the range of their needs that can be
safely and appropriately accommodated in the size of class base
the equipment and resources needed
the number of staff
Reference can also be made to Building for Sure Start (DfES, 2004) and, for settings that
provide childcare, the National Standards for Under-eights Day Care and Childminding.
smaller scale furniture and fittings, toys, play equipment, furnishings, curtains
and cushions, bearing in mind the childrens needs
views out at low level for children who spend a lot of time near to or on the
floor
adjacent kitchen areas (gated off as necessary), toilet and staff facilities
the appropriate scale and volume of spaces for early years, remembering that
scaling down rooms could make them constricting and inflexible. For some
children a large space can be confusing, whilst for others it gives a sense of
freedom
sufficient area in the class base for assistants and therapists to work
a sensory room
a medical room with safe storage for drugs, tubes for feeding, oxygen packs,
medical goods and provision for the disposal of clinical waste
toilet and changing areas with small-scale fittings and cubicles at a lower
height, to allow for both privacy and passive supervision. Space both sides of
toilets and showers with hoist provided for manual handling by carers, if
required
a medical/therapy office
a parents room
Primary
Children with SEN and disabilities are usually integrated into local community
mainstream or special-school settings.
Children are grouped into classes and are taught most if not all subjects by their
class teacher. As well as the daily literacy hour and numeracy lesson, there will be
general teaching of specialist subjects such as history and geography as well as
imaginative and constructive play and practical activities undertaken through art,
science, music, food technology and design and technology. Sometimes, these
activities have specialist spaces. Group activities such as drama and movement and
Physical education may take place in the hall, dining area, or a large-group room or
drama studio.
Other accommodation is required for:
a range of activities taking place at the same time, some of which will need
large pieces of equipment
provision of water and space for practical technology work, as well as art,
views out at low level for small children nearer the floor
the appropriate scale and ambience for the age of the children
shaded outdoor space directly off the class base for outdoor learning and
recreation
When designing for children with SEN and disabilities in teaching spaces,
consideration should be made for:
space for large play equipment, mobility equipment, learning aids and
resources on trolleys, with suitable storage
a case-conference/meeting room
toilet and changing areas with small-scale fittings, cubicles at a lower height
for privacy and passive supervision, space for carers, and the provision of
hoists, as required
sensory rooms
a soft-play room
therapy rooms
Secondary
Typical accommodation needs at this phase are outlined below. Some teaching
spaces are used as both general teaching and learning spaces and specialist subject
spaces, for example for history and geography. Specialist subject lessons are taught
by specialist teachers in a specialist spaces. This allows for the collection of
specialist resources and the establishment of a subject ethos through display.
Teaching and learning spaces are usually arranged in subject departments with
storage, staff offices, computer hubs, resource rooms and small-group rooms.
Specialist practical spaces occupy designated accommodation for science, food
technology and design and technology, with appropriate storage, preparation rooms
and staff facilities. For health and safety reasons such spaces are not used for tutor
groups. These areas can allow facilities for the vocational curriculum to be
developed.
The library and resources area is provided for use by the whole school. ICT
workstations will be provided in the class base and/or within an ICT suite. Physical
education, sport, gym, dance, music and drama can be undertaken in the assembly
hall which is also used for examinations and performances in small schools.
Pupils need to have their own class bases, which may also be used as general
teaching spaces, to register and for pastoral or tutor-group work periods. They also
need a place to store personal belongings and learning materials and a place to give
a sense of ownership, belonging and stability.
When designing for children with SEN and disabilities there should be:
an adequate area at the front of the class base for access to the teacher and
whiteboard, and for access and egress
clear visibility of the whiteboard without glare (low-glare lighting and provision
of blinds or curtains)
sufficient circulation area for pupils who use wheelchairs, and room for them
to access the curriculum within the space
sufficient area in the class base for teaching assistants and therapists to work
alongside pupils
sufficient workspace for use of learning aids, specialist computers and links
for radio aids
storage for learning aids and other mobility, technical and educational
equipment
space for suitable robust ergonomic furniture for a range of pupil ages and
sizes and types of need
support spaces for independent access and assisted toilets and hygienic care
suites
a SENCO office
a medical/therapy room
a case-conference/meeting room
specialist facilities
resourced provision
Post-16 level
Where pupils are able to learn alongside their peers in local community schools, they
will work towards obtaining nationally recognised, externally accredited qualifications.
A student may attend mainstream school as well as another accessible education
setting, such as a local further-education (FE) college or sixth-form college. These
will have their own resourced provision, funded by the Learning and Skills Council
(LSC). Some special schools have their own tertiary section or are co-located with a
mainstream school or FE College.
Whichever educational setting applies, ample specialist accommodation is required
to enable relevant courses to be taught, although some learning may still take place
in the main school. The accommodation provided should be significantly different and
separate from the rest of the school, in order to reflect the approaching adult status of
the young people and their contemporary culture.
There should also be a student common room with spaces for working in a more
independent way and in a relaxed social setting. Here, separate activities can be
carried out at the same time by different groups, students achievements can be
displayed, and students can make their own drinks or food.
In addition to the considerations listed for secondary schools in the previous section,
the design of the learning environment for post-16 students should be ageappropriate, demonstrate respect for individuals and their dignity, enable participation
and inclusion in student life and give access to inclusive opportunities in the wider
community.
3.2.2
In mainstream schools, some spaces are allocated to support pupils with additional
needs or SEN. Additional specialist facilities can also be provided for learning and
behaviour support. These facilities may comprise a combination of spaces (for more
details on supplementary net area, see BB98). Such facilities may be located in a
central part of the school or in dispersed locations around the school.
Where particular needs have been identified or there is a high number of pupils who
are identified as school action plus or who have statements of SEN, additional
specialist accommodation should be provided to support pupils needs.
Typically, in addition to the SEN resource base, a one- or two-form entry (1FE or
2FE) primary school may need a small-group room for shared use by each year
group and a 3FE or 4FE primary school may need 2 small group rooms per year
group.
area m2
7
12
710
Source: Draft BB99: Briefing Framework for Primary School Projects (2004)
Secondary
area m2
20
16
8
12
18
Area m2
2554
2530
1530
1020
810
58
610
1220
1030
1015
1620
70150
58
This bulletin recommends that in addition to the accommodation identified above, the
spaces shown in Table 5 should be provided, as appropriate, to meet the needs of
pupils with SEN in mainstream schools.
Area m2
4
610
610
1620
10
12
1820
10 -12
16
2030
4560
5565
4554
10
16
5065
3.2.3
Special schools
In special schools the same range of subjects is taught as in mainstream schools, but
appropriate specially equipped practical spaces will be required, suited to age, phase
and special educational needs. Medical, therapy and support spaces will also be
needed. In addition, there must be a centre for outreach and training to support pupil
needs in mainstream schools, a parents room and multi-agency working spaces.
Extended-school activities and community use for the school are beneficial, so
facilities must lend themselves to such functions.
Where groups of pupils from mainstream schools attend the special school part-time,
planning to meet their needs must be considered early on, especially if more space is
required.
Where special schools are small, it may be possible to provide some of the specialist
accommodation off-site by using the facilities of a local secondary school or other
setting. This may be a suitable arrangement where the special school is co-located
on the same campus as a secondary school.
It is also extremely important to note that if an all-age school is built, due to local
needs, it should be able to provide age-appropriate environments.
The same requirements apply for:
The balance of the different schools pupil populations and their respective
needs should be planned and designed for carefully.
The special school provides facilities which the mainstream pupils can use to
encourage an inclusive whole-school approach.
All joint-use spaces and shared accessible facilities in the mainstream school
should provide good-quality accommodation of sufficient size, with accessible
workstations and adequate storage so that pupils with SEN and disabilities
can benefit from curriculum activities.
Planning should ensure that travel time and distance are reasonable, that
internal and external circulation routes are accessible, and that access,
egress and security arrangements are safe, avoiding conflict of routes
between different pupil groups, mini-buses and car parking.
There should be both planned and informal opportunities for social inclusion
whether through assemblies, tutor groups, dining, or outside school activities.
Further support facilities may be required for pupils with more complex needs
in mainstream settings.
Pupils from the special school may find the large numbers of mainstream pupils a
daunting experience, although such situations can be advantageous to help pupils
understand social and cultural diversity. Designs can assist inclusion by:
allowing space just inside a class base for pupils to orientate themselves
providing a range of outdoor spaces to meet different pupil needs, e.g. for
more sheltered, quieter or contained spaces
Buildings should provide progression throughout the school with ageappropriate environments to suit pupil needs at every stage.
Accommodation for PE, music and drama may be shared between the
primary and secondary phases if it is considered that each group will have
sufficient timetabled access.
Options for joint or separate use of halls and dining spaces will also need
careful consideration in relation to age-appropriate environments and
curriculum delivery.
Residential schools
Pupils attend residential schools for many different reasons. They can be an
essential part of their educational programme, or assist families in resolving social
issues, or provide respite.
The design and provision of the school accommodation should comply with BB77
recommendations wherever possible.
Residential accommodation has separate standards and is often preferred in a
separate building or part of a building.
Opportunities for multi-purpose use or community use should have very careful
consideration in relation to health, safety and welfare of pupils.
Residential special schools are distinct from respite accommodation, other boarding
schools and childrens homes. They can be maintained, non-maintained or
independent schools (see Appendix B).
LEA and school-level planning for accessibility and inclusion to meet regional
and local needs under DDA and SENDA
the range and type of pupils special educational needs (whether needs are
identified that are generic, associated with particular groups or specific to
individuals)
the general provision which is fit for purpose and which meets a broad range
of need
how to provide for requirements which are additional to, or different from the
the typical learning and behaviour support required for different groups of
pupils
the suitable type, level and mode of curriculum delivery and the teaching and
learning resources likely for different groups of pupils
the ICT and access technologies which will be required to enable pupils to
access the curriculum
the ways in which flexibility and adaptability can be provided for the future
the means by which safe indoor and outdoor spaces are provided for
withdrawal, learning and behaviour support, social interaction and recreation
the outcome of health and safety risk assessments, which must provide for
safety and security for both pupils and staff
Community aspects
provision for outreach or training services and inclusive links to other local
schools, in terms of both inreach and outreach
the means for ensuring that a high standard of design, construction and
maintenance is achieved for all school buildings, their sites and surroundings
4.1
Project briefing
This part of the guidance acts as a briefing guide. It has been prepared for use by
designers and those involved in writing the brief or undertaking feasibility work on
projects where provision for pupils with SEN and disabilities is to be made.
To begin with, a whole-school approach sets out particular issues relevant to SEN.
Thereafter, an elemental approach to briefing has been adopted, which enables the
user to select those items which are relevant to meeting local needs and applicable
to their own circumstances. These elements and their subdivisions for spaces
comprise:
whole-school approach
arrival, departure and circulation
teaching and learning spaces
general teaching spaces
practical specialist spaces
large spaces
learning-resource areas
outside spaces
medical, therapy and multi-agency
dining and kitchen areas
staff areas including outreach
storage
pupil toilets and changing areas
4.1.1
The briefing process is described below. Initially, the LEA may outline its strategic
brief9 which describes the main requirements and the constraints of the project.
These can be developed into the project brief10 which defines the scope of the project
in detail; it is often produced by the project team for LEA approval. More details can
be found online at www.nbseducator.co.uk/briefs.
The project team
Education specialists, architects and engineering consultants are appointed, and
9
10
often contribute to the briefing process. It is fundamental that they have a good level
of understanding and preferably also appropriate relevant experience of designing for
SEN and disabilities. It is essential to ensure that every project has a brief which
defines its scope and characteristics, and from which the design will grow and be
realised.
Consultation
It is recommended that consultation takes place and that the outcomes be used to
inform the briefing and design processes. School staff will have valuable insights and
expertise regarding the effectiveness and quality of provision to be made and they
are therefore a good source of information.
Parents of children who attend or who will be attending the establishment can have
their views canvassed. Pupils who have SEN and disabilities can also be involved in
the design of the school, as appropriate.
There will also be other education, health and social-care professionals who may
need to be consulted. The LEA will identify such personnel as part of their multiagency joint-working procedures, as well as seeking advice from disability
organisations and access officers. Local needs, however, may affect the brief and so
must be taken into consideration.
During the life of the school building, differences in curriculum development, teaching
and learning methods, and in school management and school staff will occur
(especially because of the different approaches head teachers take to school
organisation).
Overall, the LEA is responsible for ensuring that all the necessary requirements can
be met. Therefore, they should inform designers of any immediate or short-term
changes.
Designers should also be cautioned about adopting a design approach which is too
personalised, or fixed, which might compromise new or different approaches in the
future. Ideally, there should be an overall long-term strategy within which change is
allowed to take place, so that flexibility and adaptability can be developed and agreed
by all parties.
Procedures and processes
Briefing is an iterative process, which involves the testing and re-testing of ideas.
Therefore, the brief should be set out in a way which enables its progress to be
reviewed at critical stages. It is recommended that a record be kept of the key
decisions made, so that an audit trail can be established for future reference. It is
also important for architects to understand the remit of their work.
Briefing involves setting out information, giving instructions and defining the essential
characteristics and requirements for the school buildings. It will be necessary to
describe both quantitative and qualitative attributes, which may be thought of as
comprising two aspects:
the aspirational brief, which describes the vision for the school in terms of its
ambience, sense of place and the potential for use of spaces, reflecting its
educational aims and values
the practical brief, which describes the physical needs of the school, its
4.2
Whole-school approach
Essentially, the briefing process provides a better understanding of the design issues
involved, and so enhances the design quality of the school and its surroundings. It is
recommended that a whole-school design approach be developed. Whatever the
setting, this ensures that a sustainable, holistic and inclusive programme for meeting
a wide range of needs is realised, as is a positive and enduring outcome.
4.2.1
Guiding principles
It may be useful to establish some guiding principles, which help to ensure the
schools ethos and educational vision are set out in the brief. For example,
being person/pupil-centred
having a holistic approach
providing access to learning
health, safety and welfare of pupils
assuring participation in school life
supporting multi-agency working
improving quality of life
meeting local needs
achieving flexibility and adaptability
These principles will impact on the design, so a design statement should be devised
to reflect them.
4.2.2
Good design will assist with transforming learning and working environments in
schools and will help to raise levels of attainment and achievement. It also supports
equality of access to learning, along with inclusion and involvement in school life.
Reference should be made as appropriate to the other parts of this bulletin:
Part 1 Key issues and design quality
Part 2 Special educational needs
Part 3 Strategic planning / summary checklist
Part 4 Teaching and learning spaces
Part 5 Specialist sections
Part 6 Project planning
4.2.3
Sustainability
It is vital that all school buildings and site developments are sustainable, in social,
economic and environmental terms. These factors are considered below:
Social sustainability
It is essential to provide school buildings and sites with good-quality learning and
working environments, which are attractive, safe, have an uplifting ambience and a
positive presence in the community. These principles are important for maintaining
the morale of pupils, parents and staff. Better facilities help attract and retain greater
a group of people who live, learn and work together, and as such it is a place
for teaching, learning and encouraging pupil attainment and achievement
a building and site where learning activities take place, and therefore school
buildings have to be designed to be fit for purpose
a focal point for all users, so its design and appearance should reflect its
position at the heart of the community
These environmental issues are explored more fully below and in Part 5.
4.2.4
Site development
Location
The school site should be in a convenient location. Good transport links and
proximity to other local school and community facilities, which pupils can visit as part
of their learning, job and training opportunities in the community are vital.
An appropriate location can support social inclusion and local-community
involvement.
Site planning
Strategic planning will be needed to develop a long-term view of school buildings and
their sites in relation to current and future needs, as well as the impact of their
development on the local community in relation to land use, employment, transport,
and community development.
It is recommended that accommodation be planned to be adaptable and flexible, so
that the school is able to cope with changing needs as they arise, and so avoid
inefficient and poor-quality piecemeal development.
The development will also be subject to various educational strategic planning laws
and sets of guidance, which it is essential to investigate thoroughly. Strategic issues
and related factors for site development are listed below.
Size
The size of a special school can have a significant impact on what is or is not
achievable. For that reason, the special-school site should be large enough in area
for:
vehicular access, including car parking and access for buses and a safe drop
off zone for pupils arrival and departure
sufficient area for school buildings, with social and outdoor spaces for
delivering the full curriculum
space for ease of maintenance, support and provision for emergency services
allowance for future expansion or infill over a 2540 year period according to
the premises development plan
allowing respect to other surrounding land uses
encouraging community access
Shape
The shape of the school and its integral spaces are equally important. Hence, the
school should have a suitable practical shape in relation to its function. Whilst it is
recommended that the site should be relatively level, the designer should be aware
of issues, such as steeply sloping, restricted or difficult sites, and offer the optimum
solutions for overcoming problems with approach and levels or travel in the early
design stages so as to avoid difficulties later. Sometimes changes in level can be
exploited positively for split-level two-storey special schools, which offer external
access to ground at both levels.
Site planning and accessibility
Accessibility is a major consideration in the choice of site and the design of external
works. All areas of any school should, as far as possible, be equally accessible to
everyone.
Good physical planning from the site boundary, regarding the approach to the
entrance and use of the whole school site, is essential. A clear, simple and easily
understood layout for all users of the school and its site must be established from the
outset. This should include site design for safe access and egress, accessibility and
inclusion, well organised circulation routes, signage and wayfinding for all users.
Relationship between buildings and site
The sites location, size and shape will all have an impact on indoor and outdoor
relationships. There should be a suitable practical arrangement of different external
spaces for a range of activities (such as outdoor curriculum use, sports, play,
socialising and recreation), and the design of this arrangement should relate to the
site, its location, levels, access and orientation. An attractive external environment
should be created, with appropriate landscaping that fits into its surroundings, is safe
and secure, and enhances environmental and ecological value.
Zoning
Site layout and the planning of school building accommodation should be carefully
considered. The organisation of spaces should be designed to allow for compatible
use of the building and site for different purposes and by different users. At the same
time, maintaining the appropriate interrelationships of spaces for the school is
essential to facilitate efficient teaching and learning.
When providing for SEN and disabilities, due regard should therefore be given to the
following:
school image and the presentation of its relationship to the community and its
surroundings
school as an easily identifiable attractive feature with accessible approach,
welcoming entrance and sheltered waiting areas
the environmental and architectural relationship to existing buildings, site and
local context in terms of scale, form and materials
improve the design of all buildings and their sites for everyone
support inclusivity and cultural diversity
emphasise the role of the school building as a learning tool and sensory
experience
create a multi-sensory environment which can have a positive and creative
influence on the learning experience
enhance experience and enjoyment of life for everyone at school
To assist in devising the brief and putting principles into practice, an elemental
approach to design is recommended. This is reflected in the following sections.
4.3
4.3.1
External circulation
Safety
It is essential to ensure safe external access and circulation for pedestrians of all
ages in relation to the overall volume of vehicular use. Therefore, a clear strategy is
essential to minimise the risk of accidents and should cover:
site capacity, allowing for sufficient space for the planned number of vehicles
arriving and departing simultaneously in the morning and afternoon, in
variable circumstances
safe separation of pedestrians, wheelchair users and vehicles
giving pedestrians precedence over vehicles within the school site
pupils who are less mobile, less aware of risk and danger, or who are
wheelchair-users with independent or assisted access
safe arrangements for pupils being transported by bus or arriving on foot or
by bicycle, wheelchair or buggy
avoidance of projections and obstructions which could cause a hazard
clear identification of hazards for the visually and hearing-impaired where
these are unavoidable, such as vehicles
Vehicular circulation
Safe circulation, provision for parking, appropriate pedestrian/vehicular segregation
and associated activities for all users should be considered early on in the design.
Transport provision where assistance is required should be established at the outset,
because this will have a significant impact on the site layout. The main points to
consider are:
the provision of adequate and safe car parking for staff and visitors, including
designated larger parking spaces for those with disabilities, with guidance from
the Planning Authority about the acceptable numbers of car spaces and the
production of a Green Travel Plan
that transport provision will need to be made for assisted pupil arrival and dropoff by coach, bus, mini-bus, taxi and car. There should be sufficient safe space
for disembarking to the pavement directly outside and on the same side as the
appropriate entrance. Vehicles should also be able to arrive, draw-up and wait
in turn
vehicle circulation and flow for set-down and drop-off, avoiding congestion by
using one-way, inout, or roundabout traffic-flow systems as appropriate
the use of clearly marked crossings and speed-reducing measures for vehicles,
in consultation with the local highways department and as appropriate for
accessibility
provision for access by bicycle and alternative forms of travel or transport, and
bicycle storage
access for fire engines, and the application of the fire-fighting strategy for the
whole site, including access to water supplies with the required pressure
access for emergency services, such as ambulances, allowing for ease of
movement to appropriate areas of the school buildings and sites, such as first
aid, medical-inspection or sports areas
access for large vehicles for collection of waste and refuse and transport to safe
storage areas, or for infection and vermin control, should be arranged with the
local authoritys environmental-health and refuse-removal departments
access for large vehicles for unloading bulk supplies, especially for kitchen and
maintenance functions, with safe, approved approach, entry, parking and
turning areas. These should, as far as possible, be positioned away from the
main entrance so as to ensure safety and avoid negative impact
The impact of the providing for the functional aspects of transport and external
circulation should be carefully integrated with the design of soft and hard landscaping
to give the school an attractive welcoming appearance. Appropriate planting can
soften some of the harder aspects of roads, footpaths, fencing, car parking and street
lighting so that, for example, the hard landscape for car parking does not dominate
over the school site and arrival/departure routes are attractive.
Arrival and departure
The beginning and end of the day, when all pupils are arriving or leaving school, can
be stressful for both pupils and staff. Creating an appropriate place with sufficient
space for the required number of people to gather and wait can help to settle or calm
pupils and can assist with this process, allowing for the safe grouping and
appropriate dispersal of pupils. Some points to consider are set out below:
Arrival and departure processes take time and resources which require
operational planning to guarantee pupils health and safety.
Where there is a possibility that children may try to run out of school it will be
necessary to provide appropriate safe and secure environments.
The transfer of pupils in wheelchairs with assistance from the rear or side of a
vehicle is a slow process and takes place in all weathers, so is best done
under cover.
Pupils with disabilities are encouraged to develop independent skills for
access, orientation and wayfinding as part of their education, as this enables
them to access the wider community.
Providing an over-protective environment can be a dull and unstimulating, so
it will be necessary to balance safety alongside allowing suitable challenges
to prepare pupils for the uncertainties of everyday living.
When designing for co-located schools it is necessary avoid conflict of pupil
routes, especially at peak times.
Pupils may access the school through the main entrance, or alternative separate
pupil entrances according to age and Key Stages. Access will depend on the
schools individual approach, its site, management and staffing arrangements.
Likewise, the handover of responsibility for pupils between transport escorts and the
school will vary. Whatever the individual school circumstances, the design of these
entrances should be, age-appropriate and give a sense of identity.
Older pupils may make their own way, with passive supervision, whereas younger
pupils need more supervision. For younger pupils there may need to be access
through gated or low-fenced areas, sheltered access and waiting areas and sufficient
space to receive parents with siblings, buggies and wheelchairs. An equipment store
near the early-years or reception entrance spaces may be needed.
Typically, these entrances may have accessible manually operated doors (with a
hold-open facility, if required) or automatically operated sliding doors. Security
controls and/or an accessible security and draught lobby with outer and inner doors
to suit may also be provided, but entrances should always be welcoming and
convenient to use.
Approach and entrances
There should be some form of covered or sheltered access to the entrance in order
to provide:
4.3.3
Internal circulation
There should be ramped and/or level access and main entrance doors with automatic
operation for ease of access.
wayfinding for both visitors and pupils, as appropriate. All circulation spaces should
be given detailed consideration during the briefing and design process.
Circulation spaces should be designed to support the effective functional
arrangement and management of the school for teaching and learning, and so as not
to cause interference or conflict. For example, a layout with one classroom opening
off another without a separate corridor will cause disruption of lessons and is not
acceptable. For this reason, spaces are usually divided into class bases or specialist
spaces for teaching and learning, and corridors or other separate spaces for
circulation.
If there are to be any open-plan teaching and learning spaces in or adjacent to
circulation spaces, these should be designed with great care and caution. This is
especially important for pupils with SEN and disabilities, many of whom are easily
distracted.
For pupils with SEN and disabilities, it is essential that the arrangement of circulation
space is both effective and efficient, because of the impact of travel time and its
potential for erosion of curriculum access.
The design of the school can influence social behaviour in a positive way.
The opportunity to design circulation spaces as social spaces which minimise
confusion, congestion and disruption should always be taken.
Layout and room relationships
The design approach can be assisted by generating a schematic diagram showing
the desired links between teaching and non-teaching spaces, and preferred room
relationships.
Relationships between rooms should be designed bearing in mind arrival and
departure, routes to class bases, access to specialist spaces, egress to and acess
from external areas and relationships to the entrance. From this diagram, it should be
possible to establish the important links between teaching and other spaces, and to
identify the priorities which determine their proximity.
Thinking through the whole school day is an important element of the design process
as this will highlight issues of day-to-day school life and management.
Function and size
Corridors will serve different functions and will vary according to type and frequency
of use, occupancy and volume of traffic. All designs should, as far as possible, allow
sufficient space for wheelchair accessibility for pupils, staff and visitors.
A hierarchy of circulation spaces exists, each with its own function and character.
Typically, these are the main entrance, major and minor corridors, other social
spaces, service corridors and maintenance access.
Generally, it is recommended that approximately 25% of the total internal floor area
will be given over to circulation. The circulation space for a school should be of
sufficient area to serve its purpose. The layout of the floor plan and width of corridors
will dictate the overall area given to circulation.
An assessment of the size of the corridors can be carried out in relation to the
occupancy of the school, and the following factors should be considered in each
location:
the number of pupils, along with their age and their type and range of SEN
the number of staff
volume of traffic at peak times
the different functions it serves
frequency of use
Circulation spaces should be sufficient and fit for their purpose in terms of size,
number and type. Such spaces should be of a suitable shape in relation to their
width, length and height, and care must be taken in their layout and detail.
Occupancy
In mainstream schools, there may be a large population (7002000) of able-bodied
pupils (2530 per class) in large groups, and possibly a small number of pupils who
may be independent wheelchair users with self-propelled or motorised wheelchairs or
mobility aids.
If there is a resourced provision or co-located school, there may be a percentage of
pupils who need assisted access and have support workers. For integrated or
inclusive or co-located mainstream-school situations, the organisation of the
circulation may be assisted by planning for noisier and busier, and quieter and less
occupied routes and spaces, in order to allow for the co-existence of different pupils
and their different behaviours.
In special schools, there will be a higher proportion of pupils who may use
independent self-propelled or motorised wheelchairs, or who may be assisted by
support workers, and so ease of movement and corridor widths are more critical.
Pupils will be learning how to move and manoeuvre equipment or use mobility aids.
Some may need a member of staff to walk beside them, such as a pupil who has
visual impairment supported by a sighted guide, or a pupil who has a physical
disability requiring assisted mobility. Some pupils may move along the floor or may
need the support of a handrail.
The movement and travel of pupils from their class base to other areas is a learning
process for many pupils who are developing independence skills, and some pupils
may need a high level of support and assistance in this setting. Other pupils may
need space to express themselves. For example, pupils who have hearing
impairment sign and gesticulate while walking. Other pupils may be more lively and
narrow corridors have a funnelling effect, causing congestion which can encourage
poor behaviour. Such factors should be considered in the design process.
Horizontal circulation
Circulation is usually considered in terms of its horizontal and vertical elements.
For horizontal circulation (i.e. circulation on a single level in the building), the
following points should be considered:
The shape of circulation spaces should vary in width along their length, to
allow for volume of traffic and confluence at the most important and frequently
used parts of the school. The width should increase so as to avoid
congestion, confusion and disruption, especially at arrival and departure
areas, and it is essential to avoid pinch-points.
Corridors should be of sufficient width, length and height, and of suitable
layout and shape to fulfil all of the varied functions which they serve.
The clear width for means of escape should be maintained at all times.
There should be good sight lines for passive supervision spaces, and reentrant areas should be avoided.
A simple logical and legible manner which relates to the movement patterns
dictated by the curriculum activities is essential.
Travel distance should be minimised: it can result in loss of curriculum time
and make supervision more difficult.
Opening up the corridors can create social spaces and incidental places for
respite or calming.
Very wide corridors can appear institutional or be confusing to some pupils,
as well as being inefficient to heat and maintain.
Seating should be provided at intervals in circulation spaces to allow users
who get tired to rest.
Light, airy spaces give a generous feeling of volume and are important for
creating an appropriate ambience for a school (if ceilings are too low it will
feel oppressive). High-pitched ceilings may allow natural light and ventilation.
Long, narrow, monotonous corridors tend to funnel pupils, encouraging
running and poor behaviour and are to be avoided, however, regulations
governing means of escape will also limit travel distances and dead ends.
Ensure accessibility by avoiding columns that cause an obstruction or hazard.
A services strategy that ensures that the positioning of radiators does not
obstruct the clear width required in corridors should be adopted.
Direct access to outdoors from the corridors should be ensured, taking into
account the range and type of SEN, the need for active and passive
supervision, safety, security and the means of escape.
Mobility equipment and aids are often stored in bays or stores sited off
circulation areas.
Pupils belongings should be stored in lockers located to avoid congestion in
corridors, as well as to be convenient for the classroom (fire prevention may
require fire-resistant materials to be used).
Displays of pupils work can enliven the reception area and other circulation
spaces, giving a sense of place and showing pupil achievements. However,
this must be well organised to avoid visual clutter and not pose a hazard or
fire risk.
2400mm preferred
2200mm
2000 mm
2200 mm
minimum
minimum
preferred including
for wall protection
at dado or corners
2700mm preferred
1800 mm minimum
1800 mm
1200 mm with
1800mm passing
bays at regular
intervals
2000mm preferred
minimum
Doors
The correct selection and specification of all doors in circulation spaces is critical.
The following points should be considered for the current and anticipated occupants
of schools in relation to the clear width of corridors and door openings in horizontal
circulation routes.
Doors should be easy to identify and user-friendly to operate, with good visibility
maintained on both sides of the door.
Designs should allow for full wheelchair accessibility, with space for approach and
operation of the doors, with at least one single door leaf to be wide enough to allow
access for wheelchair users and their assistants, if required.
Manoeuvring heavy doors and the use of door closers can often be problematic,
especially for those with disabilities and support workers. These are best avoided if at
all possible.
It is recommended that designers plan for the minimum number of doors and limit the
need for door closers on doors throughout the school but this must be supported with
the with the appropriate fire strategy.
It is best if fire doors are held open on electro-magnetic door releases connected to
the fire alarm system, as part of an agreed fire strategy, (i.e.only to close in the event
of a fire). This will assist greatly in enabling free movement and accessibility for
everyone, but especially for those with disabilities.
Doors should have an effective clear opening width to suit all relevant users
and must be easily operable, especially by those in wheelchairs, independently, or
with assistance by their support workers. This will depend upon the type of school,
its occupancy and anticipated visitor use, and public access.
Designers will need to be aware that it is very difficult for pupils in some self
propelled or electrically propelled wheelchairs to get through a clear opening width of
775 or 800mm, (requiring a door leaf of 800mm or 826mm wide with a self closer)
and damage to the door or frame occurs.
Generally, for use of wheelchairs, trolleys or frames, even for small children of early
years, a clear opening width of 900mm is needed. Therefore, the door leaf 926mm
wide will be required. For further information on spaces required for wheelchair users
and the space required for their movement refer to FF&E 5.1 - Equipment 5.1.5.
Designers will need to ascertain the current and anticipated school population and
likely public access and visitor/community use in relation to the LEA accessibility
strategy and school accessibility plan. The likelihood of people with physical
disabilities attending the school now and in the future will determine the need for a
larger requirement.
The specification of doors in mainstream schools, for instance, should provide so that
either all doors or a number of doors can be 926mm door leaf (or alternatively, a one
and a half door leaf with 800mmm clear width to the main leaf). These doors can,
then, be strategically located to larger teaching spaces for the range of curriculum
delivery from a suitable number and location teaching spaces.
Guidance
Door leaf
width
Sport England
advice for
1100 mm
1126
BB77
1000mm
sports wheelchairs
1026
where an assessment is
made for stated reasons that
this is required to meet
individual pupil needs
BB77
900 mm
suitable for most situations in
a broad range special school
for most types of
wheelchairs and mobility
equipment
Building Regulations
926
ADM after
May 2004
800 mm
826
ADM up to
May 2004
775mm
Under the
regulations
the door does
not require
altering if built
within last 10
years
(BB77 recommends
opening width increased
for accessibility for pupils
with physical disabilities
for access to physical
environment and
curriculum
800
under DDA ).
Vertical Circulation
Site levels and multi storey schools
Special schools and resource provision on more than one level will be a more
common building solution for where sites are small, split level and for reasons of
energy efficiency. Two-storey buildings can offer learning opportunities for pupils
moving around the building. They can work well provided that sufficient care is taken
to deal with the relevant issues for such arrangements. A school with many levels
will require extra effort from the designer to satisfy all requirements. Staff are also
encouraged to make site visits to familiarise themselves with any issues that may
affect the brief for their school design.
The following points should be considered:
the opportunity to use movement via stairs and lifts can be seen as a positive
learning experience in a multi storey school
it may be sensible to group class bases by age or key stage on different
levels e.g. specialist subjects, secondary, or post 16 on an upper level
good space planning to minimise travel distance and time
where there are stairs and lifts these must be planned with great care to avoid
congestion, conflict and unnecessary travel and waiting times.
a clear fire strategy is imperative from the outset and detailed discussion with
the fire authority should be held to give early confidence in the solutions
proposed
the correct siting of large evacuation lifts and accessible stairs provided with
refuges and safe emergency evacuation procedures agreed with the local fire
authority is essential
a split level site can be advantageous by giving access to an external ground
level from both the upper and lower floors
double height open spaces need careful design so that large changes in level
have the appropriate guardings and safety installations, especially in relation
to pupils who have special educational needs.
the outcome of health and safety risk assessments should be incorporated
into both the brief and the design.
These should be attractive, easy-to-use by everyone and enhance the school design.
It is essential that an assessment should be made for the current and anticipated
school population, levels of occupancy and pupils, staff or visitors needs.
A ramp with a 1 in 20 gradient is accessible for all self propelled wheelchair users
A ramp with a 1 in 15 or 1 in 12 gradient is accessible for a electrically propelled
wheelchair user
2 m going
1 in 14
4 m going
1 in 15
5 m going
1 in 16
9 m going
1 in 20
10 m going
3m going
1 in 16
6m going
1 in 20
10m going
* *Ref: DfES Constructional Standards for Schools override Part K ramps steps & handrails and
are subsumed into Part M of the Building Regulations.
Steps:
Location
Maximum
rise
Minimum going
External steps
150 mm
280 mm
Internal steps
170 mm
Refuges:
In multi-storey buildings refuges should be provided at all stairways, on each upper level,
and the width of the stairway should allow for wheelchair evacuation unless a special lift
for evacuating disabled people is provided. Refer also to BS5588 and Building Bulletin 7
Lifts
Provision of evacuation lifts is both desirable and necessary for multi-level schools.
An assessment should be made for the anticipated population, density and needs of
people with disabilities in the school.
An assessment should be made for the anticipated population, occupancy, frequency
of use including for peak times of use for the needs of pupils, staff and visitors with
disabilities.
Where there are a number of users with physical disabilities, lifts should have
sufficiently large lift car sizes. Significantly larger size lifts are essential for groups of
pupils in wheelchairs moving around alongside their peers. There should be a
sufficient number of lifts with wide doors, sufficiently large lift-car sizes, accessible
controls and speech announcements.
There should be sufficient number of lifts to allow for maintenance work or a policy to
deal with the eventuality of breakdowns.
Lifts which are used as a means of escape should be fire hardened and have a
separate electrical supply.
Lifts should be user friendly with accessible controls at the correct height. BS8300 or
with swipe card or key operated access, visual contrast, speech announcements.
Larger doors will be required with a 900-1100mm mm clear width.
Lifts should be designed to meet designed to meet current British Standards and
European Norm. Regulations (ADM & BS8300 & BS5588).
Table 10 sets on summary information on lifts.
Table 10 : Summary information on lifts
ADM:
Minimum
lift size to
all storeys
must be
evacuation
standard
1100 x 1400 mm
900 mm wide
door
BS8300
1400 x 2000 mm
1100mmm wide
door suitable for
suitable for
primary school
secondary school
wheelchair
* Refer to ADM and BS8300 for accessible controls and tactile signs
and symbols
Platform lifts:
These can be used if no other suitable alternative means
available but they should not reduce the effective width of
corridors or stairs. Refer to BS6440
4.4
This section sets out overarching principal considerations which apply to all teaching
and learning spaces used by pupils with SEN and disabilities.
The main priority for a school design is to ensure that pupils full entitlement to a
broad, balanced and relevant curriculum is met, under the law and in line with
Government policies and guidance.
general teaching
practical specialist subjects
Procedure
A definitive or prescriptive approach to design is not considered appropriate, because
of the constantly changing and emerging special educational needs of pupils, the
evolution of educational provision for the twenty-first century and the varying local
needs throughout the country.
Thus, this guidance constitutes a working method which, along with reference to the
earlier sections, can be used to prepare a brief for school accommodation.
Teaching and learning spaces and their use must be considered carefully so that
they satisfy the demands made on them now and in the future. Planning for flexibility
and adaptability is essential as set out below.
When designing teaching and learning spaces, it is recommended that consideration
be given to the following attributes:
1
2
3
4
5
6
7
8
9
10
11
12.
13
These attributes can be considered in detail in relation to all teaching and learning
spaces (for ease of reading, these are henceforth referred to as teaching spaces).
4.4.1
It is important to ensure that a range of special educational needs can be met in all
teaching spaces for access to curriculum. The design approach will involve
consideration of the aspects below.
Changing trends for the future
LEAs and schools should plan to meet the needs of all pupils, including those with
SEN and disabilities. Local authorities and schools will provide information about
current needs, changing trends and the anticipated intake of pupils in the locality and
how their needs will be met.
This information will inform and guide the type of provision required in a school and
the accommodation should support this. A strategy for flexibility and adaptability for
the future can be developed simultaneously. For example:
A broad-range special school may now have pupils with complex needs
(MLD/SLD) or autism but the likely future intake may include increasing
numbers of pupils with PMLD or severe ASD, or with behaviour that
challenges.
A special school for pupils with behaviour difficulties may now have pupils
with BESD but the likely future intake may include increasing numbers of
pupils who also have medical or mental-health needs.
Age-appropriate accommodation
All accommodation should be appropriate for the age of the pupils, their curriculum
and phase of education (early years, primary, secondary and/or post-16).
Designers should provide school accommodation which is age-appropriate in order
that the space:
has a size, scale and fitness for purpose appropriate for each phase
provides the most suitable context for age, culture, behaviour and the range
of activities which will occur
creates a setting which supports the nature and character of teaching and
learning at each stage
assists in engaging pupils in learning and promotes their interest in the
subjects offered
encourages development of appropriate social behaviour
enables pupils to enjoy using the space and prepares them to use similar
spaces appropriately in the wider community
A brief description of each phase of education is given below for information (see
also Appendix B).
Early years
In early years, children are grouped together in one larger class base for full-time or
part-time sessions. The Foundation Curriculum supports learning through play and
practical activities, both of which require sufficient space.
Specialist facilities for pupils with SEN and for early intervention may be required and
advice from SEN, healthcare and social-services specialists should be obtained
accordingly.
Primary
In primary special schools, children are taught most of their subjects by one teacher
in one teaching space, with teaching assistants and support workers. Therefore,
there must be sufficient space for the delivery of all subjects and activities, some of
which will occur concurrently. The design of these spaces should reflect the needs of
pupils and staff and be sufficient for the specialist equipment, teaching resources and
subject display required for the subjects offered.
Practical specialist subjects, such as food technology and practical work, are usually
taught in small groups of pupils with one or two staff, according to pupils needs. For
these, separate specially equipped spaces are now recommended, in separate bays
or enclosed spaces. These are then available for shared timetabled use by all class
groups
In the event that the above is not possible for established or stated reasons, then,
such activities may take place in the general teaching class base, provided that all
relevant health and safety requirements are to be met.
Secondary
In secondary special schools, pupils will have their own tutor bases for registration
and for their tutor-group work. These spaces will also serve as general-teaching
spaces (e.g. for English or Mathematics) or specialist-subject teaching spaces (for
example, for Geography, History or Modern Foreign Languages). The design of
these spaces will reflect the needs of pupils and staff and be sufficient for specialist
equipment, teaching resources and subject display for the subjects offered.
A range of specialist provision is essential. Teaching of practical specialist subjects
takes place in separate, specially equipped and designed accessible spaces.
Usually, accommodation is provided for Science, Design and Technology (including
food technology), Art, Music, Drama and Physical Education (including movement
and sport). Practical specialist spaces should not be used for tutor groups.
As far as possible, though, pupils should move around different teaching spaces for
all subjects, as this assists with the development of social learning and independence
skills. This is a general characteristic at secondary phase, compatible with similar
practice in mainstream schools; it thus enables inclusion in the local school and wider
school community.
Post-16
Accommodation for post-16 provision should be significantly different and separate
from that for statutory years. It should allow for activities which reflect the students
approaching adult status and their preparation for access into the wider community.
Access to practical specialist subjects will usually include vocational options for which
there may be provision at a local sixth-form college or FE college. For this reason,
such specialist provision is rarely made in the special school.
Co-located or off-site facilities can be used if this is part of the LEAs inclusive
The requirements for all teaching spaces should be described in detail in the brief for
the designer so as to ensure that the accommodation provided is fit for purpose.
Such information will form the basis of the schedule of accommodation and will affect
decisions which are made about the fitness for purpose and functional layout of the
teaching spaces, and the provision of fittings, furnishings and equipment.
The type of curriculum offered will be differentiated to meet a range of pupil needs,
providing access to a wide range of learning opportunities. The degree of curriculum
differentiation will vary and its impact on the accommodation should be set out in
detail.
In some instances, it may help the briefing process to consider how the activities take
place and what provision may be additional to or different from mainstream schools
(many spaces may differ significantly from a traditional mainstream model).
Typically, pupils who have BESD, HI, VI, MLD, SpLD, SLCN and mild ASD
(Aspergers Syndrome) will have a wide range of ability. At secondary age, general,
specialist and practical specialist subjects will usually be delivered in a differentiated
age-appropriate way (with similar provision to mainstream spaces but smaller spaces
for practical specialist subjects).
For pupils who have SLD, PMLD and those with severe ASD with cognition and
learning needs, there will need to be a higher degree of curriculum differentiation to
suit pupils needs, which must be reflected in the design.
The teaching methods employed may also impact on accommodation required.
Some pupils may need to be grouped together whilst others may be taught in
separate classes for some of the time. For example, pupils with SLD/PMLD may be
taught for some of the time separately from pupils with ASD.
Designers will need to consider the different specialist activities to be undertaken in
each context, firstly in relation to the pupils needs and then in terms of how the
design can help to promote effective teaching and learning within each teaching
space.
The method of learning support and behaviour management may impact on the
requirements for each teaching space and its room relationships.
Usually support and therapy is provided in the teaching space, however some pupils
may need to have access to specialist resources such as therapy spaces on a
timetabled basis.
If there are conflicting pupil needs, these may require considerable attention in
relation to the design. Awareness of these issues should be raised early on in the
process so such issues can be resolved via the design.
If any additional or modified provision is to be made for a particular type of special
educational need, e.g. BESD or ASD, then the rationale should be shared with the
designer so that any particular learning needs and/or safety or security issues are
considered very early on.
4.4.2
The teaching spaces provided should be sufficient in number and type. Provision will
vary according to the age of pupils, type and range of SEN and the phase of
education. These should all be ascertained to help establish the number and type of
teaching spaces needed.
In order to determine the total number of teaching spaces in a school, the following
factors must be considered.
Current and anticipated numbers on roll
The LEAs plans or strategies for SEN and disabilities, now and in the foreseeable
future, in relation to local needs and consultations, will inform the brief. When needs
are established, a strategy should be developed which describes in detail how the
needs identified will be met.
The number of class groups in each year
Ascertaining the likely number of groups in each year and the number of pupils in
each group is essential in order to assess the requirement for teaching spaces and
tutor bases. Generally, pupil numbers per class are much smaller than in mainstream
provision.
In early years, groups tend to be about 912 children with 35 staff. In some cases,
however, there can be one-to-one working in order to meet individual pupil needs.
In primary and secondary schools, there may be between 510 pupils with one
teacher, with 12 teaching assistants and support workers deployed to meet the
needs of the pupils. Where a higher level of support is needed, there may be fewer
pupils and more staff assistants.
The number of pupils in a group should be based on the current teacher pupilratios
for best practice.
BESD
PD
VI
HI
SLCN
MLD/complex needs
SLD
ASD
MSI
PMLD
Pupil
number in a
class for one
teacher
68
68
610
610
610
610
68
18
57
57
Typically, for a school of about 100 pupils, providing two class bases per year group
will enable flexible teaching and learning arrangements in response to changing
needs.
The number of practical specialist-subject spaces
Generally, it is good practice to have one specially equipped space for each practical
specialist subject in the curriculum. This will avoid conflict between different curricular
activities.
Again, ascertaining the type and range of pupil groupings is essential. Different pupil
groupings are made according to pupil needs, the mode of curriculum delivery and
variations in activity. The use of whole-class, half-class or one-to-one teaching will
affect the number and size of class bases. For example, sometimes two groups join
together for activities such as music, drama or movement, in order to support and
enhance learning experiences. Spaces should be able to accommodate the
maximum number of pupils and staff, now and in the longer term. Reference should
be made to Table 6 for typical pupil groupings.
The number of small groups proposed
In order to accommodate any special educational needs which are identified as
There should be sufficient space to include pupils with a broad range of special
educational needs for all ages and at each phase. It is imperative to accommodate
curricular, physical or resource needs, whilst maintaining health and safety in the
teaching and learning environment. The size of the teaching space will be
determined by the key drivers below.
Level of occupancy of pupils and adults
It will be necessary for the design to:
identify the number and age of pupils in the group to be accommodated (full
or half groups), the type and range of special educational needs and whether
there will be additional pupils joining from other groups or schools
identify the number of adults employed, their roles and deployment, including
visiting specialists or therapists who may work in the teaching space
Refer to Table 11 and the current teacher pupil ratios for best practice (see DfES
Circular 11/90 Staffing for pupils with special educational needs 13 December 1990).
Age, range and type of special educational need for each phase of education
Younger children will need more space to move around and for play activities. They
may have large items of play equipment, so that the area of the space must increase
to reflect this.
Although secondary-age pupils are larger, and some are more sedentary, they may
require more space to move around and for the transfer and use of mobility
equipment. Some may be of adult size and require sufficient space for their physicalcare needs to be managed, as well as for learning and behaviour support.
pupils who are physically disabled, including some pupils who have profound
and multiple learning difficulties, and who may have three or more items of
mobility equipment, e.g. a wheelchair or wheelchairs, and a standing frame or
side frame. These can be bulky, awkward and take up a great deal of space
when in use
pupils whose needs fall within the range of autistic spectrum disorder who
may require individual screened work stations
pupils with behavioural, emotional and social difficulties who often require
more space to express themselves without causing disturbance to others
pupils with a visual impairment who may use large print, Moon or Braille
learning resources, or need specialist lighting conditions or tactile materials:
these all require additional space
pupils who have hearing impairment and who may need provision for radio
battery (personal FM) or sound-field systems and who may require special
adaptations in specialist subjects
the number and type of different interactions and activities; their nature and
variety occurring separately or simultaneously; the type, range and variety of
teaching methods for different learning styles
the size, range and complexity of teaching and learning aids. Subject-display
equipment and resources will also require more space, as will fixed or loose
furniture, fittings, equipment and pupil belongings
the maximum number of pupils and adults required, the appropriate number
of pupils viable for certain tasks, the mode of curriculum delivery, and
specialist furniture and equipment, whilst maintaining safe clearances and
adequate circulation for health and safety reasons
teaching bases and practical specialist spaces are set out in Tables 12 and 13 below.
These will suit most situations provided that occupancy levels and numbers fall within
the ranges shown in Table 11. (Note that the areas given exclude resource and
mobility equipment storage).
Table 12: Recommended areas for
general-teaching class bases
Phase
Pupil
Area
numbers m2
Special school (MLD/complex
needs/SLD/ASD PMLD)
Early years
varies
75
Primary
68
65
Secondary
68
65
Special school BESD
Primary KS 1 68
65
Primary KS 2 68
55
Secondary
68
55
(Note: in KS 1 there may be a need for play activities due to developmental delay).
Table 13: Recommended sizes for
practical specialist spaces
Subject
Primary
Food Technology
Practical
Music and Drama
Physical Education
Secondary
Science
Food Technology
Design and
Technology
Music and Drama
Science
Art
Physical Education
Pupil
numbers
Area
m2
up to 6
up to 8
Varies
Varies
25
25
65
120180
68
up to 6
up to 8
65
65
65
Varies
up to 8
up to 8
Varies
6580
65
65
140180
Pupil
numbers
Area m2
Varies
varies
12
20
varies
1530
Primary
Group room
Social-skills
base
Library
ICT
Secondary
varies
15
Group room
Social-skills
base
Library
ICT
Kiln
CADCAM
Prep./store
Recording room
Post-16
varies
varies
15
30
varies
up to 6
staff only
staff
varies
1530
15
46
10
15
15
varies
varies
15
80
Group room
Common room
Table 15 sets out Sport England recommended sizes for sports halls
Table 15: Area of sports halls:
Sport England recommendations
w x d x h internal
floor
10 x 10 x 3.5 m
10 x 14 x 4.5 m
10 x 18 x 6.1 m
17 x 18 x 6.17.6 m
33 x 18 x 7.6 m
4.4.4
Area m2
100 m2
140 m2
180 m2
306 m2
594 m2
The shape of the teaching space should help to support flexible curriculum
arrangements and the creative configuration of furniture and resources, whilst
maintaining safe supervision and contributing to a comfortable environment for
teaching and learning.
The shape may enhance the effectiveness of curriculum delivery and facilitate
access to improved learning opportunities. It may also help to define the spaces
character and its sense of place, providing cues and associations for wayfinding and
identifying what learning experiences are available. These are all important for pupils
with SEN.
Designers should consider the most appropriate shape in relation to the space.
The type of activities which take place and fitness for purpose
In a teaching space, a variety of teaching and learning styles will need to be
accommodated effectively within the chosen shape. Activities will reflect pupils age,
the type of their needs, interactions and play. They may include individual or group
work (with wet or dry activities), quiet work, one-to-one sessions, projection, or the
Depth
It is best to avoid a narrow frontage and deep plan because these do not function
well for teaching and learning.
Daylight penetration may be effective up to about 56 m depth. Beyond this,
borrowed light, clerestory lights or rooflights may need to be introduced. Otherwise,
deep-plan spaces will suffer from poor natural light and ventilation.
Height
A minimum ceiling height of about 2.73.0 m is recommended for daylight
penetration and passive ventilation. The appropriate height needs to be established
for each teaching space
Detailed investigation may be required in relation to the use of hoists, physiotherapy
equipment, ICT or CCTV projection equipment, clearance around specialist
equipment, provision of ducting services at high level, ceiling fittings, mobiles which
are commonly used, and especially, the use of portable or ceiling-mounted hoists.
(See Part 5 for more information).
Scale
The appropriate scale of space will be needed to suit both the age of the pupil and
the activities to take place. For some, a large volume space can be confusing, whilst
for others it gives a sense of freedom. Scaling down rooms, however, can be
constricting and inflexible.
General aspects
A simple rectangular plan allows for flexibility of layout and enables good
supervision and sight lines.
A square plan or thereabouts may be beneficial and enable effective teacher
pupil relationships and teaching and learning styles to be established.
In a teaching space, bays or alcoves either side of the main rectangular
space can be used for a wet area, or individual workstations.
An L-shaped space may impede or inhibit good observation and supervision
or may allow a discreet independence space for students. Use should be
agreed early on to ensure the design is fit for purpose.
Curved shapes for performance spaces should be considered carefully
because fan shapes may assist acoustics whereas circular spaces create
problems. Curved shapes may result in the need for purpose-built
components or furniture and value for money should be assessedy.
Acute angles, re-entrant corners or hidden spaces which are impractical,
inaccessible, and impede supervision should be avoided.
Room relationships
Spaces should be of complementary shapes, providing a harmonious ambience
across the school and giving a feel of positive room relationships.
Flexibility and adaptability
The shape of the space can facilitate a number of different uses now and in the
future, giving a loose-fit arrangement. Adjacent spaces must be compatible and
inter-relate (allowing, for example, flexible use by means of sliding folding doors).
Sustainable approach
The shape should support a sustainable approach for providing comfortable learning
environments, with technical services supplied and located conveniently.
4.4.5
Maximum benefit from a range of outdoor experiences, and social and learning
opportunities, can be derived by the direct relationship of the teaching space to the
immediate external environment. The need for direct access to external areas will
depend on curriculum activities, as well as on the type and range of special
educational needs.
The outdoor space should therefore be integrated into the whole design.
Consideration should be given to the points below.
The rationale and purpose for direct access to the outside
Experience of the external environment is an essential part of the curriculum. Class
bases opening directly onto an external area are beneficial for pupils in the
Foundation Stage and Key Stage 1.
There is less of a need at secondary phase for direct external access, except as a
specialist resource or to support a practical specialist subject. Where this is required,
an appropriate rationale for the linking of an indoor to outdoor space should be set
out.
Linking with the outside can have a positive impact on learning for a range of
practical specialist subjects. The content of the subject and its delivery may require
direct or indirect access to the outdoor spaces. Reference should be made to the
Practical specialist-subject spaces and Outside spaces sections below with respect
to this. These requirements should be ascertained early on and set out in the brief.
The type of outdoor provision
Enhancing the connection to external spaces, with appropriate views from the inside
to outside, can help to facilitate the delivery of the outdoor curriculum.
A covered outdoor space, 2.5 m deep, can become a positive extension to the class
base. Alternatively, a suitably designed external space of 5565 m2 will be sufficient
space for a range of curricula and social recreational activities. Outdoor spaces for
physical education, socialising and recreational activities are described in Section
4.9, Outside spaces).
Safety is paramount for all pupils and all fixtures and landscape elements will need to
be carefully considered and detailed.
Age-appropriate provision
A good-quality design will reflect the most suitable context for age, culture, behaviour
and the range of activities. It can encourage development of appropriate social
behaviour and enable pupils to enjoy using the space, as well as prepare them to use
similar space in the wider community appropriately.
Deliveries and supplies
Appropriate provision and planning for safe delivery access for each practical
specialist subject and for school-maintenance operations should be made.
Consideration of the size, weight, volume and storage location of multi-media
resources for and large bulky materials is essential.
Means of escape
Direct access to the outside may be required for emergency escape from practical
specialist-subject spaces, performance spaces and halls. Having a means of escape
is of great concern to those with SEN and disabilities and these requirements should
be established early on and set out in the brief.
4.4.6
links between teaching spaces and learning resources Group rooms can
serve two or more teaching spaces to enable flexible use and assist with
learning and behaviour support. The library and ICT resources should be
optimally located so as to benefit the maximum number of pupils
4.4.7
The designers goal should provide an efficient and effective environment for social
learning and personal care whilst maintaining an age-appropriate ethos, according
dignity, respect, and privacy to individuals, and safeguarding all aspects of health
and safety.
Generating a schematic diagram showing the desired links between teaching spaces
and non-teaching spaces, such as dining or changing areas and toilets, will greatly
assist the design process.
Consulting with the LEA and the school about relevant school-management issues
and priorities is essential. Consideration of the points below should be made.
Optimum room relationships
A rationale for the inter-relationship of teaching spaces, their proximity and
associated travel distances is essential. Age-appropriate independent travel is good
for social learning but is difficult and tiring for some. Reasonable and convenient
travel distances from the teaching spaces to the locations for dining, assembly,
specialist therapy and respite are therefore required.
Ease of access and egress is essential. Teaching spaces should also be positioned
to avoid congestion which can occur during arrival and departure times.
The location of toilet and hygiene facilities
Pupils who have SEN may also have physical disabilities, medical needs or a low
level of immunity to infections. Meeting health and safety requirements is crucial for
infection control and maintaining hygienic procedures and practices. Therefore,
consideration of these needs should be integrated into the design in a way which is
sensitive and appropriate to the needs of all users. This involves:
4.4.8 Storage
For effective teaching and learning, curriculum delivery and the management of
resources, sufficient suitable storage is essential.
Sufficient storage should be provided in every teaching space for general needs, for
specialist resources, security needs, mobility or specialist equipment and for personal
4.4.9
It is essential to ensure that the maximum access to learning and social opportunities
through the appropriate specialist resources, furniture, fittings and equipment is
achieved.
Consultation with the LEA, school and specialists or therapists will greatly assist in
devising a plan which provides maximum benefit for end users.
It is essential to draw up a full schedule of the anticipated loose and fixed fittings,
furniture and equipment. The rationale for their use, location in the space, space
planning and room layouts should be determined. The teaching and learning styles
employed in relation to curriculum delivery of all subjects will also impact on the
choice and layout of fixed or loose furniture and specialist equipment.
The following considerations should be made for furniture and fittings in relation to
the type and range of special educational needs to be catered for:
4.4.10 ICT
The effective use of ICT and advanced technologies can maximise social and
learning opportunities by promoting individual attainment.
Current and future needs in relation to ICT
There is increasing use of ICT in all teaching and learning spaces. Therefore the
requirements for different interfaces, access technology or specialist equipment in
relation to the type and range of special educational needs and disabilities of the
pupils must be established.
The use of ICT should be considered and, as with all subjects, layouts should be
prepared to show that all pupils needs can be accommodated.
Consideration of ergonomics and space requirements should ensure that the use of
computers in relation to adjustable height furniture, and by those who use
wheelchairs and standing frames are all possible.
Position of whiteboards
Whiteboards should be positioned carefully so as to enhance communication and
interaction in relation to the size and shape of class bases. This is of particular
importance for those pupils who may rely more on their visual sense. The pupils and
teacher should be able to see each other and the whiteboard clearly and with ease.
natural daylighting and orientation with glare and solar control preferred
good-quality artificial lighting and the most appropriate type(s) of controls
the means of natural ventilation, its operation and control preferred
the need for and type of mechanical ventilation and controls
the means and type of heating and cooling with adjustable local controls
acoustic quality and the level of sound insulation, absorption or noise control
water supply and drainage services for hot and cold water to sinks, waste
pipes and drainage or sprinkler systems
health and safety, security, means of escape
wired services for electrical or electronic power or data communications and
alarm systems (for telephone, public address, staff alarms, fire alarms,
fire/smoke detection, door alarms and controls, security alarms and
detection), electronic ICT services for delivery of curriculum and for SEN
In addition to the above, the following specific issues should be considered for
practical specialist subjects.
higher levels of illuminance are required for detailed work, with a flexible
range of provision for daylighting, artificial non-glare luminaires and
It is essential that building elements are appropriate and fit for purpose. For each
teaching space this will involve decisions about:
Designing for accessibility and inclusion is essential for all spaces. This involves
careful consideration of materials and finishes as well as of design quality. The
following aspects should be considered in relation to these:
providing well-organised, wide, clear circulation with routes that are easily
identified, understood and accessed, through changes in floor texture and
orientation landmarks, clear signage and wayfinding
allowing sufficient space for circulation for wheelchair users and their support
workers or carers, as well as for people with buggies, pushchairs and prams
avoiding glare from natural and artificial light sources and providing goodquality lighting and blinds suitable for users
enhancing visual clarity by avoiding visual clutter and using colour and tonal
contrast between surfaces (especially for door openings, doors and door
handles) as well as to warn and define clearly all surfaces at changes in level
or surface, and for equipment, utensils or tools for pupils who have visual
impairment
designing with an awareness of acoustics, and planning for noisy and quiet
spaces. Reducing background noise, and understanding the relative need for
sound insulation and sound-absorbing or reflecting materials
using ceiling or soffit surfaces with good light reflectance, acoustic and
maintenance qualities
using smooth, non-abrasive, impact-,resistant, easily maintained wall finishes
with acoustic absorption at high level and protection corners if required
using floor surfaces which are hard wearing and easy to maintain, and which
have suitable slip resistance and acoustic backing, if required. Avoiding
visually confusing highly polished patterned floors
Does the building help deliver the curriculum or does it get in the way?
How does the design affect the quality of what goes on in the classroom?
Is there a barrier-free environment which gives access to each learning
environment?
How easily can pupils get around the school?
Are there therapy spaces which help to maximise pupils capacity to learn?
Does the design suit a variety of needs?
Does the design give a sensory landscape which feels good and is creative
and effective for teaching and learning?
The designer will need to evaluate how to design to meet a wide range of needs,
giving a good-quality general provision which is flexible and adaptable and which
enables others to adapt and modify the environment if required, to suit their individual
needs.
4.5
The design of all general teaching spaces will reflect pupils age-appropriate needs
for the relevant teaching and learning activities. The space will need to be divided up
with moveable screens, shelving or storage units, loose furniture, fittings and
equipment. The choice of these items will convey the appropriate ambience for
teaching and learning activities. Any fixed fittings and furniture should be provided at
the appropriate scale and fixed at the appropriate height for the age and physical size
of the pupils. The teaching space should be accessible for all users including those
who use wheelchairs. Minimising fixed furniture, fittings and equipment will maximise
the available space for flexible use. Typically, there will be:
loose tables and chairs to suit a variety of heights and which can be
rerranged
wall-display boards according to the pupils needs
a fixed or mobile interactive whiteboard may be provided at an appropriate
height, or a whiteboard with overhead or floor-mounted CCTV
at least 2 computers, ideally for use in any location in the room
loose furniture to suit a range of pupil needs of an appropriate scale for
different pupils and staff
a range of worktops at different heights, allowing cupboard storage below
(either fixed, wall mounted or made up of loose tables or fittings)
sheet flooring of suitable slip resistance
sufficient space for temporary and permanent storage of mobility equipment
to suit pupils needs
Primary
The general teaching space should have a clear open area without obstructions. It
will not be dissimilar to mainstream early-years and primary bases. Spaces will be
used in a flexible way by staff for a variety of teaching and learning activities.
Typically there will be:
a bench and a range of coat hooks at the appropriate height near to the door,
as well as a place to store bags and belongings safely
a wet area with one or two sinks at different heights or with at least one
height-adjustable sink, along with suitable slip-resistant sheet flooring locally,
as a minimum
a soft area with carpet, beanbags, cushions and possibly a wall mirror at low
level, etc. (carpet squares, cushions and the like can be placed on sheet
flooring to suit)
ways to hang mobiles or textiles from the ceiling without fouling other
installations such as light fittings or ceiling-mounted hoists
Secondary
General-teaching class bases will reflect both the older status of pupils, and their use
as both tutor bases and specialist-subject teaching spaces for some curricular
subjects. (They should reflect mainstream secondary and not primary class bases.)
In addition to the above, there may be:
4.6
Provision will vary according to the age of pupils, range of special educational needs
and phase of education. These should all be ascertained because the information
gathered will help to establish the type of practical spaces needed.
LEAs and schools will be able to give the design team further information about:
the age type and range of pupils needs in each context; the type and range of
specialist subjects to be offered and the different specialist activities to be undertaken
in each space.
This information will also help form the basis of the accommodation schedule and will
affect decisions which are made about its fitness for purpose. The functional layout of
the teaching spaces as well as the provision of, fittings, and furnishings and
equipment should be considered. The design can help to promote effective teaching
and learning within each practical specialist-subject space.
All teaching spaces must have adequate circulation space within, appropriate means
of escape, lighting, heating, and ventilation, as well as safe, secure, hygienic
provision for specialist resources. In addition, storage, technicians spaces and
preparation rooms will be provided as part of the overall suite of accommodation.
4.6.1
Science
Science can help pupils increase their experience, knowledge and understanding of
the world around them and, as such, it is a core subject on the curriculum.
The space should be well-organised with a logical room layout enabling methodical
working and avoiding visual clutter. Such an approach will help pupils to develop their
understanding and experience of the nature of the subject, and provide cues for
learning activities and behaviour as well as helping to focus on their tasks and
providing an appropriate ambience.
Science spaces should be equipped and resourced according to the mode of
curriculum being offered. This may range from P scales and Foundation Stage up to
GCSE or equivalent, depending on the type and range of special educational needs.
Pupils may learn to use their senses to explore, experience, observe, reflect,
communicate, and develop an understanding of cause and effect. Science may
include work with plants, analysis of pond life and looking after animals, so external
access to wildlife spaces is desirable for access to sensory planting, vegetable
gardens, a greenhouse and nature trails. Other scientific studies can also be
facilitated in context in the outdoor environment.
Spaces for science should provide for carrying out a variety of age-appropriate, multisensory and developmental activities, as described above. Scientific observation,
investigation and experimentation may take place in the space and, very often, pupils
will carry out practical tasks.
It is important that the design approach for the specialist science space supports the
teaching and learning needs at the appropriate level at each educational phase.
Primary
In primary schools, most science-related work is taught in the class base with some
activities taking place outside. There should be sufficient space allowed for Science
activities which are class based to run simultaneously with other activities.
Some activities may take place in the practical bay or an enclosed space of 25 m2
which will have storage of 4 m2 for resources. There should be an adjustable-height
sink with a designated wet area, appropriate floor and wall finishes and sufficient
space for a storage trolley and trays.
Sometimes, a science or practical area is fitted out to allow flexibility of use for
display and for particular themed project work. Therefore, it is good practice to allow
for access to the outside. Direct access to an outside space from the primary
teaching and learning space is, in any case, beneficial. Where it is not possible to
provide immediate external access, the travel distances between the teaching and
learning spaces and the specialist space should be reasonable.
Secondary
In secondary schools, the curriculum may be delivered up to GCSE level or
equivalent, or at any level suited to the type and range of pupils needs. Therefore,
the space must be appropriately matched to support the level of investigation and
experimentation within the curriculum being delivered.
A specially equipped science space of 65 m2 supported by a preparation room space
of 12 m2, which can also be used for storage and preparation of chemicals, will be
adequate provision in most cases. Increasingly, special schools have access to a
technician who may also be involved in preparation of learning resources or ICT
support. Sometimes a separate store may be required to meet specialist needs or a
wider range of technical responsibilities.
The layout of the space should support the teaching and learning activities and some
of these are described below.
Sometimes an area or room is set out for planning, writing or recording work, while
practical work is undertaken in an adjacent space. Sometimes a separate area for
practical activities may be required.
Sufficient space should be provided for pupils and staff to be grouped around an
interactive whiteboard, to circulate with ease and to participate in all activities in
class.
Demonstration may take place, especially if many pupils are visual learners. There
should, therefore, be sufficient space to group pupils and staff around the workspace.
Alternatively, a fully equipped demonstration desk may be provided, but this should
not obstruct access to the interactive whiteboard, if used.
Gas, water and electrical servicing are to be provided to some workspaces. Easily
operable and accessible controls, especially for those with physical or sensory
impairments, are essential. Sometimes these services and controls can be housed in
rise-and-fall units as part of height-adjustable furniture. Such an arrangement will
ensure that services are exposed only when in use, are not easily tampered with and
do not cause a distraction when not required.
Science sinks may be provided with accessible tap controls, and there should be
adequate elbow room and workspace either side. At least one height-adjustable sink
should be provided.
Sufficient accessible workstations should be provided, with adequate work space,
adjustable-height benching, knee-recess space, and carefully positioned, easily
identifiable and operable controls for service outlets as required.
Where provision is based on a traditional science laboratory, as in mainstream
schools, then reference can be made to BB80, subject to adaptations and
modifications being made for the type and range of special educational needs,
including access for wheelchair users. Reference can also be made to BS8300.
Benching with storage provision above and below can be laid out with groups of
desks or worktops arranged around service hubs or bollards.
Typically there will be:
three service hubs which contain gas and power, as appropriate. Some or all
of the hubs should be height-adjustable, as should the adjacent worktops, for
easy access for wheelchair users
three adjustable-height sinks need to be provided in each room, reasonably
close to the hubs but at least a safe distance away from any electrical-power
outlet
Hubs should to be carefully sited so as not to restrict circulation and the practical use
of the room. The same equipment can be arranged in perimeter benching, in
peninsular units forming bays or in fixed pedestal units. Their relative merits can be
reviewed for the type of SEN and curriculum delivery (see also Section 5.1,
Furniture).
All specialist equipment and service requirements should be identified early on. For
example, if a fume cupboard is needed, it should be carefully sited so that pupils
view of the teacher and whiteboard is not obscured (see BB80 Lighting design for
schools. For health and safety reasons overhead servicing may not be desirable, but
this will need to be ascertained early on. In all cases, however, emergency cut-off
points for services are essential.
4.6.2
Design and technology involves exploring the sensory stimuli and physical properties
of materials, tools, mechanisms or products and, with assistance, designing and
making products. Pupils will use their practical, tactile or manipulative skills, and will
develop their creativity along with their knowledge and understanding of this subject.
A design-workshop space which is light and airy may provide an atmosphere which
helps pupils to acquire skills, promotes pleasure in carrying out practical tasks,
provides well-located display areas for the products made and celebrates pupils
achievements.
Primary
In primary schools, although it is possible for design and technology to be delivered
in the general teaching and learning spaces, using mobile equipment trolleys in a
specially laid out area of the space, due care must be taken to ensure that all health
and safety requirements are met. It is preferred, however, that a separate practical
area is provided, as a bay off a circulation space, or a self-contained room of 25 m2,
with a store of 4 m2.
Typically, each space should contain low-level work tables or benches for small
children, a worktop for the teacher, some storage units for equipment and tools, a
sink, and any specialist equipment the school may need. Usually, one or more work
tables and the sink should have an adjustable-height facility for use by pupils or
adults of different heights and wheelchair users. Allowing sufficient circulation space
is a necessity
Secondary
In secondary schools, the brief should clarify the specific activities to take place and
the appropriate mode of curriculum delivery in relation to the type and range of
special educational needs. Sufficient space should be provided for all workstations to
allow for flexibility and adaptability of use.
Where the curriculum is highly differentiated for pupils who have more complex
needs (SLD/PMLD/ASD), a brief from the school should be provided. This should
describe the type of subject delivery and activity so that a suitable and appropriate
layout of furniture, fittings and equipment can be made.
It is recommended that reference be made to BB81, Figure 1.1, which describes the
general design and technology activities and the facilities associated with the subject.
It will enable brief writers and designers to clarify the schools requirements (see
Appendix E). The recommended design approach is to prepare a schedule of
equipment which will inform the room size, shape and layout.
Generally, a space of 65 m2 will be adequate, with storage for resources and holding
pupils work (see schedules in Part 6). Where additional specialist equipment is
required to support the schools design and technology programme of study, the size
may need to increase up to 90 m2.
For pupils who have hearing impairment and those who need to see, or be seen, by
the teacher, it may be better to arrange machinery to face into the room so that the
teachers instructions and visual alarms are more readily visible; additional space
may be required for such an arrangement.
Security and safety issues should be considered fully. For example, in a setting for
pupils who have behaviour difficulties, provision for security of materials and tools is
paramount. Thus, a layout which allows for active and passive supervision,
encouraging positive behaviour and its management is imperative.
Safe access and provision for pupils with physical disabilities should be assessed.
Accessible workspaces with adjustable-height furniture and sufficient space for a
teaching assistant should be made available as appropriate.
Separate areas within the space, or as part of a suite, may be needed for:
Where pupils will be working towards GCSE, reference can be made to BB81 and
appropriate provision made, subject to adaptations and modifications for the type and
range of special educational needs. In particular, safeguards for pupils who are
identified as a risk or as being at risk should be made.
A typical model layout for a specially equipped practical space may include:
4.6.3
Food Technology
Food technology supports learning and understanding about physical health, growth,
and the appreciation of making, tasting and eating food, along with developing an
understanding of social interaction and communication. Food technology is
considered a subject essential for those with SEN to assist in development of social,
communication and independence skills.
Curriculum activities may range from observing, tasting and participating in making a
sandwich to preparing a meal independently to share with others. Where life-skills
are taught, additional equipment may be required and this should be specified by the
school and agreed by the LEA.
4.6.4
Art
The sensory and expressive nature of art as a subject can benefit many pupils who
can achieve and excel from Foundation Stage through to GCSE.
It is important to have a good-quality space which is light, airy, pleasant, and
provides a relaxed atmosphere which is an uplifting and inspiring setting for creative
activities.
For many pupils who have SEN and disabilities, art offers the opportunity for selfexpression. By exploring colour, texture, shape, form and space, pupils can express
ideas and communicate feelings. They can develop imagination and creativity along
with manual and practical skills through both two- and three-dimensional work.
The school and/or LEA must clarify the specific activities to take place at the
appropriate levels at which the curriculum will be taught. The school should also
describe any other specific requirements: the use of ICT and proximity to the sensory
room are among other factors that may be considered.
A schedule of equipment can be prepared to inform the size, shape and layout of the
space.
Primary
In primary schools, art is usually taught in the general-teaching space, although
practical work along with design and technology can be accommodated in a practical
bay or designated enclosed area.
Secondary
Secondary schools should be provided with a fully equipped specialist art room,
providing for all aspects of two- and three-dimensional art. Generally, a space of 65
m2 is recommended. Stores should be provided for resources (4 m2) and for pupils
work (6 m2) both as separate protected spaces off the art room (see schedules for
schools in section on storage and part 6).
Normally, a separate kiln room of 46 m2, where requested, will be adequate,
depending on the size of the kiln and provided that there is sufficient safe clearance
for access by an adult. For pupils who have visual impairment there may be greater
importance given to developing tactile skills via three-dimensional art. If this is the
case, provision of a kiln is essential.
The layout of the room should support the activities which will take place, and in
some instances this may also include art therapy, if considered appropriate.
Typically, each pupil will have access to a work table with sufficient working and
layout space. Some work tables will need to be height-adjustable or have sloping
boards. Loose furniture is generally preferred to give the maximum flexibility.
Where furniture is fixed, it may be appropriate for this to be at different heights,
incorporating storage above and below but also allowing knee recesses for
wheelchair users as required.
Generally at least 3 sinks are provided for different functions; 2 sinks and drainers for
paints and associated materials as well as one sink and drainer with a clay trap. At
least one height-adjustable sink will be necessary.
Natural daylight, but with sunlight and glare control, is needed, although traditional
north light is preferred. The relationship of the art space to other spaces should be
considered (for example, proximity to the sensory room for pupils with PMLD may be
appropriate, or to the design and technology space for pupils with BESD).
Providing pupils with opportunities to contribute their own artwork to the school
environment can improve their sense of belonging. Often, pupils can work with an
artist in residence making artwork for their school or contributing as part of a building
project. Suitable space and wall areas can be allowed for this work and should be
planned for if this is a normal approach to teaching the subject.
4.6.5
Pupils can benefit greatly from music, movement and drama as specialist subjects, or
from music therapy, using technology, instruments and tools which encourage
communication and interaction. Through these subjects they can develop selfexpression and creativity, enhanced self-esteem, self-confidence, and social and
interaction skills.
The design of the studio space should reflect the appropriate use of texture and
materials, so creating a harmonious setting for inspiring and supporting pupils
exploration of music and drama.
Pupils will take part in and experience music and drama activities from Foundation
Stage through primary and secondary years at appropriate learning levels, according
to their age and type and range of need.
Music and movement activities may include exploring and experiencing sound,
(vibration rhythm, tempo), singing, and using and playing musical instruments
including percussion. Exploring movement and drama through ideas, imagination,
play, stories, poems or small performances can also take place.
Music therapy for those children with severe or multiple disabilities may be provided.
Sound beam or resonance boards may be used in conjunction with physiotherapy,
movement and drama.
Sound beam is a device which emits an ultrasound beam. When the beam is broken,
the device translates these interruptions into sounds and notes through a midi
keyboard or sound module. Children with limited mobility are able to produce highquality sounds through this technology which would not be possible through a
conventional keyboard or musical instrument.11
Resonance boards are boards on which a child can sit or lie to receive vibratory
information which increases their interest in the activity and their environment.
Sometimes a pillow or blanket is used to dampen the effect. The board produces a
reactive environment where a child has the opportunity for independent interaction
with their surroundings. For example, the childs movements result in immediate
movement and vibration from a toy, through the board. Adults will facilitate or monitor
safe progress.12
These types of resources and the corresponding activity require space for specialist
equipment and for gross body movement. They can be noisy or highly disruptive to
others, therefore, it is beneficial to have a dedicated specialist space at both primary
and secondary level. Accommodation can range from a separate facility for music
and drama to use of the school hall. As a guide, sizes of accommodation are
recommended in the sections below.
Typically, the specialist space for music, movement and drama will have no fixed
furniture and will allow sufficient clear space for loose furniture and free-standing or
desktop instruments such as piano or drums, keyboards with computer interfaces,
hand-held instruments, and sound beam or resonance boards. Drama activities may
involve the use of props, wardrobe, light and sound equipment and demountable
11
See Michael Medick, Supporting Children with Multiple Disabilities (Questions Publishing,
2002.
12
Ibid.
stage units.
Occupancy may range from one-to-one or small groups through single or double
classes up to school performances, extended-school or community use. In the latter
case, occupancy levels and means of escape should be agreed with the local fire
and building-control authority.
LEAs and schools should brief the designer about the range and type of activities to
take place for the number, age, type and range of special educational needs of the
pupils.
Primary
A separate space of 65 m2 will usually be sufficient for most of the above activities. A
store of at least 8 m2 is recommended, with appropriate security provided for
equipment for the different users.
Secondary
A separate, specially designed and equipped space should be provided to support
activities for music and drama at secondary stage. Depending on the arrangement
and the size of the school, a space of 65 m2 is sufficient in most cases.
In many cases, a music/drama room of 65 m2 with a recording room of 15 m2 en suite
will be required. Advice should be obtained from specialist consultants for this room
which should also be accessible to wheelchair users.
A clear height of 2.73.5 m will create a reasonable volume for activities. The floorto-ceiling height should be sufficient to introduce some limited stage lighting and
requirements for any ceiling-mounted fittings should be described, as should the
power supplies and services which will be required. Generally, the following provision
and details should be considered:
Schools may put on performances or host joint events with other schools so that
pupils can take part in drama, movement and music activities as part of the local
schools inclusive-activities community programme. Therefore, a large space should
be provided to accommodate these.
4.6.6
Physical Education
Some schools may have traditional wall-fixed equipment of climbing bars and ropes.
Others may have large, moveable, soft items designed for pupils with particular
disabilities. The requirements of the school must, therefore, be established.
The scale, proportions and height of the hall should permit curricular use by the
school, be age-appropriate and allow for community use as appropriate.
In primary schools, in particular, the large volume of a hall may be uncomfortable for
smaller children. The minimum recommended space, however, to accommodate
curricular use for PE in primary schools is 100 m2. (If community use is desired in
addition, then 180 m2 may be required. See below).
The minimum recommended space to accommodate curricular use in secondary
special schools is 140 m2, without dining facilities or community use. Schools may,
however, require more space for wheelchair sports or community use. The latter will
require the size of a badminton court for which a sports hall of 180 m2 (10 x 8 x 6.1 m
clear height) is recommended by Sport England. Therefore, for flexibility and
adaptability in order to support community use in the future, this is the size of space
which is now recommended for secondary broad-range special schools.
Special schools will often combine their space for PE with the main school hall, and
very careful detailed design is necessary to provide a single multi-functional space
which is successful (see Section 4.7 below).
Such use of the main school hall should be considered at the outset. If community
use for sport is desired, a ceiling height of 6.17.6 m may be proposed for sports.
However, this may conflict with curriculum needs and acoustic requirements, and
some pupils may find large volumes disorientating or confusing.
For a school for pupils with BESD, a larger space for PE and sport should be
available. This is due to the higher activity needs of the pupils and the benefits which
may be gained from sports activities in promoting the development of teamwork and
social skills. Provision of a full-size sports hall of 594 m2 (33 x 18 x 7.6 m) will enable
pupils, who are often of adult size, to participate in a full range of sports activities
including basketball and five-a-side football.
The size and shape of associated storage should be determined accordingly.
Storage will be needed for large equipment, including trampolines, moveable goals
for football, and nets. Long stores with a shallow depth directly off the hall are often
preferred. A store for equipment of at least 10 m2 is recommended.
It is recommended that the PE and movement space opens directly on to an external
recreation area, where possible.
Changing rooms should be accessible and be positioned near the hall and close to
external sport or multi-games spaces for ease of access (see also Section 4.14,
Pupils toilets and changing areas). Appropriate space relationships and proximity to
changing rooms is also essential to ensure proper supervision of all pupils.
Wall, floor and ceiling finishes should be carefully selected to balance the practical
need for of durability, impact resistance and protection from projectiles against the
need for appropriate ambience and acoustic requirements.
If specialist wheelchair sports are to be included, a clear opening of 1100 mm to
doors is recommended by Sport England to be wide enough for sports wheelchairs
which are 8701000 mm wide.
Sport England recommendations for sports hall sizes are set out on page 000.
Reference can also be made to Sport England guidance (see References) for:
Where a space is for sports or performance for community use, refer to Designing for
Sports and Arts (DfEE, 2000).
4.7
Large spaces
A range of large spaces can be provided in a special school which can be for:
These functions should be clarified early on in the briefing process, so that spaces
can be provided which are fit for purpose.
The most common functions are for:
school assembly
music/drama performance
physical education and movement
sport
dining
hydrotherapy (see Section 4.10, Medical therapy)
The sections below contain general recommendations regarding the design of large
spaces for different types of use.
Single or dual use
There should be a separate dining space so as to prevent erosion of curriculum time
for PE, performance and assembly.
It may be appropriate for there to be sliding folding doors between a school hall of
100 m2 and a dining space 80100 m2, which could enable community use for sport
or other activities.
In some cases, the dining space may be suitable for extended-school activities, such
as breakfast clubs or after-school clubs, and this should be stated clearly in the brief,
as appropriate (see Section 4.11, Dining and kitchen areas).
Where hydrotherapy is provided, (usually in a broad-range special school), this is in a
separate, specially designed space and is not dual used, except if designated
community use is desired (see Section 4.10.9, Hydrotherapy).
The brief should state all of the functions of the hall, so that design can meet the
needs of the whole school and local community with the resources and priorities
identified and agreed. All associated types of storage should be identified as well as
their suitable locations.
Zoning should be considered in the design, for access and egress of different groups,
and must be incorporated for the security and safety of pupils.
Proximity of the hall to changing rooms should be considered to ensure good
supervision of pupils.
Multi-purpose use
There must be a clear strategy at the outset so that the options are discussed fully,
clarified, agreed and set out in the brief. Only then will designers be able to design a
space which is fit for purpose.
Broad-range special schools will often combine the large space of the main school
assembly hall with provision for physical education and performance as a single
multi-functional space. This may or may not also have community use. (The
community use may not necessarily be for sport but may be for other disability or
special-interest groups.)
Very careful and detailed design for such multi-purpose use will be needed if this is to
be successful and not cause conflict between the needs for assembly, performance
and SEN.13
Alternatively, there may be a preference for predominant use for either sport or arts.
This may relate to whether the special school is a specialist school for one of these
subjects.
In an all-age broad-range special school, it may be appropriate to have the smaller
primary hall of 100 m2 as a performance space and the larger secondary hall of 180
m2 as a physical-education space, while both may also be used for assembly or for
community use.
Where there are co-located special and mainstream schools the joint use of
specialist large facilities may also enable inclusion and the buildings must, therefore,
be fully accessible to all users.
Large spaces can have dual-use or multi-purpose use which also includes assembly.
For example, the sports hall or dining space may be used for assembly, for different
reasons or on different occasions, as appropriate. Designers should discuss the
consequences of such choices fully with the school and the preferred use of large
spaces should be clarified in the brief, so that they can be fit for purpose.
School hall
Assembly is an important time when all pupils come together as a whole school
community. Inclusion in schools now brings together children from the widest
possible backgrounds with a huge range of abilities, far wider than ever before. In a
mainstream setting or where there is a co-located or resourced provision, assembly
facilities will normally exist in the mainstream school which can be dual used by the
local special school. It is important, therefore, that they are suitable for disabled users
in all respects. It is essential to promote positive social interaction which will enhance
inclusion opportunities into adulthood.
Special schools on their own site will often combine their space for physical
education with the main school assembly hall to provide a single multi-functional
space.
The design approach should balance the need for a large multi-purpose facility, used
principally for physical education and assembly, with an ambience which expresses
13
the schools public status. Use of a folding acoustic partition to the dining area is
preferred to support extended school and community use.
In addition, some schools assemble at the end of the day before coaches arrive for
departure. This arrangement will affect the location of the hall. It is beneficial to locate
the hall centrally at the heart of the school, especially in an all-age school, in order to
limit travel time for all pupils from their class or specialist bases.
The hall should be available for curriculum activities throughout the whole school day
and not restricted for use by dining. Circulation routes nearby should be sufficiently
wide so as not to cause congestion.
It may be helpful to consider a whole school day, with the need to change between
functions effectively and not to waste time by having to move equipment and
furniture.
The scale, proportions and height of the hall should permit both age-appropriate and
community use, as appropriate.
The level of occupancy of the hall and requirements for means of escape will have to
meet the approval of the fire authority and the local-authority building control.
Reference can be made to BS8300 and the Building Regulations ADM for disabledaccess requirements.
Aspects to consider
Where schools are dual or multi-purpose use, then the following notes apply. They
have been adapted from Designing Space for Sports and Arts (DfEE, 2000). The
guidance should be referred to and applied where relevant.
A raised stage will restrict disabled access for pupils unless a ramp or lift is provided.
Fold away bleacher seating may be desirable to give a good view of the stage for
performances, but again, access for wheelchairs will be restricted particularly when
pupils want to sit with parents at a function.
Wall, floor and ceiling finishes should balance the practical issues of durability,
impact resistance and protection from projectiles with the need for appropriate
ambience and acoustic requirements.
Careful consideration should be made with regard to the suitability of all finishes for
fitness for purpose and for SEN and disabilities.
Building materials and finishes should be carefully selected for their acoustic
absorption and impact resistance according to both location and functional
requirements. The design should reflect the appropriate character for the space, in
relation to its purpose and use, with suitable visual colour and tonal contrast.
Ceiling finishes should be impact-resistant and acoustic-absorbent to give an
appropriate reverberation time (see BB93). A light-coloured or white ceiling finish to
give 90% reflectance will be required. Tiles which can be damaged and displaced by
impact from balls should not be used. Likewise, ledges where balls can rest or which
create cleaning difficulties should also be avoided.
Walls should be of high mass to reduce noise transfer, with flush-faced, smooth and
impact-resistant plastered or fair-faced masonry, or dense particle board, with no
projections (sensors or fire extinguishers should be recessed) and with soundabsorbent finish at high level. The decorative finish should have a medium to high
light reflectance with visual tonal contrast to the floor.
Doors should be flush with the wall finish, have splayed reveals to avoid risk of injury
(with recessed panic bars for fire-escape doors) and open outwards.
Floors should be warm, durable and non-slip, have low glare and be impact-energy
absorbing (to BS7044). For example, a sprung floor may be costly but is of benefit for
sports and arts and to those with hearing impairment. Strengthening may be needed
where there are runners for bleacher seating. Contrasting floor markings may be
required.
Provision of appropriate natural and artificial lighting to avoid glare and give an even
distribution of light should be made; avoiding end glazing and providing side lighting
at high level is preferred, with appropriate film or tint in glazing. Any glazed areas
should be detailed with safety in mind and have the appropriate safety-performance
glass.
Full blackout facilities will be needed, with curtains, blinds or drapes, electrically or
manually operated, but so as not to foul opening windows and restrict ventilation.
Window and door openings should be airtight
For sport, lighting of 300400 lux with ceiling-mounted fittings either side of
badminton court lines is recommended. Some stage lighting and sound equipment
should be provided for allow flexible use of the space for performance. Performance
lighting requires lighting bars or a lighting grid at 6 m clear height. Auditorium lighting
should be dimmable and supplemented by decorative lighting such as wall washers
and spotlights. Access for maintenance should be planned at the start.
The appropriate heating and ventilation system should be selected for temperatures
from 1223 degrees Centigrade, and 1.53 air changes per hour; and there should
be an even distribution of air without down-draughts or dead-air pockets. If radiators
are used, they should be flush to the wall. If supply and return fans are used, they
should operate together to achieve a balanced system. Heating and ventilation
systems should be selected to avoid unwanted noise and should not impinge on the
use of the space.
Sound equipment should be provided for performance. Provision of sound-field
systems and induction loops should be considered. The space should have effective
sound separation and insulation with good-quality room acoustics. An acoustician
should be consulted at the outset so that the appropriate acoustic design and use of
acoustic-absorbing panels to the ceiling and at high level to the walls is provided as
part of the design if required. Some acoustic absorption, however, will occur due to
the audience, soft furnishings and curtains (refer to BB93, see references).
4.8
Learning-resource areas
those which relate more closely to general teaching spaces, such as group
rooms, library resource centre, ICT cluster or ICT suite, or post-16 study
areas
4.8.1
Group rooms
Group rooms are an essential resource which will meet a range of learning,
behaviour, social and emotional needs for pupils.
Such rooms are smaller rooms which can be used for one-to-one sessions or small
group work, therapy, respite and as an extension to the classroom activities.
The design approach will consider:
The shape of the room should suit the purpose for which it is being designed and a
clear brief is essential. A multi-purpose focus will maximise its potential for present
and future use.
Regular rectangular or square shapes can fit well between class bases. Alternatively
curved shapes may be more suitable for specifically stated support purposes, such
as tutor groups or specialist subjects (e.g. music and drama).
The room relationship, proximity and links to other teaching and learning spaces will
need to be considered in relation to what is of most value in terms of the use made of
the group room.
Appropriate access and use of group rooms by pupils, staff and by other visiting
professionals, on a flexible basis, should also be considered.
Group rooms between class bases with no access from the corridor allow flexible use
by two pupil groups.
The external wall will contain windows for natural light, ventilation and view out, if
required, but no door to the outside.
There will, however, only be access through the class bases, and supervision of
pupils should ensure that adjacent pupil groups are not disturbed or disrupted. Whilst
this is also related to school management issues, designers should discuss such
arrangements with the school.
Group rooms with access directly from the corridor or circulation space as well as the
class bases, can be used for a range of activities and, in this case, additional spaces
may not be necessary elsewhere in the school.
This arrangement is more appropriate for pupils who have BESD, where supervision
is important and minimal disruption to pupil groups desirable. For internal rooms,
however, the appropriate provision of natural and artificial lighting, ventilation and
appropriate acoustic treatment are essential.
Group rooms at secondary phase may be arranged so that there is one group room
serving a cluster of 2-3 class bases for learning and behaviour support, giving an
age-appropriate rationale for their use, distribution and provision.
Group rooms do not usually have fixed storage, but may have loose cupboards. Any
ICT needs should be specified to suit the purpose, if these are desired.
The choice of building materials and finishes may match the class base adjacent or
reflect a specific purpose. For example, soft or non-abrasive wall finishes (e.g. carpet
or padded cushions) for pupils with challenging behaviour may be safe as well as
soothing.
Although a group room can be designated for a specific purpose, the need for
flexibility and adaptability is paramount. This need will be reflected in the quality of
design which usually will convey a pleasant, calm atmosphere which can facilitate a
variety of functions.
4.8.2
Library
4.8.3
ICT
Information and communication technology (ICT) can maximise social and learning
opportunities through effective use of advanced technology which promotes
individual attainment and allows for maximum flexibility of use in the future.
Pupils with special needs will use a range of different access technology or
interfaces; computers will often be larger than the standard provision and have
varying space requirements which must be established early on.
Some pupils may need to experience a wide range of stimulating equipment, such as
bubble tubes, audiotapes, CDs and computers, along with a range of switches and
devices which produce different outcomes, in order to initiate an understanding of
cause and effect.
Through ICT, pupils will be encouraged to show curiosity and interest; experience
and respond consistently to stimuli produced by the program and learn to use the
computer or switching equipment with intent for a desired effect.
Other pupils will be provided with opportunities to explore and use a variety of IT
equipment, as well as a range of computer software and hardware, in order to access
this and other areas of the curriculum, and enhance and extend their creative activity.
There is increasing use of ICT in all teaching and learning spaces, in most cases.
There is a need, however, for a dedicated ICT facility for specialist use.
This can be provided as a separate room, or as a cluster within or adjacent to the
library resources centre, according to curriculum potential to link activities and the
timetabled needs. Provision for flexibility and adaptability should be enhanced
wherever possible.
Size and layout of libraries and ICT resources
At primary stage, the library and ICT resource can be separate spaces of 15 m2 each
or combined as an interactive space.
For secondary, each space will need 30 m2 or a combined area of 60 m2 minimum.
The library, ICT resource, and file server will have an allowance of a minimum of 4
m2 storage each at each phase.
In primary provision, a practical area for dedicated computer-based studies outside of
the class base is beneficial. It will normally be used on a one-to-one basis or by small
groups. The space should be easily accessible from all class bases. It can be a bay
off a circulation space or a self-contained room. If it is provided as a bay, special
consideration needs to be given to the security of equipment and possible distraction
to pupils through noise, visual distraction or movement of others.
If it is a self-contained room there must be sufficient space for mobility and circulation
needs. The layout should be informed by the type and range of special educational
needs and the mode of curriculum delivery.
In secondary schools, the space may need to accommodate a full class in an ICT
suite or bay. This is often associated with the library, or learning-resource space, and
should be sited to obtain maximum benefit for all pupils across the curriculum.
Typically, provision may include about 6 adjustable-height work stations, including
adjustable-height tables and chairs, if required, with a range of access technology
devices to suit individual learning needs.
A workstation should be available to meet the needs of each pupil, although the
technology may vary to reflect the pupils needs and the schools curriculum
approach.
The choice of IT equipment will greatly affect the shape and size of the room or
space. For example, a flat-screen monitor with a computer under the worktop allows
more efficient use of desk space and requires less overall space. If all pupils in a
group require access to different technologies then space should be available to
ensure effective use.
A flexible approach is imperative both in the selection of furniture, services and space
layout. The space should be provided with variable-height workstations suitable for
wheelchair access. Consideration of ergonomics and space requirements should
ensure that the use of computers in relation to adjustable-height desking,
wheelchairs and standing frames is possible.
Whiteboards should be positioned carefully so as to enhance the communication and
interaction for the type and range of SEN and in relation to the size and shape of
class bases.
It is likely that an interactive whiteboard, or overhead projection facility, will be
needed, and the room shape together with the location of computers will need to
provide clear sight lines to view the teacher and screens. This may be difficult if the
space is designed as a bay.
The layout should enable good communication and interaction for teaching and
learning for individual and small group work. The pupils should be able to see the
teacher and whiteboard as well as their computer screen without turning and
becoming disorientated.
The distribution of services should permit flexible use of computers and suitable
environmental conditions for ICT. A glare-free, well-lit room, with a comfortable
learning environment, should be provided which is suitable for a range of users.
Particular environmental requirements should be considered such as dim-out without
loss of ventilation, local glare conditions, background colour selection and increased
ventilation due to heat-loading from equipment.
Care should be taken to prevent noise of machines or printers and heat generated by
equipment interfering with adjacent associated activities. It may be difficult to meet all
of these requirements if the space is designed as a bay or is too small and
constricted.
Security is a serious concern and measures should be put in place to avoid the theft
of IT equipment. These may include the siting of IT spaces away from vulnerable
external walls, reduced external window areas, window shutters, CCTV monitoring
and alarm systems, fixed or secured computer equipment and secure I desks.
The ICT provider should be involved throughout the design process so that
cableways or wireless installations are anticipated and planned for flexible use of
computers, now and in the future.
The distribution of services needs to be planned to allow for flexible use of computers
within the whole space, not just at its perimeter. Where workstations may be required
away from perimeter walls, the management of cables and need for floor-boxes, or
the use of a wireless system, needs to be carefully assessed.
Other points to note and consider are set out below:
ICT is of particular importance for pupils who have visual impairment and
additional space is often required to meet their needs.
Appropriate use of ICT can support behaviour and encourage learning for
pupils who have BESD.
ICT can be provided effectively in a small bay off a corridor space in a primary
special school.
An ICT suite can effectively offer a joint use in a shared space for both
mainstream and special schools pupils and so support inclusion.
ICT can be stored in lockable tambour cupboard units and still be both secure
and accessible in a class base, if required for protection of equipment.
4.8.4
It is important to allow pupils who have SEN and disabilities to develop their full
potential and be recognised as part of the student body.
Where a special school has post-16 provision this should be significantly different
and separate from that being provided for statutory years. An age-appropriate
environment to reflect the young adult work place, like an office or college
environment, is therefore desirable.
The number of students may vary, however, so it is essential to determine the scope
and use of study rooms and areas so as to ensure their fitness for purpose.
Some students will undertake work placements with work-based training providers
(LSC-funded).
Where provided, learning resources should include access to vocational training, on
or off site, at FE colleges. As supporting accommodation to the post-16 tutor bases,
additional learning resources should include separate small group room(s), a snackmaking area and a common/social room.
If appropriate, students may have access to multi-purpose use of training or meeting
rooms available at the special school. The learning resources should ideally serve as
a base from which students go out into the wider community as part of their progress
to independence.
Sometimes, provision is made for specific specialist vocational subjects ranging from
business and office skills to hairdressing, care work, horticulture, motor vehicle
maintenance, or building.
A clear brief for this is required identifying the source of funding (DfES or LSC), the
appropriate type, range and location of provision in relation to progress to adulthood
and to accessing such facilities in the wider community.
Post-16 social area/common room
The post-16 tutor bases are often grouped around a social space to give the older
students a group identity of their own. Younger pupils can also look forward to a
progression through the school if this acknowledgement of maturity is recognised in
the building layout.
The space can be used for drinks, lunch, games, socialising during breaks, and a
place to meet on arrival and before leaving school. Its size should be relative to the
numbers of students.
It may be appropriate for snack-making facilities to be located in this space in which
case health, safety and hygiene issues must be considered.
The post-16 base should have robust materials, non-slip sheet flooring for kitchen
and snack-making areas with hard-wearing soft furnishings for common room areas.
There should be areas for display of their achievements and space to allow the
students to display their own contributions, and so promote a sense of ownership of
their environment.
For post-16, typical provision may include two group rooms at 15 m2 and a social
area of 80 m2 with 4 m2 storage.
4.9.1
Curriculum
Flexibility of use and layout enables the school to accommodate these needs in
multi-purpose spaces so that the same outdoor facilities will often serve for both
lessons and play.
The design and layout of the school site should aim to meet the demands of:
the formal curriculum providing explicit provision during lesson time for
National Curriculum subjects including PE
the hidden curriculum designing the appearance and layout of the school
grounds to convey positive messages about the school and its ethos which
influence the pupils, staff and visitors who read them
School grounds can provide habitat areas, informal social areas and outdoor playing
fields which support learning for the various subjects, as outlined below.
English
Working outdoors can help to the develop oral and language skills, imagination,
reading, writing and learning through stories, poetry or drama. Natural slopes and
semi circular arenas or amphitheatre of 1020 m diameter can be used for
performances.
Mathematics
Tasks involving numbers, space, shape, scale measurements and data in the school
grounds give a real context for developing mathematical skills. Pupils enjoy and
benefit from this practical application. Playground markings used for games can also
improve such skills.
Science
Outdoor Science offers multi-sensory experiences in a reactive environment for
studying topics such as growth, materials, forces, body, plant and animal life.
Features such as ponds, vegetable plots, orchards, copses, herb gardens, wildflower meadows, bird tables, animal enclosures and compost heaps all give learning
opportunities.
History
Exploring the schools past through the grounds can help pupils understand their
heritage, by constructing timelines in the grounds depicting key moments of history.
Geography
Following directions, mapping and fieldwork out of doors provide real contexts for
learning. Maps marked on the ground or on walls, signposts, orienteering courses,
weather stations, ponds, streams, earth mounds, gardens, heath land and trees all
assist study.
Art and Design
Art offers an exciting way of surveying the grounds in a visual way. Opportunities for
stimulus for creative work and experiment with different artistic techniques outdoors
are all valuable.
Music
Awareness of different sounds can be developed in the external environment. Music
can be played out of doors as part of movement, play and recreation or as a sensory
stimulus, for example, with musical sensory gardens.
Design and Technology
Outdoor projects can be developed using a range of materials, making different
structures as well as providing scope for pupils and staff to work with landscape
designers.
Environmental education
Pupils can learn first-hand about the environment and sustainable development.
Features, such as ponds, mazes and trees can serve different aspects of
environmental study.
Physical Education
Pupils may have few opportunities to engage in physical activities near to
where they live. A range of outdoor activities can develop physical
competence, social and personal skills.
Outdoor playing fields and hard courts can provide for team games, whilst habitat
areas such as nature trails can help to develop independent movement.
The informal curriculum
The generic term informal curriculum is now widely used to describe both the times
of day when children are not being taught, i.e. play and break times, and what they
do at those times.
School grounds form a significant part of pupils experience and the informal
curriculum can make a significant contribution to social learning. Children today have
less freedom and independent mobility than previous generations. They can,
however, have regular access to school grounds, which can be a safe haven and
offer a range of opportunities, experiences and activities.
It is common to find that the informal curriculum may absorb one-third of the day for
nursery-aged children and infants, one-quarter of the day for juniors and one-fifth of
the day for secondary pupils.
A clear rationale should be developed by the school which guides the development of
informal spaces. In all schools, the pupils should be provided with age-appropriate
areas, but it is equally important to be mindful of the range and type of environment
which will support the schools learning objectives.
The design should indicate a variety of areas for different types of play and so enable
pupils to make choices and engage in different activities at break times. This may
include places to move, run, gather or sit, and so spaces for these activities should
be designed and integrated into any landscaping.
For example, terraces in hard-surfaced materials or wide steps beside hard play
areas can encourage social groups and spectators but can also serve for curriculum
use.
Social areas can be provided in spaces around the building. Carefully positioned
furniture in the school garden or outdoor classroom can assist the development of
social skills. A quiet sitting area, with or without shade, can be valuable for those
pupils needing peace and solitude, for example.
Strategies for encouraging good behaviour and discouraging unacceptable behaviour
may need to be considered with the school during the design process.
Any potentially conflicting needs, where one activity can inconvenience others,
should be discussed early on in the planning stage so that they can be resolved
through the design.
There may be an additional need to allow for separation of the more vulnerable from
those pursuing boisterous activities. Boisterous activities may conflict with the need
for quiet places, for personal space, for solitude and reflection. Providing quiet bays,
however, beside the large area for more boisterous play can enable separate
activities to take place without isolation.
Safe, contained social spaces may be essential as situations arise when pupils need
time to calm down without being a risk to themselves or others. The space
immediately outside of the classroom can be useful in these circumstances though it
would probably need to be enclosed with higher fencing. Such enclosures, however,
would need to be designed with care and sensitive landscaping to avoid the feeling of
caging and containment.
The hidden curriculum
School grounds, through their design and by the way they are managed,
communicate messages and meanings which influence childrens behaviour and
attitude in a variety of ways. The design quality of the external areas will reflect the
schools aims and ethos, which should encourage engagement in learning as an
enjoyable activity.14
4.9.2
Pupils with SEN and disabilities, whether in mainstream or special schools, should be
offered the same opportunities as their peers, not only to practise their mobility,
social and independence skills, but to take part in school life and the wider
community by way of supported, self-motivated, self-directed learning opportunities,
as part of healthy development.
All areas must be accessible to all pupils. Access for those with disabilities should
enable them to engage in all group activities in the grounds, using the same routes
as others. Space should also be provided around activity areas for wheelchairs to
manoeuvre. This includes the design of threshold paving to suit wheelchairs, the
textures of different areas and the spaces between equipment. Particular aspects to
consider are the height of equipment and such features as garden boxes, raised
planting beds or ponds.
Providing safe simulations of hazards that pupils might meet outside school can be
beneficial to encourage them to develop greater independence. (Grounds for Sharing:
a guide to developing school sites LTL). It should also be considered that electrically
powered wheelchairs can be a hazard if pupils are still learning to manoeuvre them
and they can be driven at speeds which may be dangerous to surrounding pupils.
Helping schools plan for such matters will be part of the design process.
Sensory impairment requires greater reliance on the senses unaffected. For those
with visual impairment, colour, texture, smell and sound have increased importance
as they move around the school environment, and so this must always be kept in
mind. In all cases, the use of different materials to touch with hands, feet and head,
14
See BB85, School Grounds and also Special Places; Special People Hidden Curriculum
of School Grounds (WWF, 1994) / LTL.
to see and hear, and the use of contrasting colour, planting, changes in level and
other measures can give signals to those pupils with sensory impairment. They can
act as warnings, where there are hazards, but also provide signs to help with
wayfinding.
Importantly, however, they also bring pleasure and act as a focus for communication
between teacher and pupil, a fundamental element of the curriculum.
The specifics may include the use of tactile paving and chimes for those with visual
impairment and of other sound generators for those with hearing difficulties. Planted
areas and sensory gardens with plants selected for their smell and feel can also be
beneficial.
Whilst it is important for all external areas to maximise the potential for sensory
stimulation, there may be exceptions to this, for example, pupils with severe ASD
where over-stimulation can be a problem. Therefore, some division of spaces or the
creation of smaller courtyards will probably still be required for such pupils.
By contrast, pupils with BESD, who need space for self-expression and activity, may
need large open spaces and sports facilities, as in the mainstream, as a number
excel in physical education.
For some special school populations, appropriate outdoor provision will be similar to
that for pupils of the same age in mainstream schools (for example, pupils who have
BESD, HI or MLD); but, whatever the type of school, most pupils (including pupils
who have SLD or PMLD), will either be able to participate in small team games,
races and boisterous games, whether on foot or in wheelchairs, or participate in
alternative activities such as archery.
The quality of the design process can be improved significantly by involving pupil
participation. This will ensure relevant provision is made to enhance their experience
of the outdoors and help them to gain a sense of belonging and ownership.
4.9.3
Age-appropriate provision
Typically, the following outdoor provision is made for the different pupil age groups at
each phase of education.
Early years
For nursery or early years, a separate outside space with a secure perimeter, of
appropriate scale with low fencing and gates, is required. Provision should be made
for a range of experiences, such as planting schemes, which allow for appropriate
physical and sensory activities to take place. There should be both hard and soft
surfaces, with sufficient space for bulky loose and fixed play equipment. Sand and
water play are common, though hygiene and safety will always be major issues with
permanent sand pits and pools. The design can help overcome safety problems by,
for example, installing safety surfaces, as necessary, under play equipment.
It is important to understand that adult perceptions can easily be out of tune with
those of children, especially for those with SEN and disabilities. Contrasts in scale
and minor changes in level can seem more prominent, a wide-open space can be
intimidating, and objects are perceived differently. Sensitive watching and listening to
children can help to bridge this difference in understanding, through appropriate
design.
Primary
For primary pupils, outdoor activities can be adventurous and can support their skillbased learning and enjoyment of play activities. At Key Stage 1, the need for play
equipment with safety surfaces for soft landings is essential. At Key Stage 2, the
provision of courts or pitches for mini-games and including simplified versions of
recognised games for developing the basic skills of throwing, catching and jumping,
is invaluable.
In primary special schools, there would normally be direct access from the classroom
to the outside. Such areas would combine play equipment with safety surfaces, fixed
seating and other fixed features. These could be divided into areas by low fencing
and gates, appropriately scaled, to bring variety, though these should not impede
supervision (see Section 4.4, Teaching and learning spaces).
Secondary
In a secondary school, there would be less play equipment and larger, more open
areas. Activities which support and reinforce teaching and learning for National
Curriculum subjects offered will benefit from landscaping which reinforces learning
objectives. For example, PE should be taught through the six possible programmes
of study: games, swimming, gymnastics, dance, athletics, and outdoor and
adventurous activities. As such, access to outdoors is required.
Social and recreational spaces should suitable for the pupils age and should be
appropriate in layout and appearance. A range of different spaces supporting a range
of needs and types of activity should be provided.
4.9.4
The LEA and school should ensure that there is sufficient size, suitable shape and
layout of space overall to meet the outdoor curriculum and to provide adequately for
the requirements of developing the objectives of the social informal curriculum.
The curriculum, social and special educational needs described above can be
provided for by a combination of different types of outdoor space. These are
classified and are set out below:
The net site area, known as playing fields area in some cases*, is the total of the
following six categories of space:
sports pitches
hard-surfaced games courts
marginal areas
informal and social areas hard surface
informal and social areas soft surface
habitat areas
There will also be space for buildings and access areas, and supplementary site
area (for more details, refer to BB98 and BB99).
Outdoor PE facilities
These spaces comprise the following:
Approximate sizes are included below, however, these are for guidance for initial
planning only. Reference to Sport England guidance is essential for court sizes.
Primary broad-range special schools
Larger spaces are preferred for higher activity needs where site area allows.
Secondary broad-range special schools
Table 16: Minimum areas for team-game playing fields for all
schools (m2)
Source: The Education (School Premises) Regulations 1999
Total number of
pupils aged 8 or over
100 or fewer
2500
5000
101 to 200
5000
10000
201 to 300
10000
15000
Note: Where special schools are built on restricted sites which cannot comply with the above, access to
the curriculum must be ensured by partnership arrangements with other schools and centres.
Playing fields can be tarmac or all-weather surfaces as well as grass, provided that
both are suitable, and laid-out for the playing of team games.
If the team-game playing field is grass, however, the grass should be capable of
sustaining 7 hours a week, per school, during term time (rotation allowing grass to
recover may be needed).
Many pupils are able to take part in team games and other activities similar to
mainstream schools. For other pupils both hard and soft play areas may be adapted
to suit their needs, for example, wheelchair users may find access to grassed pitches
more difficult.
As part of planning to meet the required learning goals, it will be necessary to decide
what activities will be undertaken, including pupils who have physical disabilities and
wheelchair sports. These decisions will impact on the brief and design of the school.
For example, all-weather courts may offer more extensive use or safety surfaces may
be required for a wide range of SEN.
Habitat and landscaped areas
Habitat areas are essential to support:
are also less likely to be damaged by vandalism within the protected courtyard areas.
Where a space is contained by the building on three sides, it is possible to create a
courtyard. A similar effect can be realised by enclosing with a fence, a temporary
building or planting.
It is important, however, to avoid conflict with other social needs. For example, noisy
activities in the courtyard and reflective hard surfaces may disturb others in their
class bases.
Buildings more than a single storey, or with high roof ridges, will produce more
shade. Courtyards will need to be larger, therefore, if sunlight penetration is
important. The exposure, orientation, sun path and projected shadow should be
assessed accordingly. The security risk of using low-roof eaves should be assessed,
along with the need for light penetration.
4.9.5
It is important for pupils to be able to get outside at all times of the year as part of a
healthy school approach. The relationship between the inside and outside can be
exploited to maximum effect but must be carefully designed so as not to
disadvantage the use of either.
The design of outdoor spaces must allow for:
effective passive and active supervision and appropriate sight lines over more
than one activity at a time
Zoning is very important and strategies which can assist the design process are set
out below:
an inner core of play and social spaces, which can be surrounded by playing
fields and habitat areas, is sensible
space just outside the class base can be used for curriculum activities, as an
extension to the classroom, or by using habitat areas close to or further afield
space next to the school building can be used for social or recreational
purposes, divided by Key Stage and by type of activity (noisy or quiet, active
or passive)
courts and pitches further afield, but within a reasonable travel distance, can
be used for less frequent or occasional activities
4.9.6
Ascertaining that the type and range of equipment or furniture (fixed or loose) is
suitable, and fit for purpose for the range of special educational needs, is essential.
All such selections should create age-appropriate settings.
Play equipment will vary according to the age group and the pupils disabilities. There
may be pedal carts, tricycles, play mats, sand and water trays, balls, nets or
adventure playground equipment.
Special consideration should be made for wheelchair-accessible design. Appropriate
play equipment is available from specialists.
It is essential that proprietary furniture and equipment be of suitable, safe and sturdy
design; installed with safe foundations, safe supports and play surfaces; and fit for
purpose.
The variety and diversity of provision for seating, shelter, and fixed and loose play
equipment must also be considered, along with careful positioning in the school
grounds. There should also be provision of safety surfaces and safe run-offs to
comply with current regulations.
Storage
A detailed schedule should be prepared to ensure that appropriate external storage
is provided to suit the particular circumstances, and all such needs should be stated
in the brief. As a guide, separate stores will be required for:
4.9.7
Health and safety aspects of the design should be checked for external areas.
4.9.8
4.10
The promotion of pupils health and therapeutic needs whilst ensuring access to a
broad and balanced curriculum and equality of opportunity is paramount.
For many pupils with physical, learning, emotional and sensory difficulties, there is a
need for specialist facilities to help stimulate and develop positive social, physical
and learning, interaction and development.
It is also important to ensure reasonable standards of safety.
Consultations with the relevant professionals in the multi-disciplinary team as well as
the local NHS Trust will be needed. (For example a consultation with the local NHS
Infection Control director may be appropriate at an early stage.)
The level and type of facilities required to meet the pupils needs will vary. The main
types of provision are:
a sick bay is required in a residential setting with associated facilities for both
sexes (see SPRs)
therapy rooms which support healthcare and promote the pupils access to
education
Rooms in which drugs are kept should not be accessible to pupils. Lockable storage
should be provided for drugs, within which there should be lockable storage for
dangerous drugs. The current protocols and procedures for safety will inform the
provision to be made. Security of windows and doors should be considered. Use of a
locking and alarmed drug cabinet may be appropriate (refer to COSHH).
There must be an identified means of safe disposal of contaminated material, clinical
waste and sharps (injection-syringe needles). The local NHS Trust will be able to
offer advice, liaison and cooperation for the use of a yellow-bag system and sharps
containers.
All medical treatments have to take place in visual and auditory privacy and so the
provision of portable screens, blinds or curtains are essential. Access must be
ensured in the event of an incident.
The room should be suitably furnished, with a desk and chairs, a soft chair, an
adjustable couch, a treatment trolley, a filing cabinet and perhaps some soft
furnishings and a toy box or book shelves.
Good-quality natural and artificial lighting is required for general and detailed work,
with dimmable local controls. A small-task light or medical lamp may be required for
examinations. Rapid-extract ventilation may be needed to eliminate unwanted smells.
Appropriate levels of heating and cooling should be available with adjustable local
controls.
A separate facility, space or room may be required for preparing gastro-tube feed is
required, and a worktop with a sink unit and low- and high-level cupboards may be
required. Spur shelving and electrical power outlets to support the provision of small
individual pump/battery units must also be discussed. A separate wash-hand basin
should also be provided.
Food storage may require refrigeration as well as thermostatic heating facilities.
Central bulk storage of supplies and separate local storage for medical supplies,
ventilator packs and the like is needed. Oxygen cylinder storage will be provided to
the current regulations (see 5.4 NHSE guidance on medical-gas supply HTM 2002).
4.10.2 Physiotherapy
The role of physiotherapists is to encourage and develop motor skills and to inhibit
any abnormal responses. They use their skills of assessment and knowledge of any
underlying medical condition to devise therapeutic programmes and to maintain and
develop pupils motor skills.
The physiotherapist may carry out assessments and devise a treatment plan,
working with teaching and support assistants, to instruct them on how to deliver
programmes to meet the needs of pupils on an individual basis, or in small groups. A
pupils treatment plan is reviewed and evaluated to ensure that it is both effective and
relevant to the individuals changing circumstances and health status.
A number of children will not achieve progress to independent functional skills
(sitting, standing, walking). In general, though, a treatment cycle may include:
good positioning for functional daily-living skills, which are meaningful to the
child, and help the learning and development of more attainable functional
skills for independence
Although some physiotherapy may take place in a class base, or a large group room,
it is recommended that a proper therapy room be provided for this purpose which can
also be used by other therapists, as appropriate, on a timetabled basis.
In a class base, the provision of adequate floor space (65 m2) will accommodate
simple equipment, such as full-height mirrors, floor mats, or resonance boards (see
Section 4.6.5).
A corner of a class base can be set out with matting, mirrors (which should be
shrouded and protected), as well as mobiles and other stimuli for specific sensory or
physiotherapy input for younger pupils with PMLD.
Alternatively, group work with movement, light and sound can take place in a large
group room (6080 m2) or the hall (100180 m2), as can related activity associated
with drama, music, movement and physical education.
A physiotherapy room of 25 m2 with a clear space of 15 m2 for the use of floor mats,
inflatables and other large items, is recommended.
The room(s) should have natural light and a pleasant outlook. The wall and floor
finishes should be robust, functional and easily maintained with visual colour/tonal
contrast and a pleasing appearance. Floor space for the storage of mobility
equipment, wheelchairs and standing frames will be needed, both within the space,
and just outside of it.
There must be space for an adjustable-height electrically operated therapy couch
(space for approximately 900 x 1800 mm minimum), with adequate clear space
around for the therapist to work and for pupil access, transferring from wheelchair via
a hoist, where appropriate. Ceiling-mounted hoists take up less space for transfer,
but sufficient space (1500x 3000 mm) for transfer via mobile hoists must be allowed.
Wall space is required for display, full-height mirrors and parallel bars.
A clinical wash-hand basin should be available for the purposes of hygiene.
Adequate storage should be provided for inflatables, physical aids and large
equipment, and an accessible cupboard of 4 m2 with outward-opening doors is
recommended.
The therapy room should be adjacent to an accessible toilet and/or hygiene area and
within reasonable travel distance from class bases to avoid loss of curriculum time.
The physiotherapist may need a space with a desk for suitable for ICT and
administration, and a lockable filing cabinet for records, although access to a shared
facility nearby may be preferable for centralising records and for separation of
therapy and administrative functions.
The most suitable wall and ceiling height should be considered, as well as the most
appropriate construction in terms of strength, stability and appropriate fixing capacity
for the fixing of specialist equipment and installation of hoist tracking.
The ceiling construction may require strengthening locally in order to provide the
appropriate ceiling mounting or fixing to enable the use of specialist equipment from
which a pupil can pull with force or use their bodyweight for physical exercises.
A visiting professionals office of 15 m2 is recommended where there are a number of
therapists working at a special school, with desks suitable for ICT (see below).
Where a suite of rooms is provided, these should be entered from a lobby off a
corridor. It is best to avoid rooms off other rooms.
gross motor skills for postural control, mobility, balance and coordination
sensory and perceptual skils for bodily and spatial awareness, e.g. visual
tasks
personal-care skills for eating or drinking, dressing and for use of the toilet
social and emotional skills for self-esteem, relating to others and interpreting
social cues
It is important to recognise that deficits in these areas can have a significant impact
on the pupils learning across the curriculum. The contribution that occupational
therapists make can enable pupils to learn successfully at school.
Working with the pupil, the parents and the staff, occupational therapists advise on
learning aids, ICT requirements, furniture, equipment and environmental adaptations
for the schools and home, as appropriate, in order to improve access to the
curriculum and the physical environment.
Normally, this will take place either in the class base, group room, specialist-teaching
space or shared-therapy base. For older pupils developing independent living skills,
the post-16 tutorial or social base may be used. In addition, some storage facilities
considered.
Sometimes there are specialist facilities in schools for pupils with hearing impairment
or speech, language and communication difficulties. These spaces will have a high
degree of sound insulation from adjacent spaces and the criteria for reverberation
time and sound absorption will depend on the equipment used. Provision of tripleglazed windows, acoustic-lined walls ceiling and floor may need to be made along
with appropriate heating and cooling ventilation. Typically, an audiology suite may
have dual use for speech and language therapy and can also be combined with an
observation room with a one-way window for training purposes (see Appendix G and
refer to the National Deaf Childrens Society for specialist audiology advice).
and chairs. There should be also space for filing. ICT will need appropriate
networking and consideration should be given to confidentiality and the security of
records.
positioning, with additional support from beanbags, wedges and rolls made of
appropriate materials. The child must feel both safe and comfortable in order to
enable effective therapy work to take place.
All furnishings and equipment must be safe, durable, cleanable and easily
maintained. If colour is used, it should be of a soothing hue, e.g. light blue.
The room usually has blackout facilities, including door seals. Alternatively, an
internal room can be used but issues relating to extraction must be addressed.
Dimmer switches to allow for gradual adjustment of light levels to suit the needs of
the pupil, and the purposeful programme of activity, should be provided.
The heat and other emissions may be high so, as stated above, attention must be
given to providing appropriate levels of ventilation, heating and cooling (in preference
to air-conditioning which is best avoided for sustainability reasons (see Part 5 for
details).
Plentiful power supplies will be needed for the equipment. Usually high-level ranges
of 13 amp power sockets and a switch control panel are used and positioned to be
used by a responsible adult only. There must be no trailing leads or health and safety
hazards.
Dark rooms, from which daylight can be excluded, support light-stimulation work.
Children with very poor vision are encouraged to use whatever residual vision they
have to develop skills in light awareness, scanning, tracking and fixation. Focusing
on different stimuli for the development of visual tracking of moving lights as the main
activity can encourage coordination skills, which will eventually enable pupils to
improve their own physical and sensory coordination, or to operate switches and
computer-access technology.
Requirements are similar to white rooms except that dark colours, black walls (and
sometimes ceilings), and black or a heavy draped black curtaining can be provided to
the perimeter of an existing multi-purpose use. Use of television, programmed
computer projectors and different lighting effects is the focus for most of the work.
and enjoyment. In addition, smaller trainer pools are installed adjacent to the warm
water pool in order to teach pupils how to swim. Wet changing areas must be
provided adjacent to the pool.
In some cases, a larger combined facility will be provided which will support the
schools physical education programme, as well as be used by designated groups,
such as neighbouring schools, disability or health charities and similar associations
within the community.
High air and water temperatures may not be suitable for all groups and careful
consideration of appropriate users should be made.
Where community use is agreed, appropriate zoning of the school and public
accommodation should be made from the start. It is essential to establish that
funding is available for the high cost of installation and maintenance of such facilities.
The designer will need to ascertain these functions required so that a pool fit for
purpose is installed. It is also recommended that there is also a rationale stated for
the use of spas, jacuzzi and splash pools.
It is essential that there are clear sight lines for satisfactory supervision and
maintenance of pupil safety at all times. Likewise, health and safety considerations
and infection control are paramount. Specialist technical advice must be obtained to
ensure such requirements are met (see Part 5)
All pools are usually designed and installed by specialists, who should be carefully
selected for their previous reliable performance and the guarantees or warranties
available.
Pools are costly to install and maintain, and budgets should reflect this from the
outset. Specialist advice must always be sought in the design of pools for reasons of
health and safety, for energy efficiency and to minimise running costs.
The most appropriate size for space for hydrotherapy is 85 m2 with a pool of 24 m2
and a surround of 22.5 m wide. Wet changing areas for pupils will be 30 m2 each for
boys and girls separately. Staff changing will be 4 m2 each for male and female
separately. The areas required for pool plant and pool storage will be about 20 m2
and 6 m2 respectively.
For community use, a space of up to 144 m2 may be required with a pool size will be
72 m2.
The following considerations should also be made:
Provision of a ramp and shallow steps with handrails into the water should be
made as appropriate. One or two hoists should be provided for independent
or assisted access to the pool. Sometimes a ceiling-mounted hoist direct from
the changing areas can be provided. The length of travel, however, must not
compromise treating individuals with dignity and respect.
The profile of the floor of the pool should allow for any change of water depth
to be gradual. In small swimming pools this can be difficult to achieve.
Lighting, both natural and artificial, should be carefully considered and located
to avoid problems which can be created by flickering, reflections or glare
across the water surface. Vandalism is a factor to consider in deciding upon
appropriate fenestration, as broken glass in a pool involves considerable
inconvenience and loss of facility during the time taken to empty, clear and
refill the pool.
All pools need associated changing, toilet and showering facilities (including
both pool-side showers and changing-room showers) which should have
provision for physically disabled on non-ambulant pupils and ambulant pupils
who are independent or require assistance.
those pupils with physical disabilities, their mobility equipment and the
support staff who assist them
those pupils who have behaviour needs
the high number of staff to assist children with dining, as it can be a busy time
Sometimes, younger pupils who need more assistance may dine first whilst older
pupils who are more independent may dine later on. Generally, multiple sittings for
dining are not practical for special schools due to the limited time available for dining
in the school day.
An all-age school may prefer separate age-appropriate dining spaces or phased
dining arrangements for their primary and secondary cohorts to show age
progression.
Pupil numbers will also depend on whether post-16 pupils eat off-site at sixth-form
college or in their common room.
Where special schools are co-located, inclusive dining with mainstream pupils is
advantageous, provided that appropriately designed seating areas and suitable
acoustics are in place.
Typically, pupils from the special school will be invited to dine first, being joined later
on by mainstream pupils. This is so as to allow the longer time required to develop
their social skills and, in some instances, to accommodate the longer time it takes to
eat. The following sizes are for guidance only.
Area (m2)
96
80
48
80
80
80
65
80
Primary
Broad-range
SLD PMLD
ASD
BESD
Secondary
Broad-range
SLD PMLD
ASD
BESD
Where post-16 students eat in the dining space, the area may need to
increase to 126 m2.
The size of dining space will depend upon all of the above. Tables and chairs will
need to suit the ages of pupils and adequate storage is necessary. Chair storage of 8
m2 should be sufficient.
It is sensible to place the dining area adjacent to the main hall with acoustic sliding
folding door separation. This enables combined use before and after lunch, afterschool use and extended and community use at weekends.
Similar dimensions and specifications should be considered so that the best use of
large spaces is made, otherwise they may be underused.
Appropriate lighting, heating, ventilation and acoustics are essential for such large
spaces, and consideration of any multi-purpose use must be made.
Floor finishes must be non-abrasive, non-slip, and easily and hygienically cleaned
because food is likely to be spilt during lunch.
Appropriate storage for food and other supplies is essential, as is the safe
disposal of refuse.
The facility must be large enough to cater for the number of meals and type of
food production.
The location and position should allow for regular deliveries from outside
suppliers.
It is essential that delivery vehicles can gain easy access and catering staff
are able to monitor delivery temperature, unpack and store food quickly.
There must be prompt distribution of food trolleys form the kitchen area to
serving areas.
The layout, design and construction must enable high standards of cleaning
and disinfection to be maintained. All finishes must be able to withstand
regular cleaning and the impact of mechanically cleaning equipment, if used.
The design should allow for the separation and handling of raw and cooked
food and separation of clean and dirty activities, such as food preparation and
dishwashing.
Food preparation areas must be physically separate from the store for
cleaning equipment and from sanitary facilities.
There should be adequate facilities for safe storage (at the correct
temperature) of raw, fresh and cooked frozen food with cool rooms, larders,
chilled stores, refrigerators and freezers, as appropriate.
A water supply and drainage are required to deal with spillages. There must
be adequate drains for the purpose (including accessible gullies and fat traps
etc. outside of the kitchen area, if required).
Linen storage should be in a hygienic location. Disposal of dirty linen and its
laundry should be separate from kitchen food-preparation areas.
Area
(m2)
25
25
15
10
25
20
50
(40)
15
10
10
8
4
15
8
teaching assistants who assist in the class base, under the supervision of the
teacher, with learning support for pupils in one-to-one situations or in small
groups
non-teaching support staff who provide for pupils care needs, assist with
toileting, changing and hygiene, and support in delivery of other programmes
including some which are class-based
supervisory meal assistants are part-time staff who are often available for
lunchtime supervision for dining or meal-time programmes and play activities,
but a number may also have non-teaching roles
administrative and site management staff have a range of duties which are
essential for effective school management
support staff in catering, cleaning and maintenance, are similarly essential for
4.12.2 Communications
Staff will need to communicate and exchange information (sometimes, of a sensitive
or confidential nature) with each other by different means, and by using various
systems. These can range from pigeonholes in the staff room, to staff meetings,
internal and external telephone systems, paging or panic alarm systems, CCTV , ICT
and video conferencing. In addition, arrangements for shared or discreet access to
information, as well as its filing and storage, will also have to be considered.
Generally, for the design of all spaces, the need for visual and acoustic confidentiality
will have to be balanced with the need for openness, transparency and accountability
(i.e. the need to see and be seen to act, and behave appropriately, and for audit trails
for procedures and decisions).
Many of these factors will also have an impact on the design of the school.
The needs described above should be carefully considered in relation to each space,
as set out below, as should the relevant staff functions which occur. This will allow for
any requirements to be identified in the brief and for installations to be provided
which enable staff to carry out their roles both more appropriately and more
effectively (see also Section 5.2, Information and communication technology).
space in a larger school. Usually, this should be sited near the reception area
opening directly off a circulation space. It should have a small worktop, sink, fridge
and storage. There should be several soft chairs and a low table together with
display spaces, book/magazine shelves and notice boards.
Staff social/meeting room
Teaching staff need adequate space for planning and preparation of work, meetings
and for designated breaks during the day. These areas should be away from general
classrooms so as to be fit for purpose, also offering a quiet space to socialise and
relax in good suitable conditions.
The room size will be determined by considering the total number of full-time staff,
frequency of use and number of meetings. Large meetings will take place in a
separate designated space.
In general, the staff room should be separate from the meeting room, as each serves
a different purpose.
The staff room will need hard and soft chairs, low tables, notice boards and display
spaces, book/magazine shelves and audio-visual facilities with blackout. A small food
and drinks area should be provided with sink, microwave or small cooker, fridge,
dishwasher, worktop and high- and low- evel storage units.
The space should have good natural lighting, a pleasant outlook and relaxing
atmosphere. The careful selection of soft furnishings and the use of colour can help
to provide the type of ambience required.
Staff resource and preparation area
In addition to the staff room and meeting area, there should be separate resource
and preparation area for teaching, and support staff, to plan and prepare
programmes of work for pupils. It should be located with other staff rooms. It should
have shelving for reference materials and other central resources, benching or desks
for preparation and computer use and wall surfaces for display.
It is good practice for reprographics equipment to be located in these rooms so
sufficient space must be made available photocopiers, audio-visual equipment and
storage, specialist equipment such as Braille printers, print enlargers and lamination
machines to name a few.
The sizes of rooms will depend on the number of teaching staff and the need for
visiting teachers to store equipment and resources associated with their professional
roles.
Where there is a mixed use of reading/reference and the use of computers, daylight
and artificial light need to be carefully controlled to minimise eye strain and to
produce comfortable working conditions.
Senior staff offices
The head teacher will require an office which should be able to accommodate a desk,
chairs, storage cabinets and a meeting table to seat at least 8 people.
Most heads prefer to be near the school entrance, so maintaining an overview of
school activities. The location of this room should be discussed early on, however, to
ensure that it can fulfil the functions described by the head teacher or the schools
brief.
If the school has one or more deputy head teachers, they will also need an office for
administration and small meetings. There should be space to seat 34 people as well
as room for a desk, chairs, storage cabinets and a low table. These offices can be
sited near reception and near the head teacher, but their location will be strategically
important for the day-to-day managing of the school, so care must be taken to locate
each space where they will be most effective.
Heads and deputies will hold confidential meetings, and so any glazed screens and
windows will need adjustable blinds for privacy. Good acoustic insulation is required
for confidentiality and also in order to minimise disturbance to those using the rooms.
Reception and administration
Administrative and reception spaces will be at the school entrance. A secure lobby
arrangement with a screen and a dual-height counter and knee recess in the
reception area is preferred. A combined space for reception and administration is
usual, and an area for at least three members of staff will usually be needed, though
staff numbers may exceed five.
It is important that the space is bright, open and welcoming and reflects the schools
image. Waiting areas for visitors and parents must be visible and remote door-control
systems need to be well thought through, and simple to operate, so as to avoid
excessive disruption to administrative staff.
A reception office of sufficient size should be provided but this will need to be
reviewed in each case.
The flexibility of roles and responsibilities of administrative staff can change quite
rapidly. Increasing use of electronic systems require that appropriate support and
sufficient space is provided, and this should be stated in the brief.
The office space needs to be equipped with a desk suitable for computer use,
adjustable chairs and storage cabinets.
The central photocopier would also be located in this room or in the adjacent alcove
or circulation space, fire strategy permitting. A materials/stationary store and a
secure store for records will be required. Safe storage of any flammable or toxic
materials kept in this area should also be considered.
The main communications network, security, CCTV and alarm systems would
normally be controlled from this area and so adequate space should be allowed for to
be set out in a suitable with ergonomic arrangement and with adequate circulation
clearances.
Technicians
Secondary special schools increasingly will have technical support for a range of
subjects. With the increasing use of ICT and the need for specialist mobility, auditory
and visual aids, a part-time or full-time technician are now employed to manage such
equipment and services. Such areas should be considered at the briefing stage. In
general, there should be a room to provide a workbench and appropriate storage to
ensure that they are fit for purpose, and of a size that will enable appropriate defined
support to be provided. There must be sufficient space to work on large items.
Site management staff
Most schools will have a full-time site manager, or caretaker, who will require an
office and workshop facilities for undertaking small repair items. It should have direct
access to the outside, good daylight, a workbench, appropriate storage, including
secure storage where stated, and space for a desk and chairs.
With the growing need for and reliance upon technology, a centrally electronically
controlled environmental services system are used, such as Building Management
Systems (BMS).The provision required for this will need to be reviewed in each case.
Catering staff
Kitchen staff will require a separate hygienic toilet and changing rooms adjacent to
the kitchen, as well as a small space for administration. These should all be provided
as a part of the whole suite of catering accommodation.
Cleaning staff
In addition to providing cleaners stores, staff who carry out cleaning should have
access to and use of school facilities for lockers, changing and toilet facilities, social
meeting/staff room for breaks and refreshments, as appropriate.
Visiting professional staff
Visiting professional staff will need a base from which to carry out work on a flexible
basis. An office with desks suitable for computers, tables, adjustable chairs and filing
cabinets for shared use, should be provided, with an area of 15 m2 minimum.
Staff and visitor changing rooms and toilets
The Education (School Premises) Regulations 1999 (SPRs) set out the minimum
requirement for staff washrooms which should be adequate for the number of staff.
The Workplace (Health, Safety and Welfare) Regulations 1992 as amended and the
Code of Practice L24 also cover staff toilet provision in schools.
The staff spaces required will vary in size according to the numbers of staff and the
male/female ratio.
Separate staff male and female changing rooms with lockers, a shower and toilet
should be considered as these allow secure storage of personal belongings and will
provide an area for wet clothes storage to enable staff to change for PE lessons (see
SPRs).
These facilities may be located centrally, however, proximity to the hall, PE and
drama accommodation should be considered as a multi- use design may prevent
duplication.
Provision for disabled toilets in accordance with Building Regulations Approved
Document M should be made so that no wheelchair user has to travel more than
40 m.
Unisex staff and visitors disabled toilets, can also be provided throughout the school
for staff convenience and in order to avoid supervision problems arising in the
classroom from an adults absence.
Although some multi-purpose use of such facilities by staff, visitors and pupils is
permitted, it is best if there is separate provision made for pupils. Local
circumstances, however, do not always allow this and, in such cases, school
management procedures should ensure proper use and supervision of the facilities at
all times.
Toilet provision associated with public functions in the hall and any community use
should be considered in relation to their particular requirements as well as those set
out under the Building Regulations and Sport England Guidance. Accessible facilities
should also be provided. It should not be necessary to open large parts of the school
during these events just for sufficient toilet provision.
4.13 Storage
Every area requires storage which must be fit for purpose. It is important to provide
sufficient storage for general needs and for specialist resources, for mobility or
specialist equipment and for personal belongings.
A full consultation is required with the school/LEA at the design stage to understand
the particular needs of the school, to identify all of the different types of storage and
to ascertain the many different items which are to be stored.
It is essential that the storage be of the right size and in the correct location for any
school to function efficiently and effectively. Storage must not be sacrificed to provide
more area in other spaces. It is very important, therefore, to allow sufficient space in
the gross area calculations at the feasibility stage.
For every area which requires storage, consideration of the number, type, size
shape, location and accessibility of stores should be made. It is also necessary to
ascertain who will be the users and whether the store is for resources used daily or
only periodically
The key issues to be considered are covered in the rest of this section.
tactile and visual materials than those used in mainstream classes. Allowance must
be made for this fact.
Practical specialist subjects may have health and safety requirements for storage
(see practical specialist subjects). All stores which contain wet materials should be
ventilated.
Storage dangerous or chemicals
If dangerous chemicals are used to support, for example, science, then storage
should be provided in a laboratory preparation room. These should be stored
according to the current COSSH regulations.
Dangerous substances may also be used in Art, Design and Technology, or for
school-grounds maintenance.
Stores which may contain these harmful materials should be identified, and health
and safety risk assessments made.
Special ventilation and fire protection detection measures may also be required (see
COSSH).
Storage for confidential papers documents and records
Confidential papers or records and historical records or documents may need to be
retained in a safe place for a given number of years. In some cases, archive storage
to retain records in paper format for up to 18 years is required.
Secure stores with pupils/staff records may be required, with particular locking and
fire protection requirements. Fire-resistant cabinets, or cupboards or store rooms
may be required for such purposes.
Storage of medical goods, medicines and dangerous drugs or chemicals
Medicines and drugs should be stored securely and signed according to Health and
Safety requirements.
For example, a fridge with a lock and a double-locked drug cupboard may be
required in the medical inspection room.
Specific requirements must be considered early on for the storage of oxygen in
cylinders in a ventilated, secure internal or external store, with access and egress for
delivery and collection. (See NHSE Medical-gas Supply for background).
Storage for loose furniture
Storage for loose furniture, such as a chair store for dining or for the assembly hall,
will be required directly off or adjacent to the dining or hall space
Storage of equipment
Storage of equipment, for example, for physical education, movement, music and
drama will be required adjacent to the relevant activity area (i.e. hall or large group
room).
Number
and type
Area (m2)
Primary
Secondary
8 per school
10 per bay
10 per bay
4+4
4+4
8+6
4+4
4+4
4
n/a
4
4+ 6
Science
Music and drama
Physical Education
1 per class
base
1 general + 1
food
1 resource +
1work in
progress
1 general + 1
server
1 general store
1 resource
+ 1work in
progress
1 prep
1
1
n/a
8
10
12
8
10
Dining
Community
1
1
8
10
10
10
Common room
1 store
n/a
Kitchen
6+6
6+6
Therapy
Hydrotherapy
1 food+
1 refuse
1
1
4
6
4
6
Professional office
Administration
stationery
+ secure
records
4+ 4
4+4
Teaching resource
Meeting/training
room
Laundry
1
1 resource
20
2
20
2
4 clean+ 4
dirty
2
1
2
10
2
15
10
10
10
10
Mobility/locker
bays in circulation
space
General teaching
spaces
Food Technology
Design and
Technology
ICT
Library
Art
Cleaner
Technician/
premises
General stores
External stores
2 bulk items
1 PE/play+
1maintenance
Coats
Lockers
General teaching
Number
and type
Area (m2)
Primary
Secondary
1.5 in class
n/a
5 KS1
4 KS2
3+3
n/a
4 in corridor
4
7+ 6
4+4
4+4
1
8
1 per class
base
1 general + 1
food
1 resource +
1work in
progress
1 general + 1
server
1 general store
1 resource
+ 1 work in
progress
1 prep
1
1
4
n/a
4
7+6
n/a
8
10
15
8
10
Dining chairs
Community
1
1
8
10
8
10
Social-skills base
Kitchen
1 food+
1 refuse
1
6+6
6+6
stationery
+ secure
records
4+ 4
4+4
15
15
1 resource
1 clean
+ 1 dirty
2
1
1+1
1+ 1
2
10
2
15
10
10
10
10
Food Technology
Design and
Technology
ICT
Library
Art
Science
Music and drama
Physical
Education
Professional
office
Administration
Teaching
resource
Meeting/
Training room
Laundry
Cleaner
Technician/
premises
General stores
External stores
2 bulk items
1 PE/play + 1
maintenance
4+4
conveniently located, accessible and safe toilet and hygiene areas which
minimise travel distances and loss of curriculum time
appropriate range of facilities to meet the type and age of those with SEN
and/or disabilities
space and layout suitable to ensure that supervision and support by staff is
possible
how the environment can assist as a cue to communicate and prepare pupils
for the appropriate activities which take place in the space
The main issues discussed below should be considered as part of the design
approach.
pupils who have SEN or disabilities but who are ambulant and require
independent access but may need passive supervision
pupils who are non-ambulant and disabled, including wheelchair users, who
are independent but may need passive supervision or occasional assistance
from trained support workers
pupils with more severe physical disabilities, or those with profound and
multiple disabilities, who are entirely dependent upon assistance by trained
support workers
Generally, provision of facilities for independent and assisted disabled users should
be available, grouped alongside other toilet facilities for all pupils, staff and visitors
wherever they may be. These will include toilets, changing rooms, showers and
hygiene rooms for pupils, as well as separate toilets, changing rooms and showers
for staff and/or visitors (in certain circumstances, there is dual use of facilities for
pupils and adults with disabilities, however, the appropriate management of such
facilities are a school responsibility).
Pupils who are ambulant and have SEN (SpLD, HI, VI SLCN, ASD, MLD/complex
needs, SLD and BESD) can normally access the same type of facilities as their
peers. Modifications, adaptations and specially designed facilities will be required for
pupils who have SLD/mobility impairment, PD, PMLD, MSI and in some instances VI
(see Section 3.2, Different types of provision).
There may be pupils, with medical needs across the range, who will require access
to a facility for changing appliances. This may be located within a part of a medical
treatment area, where adequate privacy can be provided together with assistance
and training. For pupils able to care for themselves, facilities can be conveniently
provided in larger wheelchair-accessible wc compartments, or as part of a changing
area. The essential requirements are for drainage, sterilisation, storage of tubes and
bags and the storage of dressings and toiletries. These requirements for the above
should be described in the brief to be provided in the design.
Pupils who have physical, or profound and multiple disabilities (PD/PMLD), will
require assisted toileting and changing areas in hygiene rooms.
In such cases, it is essential that sufficient space is allowed to ensure the appropriate
manual handling and moving procedures can be made, using mobile aids such as
portable or ceiling-mounted hoists.
Good ergonomic design is essential to allow for sequences of activities and manual
handling and for varied appropriate transfer arrangements. Reference should be
made to HSEs Health and Safety Matters for SEN: Moving and Handling, to be
published in 2005.
The balance between the sexes of pupils varies in individual special schools, with a
predominance of boys in most cases. Careful consideration of the location and type
of provision for girls should be made, especially where they may be in a minority. In
special schools for BESD, a minority of girls may be of particular significance.
Careful consideration will need to be given to separation of boys and girls, provision
with clear sight lines which enhance supervision without reducing privacy, and
adequate layout and space to avoid the perception of confinement. Re-entrant
spaces off lobbies, where inappropriate behaviour can occur, must be avoided.
The specification and use of robust materials is essential for this type of special
educational need.
independence skills.
Some pupils are uncomfortable and have experienced discomfort being enclosed in a
large room (i.e. a feeling of being shut in). Smaller, scaled-down cubicles with halfheight doors and lower, smaller WC pans can be provided as these will allow for
privacy, as well as passive supervision. Standard packages of fittings for wheelchairaccessible toilets are available, but where these are for smaller children, their needs
should be made clear when specifying these products.
Nevertheless, sufficient space should be retained for toilet-training aids, mobile
equipment and assistance by the support worker (see above).
At junior level, some schools may want a mixture of child- and adult-sized sanitary
ware, also to serve as part of a life-skills-learning programme. Provision of showers
for pupils under 11 is also often desirable.
Secondary
It is essential that pupils are trained to progress with independence and social
awareness and to adopt patterns of behaviour which will encourage inclusion in the
wider community. For older pupils, the location of the provision will be much more
dependent on the particular special needs of the pupils.
Inclusion will always require disabled and assisted provision, with change facilities to
be available close to the class base but grouped with other toilet and changing
accommodation.
If there is a specialist resource base, for example, for pupils who have PMLD, then
proximity to hygiene facilities will be very important.
Where a high percentage of the school population requires assistance, such as in
special schools, the location, layout and design of hygiene rooms is crucial to support
the inclusion of pupils with PD and PMLD with their age-related peers. As a result of
this, such hygiene, care or changing facilities will be required at more frequent
intervals.
For pupils in special schools for BESD, the design and layout of the toilets and
changing accommodation should be conveniently located, not remote and clear sight
lines should ensure good supervision. The layout and design should be attractive,
robust, safe and secure to encourage positive, responsible behaviour and also allow
good passive supervision.
Clear lines of sight from the class base door to the toilet door can assist with
supervision for those gaining independence skills, or those who may wander away.
The number and type of facilities required is described in more detail, as set out
below.
The Education (School Premises) Regulations 1999 set out the basic minimum
statutory standards for local-education-authority-maintained mainstream, special
schools, boarding schools and independent schools.
In addition, Guidance Note Standards for School Premises (DfEE 0029/2000)
clarifies these requirements with additional guidance. These are summarised below:
Washrooms for pupils must have a basic number of sanitary fittings. For mainstream
chools, the number should be equivalent to 10% of the number of pupils who are
under 5, plus the number equivalent to 5% of the number of pupils who are 5 and
over. For special schools, the number should be equivalent to 10% of the number of
pupils whatever their ages
In all cases, the result of these calculations should be rounded up to the nearest
whole even number. The basic number of sanitary fittings may include those
contained in a washroom provided for persons using the premises who are disabled,
if they are also provided for pupils.
The Guidance Note also requires that:
In the case of pupils who have not attained 5 years, at least one shower, bath
or deep sink shall be provided for every 40 pupils
For all children of 8 years and older there must be separate male and female
accommodation
Compliance with the Building Regulations ADM 2004 will also need to be considered
and will affect the numbers of toilets and the intervals of 40 m at which they should
be provided.
Additional provision for pupils with disabilities will often be necessary in order to meet
pupil needs, however, as the health, safety and well-being of the pupils are
paramount. Further details are set out below in order to assist designers in making
the appropriate provision. The numbers of toilets will need to be worked out, with the
school taking all of the above factors into account.
Consideration should also be made that the use of standard-sized rooms for some
compartments may assist with long-term flexibility and adaptability in the life of the
building.
For all of the above, however, accommodation modifications and adaptations may be
provided, which include:
suite with controlled access, there should be a cubicle, or an area which is curtained
off (use of temporary screens positioned around the door entrance for privacy, could
also be made, if appropriate).
An area of about 20 m2 and typical dimensions and room sizes which enable
accessibility are:
There should be sufficient area which allows for transfer by mobile or ceilingmounted hoists and temporary storage of a wheelchair and adequate space for two
support workers. Careful planning should ensure that there is no clash between
curtains, cubicle framing and hoists (see Hoists in Section 5.1.5).
Generally, hygiene/changing spaces can be unisex, i.e. used for a male or female
pupil on separate occasions, provided that there is suitable privacy, access and
appropriate school management procedures to ensure proper use.
Hygiene rooms should be self-contained and general circulation routes must not pass
through such areas.
Some schools may want a bath in the changing areas as part of developing life skills
and the requirements should be stated in the brief.
4.14.10
Facilities for washing hands should be in close proximity to WCs and should allow for
supervision and training of pupils to develop good habits of self-care. Specially
designed wash-hand basins at a fixed height for accessibility of adjustable-height
wash-hand basins can be provided according to the range of pupil needs.
The location of soap dispensers and paper towel dispensers should be set out
(alternative means of hand drying will need to be discussed if there is a risk of pupils
blocking toilets with paper towels). Warm-air hand driers can be used but crossinfection risks should be assessed.
4.14.11
Provision for clinical wash-hand basins and hand drying for staff should also be
made. Facilities for washing hands should be in close proximity to WCs and hygiene
areas as a part of infection control and hygienic practice. This should be a clinical
washbasin with lever taps. Paper-towel dispensers and disposal bins are all
appropriate.
Exceptionally, there may need to be provision of a wash-hand basin in the cubicle, if
there a high risk of transfer of contaminated waste on a person.
The location of soap dispensers, paper-towel dispensers, hand cream, alcohol wipes,
alcohol cleansers and plastic gloves should be identified and provided for in the
design and all fixtures clearly shown on elevation.
Hygienic arrangements for the storage of clean materials, disposal of soiled
4.14.12
4.14.13
Laundry
4.14.14
Pupils welfare may be a particular issue when showering and changing, and
accommodation needs to balance the need for privacy and supervision as well as be
cost effective. Generally pupils changing rooms should be separate from those for
staff and visitors.
Nowadays, general good practice is for individual shower cubicles.
A number of shower facilities should be available for ambulant and non- ambulant
users with independent and assisted access, as appropriate. Stringent privacy may
be required for some pupils due to exceptional special needs or religious beliefs.
Many pupils with mobility impairments may prefer to use the same facilties as their
peers, but with modifications, e.g. clothes hooks at lower level.
Changing and shower areas can be classified by type and purpose as follows:
separate boys and girls dry changing areas next to the sports/movement hall
Some changing rooms and spaces can be designed as unisex provision to be used
by either boys or girls on different occasions provided suitable access is built into the
design for privacy.
Suitable, accessible hygiene/changing rooms should be provided for both examples
described above. Changing areas with an assisted toilet, a shower which is
wheelchair-accessible and a bath or shower trolley, are a necessary provision.
4.14.15
Separate boys and girls changing areas should be provided adjacent or close to the
assembly/sports/PE/movement hall, and also within easy travelling distance to
outside sports and activity areas.
The changing area will be screened with benching and coat hooks for dry changing
for PE or drama. There will also be a separate wet shower area with individual
cubicles and benching.
The showers should have centrally controlled thermostatic water so that pupils
cannot tamper with controls. Provision for storage for dry and wet towels, and
arrangements for their disposal, should be made.
The designer should establish the extent of wheelchair-accessible accommodation
which is required and the level of assistance needed. As a general principle, the
designer should make the general male/female changing room wheelchair-accessible
to provide for choice. Toilet and hygiene accommodation will be provided as part of
this, in close proximity to the hall (refer also to Sport England guidance see
References).
4.14.16
Separate boys and girls wet changing areas, which can be accessed from the
general circulation corridor with access from the external corridor areas to changing
area and then to the pool area, are required. Similar accommodation to that above
will be provided between the entrance and the pool area.
In most special schools where pupils need assistance, hoisting to the pool from the
changing area will be required, preferably with a ceiling-mounted hoist and for a
limited distance in order to preserve the pupils dignity and respect (this provision will
be in addition to a separate poolside hoist which may be used independently or with
assistance).
In addition to showers in the changing room, there should be foot showers to the pool
4.14.17
The correct specification and location of fixtures and fittings is crucial but also
difficult. Again, the age of the pupil is important to select the appropriate items.
Standard packages are also available for change/shower trolleys, with appropriate
foul-drain connections.
Toilets, urinals and handbasins should be selected to reflect the age of the pupils. All
levers, handles, dispensers, etc. should be suitable for use, according to the type of
need, such as for physical disabilities or for behaviour difficulty, as appropriate.
Proprietary cubicle and ductwork systems designed for children are available and
work well. They introduce colour into the space, as well as allowing supervision whilst
respecting dignity. They also conceal all pipework whilst providing maintenance
access. Shelving for spare clothes and disposables can also be incorporated neatly.
For other fittings, e.g. benching with clothes hooks in wet and dry changing areas,
standard items are available.
4.14.18
Infection control
There are five routes of transmission by which infection can spread between people:
Designing for a clean, safe environment involves having an understanding of the role
of infection control in the environment and the designed-in infection control. The
following considerations should be made for these issues:
design of floors walls, ceilings, doors, windows, interior design, fixtures and
fittings for easy access, cleaning and durability
surfaces that facilitate easy cleaning are smooth, hard and impervious
Materials and finishes should be selected to minimise maintenance and be fit for
purpose. All finishes in medical, hygiene and food preparation areas should be
chosen with cleaning in mind, so smooth non-porous water-resistant surfaces are
required.
Many children in special schools are vulnerable to infection. Key infection control
policies should be in place and implemented in the planning of a special school and
the design of the building should support these, as appropriate. In particular, school
designs should facilitate and support practices for the:
17
SPECIALIST SECTIONS
5.1
It is essential to ensure that maximum access to learning and social opportunities are
achieved through the appropriate specialist resources, equipment and furniture. It is
imperative to ensure full accessibility and barrier-free design for all pupils and staff
moving around appropriate parts of the building.
Providing comfortable furniture which allows pupils to participate in all activities is of
the utmost importance. Consultation should take place with the LEA, school and
designated specialists to ensure that all requirements are built into the design.
It may also involve obtaining advice from occupational therapists or physiotherapists
and specialist suppliers.
At the design stage, it is recommended that a full schedule of fittings, furniture and
equipment is drawn up, the rationale for its use and location determined, and
responsibility allocated for providing such items.
Normally, loose furniture and equipment are supplied outside of the building contract
and the designer may not have an input into their selection. It is important, however,
that the designer fully understands what is to be placed in the class base, to ensure
there are no negative impacts on the space or the services to be provided which
might otherwise be overlooked.
Space-planning and room layouts should be prepared (along with internal elevations
with all fittings, furniture and equipment shown) early on the design process for
discussion and agreement. Without this level of detail it is difficult for teachers to
comment on the appropriateness of the design.
Ergonomics can be defined as the study of the efficiency of persons in their working
environment and the provision of sufficient space to perform the tasks for each room
or suite of rooms. Therefore, the ergonomic arrangement of spaces to carry out
individual tasks and sequences of tasks is vital.
The design approach will be determined by considering the factors below.
5.1.1
Furniture and equipment should be suitable for its use, for the age and type of pupils,
and for the range of their special educational needs. Furniture and equipment to be
used by adults should also be appropriate for its purpose, users and location
Some pupils with physical disabilities are independent and able to move about
alongside their peers. Other pupils may have less upper-body mobility and may not
be able to self propel, if they use wheelchairs. They may be able, however, to
manipulate controls to an electrically powered automatic wheelchair. A number of
pupils who have multiple disabilities require a great deal of support and assistance,
especially when moving from one location to another.
The designer needs to be aware, therefore, of the different issues involved in relation
to use of wheelchairs and their impact on the physical environment. It is imperative
that there be sufficient circulation for mobility equipment. Reference should be made
All of these require sufficient space in order to be used appropriately, and all
furniture and supports should be easy to clean and should conform to fire-retardant
and safety standards.
Space-planning layouts should show suitable furniture arrangements which enable
pupils who are wheelchair users to access the curriculum, participate alongside their
peers, and move around the learning environment. Space for adult assistants
working next to pupils must be available if required.
Those pupils who use wheelchairs may have several pieces of mobility equipment or
various types of chair for different supported body positions, both for health reasons
and to suit different teaching and learning situations. Adaptations and attachments to
wheelchairs can be made to facilitate mobility for pupils and improve their access to
the curriculum. Such wheelchair fittings may require space to be used appropriately
(for example, the use of large trays as work surfaces on which there may be a range
of communication aids (see Mobility equipment and its use, below).
The need for height-adjustable furniture will have to be carefully considered. Some or
all of the work-desks, sinks and equipment should be height-adjustable so that the
facility can be accessed comfortably by all users, including pupils and adults of
different heights, and wheelchair users (see Mobility equipment and its use, below).
It is also important to have an understanding of the rationale for and impact of
incorporating ceiling-mounted hoists in the overall space, and of the type of fixtures
required (see Hoists, below).
For pupils who have visual impairment, furniture, fittings and dcor may need to have
appropriate visual and tonal contrast, distinctive colour-coding or tactile stimuli with
different textures.
When selecting furniture and fittings, it may be appropriate to avoid the use of large
areas of highly reflective hard reverberant surfaces (such as metal, glass and wood)
which will be a contributory factor to the overall acoustics of room and may affect the
perception of sound. Unwanted noise and sound distortion may affect pupils who
have hearing impairment, speech, language and communication needs or visual
impairment.
Pupils who have hearing impairment will often have a U-shaped furniture layout
facing the whiteboard and teacher with CCTV (ceiling- or floor-mounted) in the
middle. It is important that they have a clear, undistracted view of the teacher, the
whiteboard and of each others faces for lip reading and for signing. Similarly, it is
beneficial if their ICT suites are arranged in this manner, so floor boxes and ducts are
needed to facilitate this.
For pupils who have learning difficulties, furniture, equipment and display areas can
be used to set the scene, and to provide appropriate focus, stimulus and information
about the specialist subject and learning activities and tasks at hand. It is essential
that there be enough workspace for communication and learning aids as well as all
curriculum materials. In most cases, a width of 700900 mm and a depth of 600800
mm will suffice.
Pupils who have behaviour, emotional and social difficulties may need to have
separate work-tables or desks with a good workspace for all materials, according to
different needs, teaching styles and learning situations. These may be individual
separate work-tables with space around them arranged in rows, but staggered so
that the pupils and teachers can see each other and the whiteboard. Such an
arrangement can to minimise distraction, interference or disruption between pupils.
At other times pupils may be working as a group around a set of tables or may work
in a U-shape or horseshoe arrangement. There may also be a couple of separate
computer workstations in the class base, sometimes to form individual workspaces,
with screens which aim to minimise distraction and aid concentration. An area of the
teaching space set out as a quiet corner where a pupil may withdraw from the main
group can also be accommodated.
For a number of pupils with autism, the class base may have minimal fixtures and will
appear bare. Teachers may introduce stimuli or teaching materials or furniture into
the space according to the ability of the pupil to integrate and accept these sensory
or informational inputs for teaching and learning.
For others, there may need to be flexible furniture arrangements which the teacher
can vary to suit pupil needs and different methods of teaching and curriculum
delivery (such as TEACHH, PECS or ABA). For example, there might be individual
workstations and group areas divided by low-level screens to subdivide the room.
Sometimes a more a structured approach for display, storage and furniture is also
used. The type of teaching approach must be ascertained so that the designer can
advise on the layout of the space, as appropriate.
For pupils who may sometimes exhibit inappropriate behaviour or behaviour that
challenges, only a few items of furniture or resources are used at a time. If this is the
case, there should be adequate storage nearby so that resources, furniture and
equipment can be put away or brought out to suit the teaching and learning routines.
Where the outcome of special educational needs results in a tendency to pull down
hangings, fiddle with fixtures and damage wall finishes, consultation with staff is
required to ensure that the appropriate provision to be made. Some furniture and
fittings may need to be protected or removed, if it poses a risk or a problem in
relation to a situation. The design may need to be able to accommodate unusual
situations.
5.1.2
The furniture required will vary within each class base and its provision should be
age-appropriate.
Early years
There are many integrated settings for early years where furniture may be set out in
a semi-permanent arrangement for different types of play and learning activities.
Smaller-scale furniture, fittings, ICT and play equipment are essential in all of these.
Whilst many items of furniture will be the same as for mainstream use, provision for
some needs will vary significantly for the very young. For example, some nursery
pupils who have autism may need a more structured environment than is generally
provided in a mainstream nursery or may have other significant needs. Advice from
appropriate specialists as a part of early intervention is essential as this will help
ensure that the design is appropriate.
Primary
Typically, a primary class base would have pinboards, hat and coat hooks, shoe
boxes, and worktops with a sink, kitchen-type base and wall units.
In many ways the class base will be equipped to deliver Foundation Stage and
primary curriculum in a way similar to mainstream, but will be laid out and adapted to
suit the type and range of SEN and disabilities of the pupils. Therefore, it is essential
that sufficient space be allowed.
Secondary
Secondary class bases may either adopt an approach similar to mainstream with
subject-specific layouts, or have layouts specifically for the range and type of
curriculum specifically suited to pupils needs. A space just inside the class base for
those who need to orientate themselves will be required. Space for coats and bags
just inside a class base will also be needed and should not form a trip hazard.
The possibility of having different furniture layouts is essential, examples being
layouts in rows, peninsular units forming bays, U shape or horseshoe arrangements
and grouped tables to form one large work-surface.
Post-16 tutor bases
Furniture should reflect the approaching adult status of the students, with furniture
systems similar to those suitable for college or office/work-placement environments.
Common rooms will have suitable low-level easy chairs and lounge furniture similar
to a foyer or public reception area or college common room.
5.1.3
Pupil workspace
The appropriate choice of furniture, fittings and equipment can greatly facilitate and
benefit pupils engagement in the teaching and learning process. The area and
design of work surfaces should allow sufficient space for communication and learning
aids, ICT within easy reach of the pupil and for an assistant to work alongside. There
should be the appropriate depth and width of work surfaces and distance to objects
or fittings. Typically, a work surface in the range of 700900 mm wide and 600800
mm deep should suffice in most cases.
Space for flexibility
Furniture requirements will vary with each class base and should be age-appropriate.
The outcome of decisions about where and when loose furniture will be required in
relation to specific special educational needs and ages will ensure that flexible
arrangements of furniture for day-to-day curriculum delivery by teachers are possible.
Different arrangements of furniture may be employed for different pupil groupings
and styles of teaching. It is essential that there be sufficient space to enable teachers
to arrange furniture, fittings and equipment, and to fit out, model and remodel spaces
in a flexible, adaptable way according to the type and range of pupil needs as well as
the teaching and learning style. Screens are often used to create divisions between
furniture, workspaces or different parts of rooms.
Circulation space
The need for circulation space and the appropriateness of fixed or loose furniture
must be considered carefully in relation to the delivery of the curriculum. It is sensible
to ensure that the extent of wall and base units is strictly limited to avoid loss of
teaching area and limiting of flexible use of wall space.
There should be adequate space for circle time and gathering around the
whiteboard. It is essential to allow sufficient space around furniture for circulation of
all users, including wheelchair users and those using mobility equipment as well as
their support workers.
Similarly, for the outdoor curriculum, careful location of seating (with or without arm
rests) is necessary, allowing space for wheelchair users to be included in social
groupings.
Fixed or loose furniture
It is important that different arrangements of furniture can be made for curriculum
delivery. Therefore, built-in or fixed fittings may need to be limited so that they do not
reduce the flexibility and adaptability of the room.
It may be beneficial that fittings are not built in to the main structure or construction in
such a way that they cannot be easily removed should the use or layout of the room
need to change. Fixed furniture in the middle of the room should also be avoided.
It is recommended, therefore, that there is the minimum of fixed and built-in furniture
and fittings, because this will limit the available floor space and flexible arrangement
of room layout. It may also be better to avoid fixed-height benching within worktops
and to provide sinks at different heights to suit different pupil and adult needs.
Display
Display is an essential part of school life. The display-space requirements for
curriculum delivery and in relation to pupil needs should be integrated into the
design. Provision of pinboards in all relevant areas, including class bases, will be
Fixed pedestal or carousel units It is best if these are not provided in the
middle of the space where they will restrict accessibility, flexibility and
adaptability for teaching and learning.
Bays or peninsular units The teacher may need to move in and out of the
bays, making active and passive supervision more difficult unless there are
teaching assistants as well.
Perimeter benching Pupils will need to be able to turn to see the teacher,
whiteboard and display and so this layout may not be suitable to meet the
needs of some pupils.
Snack-making
Snack-making facilities with access to a microwave, fridge and kettle may be desired
by some schools. If this is the case, kitchen units with work space should be planned
at an early stage, with services properly sited to ensure health and safety
requirements are met. Drinking water should be available. Sinks and any cooking
facilities may need to be enclosed to reduce the risk of injury or damage. For
example, gated areas are usually provided in early-years settings. It is sensible to
ensure that the extent of wall and base units is strictly limited to avoid loss of
teaching area and limiting of the flexibility of use of wall space.
Services coordination
The relative positions of furniture and services, the heights and clearances of
radiators and heights of dados for electrical and data conduits should be coordinated.
The height of displays, mirrors, signs, switches shelving and wall fixtures should suit
the pupils age and size.
It is also important to have an understanding of the rationale and impact of
incorporating ceiling-mounted hoists in the overall space, in relation to any furniture,
fittings and the type of fixtures required (see Hoists, below).
Staff furniture needs
Staff spend a long time working with children, sometime intensively, so it is essential
that they have the appropriate ergonomic furniture.
Adults should not be expected to use child-size furniture. A range of suitably sized
classroom chairs as well as adjustable-height chairs or stools, stationary or mobile
(such as therapy stools on castors) should be considered.
Suitable office chairs with adjustable height, back support and appropriate support
and positioning for working with ICT, including foot rests, may be required. The
height of counters, desks, computer stations, benches, sinks and other furniture
should be fit for purpose for the users. A range of informal cushioned furniture of
different sizes and shapes in the staff room for relaxation and suitable attractive and
hard-wearing kitchen and dining furniture will be needed.
Design quality
For inclusive settings, designers should provide a pleasant, calm, uplifting, functional
and practical environment, which allows for flexibility and adaptability and facilitates
user participation. In this way the character and ambience of the space is enhanced
for everyone.
The appropriate selection of good-quality furniture and equipment should be made in
relation to the right balance for support, comfort, safety, robustness and durability. It
should also be ergonomically well-designed and comply with all relevant British
Standards and European Norms.
Furniture should have the appropriate fire resistance and spread-of-flame rating. It
should be attractive, fit for purpose and age-appropriate. The appropriate use of
colour and texture for the ready identification and use furniture and equipment should
be considered.
.
Safety issues should be considered in relation to furniture. Furniture should be safe
and have no sharp edges or projections which could cause harm by accident, or
through unintentional or intentional inappropriate use. The outcome of health and
safety assessments should anticipate uses by pupils with special educational needs.
All flat or folding screens used to create divisions between furniture, workspaces or
rooms should be stable, robust and safe.
Infection control
Maintenance of hygiene and provision of easily cleanable surfaces for plastics, metal,
wood and laminates will guide the choice of furniture and fittings. It is essential that
any covers for soft furnishings be washable at high temperatures.
Furnishings, fittings and equipment have a role in infection control, depending on
both the general and medical needs of the pupils. In particular, there are the following
points to consider:
5.1.4
Work surfaces should be free of dirt-traps such as fissures and open joints,
which can be sealed.
Surfaces near plumbing fixtures should be smooth, non-porous, waterresistant and easily cleaned.
Fixtures, fittings and equipment should be accessible for cleaning, not
adversely affected by the use of the appropriate cleaning agents and able to
dry quickly.
Bacteria can build up in areas where dust accumulates, e.g. on ledges and
projections and in recesses. This may affect the choice of furniture used and
cleaning and maintenance cycles, for example of ICT and electrical
equipment.
Soft furnishings
Choosing furnishings which are easily adaptable and responsive to a range of pupil
needs is important.
Soft furnishings should always be selected in the light of their appropriateness for
each situation and location. Soft furnishings may need to be seam-free (if possible or
practicable), easily accessed for cleaning, not adversely affected by disinfectants or
detergents and able to dry quickly.
Curtains
Curtains can add colour and character and be sound-absorbing. They can also
harbour micro-organisms and should be able to be laundered at frequent intervals
and be made of material which can withstand high temperatures. The method of
operation, whether by hand or remote control should be also considered for effective,
convenient use.
Blinds
Full dim-out is now an essential requirement in many teaching spaces and
consideration of the use of blinds or curtains should be made.
Blinds for internal and external shading will be needed to offset glare on some
facades. Blinds should be provided to rooflights to prevent excessive solar gain, and
to control glare and direct sunlight on pupils. Any solar-shading devices, including
those for rooflights, must be readily adjustable to cater for a range of conditions.
Blinds must not interfere with windows or restrict ventilation and the integration of
these elements is important particularly where natural ventilation is the only means of
removing heat and excess carbon dioxide.
As a guide the following should be considered:
Slatted blinds may give sharp contrasts of light and shade (strobe effect for
some).
Horizontal metal venetian blinds can collect dust and are inconsistent
operationally becoming easily jammed or dislodged unless the blind cord is
retained by a captive mechanism.
Vertical blinds are relatively easy to control but more delicate and prone to
damage and dust accumulation.
Roller blinds are relatively easy to control, but blind cords need to be captive
and can be a distraction. Light colours may not be sufficient to control glare
from strong sunlight, but blackout may be too drastic a measure and give high
contrasts of light and shade in the class base; perforated material in mid grey
may control glare and still afford a view out.
Interstitial blinds may be needed to internal glazing and vision panels in doors
to afford privacy. If there are high risks present, then external or
interstitial/mid-pane blinds, whilst expensive, may be the only acceptable
solution. These counter the risks to pupils associated with internal blinds.
Design of blinds should be appropriate to the needs of the pupils. For example:
Colour
Colour should be considered in relation to light levels, visibility, maintenance and
psychological effect.
The following points in relation to colour may be useful:
Light colours will assist with good-quality light reflectance in the space,
whereas dark colours reflect less light, and may contribute to glare.
Colour coding can identify each class base with a unique colour expressed in
doors, frames, handles, walls, and wallfloor junctions, as appropriate.
Colour will be added by the teachers and pupils in activities undertaken and in
their display of work so excessive use of bright colours or patterns can result
in over-stimulation or visual confusion.
Colour using pastels and softer, subtle, subdued tones be can be uplifting,
soothing or calming for pupils who need a low stimulus or non-distraction
environment, so enabling teachers to introduce stimuli suit pupils needs.
A Design Guide for the Use of Colour and Contrast to Improve the Built Environment for
Visually Impaired People (RNIB and JMU Access Partnership, 1997). Also available as a CDRom from ICI visit www.duluxtrade.co.uk.
components (i.e. walls, ceilings, floors, doors, features, fixed seating or hazards).
Next, secondary features such as skirting boards and trims should be considered.
Secondary features also include:
5.1.5 Equipment
Hoists
There are instances where staff need to move pupils who have physical and
profound multiple difficulties using mobile or ceiling-mounted hoists.
Health and Safety Manual-handling Regulations may require the use of hoists.
Where ceiling-mounted hoists may need to be used on a regular basis, the support,
bearing, tracking and the appropriate ceiling height should be planned at the outset.
Depending on the method of structural support, the roof or ceiling or wall structure
must be designed to be capable of the maximum live and static load, bearing in mind
the likely age and weight of the pupil, who could be adult size in secondary-level
provision.
The tracking will impact on the ceiling height minimum heights particularly in
hygiene areas may be 2.52.7 m, however these should be checked with individual
manufacturers. The tracking will also impact on the lighting and ceiling layouts so
both will need coordination.
It is recommended that tracking is not in long lengths and does not pass through
doors, causing an acoustic and privacy issue. The hoist tracking must allow a curtain
to be drawn around a WC, shower or shower-bed in a hygiene or changing area.
Adequate and well-designed space is imperative for a hoist to be used efficiently and
safely. There should be sufficient space for appropriate hoist operation, manoeuvring
of pupils and correct staff positioning, as well as for the support worker to carry out
tasks when the hoist is not in use.
In addition, space may be required for temporary positioning or storing of a
wheelchair or standing frame, depending upon where and how transfer operations
take place.
Portable mobile hoists will take up more space than ceiling-mounted hoists. The
turning circle for a mobile hoist and support worker is 2300 mm diameter (BS8300).
It is imperative that there is sufficient space for all of the above so that injuries do not
occur as a result of working in a confined space. For further information, see Patient
hoists in Pupil toilets and HBN 40, Volume 2: Common Activity Spaces NHS.
Many pupils carry packs or bags, usually on the back of their wheelchair
although sometimes slim hold-alls are carried at the side as well. Other
attachments can be made, such as a joystick control, or a large tray with a
speech-communicator device.
Pupils who can move around in wheelchairs actively and independently may
wish to change between different chairs and access mobility storage bays,
battery-charging equipment and all other facilities with the minimum of
disruption to their daily life at school.
Pupils with disabilities also have their own experiences and views on access
to the physical environment and may well be consulted by staff about their
individual needs which may impact on the design.
For early-years and primary situations, some young children may use babywalkers or similar equipment. Some chairs or trolleys have stands with bases
850 mm wide including rubberised tyres on swivel castors. There may also
need to be significant space for buggies and a variety of mobility equipment
with different attachments or seats.
Pupils who are learning to walk may move in different ways along the floor
and may need the support of handrails and grab-rails at the appropriate
height and position level for support for different activities.
Pupils will also be learning to develop skills for using and manoeuvring
equipment, whilst maintaining stability, as they grow.
Pupils may have weakness or illness and tire easily, and need places to rest
or move aside for a moment out of the way of general busy pupil traffic.
Pupils may require different fittings and for equipment to suit their needs.
Pupils approaching adult status will require greater opportunities for choicemaking and independence in direction and movement as part of social
learning to encourage inclusion: an accessible school design should facilitate
this.
Some pupils can move at speed and allowance should be made for pupils
learning to operate a vehicle or behaving inappropriately, or for the equipment
to be out of control.
Ramps which are too steep, or without edge restraint or warning of a change in level
will affect the safety and stability of pupils using mobility equipment or aids. This may
cause tipping, overturning, jerking, jumping or over-reaching of equipment.
Therefore, it is essential that the appropriate ramp gradients, rise and going of steps,
and pitch of stairs, are used to meet the needs of the pupils and to enable them to
access all facilities in the school for participation in school life.
Prevention of unintentional damage to property may be an issue for designers to
consider. The use of appropriate ironmongery, door controls, protection to doors,
frames and walls, provision of support rails guarding and warnings should be
considered (see Section 5.3, Building construction: elements, materials and finishes,
below).
A central equipment store may be required where there is a high demand for
equipment. This can be planned with a central gangway 1200 mm wide with 1200
mm deep space either side for different-width chairs (average 900 mm each) and
shelving supported on adjustable metal spurs for smaller seats, aids and
attachments.
Wheelchairs
There are different types of wheelchair:
self-propelled
electrically propelled
attendant-propelled
A brief summary of background information for designers and various issues for them
to consider is given below:
Self-propelled wheelchairs for active users
Typically, these tend to be 700 mm wide overall but allowance needs to be made for
elbow room, and so a clear width of 900 mm will be required. Such wheelchairs are
tending to become wider and longer.
These wheelchairs are sized by seat width, ranging from the smallest at 254 mm
(10) to 610 mm (24) for an adult. Adding an allowance of about 75 mm (3) will give
an overall width of 686 mm (27).
Generally, an overall wheelchair template of 750 mm wide and 1250 mm long is used
(as recommended by the Muscular Dystrophy Association).
Active-user wheelchairs have larger wheels and are more manoeuvrable. They
can be used for sports, but also significantly help those with muscle weakness. The
use of such an active-user wheelchair may delay the need for an electric wheelchair.
New-style self-propelled wheelchairs which are manually driven from rear wheels are
of lighter-weight construction than the traditional heavier rear-wheel-drive NHS
wheelchair. They are also easier for carers to move and manipulate and have folding
frames, enabling them to be transported easily in a vehicle.
Sports wheelchairs have 38 degree camber and are generally 820 mm wide. Racing
chairs are generally 750 mm wide and tennis chairs 1000 mm wide. Sport England
guidance recommends a 1100 mm clear opening for specialist sports chairs. People
may change to a different chair or change wheel type within the space for different
activities.
Electrically propelled wheelchairs
These are four-wheel-drive, battery-powered and controlled by a joystick or other
device, for both indoor and outdoor use. Electric wheelchairs have become wider in
recent years unoccupied width ranges from 484755 mm (DETR, 2000).
Information from manufacturers suggests that the seat-width varies from 508660
mm (2026) with the arms positioned within the overall width of the wheelbase. If,
however, arm rests are positioned outside of the wheelbase, adding 75 -100mm on
each side, then the overall dimension may increase to 860 mm.
turning
circle
diameter
Occupied
Self
propelled
(90%
users)
1675 width
2325 length
1550
Occupied
Electrically
propelled
(90%
users)
1675 width
1600 length
1650 width
2200 length
1750
Occupied
Space
required for
attendant
operated
wheelchair
(range)
630-750 wide
1250 -1630 long
1800
2350
(estimate
only)
5.2
5.2.1
Design approach
The design approach will consider the issues set out below.
Access to learning and integrating ICT into the curriculum
It is generally recommended that schools identify current and anticipated needs early
on and that planning for flexibility and a mixed economy of technologies is made.
Wherever possible, teaching areas should be ICT-rich so that technology is
embedded within the curriculum rather than being used solely in an ICT lesson or
computer room. Access to printers in all locations where pupils will be using portable
writing aids or personal technologies is necessary.
Sufficient space should be allowed for any particular technical requirement for
individual devices and for their use, for example where a sophisticated
communication aid is attached to a wheelchair.
As a minimum requirement there should be an accessible networked computer
workstation in each computer suite.
A priority question to pose when designing spaces for ICT is Is all the equipment in
the classroom accessible to all children or is an area needed where a level of
increased accessibility is provided?
Specific ICT provision for each SEN category is outlined later.
With fully accessible technology in place, there comes the need for all staff and users
to be aware of the access features available and be able to use them wherever they
may be in the building or beyond.
Storage
Designs must provide adequate storage. Storage of equipment when not in use can
help to prevent theft or misuse. The balance between locking equipment away and
providing maximum access needs to be carefully considered.
If a computer is located on a movable trolley and not secured, then there may be a
need for the trolley to have storage or an integral lockable container. In particular,
consideration should be given to the provision of adequate secure storage for pupils
portable writing aids or laptops.
The storage required should be ascertained so that there is sufficient space for all
necessary equipment, including other educational technology (e.g. video cameras,
electronic music keyboards, and portable word processors). Storage space should be
available for technology packaging, labelled with the appropriate bar codes, for
returning equipment for repair.
Recharging
Facilities for the recharging of batteries and equipment may be required, particularly
in large secondary schools with resourced provision.
The location of printers for use by pupils who have personal equipment also needs
be considered where class-base computers are connected to a printer on the
network.
Cabling and wiring
Flexibility is required to accommodate the different methods used by schools to
provide access to the network and the Internet. There needs to be sufficient power
and network points to allow for class-based (shared) computers to access the
system, but also to enable pupils with individual devices to access the network or
power to recharge batteries.
Trunking to provide cabling and power should not be located under furniture and
needs to be secured for health and safety reasons. Consideration may need to be
given for schools that wish to incorporate under-floor tracks for smart wheelchairs at
the build stage.
Wireless technology
Where wireless is used it is sensible to design spaces so that pupils with individual
devices can position and work with their equipment. Such spaces need to be
accessible and able to accommodate pupils in all-age (319) special-school settings,
while allowing for access by pupils using wheelchairs, standing frames and other
mobility aids. Wireless-based networks may reduce the need for networking points.
Lighting
Lighting is an important consideration for all, but particularly for pupils with visual
impairments, when using class-based computers, personal devices or electronic
whiteboards. Consideration should be given to providing clearly defined working
areas, protection from strong overhead lighting and appropriate task lighting. The
design should take into account the impact of ambient light, the provision of blinds
and the location of resources.
5.2.2
ICT often plays a useful part in ongoing assessment and development for these
individuals and so it must be readily available
Apart from the deaf-blind community, many pupils with mobility impairments (for
instance cerebral palsy) have hearing and/or visual problems (acuity, perception)
as well as speech difficulties. Some schools have utilised aroma to differentiate
between different classrooms along a corridor.
An adjustable trolley helps place the screen and any input devices in the best
position for each learner. The working area should be kept uncluttered to help the
learner focus on the screen and not be distracted by things they are not using, such
as the keyboard.
The pupils seating should be appropriate and comfortable. The screen should be in
view and not obstructed, and the monitor should be positioned to make use of any
residual vision. It is sensible to check the screen for distractions and reflections from
the pupils viewpoint and correct where necessary.
Extra space will be needed for any devices that need to be used to access the
computer, depending on the individual's physical and cognitive abilities. Access
devices can also be used to develop a learner's movements and to encourage them
to explore their surroundings.
Touch screens (or whiteboards) are the most direct way of interacting with computer
images, providing that the learner is able to see or reach the screen. Positioning of
the pupil and the computer is very important. The touch screen is particularly useful
for developing visual skills and handeye coordination.
Mains controllers can be used to allow switches to safely operate mains devices. A
pupil can press a switch to operate a blender, to make a drink and a funny noise, or
take part in a cooking session by controlling a food mixer. Lights and fans can be
used to develop the sense of cause and effect and give exciting rewards, as well as
giving age-appropriate experiences.
ICT for PD
The use of flat-panel screens (e.g. TFT), with the computing device located under the
desk or to the side, would provide much greater space for the extra access (e.g.
switches, interfaces and alternative keyboards) needed by pupils with physical
disabilities who might be included in the ICT area or room with their class group.
Switch-accessible programs should be part of any software provided.
As in many of the PLASC groupings, extra space should be allowed, not simply to
accommodate wheelchair access and/or special equipment, but also to ensure an
adequate working area for a support assistant working in close proximity to a pupil.
At a minimum, there should be a height-adjustable trolley with a workstation
equipped with adequate peripheral access devices. Of course, some pupils will have
height-adjustable electric wheelchairs but this does rely on whatever is sanctioned
and supplied by the manufacturer, and this varies from area to area.
Medical issues
In some cases the danger of magnetic interference needs to be considered because,
for instance, of the potential impact on a student with epilepsy who has a vagus
nerve stimulator. Most monitors now have a fast enough refresh rate to
accommodate the needs of pupils with epilepsy. Spare power points may be needed
for suction machines/medical equipment. In some instances schools have respite
rooms. These should have network points. There are some pupils who have
pacemakers fitted.
Other (OTH)
There are a number of different categories of pupils not in full-time attendance at
school. Some of these may be excluded for behavioural reasons, some for school
phobia, some for medical reasons, like ME, hospitalisation (long-term or periodic), or
even teenage pregnancy. There is a standard requirement placed on LEAs by the
Government to provide a minimum tuition time commitment to these pupils.
Most authorities have a home-tuition service or a hospital school service, and a pupilreferral unit service with outreach available. Some authorities are looking at virtual
learning environments to provide a partial answer in this area.
Schools may wish to ensure that they have facilities available for teachers to prepare
materials to support a pupil who is working at a distance. They may also want to
investigate the ability to provide audio-visual links between the pupil not at school
and their peers, through the use of video-conferencing or similar technology. Such a
requirement may need to be considered early in the briefing process.
5.2.3
In some cases a computer may need to be secured within a case and wires kept out
of sight, as they can be a distraction for some pupils. Access to a flat screen, a touch
screen and a keyboard or access technology may be all that is required. This may be
appropriate in some settings to ensure the safety of pupils with BESD or autism.
Consideration should be given to the provision of technology for safety (e.g. panic
alarms) and for facilitating communication and/or security across the school.
When considering building design with regard to ICT suites, it may well be worth
mentioning security measures to prevent not only theft of expensive equipment but,
more importantly. potential loss of teaching and learning materials created within the
school. Security measures such as shutters, bars on windows, steel doors and
upgraded alarm systems should be considered. Centrally monitored CCTV should
also be considered. To minimise loss of children's work, back-ups should be made
and kept in another area.19
19
5.3
specialist specifications
careful use of materials and finishes
specialist functional details
good-quality construction
appropriate maintenance
5.3.1
Design quality
HSE guidance
intake of pupils with a wide range of age, type and changing needs
ICT and other technological advances
head teachers and staff
school management
curricular approaches
new teaching methods
increasing outreach and training
multi-agency working
extended schools
community use
the siting of lift and stair cores to facilitate optimum fire prevention, means of
escape, and reasonable travel distances for access to all facilities and for
effective staff supervision
understanding the practicalities affecting pupils and staff, as well as schoolmanagement issues.
Reference should also be made to the sections in Part 4 on project briefing, wholeschool issues, and arrival and accessibility.
The following guidance notes are intended to assist designers and providers in
making their decisions about building elements, materials and finishes.
Ceilings
Generally, materials should be selected which have good light reflectance, in order to
give an even distribution of light at the work plane, and to avoid glare.
Lighting fittings should be chosen which minimise glare, are easy to clean and
maintain, and avoid dust collection.
Acoustic-absorbing materials will usually be required in the ceiling and/or for the
upper surface area of walls at high level. Careful specification of suitable materials is
essential as part of the whole-design approach (see BB93).
The design approach should consider taking account of some of the following points:
speed of erection, but may in the long term offer, a less sustainable solution.
The lesser the thermal mass in the roof construction, the greater the day and
night time thermal variation, which may be less easy to control for thermal
comfort for occupants with disabilities.
Where the decision has been made to obtain thermal mass by using a
concrete roof which is exposed for the ceiling finish, this may necessitate the
use of acoustic lining to walls at high level and acoustic baffles in light fittings.
Ceilings using visually appealing features should not be difficult to clean and
maintain.
Ceilings should have good impact-resistance, so that ceiling tiles are not
easily dislodged especially in areas where physical education takes place.
The shape of the ceiling and its finish will have a primary effect on the quality
and character of the learning environment, so it is essential that the ceiling
specified and installed be fit for purpose.
Careful coordination of service routes will also be required since there will be
no, or only very limited, ceiling void to house these and for access for
maintenance.
Detailing of ventilation shafts, service ducts, rooflights and light wells should
also be considered in relation to the ceiling.
Walls
An assessment of the need for a load-bearing or permanent structure and lightweight
construction should be made in relation to adaptability and flexibility for the life of the
building.
Strategic positioning of structural and service cores, efficient structural grids,
horizontal and vertical spans, as well as fire compartments and means of escape
distances, will all be required.
Walls should have sufficient strength, stability and impact resistance. The need for
supports for fittings, fixings and structural bearings for equipment should also be
ascertained. For example, planning should be made for the immediate, or future,
installation of hoists.
Where lightweight construction is used, consideration should be given to the use of
impact-resistant materials or plasterboards to reduce long-term maintenance.
Ease of maintenance needs to be considered for the life of the building. Generally it
is better if walls are smooth and non-abrasive. Typically, therefore, a decorated,
plastered finish is preferred to smooth-painted or fair-faced blockwork. If, for
example, fair-faced work is selected then the method for repair of damage or removal
of scuff marks should be planned, whereas plaster repair and re-decoration may be
more practicable.
Hard surfaces are more resonant and choice of finishes for the appropriate acoustic
absorption should be made.
It is best to avoid materials which give an institutional or unwelcoming appearance.
Protection to exposed corners and arises and provision of dado rails and handrails
need to be carefully coordinated and detailed, especially near openings and in
relation to other services, fixtures and fittings.
Wall surfaces should have smooth, hard impervious/impermeable surfaces, and be
free from fissures, open joints, crevices that permit, dust, dirt and insects, and, be
easily wipeable and cleanable for infection control and ease of maintenance.
Walls near wet areas should be tiled or have sufficiently large splash backs to fittings.
In very particular cases, walls to some rooms used for respite or calming will require
soft, impact-resistant finishes, such as an appropriate non-abrasive carpet up to dado
or a higher level, in order to prevent distressed pupils harming themselves.
Provision for display material should be integrated into the design with display boards
in order to avoid visual clutter and sensory overload, confusion and distraction.
Elevations of all internal walls should be drawn as part of the detailed design process
so that fixtures, fittings and finishes to walls are fully understood and coordination of
furniture, fixtures, fittings and services can be made.
Visual contrast between the wall and floor surface, doors, their frames and furniture,
is essential. Use of tactile stimuli, signage and wayfinding should also be considered.
Floors
Floor coverings should be hard-wearing, non-abrasive, smooth and non slip. They
should have an acoustic-absorbent surface or backing which allows for greater wear
and tear and is dirt- and soiling-serviceable, but should also still be attractive.
Specialist advice from manufacturers should be obtained so that floor use, fitness for
purpose and appropriate cleaning can be guaranteed,
The choice of floor finishes will be influenced by the type of pupils, their age and the
mobility aids which they use. If wheelchair tracking is desired then this should be
decided early on so that it can planned from the start.
A combination of hard and soft floor finishes can work well in class bases and
circulation areas. The rationale for use, and the proportion of hard and soft floor
finishes in teaching spaces, should be identified and agreed with the school and LEA
at the briefing stage.
Carpets which are soft, can help with acoustic performance and be appropriate for
floor work.
It is essential that the correct specification is made, so as to ensure that friction burns
are avoided for children who spend a lot of time on the floor or who move along the
floor surface.
Specialist carpets should have impervious backing, and be washable where there is
frequent spillage and heavy traffic is anticipated. Such carpets can, however, retain
unwanted odours and be harder to clean and maintain. This is a significant issue to
be resolved if there are vulnerable pupils, because infection control is vital.
Hard finishes are impact-resistant and hard-wearing, but can be noisy (e.g. woodblock floors). They must be non-slip and safe in dry and wet situations. The
vulnerability of pupils and the risk of falling to the ground and being hurt should be
assessed and taken into account.
Non-slip sheet flooring with acoustic backing (lino or equivalent) is water-resistant,
hygienic and suitable for use around wet areas such as sinks.
Carpet squares can be overlaid on sheet flooring as appropriate, for example in a
primary class base, provided that they are safely secured to be non-slip and do not
pose a trip hazard.
The specification for ceramic tiles for wet areas, such as in showers and
hydrotherapy, should be ascertained appropriately, especially where there are ramps
and changes in level. Reference can be made to BS8300, current BS or DIN for slipresistance standards, bearing in mind the cleaning methods employed.
Highly polished floors which lead to glare and visual confusion should be avoided, as
should highly patterned floors. There must be visual contrast with the wall surface
and use of colour differentiation between floor materials can assist with wayfinding
and give variety to the space.
Threshold and entrances
Level thresholds to the external area are essential. Compressible threshold strips are
sometimes recommended. Any metal upstand or abrupt change in level can impede
wheelchair accessibility and cause a barrier or hazard. Staff should not have to lift
chairs over thresholds and risk damage to their back.
Careful coordination of doors, weathering seals, tracking or automatic operation will
be needed.
Specialist threshold carpeting can be used in front of external doors (in addition to or
instead of mat-wells).
Doors and door openings
The correct selection and specification of all doors in circulation spaces is critical. All
openings must be wide enough and all doors must be easily operable either
independently or with assistance by those in wheelchairs or having other physical
disabilities,or else by their support workers (see Section 4.3, Arrival, departure and
circulation).
Doors should be easy to identify, user-friendly to operate and allow good visibility on
both sides of the door for all users.
Doors in all buildings can be difficult for wheelchair users and those using mobility
aids and their support workers to use, especially if fitted with door closers.
Manoeuvring heavy doors and the use of door closers can often be problematic and
these are best avoided, if at all possible. Where the use of door closers cannot be
avoided, all closers must open at least a full 90o and be fitted with a hold-open device
with a delayed action closer to suit the weight of door.
Some people do not have upper body mobility and need assistance. Automatic
operation of the doors by sensors may be preferred, especially for external doors
(such as automatic-sliding doors) (see Accessibility).
It is recommended that designers plan for the minimum number of doors and door
closers. Good solutions tend to be those where there are no corridor doors or they
are held open on magnetic door releases connected to the fire alarm system. A fire
strategy needs to be developed at the outset in support of such solutions, however.
Specification of doors and their operation should be considered as an integral
element along with other technical aspects of design and an assessment should be
made in relation to the following:
Doors should have the appropriate strength, durability, robustness and integrity. Fire
hold-open devices, such as external guard rails with hold-open devices for
outward-opening doors, can greatly assist by allowing staff to be free and
mobile instead of having to stand and hold the door open
door handles with a D-handle profile are preferred for accessibility (these
should also be smooth, easily cleaned and not affected by detergents)
double-lever handles with reversed top lever, with snib to limit egress. If these
are required, a suitable number of responsible adults must be retained in the
space in the event of an emergency
Natural daylight, whether from high or low vertical windows or rooflights, should be
maximised within the constraints of energy efficiency, solar control and glare.
Generally it is beneficial to have a view out of the class base. Low-level glazing will
need to conform to safety standards.
Windows should not present a hazard through the external projecting opening lights,
so should have restrictors to limit the opening to less than 100 mm. Such measures
will also prevent pupils from climbing out of windows when distressed.
Security locks should be considered.
Window-opening manual or automatic control gear must be carefully installed.
The area and type of openable window needs to be part of an overall ventilation
strategy. Adequate ventilation is needed to maintain an appropriate level of oxygen.
Opening windows may not be adequate, can cause draughts and can reduce sound
insulation and heat loss. Passive ventilation with slot ventilators is recommended.
The use of windows for night purging of rooms may form part of the ventilation and
environmental strategy. In this case, expert advice should be sought and issues such
as reduced security, false alarms from intrusion detectors, etc. should be resolved at
the design stage. Attention also needs to be paid to individual needs and a checklist
of design details is set out below:
Design to avoid damage to fittings from pupils who climb upon boxings,
window cills, downpipes or external fencing.
Use simple detailing and reduce complexity and changes of plane so as to be
simple to read and reduce the opportunity for obsessiveness on details for
some pupils.
Balance the need for of security and independence.
Use heavy-duty specifications to eliminate risks through design but avoid institutional
appearance:
Specify robust materials, but find right balance between tough, hard-wearing,
easily maintained materials and special equipment, and everyday
domestic/ordinary items.
Observe safety precautions for damage to doors, wiring, plumbing, plaster
and glass.
Use simple, strong, solid and attractive furniture and equipment.
Specify robust sanitary equipment and ironmongery.
Avoid hard-edged corners, edges for furniture, wiring, plumbing or electrics.
Avoid ledges, recesses and tight angles where dust particles can be trapped,
to allow ease of cleaning.
5.4
Environmental Services
5.4.1
Sustainable design is vital. A successful school design will achieve a balance which
results in a high-quality environment at all times of the year, low energy usage,
minimum harm to the environment and best value for money.
The sustainability issues impacting on a special school are common to most schools.
The overall energy use, however, may be higher in some schools due to the higher
internal-design temperatures, increased use of mechanical ventilation and
requirements such as hydrotherapy.
Efficient management of energy requirements is imperative and can be used as an
integral part of the learning experience for the whole school.
It is essential that there is increased environmental awareness and more careful
consideration of all aspects of a building, from the conceptual stage through to
detailed design.
The design team should be required to use energy modelling to predict the impact of
their design solution, and the model should be refined as design progresses. The
requirements for energy conservation are set out in detail in BB87 2003 (there will be
a new version in July 2005) and Part L of the Building Regulations. See
http://teachernet.gov.uk/energy for more information.
BREEAM methodology for new school projects is available. See the Buildings
Research Establishment website for the Building Research Establishment Energy
Assessment Method (BREEAM).
Environmental issues are examined in turn below for lighting, heat, ventilation,
acoustic ancillary facilities and services
5.4.2
Lighting
Appropriate lighting is the most important for vision. About 7080% of information is
gained through the visual sense. Good lighting is, therefore, essential for effective
teaching and learning.
Among the requirements for a satisfactorily lit environment are:
Daylight should be maximised and natural light should be the prime means of lighting
during daylight hours, wherever possible.
Sunlight and daylight need strict control to avoid excessive solar gain and glare.
People need a connection to the outdoors and a view out onto a sunlit area may be
adequate.
Natural lighting is seen as positive and desirable. High levels of natural light are
perceived as uplifting to the spirit. Low light levels can create gloom and are
perceived as depressing, resulting in poor visibility and discrimination of the surfaces
of spaces and this may increase anxiety or contribute to accidents. .
Larger windows present more opening area for providing natural daylighting and
ventilation, but measures are required to prevent excessive summertime
temperatures.
With improved insulation values in schools, the total energy use for lighting is now a
significant percentage of the total energy consumed. High-performance glazing will
be necessary to minimise heat losses.
An even distribution of daylight across the class base is the design aim in order to
reduce the need for artificial lighting, reduce energy use and maintenance costs. This
is measured by the uniformity ratio.
Orientation of the building on the site and solar-protection measures need to be
understood and incorporated in the design from the outset.
Design awareness should avoid excessive roof overhangs and deep window reveals
which can radically reduce daylight reaching the class base.
North- and south-facing classrooms can be easier for more effective solar control
with projecting solar shades or overhangs. Westerly orientations can be affected by
low angles of daylight in the afternoon which are more difficult to control and cause
glare in the class base.
North-facing class bases have no direct sunlight unless introduced by roof lights or
clerestory windows with blinds. Therefore, siting class bases which have higher heat
loads, such as computer suites and food technology, on the north, will be beneficial.
Designs should avoid direct sun on vulnerable/immobile pupils. Staff can use blinds
and position the children to overcome these difficulties.
Artificial lighting
Detailed advice on lighting design for special needs is given in Building Bulletin 90.
There is no single solution and what may assist one person may well not assist
another. Lighting for all pupil areas should be in accordance with the guidance above
to ensure that accommodation can be used flexibly for the full cohort of pupils.
Lighting quality and type should follow the recommendations of BB90. These
requirements should be adhered to for all lighting. In addition the following factors
should also be considered:
Lighting controls may be needed for various activities in different areas of a class
base. Control of lighting satisfies pupil needs and enhances the learning
environment. The increasing use of computers, projectors and whiteboards
exacerbates visual problems.
Other points to consider are:
Large areas of glazing can be hazardous to the visually impaired unless they
can be clearly seen. To avoid accidents they should have manifestations.
The window wall should be light in colour, to reduce contrast with the outdoor
scene, and window reveals may be splayed to increase the apparent size of
the glazing.
Large print will, and higher illuminance may be of assistance to the visually
impaired, depending upon the cause of the loss of acuity.
The following specifications should be used to guide the design of the lit environment
in schools with SEN provision:
5.4.3
If pupils are non-ambulant, or with very low activity rates, the design
temperature should be slightly higher.
The capacity to operate at this higher temperature should be
balanced with impacts on energy consumption.
Excessively high temperatures should be avoided. This may be
distressing to individuals, some of whom may not be able to
verbalise their discomfort. Some form of solar control will also be
required to prevent direct sunlight from falling on pupils with limited
mobility.
25C30C
In locations where pupils may be wet or partially clothed for a
significant length of time, rapidity of air movement can lead to
chilling by evaporation. To compensate, a higher design
temperature may be required.
Where medical inspection, bathing and changing are carried out,
the air speed in these environments should not exceed 0.1 ms-1 at
25C.
28C
When this temperature is reached or exceeded, overheating is said
to occur. Measures should be taken at the design stage, as a
priority, to ensure this does not occur where pupils have a high level
of need to be met.
Additional thermal gain, potentially caused by specialist equipment,
may often be countered at a much lower occupant density in
teaching spaces.
with SEN and disabilities should only be exposed to low-surfacetemperature radiators in broad-range special schools.
Underfloor heating
This may be a legitimate source of additional heat, but only in
carefully identified situations.
A surface temperature of 23 2C, the comfort temperature for low
activity, should not be exceeded.
As a result, further heating may still need to be supplied to the room
through additional sources. This may also be the case in areas near
external doors.
The warm-up time can also be considerably longer for underfloor
heating than conventional radiator systems.
It will be unsuitable in locations where large areas of the floor may be
covered in matting.
For reasons of hygiene and odour control, underfloor heating should
not be used in locations where there may be regular spillages and in
toilet and hygiene areas.
Fan Convectors
These are not generally recommended in teaching spaces and halls
as they can be a source of problematic background noise. By
circulating dust and contaminants, fan convectors can also promote
cross-infection.
Radiant Ceiling Panels
These have the advantage of high surface temperature not being a
problem. These are generally not a preferable solution as thermal
stratification can occur. Adults may feel hot particularly around head
height. Pupils, particularly those that spend some time on the floor,
may not be provided with enough heat.
5.4.4
Acoustics
5.4.5
Ventilation
As in mainstream schools, good air quality is necessary for the learning environment.
Appropriate levels of oxygen are required to contribute to concentration, while
reducing the build up of carbon dioxide will help to reduce drowsiness in pupils. An
effective ventilation system can aid the achievement of both of these goals. In many
special schools, ventilation is an important hygiene requirement as well as a comfort
requirement. In some schools, such as those for pupils with severe (including
profound and multiple) learning difficulties, the planning of ventilation should take the
risk of cross-infection into account.
Natural ventilation
In designing a natural ventilation system the principles outlined in BB87(2003) can
still be applied (see www.teachernet.gov.uk/iaq).
This information will be revised in 2005 in BB 101, Ventilation of Schools which will
give the compliance requirements for Part F of the Building Regulations.
Additional factors should be considered in the context of SEN provision:
At the design stage a ventilation strategy is necessary that will consider seasonal
variability. In winter, when it is cold outside, pupils may also have wet clothing.
Opening windows is not always a suitable ventilation solution as it can lead to
draughts, an inflow of external pollutants, heat loss, issues with blinds and increased
sound transmission.
A number of different methods may provide solutions to the issues above, for
example, filtered-air inlets at low level behind radiators, use of stacks, hopper-type
openings, automatic high-level windows and rooflights with rain sensors.
Occupant control over any automatic-opening ventilation should be provided so that
staff can adjust openings to ensure proper comfort for pupils.
Automatic-opening systems which are noisy are very disturbing and silent opening
systems should be specified.
Design and planning of natural ventilation must be carried out in conjunction with that
of quieter [? AC]and blinds or blackout to prevent conflicts.
At an early stage in planning, high priority needs to be given to the design of
ventilation and openings and decisions made whether to implement a solely natural,
mixed mode or fully mechanical strategy.
Mechanical ventilation
Mechanical ventilation can be used to enhance a predominantly naturally ventilated
system. If serving pupil areas, attenuators should be provided to ensure acoustic
standards are met.
Mechanical ventilation can be effective in super-insulated buildings, where heat
recovery can take place during the winter. Heavy-mass buildings can help to reduce
the impact of overheating during the summer, with a mechanical ventilation system
used to supplement this effect.
Where possible, methods other than air conditioning should be used to control the
building temperature.
Mechanical ventilation will be required for hygiene areas for vulnerable pupils. The
supply ventilation should be filtered, to at least F4 standards with pre-filters provided
to increase the life of main filters and in certain cases, to F6 standards. All filters
should be regularly monitored and maintained.
Good access is essential for maintenance of ventilation systems and ductwork to
avoid the risk of infection.
8 litres per
second per
person or 2.5 air
changes per
hour whichever
is the greater.
Ventilation
should be
sufficient to limit
CO2 to 1500 ppm
and control
odours.
Specialist teaching spaces
and to control
internal
temperature and
CO2
Food technology
Heat recovery is
recommended to
reduce energy
consumption.
Laundries, soiled holding or waste, cleaners rooms
10 air changes/
hour minimum
5.4.6
Infection Control
Mechanical ventilation can transmit infection in two ways. Pathogens carried in the
air, on dust and in droplets that evaporate, all contribute to the airborne transmission
of infection. The second mechanism is through a common vehicle, such as shoes or
wheelchairs.
For mechanical ventilation the vehicle may be water that exists in air-cooling towers.
Bacteria that cause Legionnaires disease can breed in cooling towers and can then
be transmitted in a mist through the building, or to the outside air.
Ventilation cooling systems should be designed to avoid contamination and growth of
bacteria. They should be maintained at the recommended temperatures to prevent
growth of Legionella.
Any recirculation of air within a pupil area will tend to increase both the risk of crossinfection and the circulation of allergens and so should be avoided. Supply inlets
should draw air from a clean environment, and extract outlets should be positioned
such that there is no risk of re-circulation into a supply inlet or natural ventilation
opening.
5.4.7
Water services
A coordinated services distribution strategy to and within the teaching space will be
required as part of the conceptual design to avoid ad hoc arrangements at a late
stage in the design and construction. Detailed guidance is given in BB87 (2003),
however, this is due to be revised in 2005. The following considerations should be
made in a school catering for pupils with special needs:
All hot water delivered at outlets such as basins, sinks and showers used by pupils
should be at a temperature no greater than 43 OC. Fail-safe thermostatic mixing
valves provided locally to the outlet should be used. Guidance for prevention of
Legionella given in BB87(2005) should be followed.
It is essential that sufficient cold water storage is provided for special schools which
have to provide for a high level of needs to be met. Water use will be higher than for
mainstream schools. Tables in design guidance for mainstream schools may not,
therefore, be appropriate. Sizing of water services plant and distribution should be
based on calculated maximum simultaneous demand from proposed outlets. Hot and
cold water to sinks will need to be considered. In certain cases, long runs of pipework
from central heat sources may suggest local heating of water in teaching spaces is
the preferred option.
Sprinklers are becoming more common in schools, reflecting the increase in arson
and the insurers response to reducing their risk. Long lengths of pipework can be
unsightly and intrusive. Sprinkler heads should be suitably positioned and be of a
type which is not easily susceptible to damage. A large cold-water-supply tank will be
required to be accommodated within the design of external works.
5.4.8
Planning of both storm, waste and foul drainage from the outset is essential.
In some cases, recycling of rainwater may be considered as a viable option,
however, recycling of grey water is not recommended. Water conservation measures
should be considered for their appropriateness in relation to each situation (hygiene
and infection control issues should be reviewed in line with this).
It is imperative to establish the local infrastructure for rainwater/storm and foul
drainage systems, and their capacity, from the outset. An assessment should also be
made in relation to site and land drainage, risk of flooding and ground/surface water
run off, so as to avoid flash floods.
The strategic layout for drainage runs, with access points at readily accessible
intervals for maintenance, will need to be carefully planned.
5.4.9
Sprinklers
If, based on advice from fire authorities and insurers, sprinkler systems are to be
used, this may add significant installation cost and will require additional plant space.
Where there is a suspended ceiling, the sprinkler heads should have tamperresistant covers which drop down only in the event of a fire.
Natural gas
Where any gas systems are used, emergency shut-off by a push button within the
area to a gas solenoid valve should be provided. This should be clearly labelled and
accessible to the staff controlling the space. It should not be located where it is
subject to misuse or accidental operation. Areas likely to need gas shut-off are
kitchens, design technology and science areas. Oxygen[? AC]
Medical gases
A significant proportion of PMLD pupils are oxygen-dependent. There may be a
requirement for bottle storage. Any bottle store should be located with vehicle access
and trolley ramps to and from the store, and the store should be lockable, not
vulnerable to vandalism and located with external access only. The store should be
ventilated.
Detailed requirements for bottle stores are given in the NHS publication Health
Technical Memoranda (HTM) 2022 and key points are summarised below:
If the travel distance from the access doors to any part of the stores exceeds
15 m, additional emergency exits should be provided.
There should be only one delivery supply point for each site.
No parking should be permitted within the delivery and storage area, other
than for loading and unloading cylinders.
The location of the cylinder store should be marked clearly on the site plan for
ease of identification in the event of an emergency.
power, data, telephone, public address, staff alarms, fire alarms, fire/smoke
detection, door alarms, door controls and security detection
Safety
All outlets should be protected by a residual-current device. Where machinery is
installed that may be a hazard, provision should be made for visual and audible
warning to indicate that it is working and for emergency stop buttons to isolate the
electrical supply. The supply should be fitted with a lockable isolator or key switch.
Outlets should be located to avoid trailing leads as described in the next section.
Provision of outlets
The provision of electrical socket outlets must be based on the actual and future
estimate of the outlets in use per pupil and for general and staff use. Children may
use at least one additional aid, some more, which will range from additional task
lighting, to hand-held or desk-mounted readers or IT devices.
The number, type and location of outlets is critical. This will have a significant impact
on the success of the learning tasks and activities. Services should be sited to
support effective teaching and learning, and the activities undertaken in the space.
Their location should mean, for example, that pupils can see the teacher, the
whiteboard and their computer simultaneously.
In a large teaching space, it is most unlikely that perimeter sockets alone will be
satisfactory because there would be little flexibility in the location of pupils needing
access to power or data outlets. Trailing leads are unsafe and should be avoided.
The optimum solution will provide a combination of several types of outlet.
It is vital to consider this at early planning stages as floor ducts may be required. It is
preferable to provide a system, which can be extended to allow the provision of
additional power and data outlets, without significant disruption or cost.
Power columns
allow furniture to
be grouped
around the column
and are not so
vulnerable to
spillages.
Additional
columns can be
provided when
distribution is via
floor or suspended
ceiling.
For more details, refer to Appendix G and detailed Section 6 in the guidance given in
BB93).
Lifts
Unless otherwise stated, ADM 2004 requires the provision of a lift or passenger lift
for changes in level. Evacuation-standard lifts may require their own designated
power supply. Requirements for machine rooms and lift motor rooms will impact on
the design and should be checked at the outset (see also Section 4.3, Arrival,
departure and circulation).
5.4.12 Hydrotherapy
Specialist technical advice should be obtained. Hydrotherapy pools are designed for
use by vulnerable people for physiotherapy.
Pools must be safe and pleasant to use. Water must be free from irritants and
contaminants. For the sake of comfort, pool water and ambient air must be warm.
Pools must be managed daily by a responsible person. Regular inspections of ph
value of disinfectant and chlorine levels are required.
PROJECT PLANNING
6.1 Project-planning
The design for building a school should maximise learning opportunities, provide
curriculum access, improve teaching environments, encourage social and personal
communication and give a good sense of purpose and sense of place which enhance
pupils well-being.
From the briefing process, as described in Part 4, there should be a good fit
between the designated educational priorities and the accommodation to be
provided.
It is essential, therefore, that educational value and fitness for purpose are
established as a priority within the brief. As such, there are underlying principles
which need to be observed and addressed within the design. A school has to ensure
that:
pupils with SEN can access all areas and aspects of the of the curriculum
pupils healthcare and social needs are adequately maintained at school
pupils experience the benefits of a well-designed school building
With regard to the previous chapters, specific accommodation requirements will have
been identified and these will inform the brief. The main priorities for developing the
design scheme can be summarised as follows. There should be:
sufficient tutor bases and general teaching class bases for the number of
pupil places and the number of groups which are to be established, which are
usually much smaller in special schools
adequate learning resource bases, such as small group rooms, library and
ICT sensibly distributed around the school
sufficient accessible toilets, hygiene and changing areas, suitable for the type
and range of special educational needs and disabilities
a simple, easily understood layout so that children can fix a geographical map
in their mind, with clear points of reference to make wayfinding easy
accessible internal and external circulation routes, with reasonable travel time
and distance, safe secure access and egress, and planned to avoid
conflicting needs.
the size of the dining provision may need to be increased to ameliorate the
need for phased dining and any subsequent curriculum time loss
the number of toilets will need to increase, and there may need to be revision
of the hygiene and changing areas, depending the SEN ratios (of ambulant to
non-ambulant and independent to assisted pupils)
a separate drama studio and music space may be required, but the rationale
for this should be explicit
if the school is open for community use, there will be a need to reassess all
sizes in relation to the areas that will be required
The following typical schedules can be used as models against which LEAs can
develop their own schedules in relation to the identified local needs. The typical
model schedules provided are for:
a primary special school providing for pupils who have behaviour, emotional
and social difficulties
BR3 BB77 Typical schedule of accommodation for a 2FE Broad Range Primary Special School for 109
pupils who have complex needs SLD/PMLD/ASD, including a 13 place nursery. March 05
This model is intended as a guideline, to form a basis from which LEAs will build up their own schedules for
schools to suit local needs and, as such, the area per pupil will vary accordingly. The model allows for
consideration of entitlement to curriculum, therapy as access to education, extended schools, community use,
multi-agency working, school workforce and the increased numbers of adults in schools.
Pupils: The special educational needs which these pupils have will cover a wide range from MLD/complex needs
and SLD to PMLD or severe ASD. Most of the children will have sensory impairments, multiple disabilities
including physical difficulties and learning difficulties with different and sometimes conflicting needs. These pupils
should be accommodated in the learning environment within an overall inclusive educational setting. In the future
it is anticipated that pupils with MLD/complex needs may have resourced provision in mainstream schools and
that only those with statements for the most severe SEN will be in special schools, which will function actively as
part of the wider local community of schools.
Staff: headteacher,deputy head, 13 teachers, 13 teaching assistants, 4 learning mentors, 6 statemented support
workers, various numbers of visiting professionals, part time school nurse, numerous SMAs, part time technician,
premises manager, 3-4 kitchen staff, cleaner; overall 90-100 staff, many of whom are part time or visiting
specialists.
Schedules: This typical schedule allows for outreach and training, extended school use and some community
use. The school has a nursery as part of early intervention. There are two classbases for each year to allow for a
variety of different pupil groupings or teaching methods according to pupil needs and local needs. Therapy as
access to education takes place in the classbases, small group rooms and specialist therapy rooms. If there is a
high % of pupils who have PMLD or severe ASD specialist accommodation needs will have to be reflect this. In
some cases, in order to meet particular needs of pupils, classbases may be reduced in size by 5m2 and this
provision used to form additional specialist bases, however, this may have the effect of decreasing the flexibility
and adaptability of the main classbases.
Spaces
Area sq No. of
m
pupils
No. of
rooms
Options / Comments
Gross
internal floor
area
Nursery
Class base
75
75
Kitchen
Pupil toilets
24
24
Staff toilets/change
Visitor/disabled toilet
Laundry
Clean store
Dirty store
Cleaners store
External store
13 fte
Includes hygiene
2
9
Subtotal
General teaching spaces
2 Classbases each year general 65
teaching KS1 Y1 & 2
152
260
4
All activities in classbase with computers,
quiet corner, play, lockers coats and bags.
This allows for full or partial inclusion of
pupils with ASD or PMLD.
520
25
25
Spaces
Area sq No. of
m
pupils
No. of
rooms
Options / Comments
16
Hall
96 + 13 1
+ local
school
inclusion
120
15
Kitchen
Servery
Kitchen office/store
Kitchen toilet/change
40
10
6
6
Gross
internal floor
area
65
120
2-3
72
30
96+
100
1
1
1
1
40
10
6
6
Kitchen cleaner
2
1
Therapy spaces, including communication and medical
Medical Inspection
20
1
First aid and rest room.
20
30
20
30
Sensory room
Soft play
Hydrotherapy
24
30
85
1
1
1
30
Or 2 rooms white and dark at 12 sq m
24 sq m actual pool with 2-2.5m wide
surround. For community use 72 sq m
pool 144 sq m pool hall
24
30
85
12
72
1
1
4
4
1
1
1
1
1
1
1
1
1
1
1
1
1
4
4
4
8
8
10
10
6
6
4
4
6
2
Spaces
Area sq No. of
m
pupils
No. of
rooms
Options / Comments
Gross
internal floor
area
1
4
4
1
1
8
2
4
4
6
20
80
Admin store
Teaching resources store
4
20
2
1
8
20
Premises store/technician
10
Cleaners store
2
General stores
10
External store
10
Exetrnal maintenance store
10
Pupils toilets and changing areas
Pupil changing (dry) - Hall
12
1
2
2
1
1
10
4
20
10
10
Bulk items
Sports and play equipment
24
Pupil Toilets
20
8
Pupil Hygiene
20
4
Laundry
4
4
Pupil changing (wet) shower
30
2
toilets lockers - Pool
Staff areas including facilities for inreach and outreach work
Visiting Professionals Office
15
1
Meeting/training room
25
1
Multi-purpose
Parents room
15
1
Staff change and lockers
10
2
Staff change - Hall
4
2
Staff change - Pool
4
2
Disabled toilets
4
2
additional may be required to meet
Building Regulations Part M depending on
layout
General office
25
1
Head teacher
15
1
Deputy
10
1
Staff room
50
1
Staff preparation room
25
1
Could combine with teaching resources
Staff Toilets
4
4
Premises manager
10
1
Other
Secure lobby
8
1
Area included in circulation
Reception - welcome area
10
1
Welcome and display area of pupils' work.
Area included in circulation.
Pool plant
20
1
Plant
50
1
Subtotal
Circulation
25%
As % of gross area
Partitions
3%
As % of gross area
Gross internal floor area
Gross internal floor area per pupil
20
50
2656
922
111
3689
33.8
2504
869
104
3478
36.2
As % of gross area
As % of gross area
160
80
16
60
15
25
15
20
8
8
8
25
15
10
50
25
16
10
0
0
BR6 BB77 Typical Schedule of Accommodation for a 2FE broad range Secondary Special School for 80
pupils who have complex needs/SLD/PMLD/severe ASD. This includes an option for Post 16 provision
for 32 pupils
Version 10C March 05
This model is intended as a guideline, to form a basis from which LEAs will build up their own schedules for
schools to suit local needs and, as such, the area per pupil will vary accordingly. The model allows for
consideration of entitlement to curriculum, therapy as access to education, extended schools, community use,
multi-agency working, school workforce and the increased numbers of adults in schools.
Pupils: The special educational needs which these pupils have will cover a wide range from complex needs and
SLD to PMLD and severe ASD. Most of the pupils will have sensory impairments, multiple disablities, including
physical difficulties and learning dificulties with different and sometimes conflicting needs. These pupils must be
accommodated in the learning environment within an overall inclusive setting. In the future it is anticipated that
pupils with MLD/complex needs can have their needs met in resourced provsion in mainstream schools and that
only those with statements for the most severe SEN will be in special schools, functioning actively as part of the
wider community of schools. The secondary model of specialist subject teaching tutor bases with pupils moving
around the school is envisaged for most pupils. Specialist practical classbases will be designed to meet the
appropriate type of curriculum for a variety of pupils, to suit whole or half groups. Some pupils will need more
stability to meet their particular needs, but will still access specialist teaching or practical bases and participate
inclusively in school life.
Staff: head teacher, deputy head, 10-12 teachers, 10-12 teaching assistants, 4 learning mentors, 6 statemented
support assistants, visiting professionals/specialists, part time school nurse/doctor, SMAs, technician, premisies
manager, 3-4 kitchen staff, cleaners, groundsmen. Overall there may be 90-100 staff, with many of them part
time or visiting professionals.
Schedules: This typical schedule allows for outreach and training, extended school and community use. There
are two classbases for each year to allow for a variety of different pupil groupings or teaching methods, according
to pupil needs and local needs. Therapy as access to education takes place within the classbase, small group
rooms, and specialist therapy rooms. If maistream and special schools are co-located, then consideration needs
to be given to the shared or joint use of halls, inclusive dining, learning resources library and ICT and specialist
subjects. As part of 14-19 transforming secondary education, Post 16 provision is included as an option with
tertiary tutor base and common room facilities. Some pupils will attend an FE college or work placement, learn
vocational skills and access community facilities or learn independent living skills and access school facilities
and such accommodation could be co-located for Post 16 pupils if this is part of the LEA strategy. If this
accommodation is on another site, additional support facilities toilets and hygiene rooms will be needed
accordingly and shared use accommodtion should be investigated.
If there is a high % of pupils who have PMLD or severe ASD accommodation needs to be varied to reflect this
accordingly. In some cases, in order to meet the particular needs or pupils, classbases may be reduced in size by
5 m2 and this provision used to form additional specialist classbases, however, this may have the effect of
decreasing the flexibility and adaptability of the main classbases.
Area sq No. of
No. of Options / Comments
Gross
Spaces
m
65
pupils
rooms
8 max
8 max
internal floor
area
390
260
65
Science
65
4/8
Art 2D-3D
65
4/8
Kiln room
Design tech
65
4/8
Music drama
80
4/8
65
65
65
80
Spaces
Area sq No. of
m
pupils
No. of
rooms
Options / Comments
Hall
180
75
4/8
60
80+
112 +
local
school
inclusion
30
kitchen
servery
kitchen office/store
kitchen toilet/change
kitchen cleaner
40
10
6
6
2
1
1
1
1
1
20
30
1
1
Sensory room
Hydrotherapy
24
85
1
1
180
100
40
10
6
6
2
Gross
internal floor
area
20
20
30
Or 2 rooms white and dark at 12 sq m
24 sq m actual pool with 2-2.5m wide
surround. For community use 72 sq m
pool 144 sq m pool hall
24
85
10
60
Food store
Food tech resources store
Science prep room & store
Art resources store
1
1
1
1
4
4
12
4
4
4
12
4
Library store
ICT store
File server
DT resources store
DT work in progress store
Drama/music store
Chair store
PE store
Community use store
4
4
4
4
6
8
8
10
10
1
1
1
1
1
1
1
1
1
4
4
4
4
6
8
8
10
10
6
6
4
6
4
1
1
1
1
1
6
6
4
6
4
2
2
1
1
6
20
10
1
1
4
4
1
1
8
2
2
4
4
6
20
80
4
20
2
1
8
20
Spaces
Area sq No. of
m
pupils
Premises store/technician
15
Cleaners store
2
General stores
10
External store
10
Exetrnal maintenance store
10
Pupils toilets and changing areas
Pupil changing (dry) - Hall
12
No. of
rooms
Options / Comments
1
2
2
1
1
Bulk items
Sports and play equipment
Pupil Toilets
20
8
Pupil Hygiene
20
4
Laundry
4
4
Pupil changing (wet) toilets
30
2
shower lockers - Pool
Staff areas including facilities for inreach and outreach work
Visiting Professionals Office
15
1
Meeting/training room
25
1
Parents room
15
1
Staff Change and lockers
10
2
Staff change - Hall
4
2
Staff change - Pool
4
2
Disabled toilets
4
2
Additional may be required to meet
Building Regulations Part M depending
on layout
General office
25
1
Head teacher
15
1
Deputy
10
1
Staff room
50
1
Staff preparation room
25
1
Could combine with teaching resources
Staff Toilets
4
4
Premises manager
10
1
Other
Secure lobby
8
1
Area included in circulation
Reception - welcome area
10
1
Welcome and display area of pupils'
work - area included in circulation
Pool plant
20
1
Plant
50
1
Allowance for plant
Subtotal
Circulation
25%
As % of gross area
Partitions
3%
As % of gross area
Gross internal floor area
Gross internal floor area per pupil
Post 16 option
Post 16 (14-19) Y12 13
'separate and significantly
different' age-appropriate
65
8 max or 4
16 if
combined
15
Gross
internal floor
area
15
4
20
10
10
24
160
80
16
60
15
25
15
20
8
8
8
25
15
10
50
25
16
10
0
0
20
50
2691
934
112
3738
46.7
260
8
30
80
80
e/o dining
20
20
4
20
12
12
4
1
2
1
1
2
4
40
12
12
8
474
165
20
658
4396
39.2
BB77 BR8 AA2 Typical Schedule of Accommodation for an 2FE All Age Broad range Special School for
221 pupils who have complex needs/SLD/PMLD/severe ASD. This includes 13 place nursery, 96 primary
pupils, 80 secondary pupils and 32 Post 16 students.
Version 3 March 05 (189 pupils without post
16)
This model is intended as a guideline, to form a basis from which LEAs can build up their own schedules for
schools to suit local needs.The area per pupil will vary accordingly. The model supports entitlement to
curriculum, therapy as access to education, extended schools, community use, multi-agency working, school
workforce and the increased numbers of adults in schools.
Pupils: The special educational needs which these pupils have will cover a wide range from complex needs
and SLD to PMLD and severe ASD. Pupils will have sensory impairments, multiple disablities, including
physical difficulties and learning difficulties with different and sometimes conflicting needs. These pupils must
be accommodated in the learning environment within an overall inclusive setting. In the future it is anticipated
that pupils with MLD/complex needs can have their needs met in resourced provsion in mainstream schools
and that only those with statements for complex and severe SEN will be in special schools, functioning actively
as part of the wider community of schools. The secondary model of specialist subject teaching / tutor bases
with pupils moving around the school is envisaged. Practical specialist classbases will be designed to meet the
appropriate type of curriculum for a variety of pupils, to suit whole or half groups. Some pupils will need more
stability and specialist resource bases to meet their particular needs, but will still access specialist practical
bases and participate inclusively in school life.
Staff: head teacher, deputy head, 26-28 teachers, 25 teaching assistants, 8 learning mentors, 12 statemented
support assistants, visiting professionals/specialists, part time school nurse/doctor, SMAs, technician, premisies
manager, 4-6 kitchen staff, cleaners, groundsmen. Overall there may be 150-180 staff, with many part time or
visiting professionals.
Schedules: The typical schedules allow for outreach and training, extended school and community use. There
are two classbases for each year to allow for a variety of different pupil groupings or teaching methods,
according to pupil needs and local needs. Therapy as access to education takes place within the classbase,
small group rooms, and specialist therapy rooms. If there is a high % of pupils who have PMLD or severe ASD
accommodation needs to be varied to reflect this accordingly. If schools are co-located , then consideration
needs to be given to the shared or joint use of halls, inclusive dining, learning resources library and ICT and
specialist subjects. As part of 14-19 transforming secondary education, Post 16 provision is included with
tertiary tutor base and common room facilites as an option. Although some pupils may well attend an FE college
or work placement, others will learn vocational skills, independent living skills. This accommodation could be
provided at the school or co-located with a sixth form college or FE college with shared use accommodation.
Area sq No. of
No. of Options / Comments
Gross
Spaces
m
pupils
Nursery
Class base
75
13 fte
75
Kitchen
Pupil toilets
24
rooms
internal floor
area
4
Includes hygiene
24
Staff toilets/change
Visitor/disabled toilet
Laundry
Clean store
Dirty store
Cleaners store
External store
2
2
9
Subtotal
151
8 max
8 max
260
520
As above with practical bases
65
8 max
390
260
25
25
65
100
Spaces
Area sq No. of
m
pupils
2-3
No. of
rooms
Options / Comments
Gross
internal floor
area
72
65
Science
65
4/8
Art 2D-3D
65
4/8
Kiln room
Design tech
65
65
65
65
1
4/8
4/8
1
112 +
1
local
school
inclusion
4
music/drama 65 + recording room 15
Assembly PE sport movement. Use for
dining inhibits curriculum use.
80
180
75
30
15
Library/ICT - secondary
30
4/8
96+
80
80+
100
100
kitchen
servery
kitchen office/store
kitchen toilet/change
kitchen cleaner
40
10
6
4
2
1
1
1
1
1
60
40
10
6
4
2
20
school nurse
Therapy including
physiotherapy
20
30
1
1
20
30
20
20
Sensory room
Soft play
Hydrotherapy
24
30
85
1
1
1
22
24
30
85
132
4
4
4
1
2
1
4
8
4
12
4
1
1
12
4
Library store
ICT store
File server
DT resources store
DT work in progress store
Drama/music store
Chair store
PE store
Community use store
4
4
4
4
6
8
8
10
10
2
2
1
1
1
2
2
2
2
8
8
4
4
6
16
16
20
20
6
6
4
6
4
2
2
1
1
1
1
1
1
2
1
1
4
4
6
6
4
6
8
2
2
4
4
Spaces
Area sq No. of
m
pupils
No. of
rooms
Pool store
edquipment store
Mobility equipment
storage/locker bays
Admin store
Teaching resources store
6
20
10
1
1
16
4
20
2
2
8
40
Premises store/technician
15
Cleaners store
2
General stores
10
External store
10
External maintenance store
10
Pupils toilets and changing areas
Hall dry changing
12
1
3
3
2
1
15
6
30
20
10
Options / Comments
Gross
internal floor
area
6
20
160
Bulk items
Sports and play equipment
4
May need to be larger for community
use
Toilets
20
16
Hygiene
20
8
varies according to pupil needs
Laundry
4
6
Pool changing, toilets, shower, 30
2
lockers
Staff areas including facilities for inreach and outreach work
Visiting Professionals Office
15
1
Meeting/training room
25
1
Parents room
15
1
Change and lockers
20
2
Hall change
4
2
Pool change
4
2
Disabled toilets
4
4
To meet Building Regulations Part M
General office
50
1
could be two separate spaces of 25sqm
48
320
160
24
60
15
25
15
40
8
8
16
50
Head teacher
Deputy
Staff room
16
10
80
1
2
1
16
20
80
40
40
Toilets
Premises manager
Other
Secure lobby
Reception
4
10
6
1
8
10
1
1
Pool plant
20
Plant
100
Subtotal
Circulation
25%
Partitions
3%
Gross internal floor area
Gross internal floor area per pupil
Post 16 option
65
Post 16 (14-19) Y12 13
'separate and significantly
different' age-appropriate 50%
time off site e.g at FE college or
work placement
1
1
As % of gross area
As % of gross area
16
15
80
dining
20
4
20
12
12
4
1
2
1
1
2
24
10
0
0
20
100
4907
1704
204
6815
36.1
260
8
30
80
20
4
40
12
12
8
474
165
20
658
7474
34
BESD 1 BB77 Typical Schedule of Accommodation for a 1FE Primary School 48 pupils who have BESD.
Version 8 March 05
This model is intended as a guideline, to form a basis from which LEAs will build up their own schedules for
schools to suit local needs and, as such, the area per pupil will vary accordingly. The model allows for
consideration of entitlement to curriculum, therapy as access to education, extended schools, community use,
multi-agency working, school workforce and the increased numbers of adults in schools.
Pupils: Pupils are referred due to behaviour emotional and social difficulty as their main SEN and the majority
are boys. Whilst some may also have another special educational need or learning difficulty and need support
for this, there is a wide range of cognitive ability. Some pupils will be able to be re-admitted to mainstream
school, others will continue to secondary BESD school. There may be outreach programmes with local schools or
links with a local pupil referral unit. Pupils are entitled to access to the full curriculum. They are active, rarely have
physical disability, have short attention spans, need more space around them, when interacting with others, can
be reactive and need to learn social skills. (Often, pupils are from disadvantaged family backgrounds and may be
vulnerable). These pupils need non-distraction, safe secure learning environments reflecting a positive image.
There is a high need for passive supervision, safety and security.
Staff: Headteacher, deputy head teacher, 6 teachers, 6 teaching assistants, 3 learning mentors, 2 support staff,
visiting professionals educational psychologist/ home-school worker/ learning support specialist, 2 administration
staff, premises officer, 1-2 cleaners, 3-4 kitchen staff, groundsmen.
Schedules: The typical schedules allow for outreach programmes with local schools, extended school use, staff
preparation, which involves flexible multi-purpose use of spaces. It may also be appropriate to consider the
possibility of co-location or inreach programmes with local schools, inclusion with a local primary school or pupil
referral unit for more efficient use of local resources. There is a high need for storage for safety, security and to
minimise distractions in class, but items of equipment are less bulky than other special schools.
Spaces
Area sq No. of
m
pupils
No. of
rooms
Options / Comments
65
8 max
55
8 max
20
65
Gross
internal floor
area
130
220
20
20
65
40
Spaces
Area sq No. of
m
pupils
No. of
rooms
Hall
100
15
Kitchen
Servery
Kitchen office/store
Kitchen toilet/change
40
10
6
6
2-3
48+
adults
Options / Comments
Gross
internal floor
area
100
Assembly PE sport movement
performances and other activities for
pupils who have BESD who need more
space. Hall shared with dining limits
curriculum use and is not recommmended
for this pupil group. Option to combine
space with adjacent dining using sliding
folding doors to increase to 180 for Sport
England community use.
Focussed learning, behaviour
management and respite
36
30
80
Separate dining important for social skills
training. Extended school use for
breakfast/after school clubs. Option for
sliding folding doors to hall recommended.
1
1
1
1
40
10
6
6
Kitchen cleaner
2
1
Therapy spaces, including communication and medical
Medical Inspection
15
1
First aid and rest room.
Storage for teachers and pupils
General teaching resources
5
2
Bulky items for play to store
storage KS1
General teaching resources
4
4
Items not as bulky as KS1
storage KS2
Coat cupboards in class bases 1.5
6
2
15
10
16
6
3
3
1
1
3
3
2
4
4
4
8
8
10
10
6
6
2
2
4
15
2
1
1
1
1
1
1
1
1
1
1
1
2
1
4
4
4
4
8
8
10
10
6
6
2
2
8
15
Premises store/technician
Cleaners store
10
2
1
2
10
4
Spaces
Area sq No. of
m
pupils
General stores
10
External store
10
External maintenance store
10
Pupils toilets and changing areas
Pupil changing (dry) - Hall
15
No. of
rooms
Options / Comments
2
1
1
Bulk items
Sports and play equipment
20
10
10
30
Pupil Toilets
12
4
Ratio of boys to girls to be considered
Staff areas including facilities for inreach and outreach work
Visiting Professionals Office
12
1
Meeting/training room
25
1
Multi-purpose
Parents room
15
1
Staff change and lockers
8
2
Hall change
4
2
Disabled toilets
4
2
Additional toilets may be required to meet
Building Regulations Part M depending on
layout
General office
20
1
Head teacher
15
1
Deputy
10
1
Staff room
40
1
Frequent meetings for day to day
progress
Staff preparation room
20
1
Could combine with teaching resources
Staff Toilets
4
2
Premises manager
10
1
Other
Secure lobby
8
1
Area included in circulation
Reception - welcome area
10
1
Welcome and display area of pupils' work area included in circulation
Plant
40
1
Subtotal
Circulation
25%
As % of gross area
Partitions
3%
As % of gross area
Gross internal floor area
Gross internal floor area per pupil
Gross
internal floor
area
48
12
25
15
16
8
8
20
15
10
40
20
8
10
0
0
40
1328
461
55
1844
38.4
BESD 3 BB77 Typical Schedule of Accommodation for 2FE BESD Secondary Special School with 64
pupils Y7-Y11 including two class bases for inreach and an option with 32 pupils in Y12 -13 Post 16
provision. Version 10C March 05
This model is intended as a guideline, to form a basis from which LEAs will build up their own schedules for
schools to suit local needs and, as such, the area per pupil will vary accordingly. The model allows for
consideration of entitlement to curriculum, therapy as access to education, extended schools, community use,
multi-agency working, school workforce and the increased numbers of adults in schools.
Pupils: Pupils are referred due to their behaviour emotional and social difficulty as their main SEN, and the
majority are boys. Whilst some may also have another special educational need or learning difficulty which
needs support, there is a wide range of cognitive ability. Pupils are entitled to and need access to the full
curriculum. They are active, rarely have physical disability, have short attention spans, need more space around
them, when interacting with others, can be reactive and need to learn social skills. (Often, pupils are from
disadvantaged family backgrounds and may be vulnerable). These pupils need non-distraction, safe secure
learning environments reflecting a positive image. There is a high need for passive supervision, safety, security
and storage to minimise distractions in class, also for sports and developing practical and vocational skills.
Staff: Headteacher, deputy head teacher, 12 teachers, 12 teaching assistants, 6 learning mentors, 4 support
staff, visiting professionals educational psychologist/ home-school worker/ learning support specialist, 4
administration staff, premisies officer, 1-2 cleaners, 3-4 kitchen staff, groundsmen.
Schedules: This typical schedule allows for accommodation for outreach with local schools, extended school
use and staff preparation, which involves flexible multi-purpose use of spaces. It may also be appropriate to
consider the possibility of co-location or inreach with a local secondary school or pupil referral unit for more
efficient use of local resources. Traditionally, most pupils will stay in school for their secondary education and will
not go to a mainstream school, but may attend FE college or take up a work placement.There are, however,
pupils who will attain GCSEs.
For Post -16 provision, LEAs need to plan, review and provide suitable provision to meet the needs of pupils, in
conjunction with LSC and other bodies in their area. An option for Post 16 accommodation as part of 14-19
transforming secondary education has been provided with a common room and tutor bases as support at the
special school for transition to other Post 16 provision in the local area or FE college for vocational skills and
work placements. This accommodation could be provided at the school, or co-located with separate Post 16
provision or FE college.
Area sq No. of
No. of Options / Comments
Gross
Spaces
m
pupils
rooms
65
8 max
8 max
internal floor
area
130
330
110
65
65
Art 2D-3D
65
Kiln room
Design tech
65
65
CAD/CAM
10
10
30
PSHE/careers/social skills
60
80
80
Hall
594
8 max
65
594
Spaces
Area sq No. of
m
pupils
No. of
rooms
Options / Comments
15
60
65
65
100
kitchen
40
1
servery
10
1
kitchen office/store
6
1
kitchen toilet/change
4
1
kitchen cleaner
2
1
Therapy spaces, including communication and medical
Medical Inspection
15
1
First aid and rest room.
Storage for teachers and pupils
General teaching resources
4
8
high need for storage to minimise
storage
distractions in classbase and for security
40
10
6
4
2
8 max
4
2
4
2
2
8
Food store
Food tech resources store
Science prep room & store
Art resources store
4
4
15
7
1
1
1
1
Library store
ICT store
File server
DT resources store
DT work in progress store
Drama/music store
Chair store
PE store
Community use store
Kitchen food store
Kitchen refuse store
Visiting Professionals store
Meeting/training room store
Clean store - Laundry
Dirty store - Laundry
Admin store
Teaching resources store
4
4
4
7
6
8
8
10
10
6
6
2
2
1
1
4
15
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
Premises store/technician
15
Cleaners store
2
General stores
10
External store
10
Exetrnal maintenance store
10
Pupils toilets and changing areas
Pupil changing/showers - Sports 20
Hall
2
2
1
1
2
Gross
internal floor
area
15
32
8
4
32
4
4
15
7
sports needs
sports needs
Stationery and secure records
including technical aids (e.g.for SpLD
SLCN)
Bulk items
Sports and play equipment
Pupil Toilets
12
4
Ratio of boys to girls to be considered
Laundry
4
1
Staff areas including facilities for inreach and outreach work
6
4
4
4
7
6
8
8
10
10
6
6
2
2
1
1
8
15
15
4
20
10
10
40
48
4
Spaces
Area sq No. of
m
pupils
No. of
rooms
12
25
12
15
10
6
1
1
1
1
2
2
Disabled toilets
General office
Head teacher
Deputy
Staff room
25
15
10
65
1
1
1
1
35
4
10
1
2
1
8
10
1
1
Plant
50
Subtotal
Circulation
25%
Partitions
3%
Gross internal floor area
Gross internal floor area per pupil
Options / Comments
1
As % of gross area
As % of gross area
15
80
4
8
12
12
4
1
2
1
1
2
Circulation
Partitions
25%
3%
Gross
internal floor
area
12
25
12
15
20
12
8
25
15
10
65
35
8
10
0
0
50
2437
846
102
3385
52.9
220
8
Behaviour management and learning
support interviews
Social base with caf/snack facilities.
Consider BESD needs for space.
30
80
4
16
12
12
8
390
135
16
542
3926
40.9
Planning Duties were set out, under the DDA, for LEAs and schools to increase
access to information, access to curriculum and access to physical environment.
These were that:
Part 2 of the DDA 1995 sets out provisions for staff who have disabilities.
For providing goods or a service, such as letting out part of a building, schools should
have conformed to Part 3 DDA 1995 by October 2004.
All respective parts of the facilities will need to comply with the relevant legislation,
and physical alterations for accessibility will be required. .
Guidance Note: Accessible Schools was issued in July 2002. It outlines the Planning
Duties set out under the DDA to increase access to information, curriculum and
physical environment over time (200306). For monitoring, Ofsted will inspect the
LEA and school functions in relation to the accessibility strategy or plan, as part of
their inspections.
School Accessibility Plans
Schools and their governors will need to liaise with the LEA and their accessibility
strategy in order to plan at local school level. The following points should be
considered:
1. When reviewing and updating their school accessibility plans to increase
accessibility for pupils with SEN and disabilities, they will need to consider the
following factors:
review the needs of any pupils with SEN or disabilities who currently attend
the school to anticipate and improve provision required in the future
liaise with the LEA about local needs for SEN and Disability access and
collect information on improving accessibility
liaise with LEA to ascertain likely number and type of pupils with SEN and
disabilities who will be attending the school in the future
identify resources available under devolved and delegated budgets which can
reasonably be expected to be used to improve access to the school and site
carry out consultation with questionnaires to staff parents and pupils to inform
this process
providers and designers need to understand the context in which they work in
relation to LEA accessibility strategies and school-accessibility plans so as to
ensure that pupils have access to information, curriculum and physical
environment for their education and participation in life at school
liaise with the LEA the on their Accessibility Strategy, Schools Access
Initiative and other funding availability
identify specific targets, or projects of work, which are realistic and achievable
to increase accessibility and inclusion
update School Asset Management Plan with LEA for sufficiency (review net
capacity in relation to pupils needs), condition (building access health and
safety) and suitability (for curriculum activities)
If refurbishment or maintenance works are planned, review these for both the
accessibility and inclusion needs of existing pupils, and of those anticipated in
the future.
Also review these for employment (Part 2) and access to goods facilities and
services provisions (Part 3).
If there are existing pupils with SEN or disabilities, review statements and
plan for better access to curriculum and information, and how they are
provided for in the building (Part 4).
3. Arrange for, or carry out, an accessibility audit or update the existing audit to
review the general school environment. A checklist for access to the physical
environment for teaching and learning is set out below. The following points should
be considered:
safe access to school from site boundary including safe transport and drop off
and accessible parking areas
simple, clear layout, good signage directions and orientation for wayfinding
safe, accessible stairs, steps, stairways kerbs, exterior surfaces and paving
wide, well lit corridors (clear width, doors held open on electro-magnetic
catches)
adequate ventilation
teachers and pupils can see each other, pupils have good visibility of
whiteboard, their work and ICT
sufficient space in the class base for the number of staff and pupils and
curriculum activities being carried out
appropriate size and shape of furniture to suit pupils varied needs and good
posture
resource base and small group rooms for flexible use for learning and
behaviour support therapy and meetings
suitable access to all outdoor activities for outdoor curriculum, social and
recreational use, sheltered quiet spaces, safe contained spaces, as required
4. plan, with the LEA and governors, future works to increase the potential
accessibility and inclusion possible in the school to allow more pupils with SEN and
disabilities to attend in the future.
5. carry out projects to improve accessibility and monitor installations, programmes
and budgets
6. update the School Asset Management Plan with the LEA for sufficiency, condition
and suitability
7. Invite feedback from users to ensure provision is adequate
For more information, see Curriculum Guidance for the Foundation stage
(QCA/DfEE, 2000).
P scales
A descriptive scale of assessing and recording pupils progress and attainments
which schools use, by setting learning targets for the children working in the early
stages towards level one of the National Curriculum
The primary and secondary phases
English and Mathematics are taught at all Key Stages, with a daily Literacy Hour and
Mathematics lesson for primary schools.
Other general-teaching specialist subjects include humanities (or History and
Geography) and other subjects such as Personal, Social and Health Education
Further training in social skills and independence living is also provided. Refer to The
Curriculum for Students with Learning Difficulties: 1419 and Beyond (QCA).
Pupil-referral units
Although pupil-referral units are not required to teach the full National Curriculum, in
practice many aim to provide the majority of it. This has become easier since
September 2002 when the units were required to provide a full-time rather than parttime programme, as previously.
Where the aim of the unit is to work with pupils for a short time and then for them to
re-enter mainstream schools, it is particularly important for accommodation and
facilities to enable the pupils to continue with all subjects so that they are not
disadvantaged when they return to mainstream schools.
Where such return is not possible, it is important that the pupils are taught a broad
and balanced curriculum, including as much of the National Curriculum as possible,
so that they are not disadvantaged by being taught too narrow a curriculum.
For many small units it will not be realistic to provide the whole range of specialist
accommodation for all subjects.
Where this is the case, consideration needs to be given at the briefing and design
stages to what specialist accommodation can be provided and what arrangements to
use specialist accommodation and facilities can be made with local schools, colleges
or other providers so that the pupils have access to that which cannot be provided on
site.
Many units aim to provide opportunities for pupils to gain nationally recognised
externally accredited qualifications and the accommodation needs to enable this to
happen.
Special Schools
The Future of Special Schools report has implications for the provision in special
schools of facilities such as a parents room, a training room with additional
accommodation for outreach work, or for groups of pupils from mainstream schools
who attend the special school for particular part-time provision as part of the interface
between special and mainstream schools.
Community-maintained special schools for primary- and secondary-age pupils will
require the same range of subjects to be taught as for mainstream primary and
secondary schools and appropriate specialist accommodation should be provided.
Where special schools are small, it may be possible to provide some of the specialist
accommodation off site by using the facilities of a local secondary school or other
facility. This may be a suitable arrangement where the special school is co-located
on the same campus as a secondary school.
Many special schools provide opportunities for their pupils to gain nationally
recognised, externally accredited qualifications, including GCSE, the Certificate of
Educational Achievement, awards by the Award Scheme Development and
Accreditation Network (ASDAN) and vocational qualifications. The accommodation
needs to enable such courses to be taught, particularly where there are specialist
facilities required.
Residential Schools
Pupils attend residential special schools for many different reasons:
Residential special schools are distinct from respite accommodation, other boarding
schools and childrens homes.
Residential schools have to comply with the National Care Standards for their
residential accommodation.
Although National Care Standards 2000 apply to residential special schools, the
residential/care aspects are only a part (an important part) of what is a wider
provision that is essentially an educational placement that exists in order that the
needs of the pupils, as stated in their statement, are met. The special school is firstly
a school and is responsive to legislation and guidance as a school.
From April 2002, the National Care Standards Commission has responsibility for
welfare inspection of the residential accommodation of boarding schools, including
residential special schools.
This includes:
a) special schools in accordance with sections 337 and 347(1) of the Education
Act
b) an independent school not falling within (a), which has as its sole or main
purpose the provision of places, with the consent of the Secretary of State, for
pupils with SEN or who are in public care
There is a separate set of minimum standards for all other schools which provide
accommodation for children.
Boarding schools which accommodate, or arrange accommodation for, any child for
more than 295 days a year, or intend to do so, are required to register as childrens
homes with the National Care Standards Commission. Such schools are then subject
to the Childrens Homes Regulations 2001 and the national minimum standards for
childrens homes rather than the National Care Standards.
Nonmaintained schools
These schools are not maintained by LEAs and are approved under the
Section 342 of the Education Act 1996. They are non-profit-making and run by
charitable trusts. Non-maintained special schools are funded primarily through pupils
fees charged to LEAs, which place children there in order to have an assessment
carried out, or because the school is named in the pupils statement. They are
indirectly funded by the public purse, via local-authority expenditure.
Non-maintained special schools are subject to the provisions set out in the Education
(Non-maintained Special Schools) (England) Regulations 1999. The regulations deal
with the initial and continuing conditions for approval by the Secretary of State. These
relate to issues of governance, health and safety, premises, non-profit-making status
of the school, and so on.
Independent schools:
Many pupils with SEN attend independent schools, including a number of
independent schools which cater wholly or mainly for pupils with SEN.
Independent schools are not required to teach the National Curriculum, though in
practice many have chosen to do so. Where a pupil with a statement of special
educational need is placed at the school by a local education authority, the statement
will often state that the pupil should have access to the National Curriculum. In
accepting the placement of the pupil, the school is accepting the obligation to teach
the National Curriculum.
Even where the independent school has chosen not to teach the National
Curriculum, and has not admitted any pupils where this is a requirement of the
statement, there are statutory requirements for the curriculum.
The Education (Independent School Standards) (England) Regulations 2003 require
independent schools to draw up and implement effectively a written policy on the
curriculum, supported by appropriate plans and schemes of work, which provides for:
a) full-time supervised education for pupils of compulsory school age, which
gives pupils experience in linguistic, mathematical, scientific, technological,
Minimum areas for team -game playing fields. Provision of all - weather
pitches can be treated as if they were twice their actual area, in meeting this
requirement
The Approved Documents A-N are for guidance. Reference will need to be made to
the associated British and European Standards and Codes of Practice.
Part B: Fire Safety, Part E: Resistance to the passage of sound (July 2003)
and Part M: Access to and use of buildings, are of particular relevance for SEN.
Schools are public buildings and therefore they require Full Plans Permission. The
local fire officer also needs to be consulted for advice (which is non-statutory).
DfES Constructional Standards 1999
At present, these override current Building Regulations on ramps, steps and
handrails (Sections F, K, and M). For example, ramps have shallower gradients and
the pitch of stairs shall be shallower which is more suitable for children. These were
subsumed into the Approved Document Part M, 1 May 2004.
DfES Constructional Standards: Guidance Note DfES/0142/2001 Issue 7/2001
(available at www.teachernet.gov.uk/sbconstand ).
BS 8300: Design of buildings and their approaches to meet the needs of
disabled people - The Code of Practice
This Code of practice should also be referred to in conjunction with the above.
Building Bulletin 91: Access for Disabled People to School Buildings 1999
BB91 was the first document containing advice on carrying out an accessibility audit
for school premises. It gives design and management advice against which to
compare an existing school. (but is now mostly superseded by Document Part M).
Building Bulletin 94: Inclusive School Design 1994
This building bulletin sets out guidance for including pupils who have SEN and
disabilities in mainstream schools. It describes the process of inclusive school
design, as both a consultative and collaborative approach, in order to create ways to
meet the needs of pupils with SEN and disabilities to participate in the school
community.
The Construction (Design and Management) Regulations 1994 as amended
This legislation places duties on clients, planning supervisors, designers and
contractors to plan, co-ordinate and manage health and safety throughout all stages
of a building contract. The following matters are to be considered and carried out by
clients, consultants and contractors.
Planning buildings and managing construction projects for Health and Safety.
Notification to the Health and Safety Executive of the start of works on site,
appointment of the principal contractor and development of the health and
safety plan for the construction stage will be needed.
Production of a Health and Safety File which should stay with the project for
its life.
Assess the risk of injury from hazardous manual handling that cannot be
avoided; and
HSE Health and Safety Matters for Special Educational Needs: moving and handling
(forthcoming due summer 2005) Further information is available at the Health and
Safety Executive www.hse.gov.uk.
Resistant materials: equipped for working with wood, metal and plastics,
sometimes with a bias towards working with either wood or metal, or
equipped for a vocational course
Electronics and control systems: for smaller-scale work, e.g. making and
learning about electronic products and pneumatic control systems
Food: specially equipped for working with food, sometimes with a bias
towards a vocational course
Textiles: specially equipped for working with textiles by hand and using
machines in various ways
Figure 1.1: General facilities associated with design and technology activities
Activity
Facility
Researching,
designing,
testing
and evaluating
Notes
Figure 1.2: Specialist facilities associated with design and technology activities
Activity
Facility20
All activities
Designing and
making with
resistant
materials
Notes
20
Pupils should have access to a sink with hot and cold water close to all specialist facilities.
Designing and
making with
electronics, and
control systems
Consider visibility
Designing and
making with
textiles
Equipment can be in a
cupboard or a storeroom when not in
use, releasing work surface
Designing and
making with
graphics
products
Pupils may occasionally need to use facilities outside school. This is most likely on vocational
courses when pupils may visit a college or workplace. There may also be virtual links allowing
teaching groups to view industrial processes taking place off-site. Video conferencing can
take place in any teaching area, provided there is room for the whole group to sit at tables for
sketching, note-taking, etc.
the ability to be programmed to more closely match the childs hearing loss
the ability to reduce constant background noise, such as traffic noise
a facility to reduce feedback (whistling)
Cochlear implants
Cochlear implants are most often used by deaf children who gain little or no benefit
from conventional hearing aids. Cochlear implants use electrodes, implanted into the
cochlea of the ear, to send electrical signals directly to the auditory nerve and give a
sensation of hearing. The child wears a microphone, worn like a hearing aid behind
the ear. The microphone is connected to a speech processor, which converts the
sound to a signal that is transmitted via radio waves to the internal part of the
implant. The speech processor is either a body-worn unit connected to the
microphone by a lead, or is housed in the same unit as the microphone and is worn
completely behind the ear.
Radio aids
Radio aids (also known as radio personal FM systems) are widely used by children
with hearing impairments in schools. They help overcome causes of difficulty in a
classroom situation by:
All radio aids have two main components: a transmitter and a receiver. The person
who is speaking (usually the teacher) wears the transmitter. A microphone picks up
their voice. The sounds are transmitted by an FM radio signal to the receiver, which
is worn by the child. The receiver converts the signal to a sound that the child can
hear. Radio aids are usually used in conjunction with the child's hearing aids or
cochlear implant.
Sound-field systems
Sound-field systems provide distributed sound throughout a classroom. They use a
wireless link between the microphone and amplifier which will operate on VHF or
UHF radio or infra-red frequencies. Loudspeakers are fitted around the classroom.
Sound-field systems have been shown to be beneficial for hearing children and
children with a mild or temporary hearing loss. They will not by themselves usually
provide sufficient improvement in signal-to-noise ratio for a child with a significant
hearing loss, when a personal radio aid is also usually necessary
entitlement to learning for all pupils, determining what should be taught and setting
attainment targets for learning. It also determines how performance is assessed and
reported.
NMSS Non-maintained special schools are approved by the Secretary of State under
Section 342 of the Education Act 1996.
OT Occupational therapist
PD Physical disability
PECS Picture Exchange Communication System a non-verbal communication
technique using signs and symbols
PMLD Profound and multiple learning difficulty
PRU Pupil-referral unit
RIBA Royal Institute of British Architects
SALT Speech and language therapy
SEN Special educational needs
SENCO Special educational needs coordinator
SLCN Speech, language and communication needs
SLD Severe learning difficulties
SPELL The SPELL framework is an approach for pupils with autism used by the
National Autistic Society
Special school
A school which is specially organised to make special educational provision for pupils
with special educational needs. Special schools maintained by LEAs comprise
community special schools and foundation special schools, and non-maintained
special schools are approved by the Secretary of State under Section 342 of the
Education Act 1996.
SpLD Specific learning difficulty
SPRs the Education (School Premises) Regulations, 1999
TEACCH Treatment and Education of Autistic and Communication Handicapped
Children
Total Communication
This is a philosophy that involves children with hearing impairment using different
methods of communication at any one time. Therefore, sign language will not replace
but will support the method of oral communication and the use of any residual
hearing to develop speech and language skills.
VI Visual Impairment
Acknowledgements
DfES Authors
Gill Hawkins
with assistance from
Lucy Watson
Richard Daniels
Matthew Oldfield
The DfES would like to thank the following consultants and members of the Steering
Group for their contributions:
Authors and consultants
John Jenkins
Principal Architect
Haverstock Associates
Kathie Bull
SEN consultant
with assistance from
Terry Waller
Education Officer
British Educational Communications and
Technology Agency (BECTA)
Sue Logan
Engineer
Building Research Establishment
Judy Bell
Royal National Institute for the Blind
Lucy Naish
Royal National Institute for the Blind
Richard Vaughan
National Deaf Childrens Society
Editors
Alison Cowe
Kathie Bull
Steering Group members
David Gardiner
HMI OFSTED
Kathie Bull
SEN Consultant
Pat Griffith
SEND
Eileen Strevens
SEND
John Jenkins
Principal Architect, Haverstock Associates
Nick Peacey
Special Educational Needs Joint Initiative Training
Dr Philippa Russell Council for Disabled Children
Dr Caroline Roaf
National Association for Special Educational Needs
Mike Collins
Education Officer, National Autistic Society
Judy Bell
Royal National Institute for the Blind
Lucy Naish
Royal National Institute for the Blind
Richard Vaughan
National Deaf Childrens Society
Robin Thomas
Assistant County Education Officer, Children and Families
Branch, Hampshire County Council
Shirley Turner
Strategic Planning Officer, Hampshire County Council
Steve Clowe
Head of Architecture, Hampshire County Council
Terry Waller
Education Officer, BECTA (British Educational
Communications and Technology Agency)
The DfES would also like to thank all of the schools we visited for participating in the
study:
New Woodlands School
Stephen Hawking School
Watergate School
Bishopswood School
Oakdale School
Springfield School
Henry Tyndale School
Shepherds Down School
North Lakes Junior School
Beaconside Infant School
Lady Zia Wernher School
Woodlands School
Ullswater Community School
Queen Katherine school
Ormerod School
Bishopswood School
Greenvale School
Portland School
Castle Green School
Cromwell School
Dovestone Centre
Braidwood School
Hazelcourt School
Filsham Valley School
Cornfield School
Warmley Park School
Briarwood School
The Meadows School
Osborne school
Woodlands School
Trinity School
Whitefield Schools
Priestley Smith School
Manor Green School