Mar 2025 • £8 also in this issue: Door safety The importance of escape door compliance in schools, and electronic access control solutions Steel, timber and Passivhaus Trent View College in Scunthorpe incorporates an advanced engineered timber and steelwork structure Solar roofing A specialist roofing system now sits on top of two of Aberdeen’s newest schools Offsite modular approach gets Greenwich out of a tight spot New classrooms successfully craned into position between existing Willow Dene School and car park
educationdab.co.uk 3 Educating Bridget – some hard lessons The pigeons are already coming home to roost for Education Secretary Bridget Phillipson, just months after she took up the position. Labour’s Big Idea for improving state schools was to impose 20% VAT on private school fees and use what it claimed would amount to over £1.5bn to hire new state teachers and drive up standards in the classroom. Two problems have emerged. Firstly, many of the pupils being withdrawn from their private school by cash-strapped parents have been unable to find a state school that can take them. There just aren’t the places available, good schools being vastly over-subscribed in the first place. How this helps improve education is hard to see. Secondly, the VAT on fees may not be spent on state schools after all. The Treasury, it seems from press reports, will not be ring-fencing the monies: other parts of the failing public sector may well take precedence when it comes to Government spending plans. Given these basic flaws in Labour’s education plans, it is totally understandable why Katherine Birbalsingh, “Britain’s strictest head teacher” as she is regularly called, would write the following words in The Spectator after she had met with the Education Secretary recently: “As teachers, we often hear politicians say how much they care about education. One of two things follows: either they turn out to be that rare politician who is truly interested in schools; or they are that all too common politician who simply wants to appear that way. Our meeting confirmed that you are firmly in the latter category.” Birbalsingh had sought the meeting to explain why Labour’s other Big Idea of bringing academies back under local authority control would only lower education standards. Academies, of which her school is one, have been the big success story of the past couple of decades. Since they were introduced in 2000 – by a Labour government – the freedoms they’ve granted their staff to educate pupils in less rigid and uninspiring ways have produced extraordinary academic results across the whole socio-economic pupil spectrum. Teaching unions and some local authorities resent how much better they are than standard state schools, thus Phillipson’s plans to bring them back to heel. Predictably, Labour has no intention of changing its mind about any of its education policies. Nor does it seem likely that any more money will be found to accelerate the repairs and renovations the nation’s schools are crying out for. Commissioning a consultant to investigate which schools are in most need of attention and asking for the report in spring 2026 hardly suggests a urgent realisation of how dangerous the state of many schools has become. Yet innumerable National Audit Office reports and the DfE’s own previous surveys give her all the information she needs to act today. Unfortunately, as with the gaping holes in our defence budget, the money is just not there to take the necessary action now. The skies are getting darker with returning pigeons by the day. New SEN modular building for sixth-form students Wernick Buildings supported Willow Dene School in Greenwich with the design and manufacture of its new sixth-form block last year. Story pages 10-11 Editor Andrew Pring Sales director Julian Walter Media sales manager Barnaby Goodman-Smith Production Nicola Cann Design Gemma England Managing director Toby Filby The publishers do not necessarily agree with views expressed by contributors and cannot accept responsibility for claims made by manufacturers and authors, nor do they accept any responsibility for any errors in the subject matter of this publication. Publishers Stable Publishing Limited, SBC House, Restmor Way, Wallington, Surrey SM6 7AH, England. t. 020 8288 1080 f. 020 8288 1099 e. [email protected] Andrew Pring Editor [email protected]
educationdab.co.uk 5 educationdab.co.uk contents March 2025 6Construction is underway to deliver a new design, technology, and science block at a 400-year-old+ school in Northamptonshire, transforming the campus for its students. 8 Analysis As existing facilities struggle to keep pace with evolving educational requirements, the challenge of delivering high-quality projects within tight timeframes remains critical for the sector, writes the contractor GRAHAM. 10 Design Solutions Wernick Buildings supported Willow Dene School in Greenwich with the design and manufacture of its new sixth-form block last year. 16 Offsite Reds 10 and HLM Architects describe how they’ve delivered sustainable, seven high-quality and cost-effective specialist schools. 20 Door safety Paul Nicholas at Abloy UK discusses the importance of escape door compliance in schools, and specifying the correct electronic access control solution to ensure life safety. 26 Steel, timber and passivhaus Trent View College in Scunthorpe incorporates an advanced engineered timber and steelwork structure that, despite the site’s shape and topography, has achieved the coveted Passivhaus standard while meeting the Department for Education’s (DfE) broader requirements. 28 Solar roofings A specialist roofing system from Kalzip has been chosen for two of Aberdeen’s newest schools and community hubs as part of an investment of over £40m.
6 educationdab.co.uk news More private schools to merge in 2025, says Christie & Co Christie & Co’s Business Outlook 2025 report, is predicting increased merger and acquisition activity this year, as independent schools look to come to terms with the imposition of VAT on school fees and other new business taxes. Richard Green, Director and Lead Valuer for Childcare and Education at Christie & Co, pictured above, commented: “2025 will, no doubt, be a challenging year for independent school operators across the UK and it will be interesting to see how the market adapts to the implementation of VAT coupled with the rise in National Insurance contributions and rising wage costs. For those businesses that are unfortunately forced to close, competitive tension will prevail, especially from buyers within the specialist education and children’s social care sectors where demand for services continues to rise and suitable properties for SEND education, and children’s social care services remain in short supply.” Other predictions for the year ahead by Christie & Co include: · Schools able to act nimbly in diversifying to create new, additional revenues will do so. · Pupil numbers will be impacted by the new taxes. · For some schools, operational cost pressures will lead to financial distress and an increase in closures. · In the event of school closures, assets will swiftly be acquired by SEND education providers or for alternative use. The property adviser notes that there was significant disruption across the UK independent school market last year. While there was a fair amount of market activity including mergers and school ownership transitions, “buyers, investors, and lenders evidenced heightened caution due to the lack of visibility following the announcement of the introduction of VAT on private school fees effective January 2025, loss of business rates relief effective April 2025, and latterly employers’ NIC increases. “This led them to appraise new opportunities with a granular focus on pupil retention, new student recruitment, forward-looking operational costs, financial implications and sustainability. Uncertainty in the market also resulted in opportunistic sector-agnostic interest from property developers and investors gathering pace amid the expectation of increased school closures, while international trade buyers focused interest on acquisitions in countries that award greater visibility and stability while continuing to be open to strategic mergers and takeovers in the UK. “Market uncertainty is likely to prevail in the short to medium term as the independent school sector and market adjust to these seismic policy changes.” New science and technology block at Wellingborough School Construction is underway to deliver a new design, technology, and science block at a 400-year-old+ school in Northamptonshire, transforming the campus for its students. The multidisciplinary consultancy Pick Everard is working on the project at Wellingborough School on London Road, delivering architectural and civil engineering services alongside principal contractor Bowmer + Kirkland. Though the project handover is set for the end of 2025, this is the first scheme in a much larger overarching transformation of the campus across the next 30 years. The two- and three-storey building will feature new design and technology workshops, the largest lecture theatre on campus seating 220 students, as well as seminar rooms, office spaces, and computer lab connected by a large glass fronted modern reception. The design and materials of the building have been closely collaborated on by Pick Everard and school stakeholders, helping mix the school’s heritage and history with modernity and innovation. Dora Vestito, associate at Pick Everard, said: “This project is a brilliant example of how a modern building can pay service to and respect its history and heritage, which this school is steeped in. “Once the 30-year masterplan for the campus, which we developed in partnership with the school, is complete, it will be a very impressive overarching vision, with new sports, science and teaching facilities, as well as a new art and theatre venue, within a greatly improved, wider landscape and open space design.”
educationdab.co.uk 7 news Pupils, parents, and stakeholders held a steel signing event recently at Pilgrims’ Way Primary School in Canterbury. The highly sustainable development is being built by Morgan Sindall and will replace the existing timeexpired buildings with a new two-form entry primary school for 420 pupils. It will be ready for occupation in early 2026. The scheme will see the creation of a new hall, classroom spaces, kitchen, and a multi-use games area (MUGA). The existing nursery will remain on site and be connected to the new infrastructure. Luke Kennedy, School Rebuilding Programme Director at the Department for Education, said: “I am delighted to see construction progressing on the new Pilgrim’s Way Primary School. The way in which the school, Morgan Sindall and other stakeholders have worked in partnership to drive this forward is an excellent example of collaboration. The end result, replacing the current 1970s buildings with a new 21st century learning environment, will make a real difference to local children.” Morgan Sindall on track at Canterbury primary school The Department for Education (DfE) has appointed PWC to report on the physical state of schools built after 1945. Assisting the consultancy are Arcadis, Expedition Engineering and University College London. The report, which is expected to take a year to compile, will be used by DfE to prioritise which schools are most at risk of structural failures, and decide how repair funding should be found and allocated and by when. The DfE is most concerned about system-built school buildings using Laingspan and Intergrid precast beams and slabs, which are reaching the end of their design life and are scheduled for replacement under the School Rebuilding Programme. After the reinforced autoclaved aerated concrete (Raac) crisis, which closed schools and prompted mass inspections, the government is concerned about thousands of “systembuilt” school structures that could pose a safety risk. A report by the National Audit Office last year identified 3,600 system-built school blocks out of a total of 13,800 that “may be more susceptible to deterioration”. The DfE’s 2023-24 annual report flagged possible school building collapse as one of its six key risks, describing it as “critical – very likely”. The 2024 Autumn Budget announced that £1.4bn would go towards rebuilding 50 schools in England each year. In a joint paper addressing the schools repair backlog, Pick Everard national discipline director, William Phillips and Steve McSorley, director at civil and structural engineering consultancy, Perega, have identified “ a central issue plaguing the overall school estate: governance and accountability, with many of today’s issues cited as coming from a lack of early intervention over a period of more than 40 years “RAAC is a prime example of this, with production of the material ceasing in 1982 due to concerns over its longevity, prompting questions about delayed intervention. While the government has known of compromised RAAC in public sector buildings since 1994, it wasn’t until 2018 that the situation became more widely monitored.” Addressing the issue of whether to repair or rebuild, the author note: “The most serious cases obviously require immediate remediation but dropping down a level, there is the complex interplay of funding and remediation choices, where the option to rebuild or replace is not quite as clear cut. “What we need is a centralised set of guiding principles and direction on the right remediation techniques for the less immediate projects, where there is more of a grey area in the argument to rebuild or replace, which often comes down to cost.” DfE commissions report on state of post-war schools William Phillips Steve McSorley
8 educationdab.co.uk analysis Delivering schools efficiently: striking the right balance between standardisation and flexibility As existing facilities struggle to keep pace with evolving educational requirements, the challenge of delivering high-quality projects within tight timeframes remains critical for the sector, writes Lindsey Crabtree, Education Sector Lead at GRAHAM New school builds or refurbishments are often programmed around academic calendars, so any potential delays are especially disruptive. In addition to tight timeframes, projects must navigate planning constraints, sitespecific complexities, and sustainability targets. While standardisation has been an effective way to meet public sector timelines in recent years, every school has different requirements. To meet growing demand and address these challenges, the industry must balance the efficiency of standardised approaches with the flexibility to provide tailored solutions, ensuring each project meets specific client requirements. At GRAHAM, our use of standardised components and processes, such as our education ‘kit of parts’, allows us to streamline both design and construction. We use standard templates, protocols and ways of working internally to ensure consistency across regions, helping us to meet deliverables on time and within budget. This approach reduces the need to reinvent solutions for each project, improving efficiency and maintaining high standards. However, we know that standardisation is not a one-size-fits-all solution. While it can greatly improve efficiency, flexibility remains essential in adapting to the specific challenges posed by sites and client needs. Each educational setting has unique challenges and requirements, and it’s important to ensure that standardisation supports, rather than restricts, the creation of bespoke learning environments. GRAHAM’s ‘kit of parts’ standardised solution allows us to speed up the preconstruction and construction process while still tailoring projects to each school and its community. For example, we work closely with clients to ensure that regulations and sustainability targets are incorporated in new educational settings from the concept stage. Factors like net zero carbon in operation, landscape design, urban greening, and biodiversity net gain are considered early in the design process, enabling us to find creative ways to meet targets without compromising on quality. This approach strongly aligns with the key policies of the Construction Playbook for schools and other public sector buildings, which emphasises the importance of best practice, effective programme management, the use of standardised, interoperable components and assemblies, leveraging modern construction methods that enhance quality and safety, and ultimately deliver projects that are “better, faster, and greener." Early and well managed stakeholder engagement is an essential component of project success. Clear communication between whole project teams around input to meet key deliverables from the outset helps to manage the design and construction process effectively. This ensures that programme, budget and high quality standards are maintained throughout a project’s lifecycle. A balanced approach combining early engagement, collaboration, and standardisation offers clear benefits for seamless project delivery. It allows us to meet the immediate demands of education projects while planning for future needs, ensuring that schools are built to the highest standards – safe, sustainable, future-proof, and inspiring. By finding the right balance between standardisation and flexibility, each school becomes a space where students, staff, and communities can truly thrive. www.graham.co.uk
Specialising in modular construction for 90 years CONTACT US TODAY 0800 18 18 22 | www.wernick.co.uk [email protected] Find out more Scan the QR code 50+YEARS DESIGN LIFE SUSTAINABLE CONSTRUCTION FULL PROJECT MANAGEMENT MINIMUM ON-SITE TIME FLEXIBLE RELOCATABLE WERNICK MODULAR BUILDINGS DELIVER...
10 educationdab.co.uk design solutions New SEN modular building for sixth-form students Wernick Buildings supported Willow Dene School in Greenwich with the design and manufacture of its new sixth-form block last year Willow Dene School needed to expand its estate with a new SEN building for its sixth-form students. The sixth-form block is a project delivered by the Royal Borough of Greenwich Council for Willow Dene School, part of Compass Partnership. Focusing on modern education requirements, the new building will provide teaching spaces for newly formed groups of students over the age of 15. With its students in mind, the building required specialist features to safeguard the students along with supporting the staff. Royal Borough of Greenwich actively addressed the increasing demand for Special Educational Needs and Disabilities (SEN) provisions for students in the local area. In collaboration with Willow Dene School, the council's Education and Child Services departments played a key role in defining the requirements for extending support to students with special educational needs. The borough committed to funding the development of additional facilities on one of the school’s two sites to meet these requirements, reflecting their dedication to enhancing educational provisions and supporting the diverse needs of the community. Explains Rachel Harrison, Executive Head Teacher at Willow Dene School: “The reason for our school's expansion is that we have had a growing cohort of children with complex and special needs. They’re the most vulnerable children in our local area, and there were not sufficient school places in our local area. Our local authority consulted with us about expanding so we could keep our children between 16 and 19.” The building consists of 14 modules which were manufactured offsite in South Wales at Wernick’s specialist manufacturing facility. Each module was transported and craned into position at the school to form the completed building. This was ideal for the estate as the building needed to be positioned within a tight space tucked between the existing school building and car park. Modular buildings can be installed quickly and efficiently, often during holiday periods, ensuring minimal disruption to daily activities. Designed with the needs of SEN students in mind, this building incorporates thoughtful features to support its users. These include lockable doors, which can only be operated by staff, ensuring a safe and controlled learning environment. The building also includes a lift system to ensure wheelchair users can access the first-floor classrooms and breakout spaces, ensuring inclusivity for all students. On the ground floor, a designated changing and hygiene room offers a comfortable and convenient space for students when required. Other internal spaces include classrooms, a reception area, a staff room, breakout rooms, and well-equipped toilets.
educationdab.co.uk 11 design solutions These are all designed to support the students’ needs and help run the school efficiently. “We already knew who our end users were and knew that they were a combination of young people with medical and access needs, and some very energetic lively young people” says Harrison. “So our priorities were to have two classrooms, one with all the accessibility that our more complex young people would need and one with a lot of access to space.” The planning process for the sixth-form block involved several key stages to ensure compliance with local regulations and community needs. At the start, a planning consultant, recommended by the council, was employed to conduct a thorough analysis of local planning policies. There was a big focus on sustainability and operational considerations. Greenwich Borough engaged with Harrison and Claire Celisse, Operational Lead for Special Schools, as the inclusive design leads for the project. Harrison ensured that the design process addressed the needs and perspectives of the school community, focusing on inclusivity and accessibility. Together, they reviewed all design proposals to ensure that the Willow Dene community’s specific requirements were met, providing valuable insights and feedback that guided the project towards solutions prioritising inclusivity, accessibility, and functionality. Wernick was able to work closely with the school and its stakeholders throughout the development of the project. Sustainability principles were considered as a priority based on the initial client’s brief and integrated into the design, including features such as a green roof and heat recovery mechanical ventilation systems. Initially, the client’s brief was aiming for BREEAM Excellent, but after pre-application discussions, these were adjusted to BREEAM Very Good to better align with planning feedback and budgetary constraints. The completion of Willow Dene School’s new SEN modular building marks an exciting milestone for its sixth-form students. Designed with accessibility and inclusivity at its core, the state-of-theart facility provides tailored spaces to support learning, development, and wellbeing. By combining innovative modular construction with thoughtful design, the project demonstrates how modern buildings can deliver practical solutions for specialist education. Willow Dene School now has a versatile, purpose-built environment to empower its students and staff for years to come. www.wernick.co.uk
12 educationdab.co.uk SEND Major expansion at Blackpool’s Highfurlong School Highfurlong School, an awardwinning Special Educational Needs and Disabilities (SEND) school in Blackpool, has officially completed a multi-million-pound expansion project. Featuring a state-of-the-art hydrotherapy suite, the project included the construction of a new building to help manage the growing demand for SEND places at the school. Designed by Cassidy + Ashton and built by Conlon Construction, the project was carried out over two phases and represents a significant investment in education and community services for the Blackpool, Wyre and Fylde Coast areas. Phase one of the project was funded by government funding for new school places and SEND. The £4.8m new building doubles the school’s capacity to 180 students, reducing the need to use outof-borough placements. The new building which connects to the existing school via a covered walkway, includes a specialist teaching room for the delivery of subjects such as science, food technology and life skills. A £2m phase two created a hydrotherapy suite designed to provide children a sensoryrich experience. The suite features a deck-access pool, customisable lighting, a projector, fibre optic art ceiling and a specialised hoist. Designed for dual-purpose use, the therapy pool is also available to community groups outside of school hours and includes features to enable future expansion of an additional storey if needed. Architect Dominic Read-Garrett, from Cassidy + Ashton, said: “It has been an incredibly rewarding experience to work on the design and delivery of the new facilities at Highfurlong School. By collaborating closely with Conlon Construction on this project, we have been able to create a space that truly supports the needs of the students and staff. “The new classrooms, café and hydrotherapy pool are designed to provide both an inspiring learning environment and essential resources for therapeutic and recreational activities. We are proud to have contributed to a facility that will enhance the educational experience for students and empower the whole school community.” Built in 2015, Highfurlong School has been a cornerstone for pupils with a wide range of SEND requirements. Highfurlong School Head Teacher Jasmine Short said: “Cassidy + Ashton and Conlon Construction have worked as a team on this project to bring our vision to life. The design and quality of the build is outstanding, and the entire process to completion was managed in an extremely professional manner. “The new facilities at the school have transformed our ability to support the local demand for SEND places. We can now offer places to a larger number of pupils and the community-focused areas enable us to provide an innovative preparation-for-adulthood programme.” Conlon Construction commercial director Darren Lee commented: “Highfurlong School is now a state-ofthe-art educational facility ready to be enjoyed by pupils, teachers and parents. Helping to addresses critical gaps in the urgent demand for SEND education solutions, a challenge currently affecting children on a national scale, Highfurlong School features outstanding specialist amenities designed to foster learning and exploration, all within a modern and inspiring environment.” Short added: “Our vision was always to extend beyond the school itself as we aim to create a hub for the wider community. This includes welcoming former pupils and families and providing a space for socialising and collaboration. The hydrotherapy pool is an outstanding addition. With two pools now available at the school, we can significantly expand access to hydrotherapy for both pupils and the local community.” www.conlon-construction.co.uk www.cassidyashton.co.uk
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educationdab.co.uk 15 estates planning Planning for schools development VAT on school fees is encouraging independent schools to examine their estates strategy, as Lucy Anderson, Associate Director, Boyer (part of Leaders Romans Group) explains Creating a USP is central to many schools’ business strategies and we’re increasingly seeing schools introducing new facilities which do exactly that. Post-Covid there has been a focus on supporting students’ physical and mental health. Dedicated facilities can support counselling, physiotherapy and more. Sensory gardens and conditioning suites can provide a competitive edge. Inevitably new (and many repurposed) facilities require planning permission, but Permitted Development Rights (PDR) provide a welcome alternative to submitting a planning application through the local authority and waiting a standard 8 or 13 weeks (but often more) for determination. PDR is best known for change of use within the built environment. For schools and other educational estates, Schedule 2 Part 7 Class M of The Town and Country Planning (General Permitted Development) (England) Order 2015 (as amended) allows for certain extensions and alterations to be made to buildings, as long as the amendments meet a certain set of criteria and parameters. It is however important to note that permitted development is only allowed in specific circumstances and is often time limited. For example, a school recently considered the option to open its tennis courts and swimming pool to the public. To do so required additional floodlighting, but as the lights were temporary and limited to a specific height, this could be achieved through PDR (as opposed to a formal planning application), at comparatively little cost and time to the school. Performance spaces are commonly hired out for external use, particularly during school holidays when they might be used for music or drama courses or festivals. The more flexible the space, the more opportunities it presents - and PDR can help to create this flexibility. Planning permission may be required for the changes to access and parking capacity which invariably come with changes to facilities, although it may be possible to achieve some flexibility through Permitted Development Rights. However, this applies in some circumstances but not all, so it’s always worth checking with a planning consultant. Although the changes described above can technically be exercised without obtaining formal planning permission, from a commercial standpoint there are also benefits of submitting an application to secure a Certificate of Lawful Development (CLD). The main benefit is that a CDL reduces the prospect of any enforcement action being taken by the local planning authority, whilst also providing sufficient comfort that the structure is legally compliant with the relevant legislation - which is particularly important when it comes to any acquisitions or disposals of assets. Another options for realising financial value from a school’s facilities is the sale of surplus land for development. The starting point is an analysis of local land use and opportunities, which includes the Local Planning Authority (or Mayoral) Development Plan and growth targets, proposed changes such as new schools and transport infrastructure, demand for land, the local market value and property prices. If the land currently accommodates any existing playing fields/sports provision (either in public or private use), the loss or re-location of these facilities would need to satisfy Sport England requirements. Our experience of schools seeking to create maximum value from their facilities is that flexibility is much more easily obtained if the schools have a good relationship with the local planning authority. Especially when there is a clear correlation between the school’s business success and the impact on the local economy. www.boyerplanning.co.uk/about-us
offsite Delivering innovative and inclusive SEND and SEMH schools Reds 10 and HLM Architects describe how they’ve delivered seven high-quality and cost-effective specialist schools Providing a welcoming and robust learning environment which supports and encourages individual development requires thoughtful and inclusive design. This needs to be combined with the delivery of a highquality and sustainable school buildings that are resilient to a changing climate and adaptable to changing pupil and learning needs. Of course, these also need to be delivered on time and on budget, necessitating an innovative and collaborative approach to ensure these extensive needs are met. Advanced offsite construction specialist, Reds10, and architecture, landscape and interior specialists, HLM Architects, have collaborated successfully on seven SEND/SEMH schools. “Our ongoing collaboration with HLM Architects combines the benefits of industrialised construction with those of Design for Manufacture and Assembly (DfMA), resulting in thoughtfully designed schools which maximise all that modular construction has to offer,” says Joe Shepherd, Director & Education Sector Lead for Reds10. “We have cultivated a strong partnership through our school delivery programme and HLM continue to be fantastic ambassadors for the optimisation of industrialised construction in project design and delivery.” Industrialised construction is often considered in terms of the tangible efficiencies it brings to construction projects and, when combining Modern Methods of Construction (MMC) with DfMA, which HLM Architects’ approach is increasingly driven by, the benefits of MMC can be increased, providing clear advantages to stakeholders. “We believe that inclusivity and innovation are key to creating inspiring places of education,” says Claire Wakelin, Director, Head of Education, HLM Architects. “By combining our design expertise with Reds10’s offsite construction capabilities, we are delivering schools that not only meet sustainability and cost-efficiency goals but also foster growth, independence, and personal development for every student." Pathways School, Barking & Dagenham: The 2,700 sqm Pathways school in Barking and Dagenham caters for students with SEMH needs, with capacity for 90 pupils from Y3 to Y13. It is among the first generation of SEMH schools funded by the DfE and by embracing their collaborative approach to design and build, Reds10 and HLM transformed a challenging brownfield site into a thriving learning environment that understands and supports the diverse needs of its students. Integrated into Dagenham’s wider regeneration of the old Ford factory site, the new school comprises classrooms, dining and sports facilities as well as therapy and sensory rooms and a variety of spaces designed to support vocational learning. These include a hairdressing 16 educationdab.co.uk
educationdab.co.uk 17 offsite salon, mechanical workshop and several covered outdoor areas to extend learning beyond the classroom. This all-through school combines functionality, sustainability and community integration, ensuring the school aligns with DfE specifications. The school’s holistic design considers the specific needs of SEMH pupils, incorporating carefully selected colours to help students process their environment and creating a sense of progression through different year groups. The durable finishes and structures ensure the school can withstand daily wear and tear, providing a lasting impact for students and wider community use. A key benefit of using Reds10’s modular solution for the school was being able to build a sample model during the design stage that was rigorously tested in Reds10’s factory. This enabled the school’s headteacher to review the design and test the internals so that modifications could be made prior to the manufacturing process. The variety of spaces at Pathways school ensures that a curriculum can be delivered that equips pupils to live full, independent lives, creating modern, stimulating and robust multi-purpose spaces that meet students’ different learning needs and enhance wellbeing. Oak Tree SEN School, Wokingham: In Winnersh, Wokingham, Reds10 and HLM Architects collaborated on the delivery of Oak Tree SEN School, a 3,650 sqm all through school catering for 150 primary and secondary pupils from Reading and Wokingham boroughs with SEMH needs and/or Autism Spectrum Condition diagnosis. Reds10 and HLM was appointed to deliver Oak Tree School under the DfE’s ‘Off-site schools framework’. The framework was established in 2020 as part of the government’s drive for greater adoption of MMC to modernise the industry and increase efficiencies, cost savings and innovation within capital building programmes. The two-storey building includes SEMH-appropriate classrooms, dining halls, sports and changing areas as well as therapy and calm rooms, specialist teaching spaces, a ‘get ready to learn’ space, life-skills area, and external formal and informal play areas. Reds10’s MMC units arrived from its East Yorkshire factory 85% complete, reducing embodied carbon and enabling a quicker delivery programme and fewer trades on site to minimise disruption. As with all Reds10 buildings, the school includes SMART building technology. The Compass School, Havering :For the Compass School in Havering, Reds10 and HLM worked together to deliver a turnkey modular solution for the 2,100 sqm all through school, once again for the DfE’s ‘Off-site Schools Framework’. The building accommodates 60 local pupils with SEMH needs and Communication and Interaction needs, providing the usual classroom, sports and dining and external play facilities as well as therapy, group and calm rooms and specialist teaching spaces. Sustainable features and SMART building technology has been employed throughout the school and units arrived 87% complete from Reds10’s factory. Externally, natural timber cladding is combined with materials in a complementary colour palette, responding to the local context and creating an open and welcome reception. The internal colour scheme reflects the external materials, using calming colours that are autism and SEMH friendly and materials used are hard-wearing and robust, creating a high-quality and lowmaintenance building. www.reds10.com www.hlmarchitects.com
18 educationdab.co.uk airtightness Clydebank primary schools built to Passivhaus- standard using air-tight membrane Two primary schools, an early learning and childcare centre and other community facilities will all be housed in the new £34m Faifley Community Campus in Clydebank. Due to be completed in 2026, the project is being delivered in compliance with the Net Zero Public Sector Buildings Standard (NZPSBS), as part of funding through the Learning Estate Investment Programme (LEIP2). As such, the new campus will be certified to the Passivhaus standard, which requires thermally efficient, airtight building fabric. The campus’ external wall build-up features A. Proctor Group’s Wraptite® UV external airtightness membrane. Architects Holmes Miller have embedded the Passivhaus standard into their work. Their track record in delivering Passivhaus-standard buildings includes East End Community Campus, which features A. Proctor Group’s standard Wraptite membrane. Writing on their website , Holmes Miller describe how the standard “helps reduce risk for clients” and ensures that “what clients pay for is delivered as an end product.” Especially for a large project like Faifley Community Campus, independently-verified on-site quality checks make it essential that contractors understand how the building’s construction contributes to the end goal. While main contractor Morrison Construction Scotland has experience of Passivhaus-standard projects, Faifley Community Campus is Senior Project Manager Ross Kobylka’s first time working on a Passivhaus project. “Given the nature of the build, we constructed a 2.5m x 2.5m x 4m test rig to test out some of the detailing first,” said Kobylka. “Our supply chain, including A. Proctor Group, bought into what we were doing and supplied materials for free.” A series of air tests were carried out on the rig that allowed iterative improvements to be made, and gave the team confidence that the details are capable of meeting the Passivhaus airtightness requirements when constructed to the agreed quality.” Like its counterpart membrane, Wraptite, the specified Wraptite UV membrane allows the campus buildings to benefit from moving the airtight line to the exterior face of the external wall. Doing so avoids a lot of complex detailing (such as around services and other penetrations) that often occurs at the internal face. The composition of Wraptite UV makes it more resilient to the effects of UV exposure. It is typically used behind openjointed cladding, though this wasn’t a consideration at Faifley Community Campus with its masonry and sinusoidal cladding facing materials. A benefit of Wraptite UV’s resilience is that it can be left exposed for longer if required, which may have benefited the construction programme in this particular case. Wraptite UV is fullyadhered and doesn’t require a primer, saving on labour and material costs. It also vapour permeable, so can achieve a high level of airtightness without increasing condensation risk within the structure. www.proctorgroup.com www.holmesmiller.com www.morrisonconstruction.co.uk
educationdab.co.uk 19 glazing Solar control glazing in classrooms Arne De Ceapog, Specification Manager at Pilkington UK, part of the NSG Group, explores how solar control glazing can enhance learning environments by optimising natural light and temperature in classrooms The physical environment of the classroom, particularly its access to natural light, plays a critical role in student success. Research published in the Building and Environment journal indicates that daylight is the most influential design factor affecting student progress. However, it’s essential to find the right balance, as too much sunlight can lead to overheating and discomfort, which can have an adverse effect on learning. While some studies suggest that temperature has a lesser impact than daylight on student outcomes, a Harvard Kennedy School study highlights that even a small increase in classroom temperature - by just 1°F (0.56°C) - can result in a 1% reduction in a year’s learning progress. To address this, schools must also be mindful of their energy consumption, particularly in heating, ventilation, and air conditioning (HVAC) systems, to achieve their educational and sustainability goals. Solar control glazing offers a solution for both new and existing educational buildings, providing a way to balance natural light with thermal comfort. This specialised glass technology allows daylight to flood classrooms while controlling heat gain, ensuring an energy-efficient and comfortable learning environment. In addition to boosting academic performance, solar control glazing plays a pivotal role in promoting environmental sustainability within schools. With schools responsible for 36% of public sector emissions in the UK and spending £630 million annually on energy, finding energy-efficient solutions is crucial as the sector works towards its net-zero goals. Pilkington Suncool™, a solar control, low-emissivity glass, not only permits high levels of natural light but also reflects solar heat to mitigate overheating. Its thermal insulation properties further help to regulate indoor temperatures, reducing reliance on artificial heating and cooling and lowering energy costs. Real-world applications of this technology underscore its effectiveness. For example, Ridge Primary School and Gig Mill Primary School in the West Midlands recently upgraded 380 sqm of glazing with Pilkington Suncool™ 70/35 glass. These enhancements were particularly focused on areas prone to overheating, such as assembly halls, corridors, and ICT suites. At Gig Mill School, reducing glare in the nursery was a priority to ensure a comfortable environment for the youngest learners. These upgrades not only improved learning conditions but also showcased the long-term benefits of investing in high-performance glazing solutions. Architects can play a key role in shaping educational outcomes through specifying building materials, like solar control glazing, that strike a good balance between maximising daylight and students’ comfort. Solar control glazing is a forwardthinking investment in the future of education, enabling schools to harness the benefits of natural light while maintaining comfortable temperatures. This approach helps create brighter, more sustainable learning environments that benefit both students and the planet. www.pilkington.com/en-gb/uk
20 educationdab.co.uk doors Ensuring safe escape door compliance in schools Paul Nicholas at Abloy UK discusses the importance of escape door compliance in schools, and specifying the correct electronic access control solution to ensure life safety Safeguarding students, staff, and visitors in schools is a top priority, but one crucial yet often overlooked aspect is ensuring the compliance of escape doors. There are many reasons why a school may want to restrict movement across a facility. Controlling the misuse of perimeter escape doors and the need to prevent pupils and students from having completely free movement in and out of buildings is an understandable requirement, but compliance must always be maintained. Escape doors make up a significant proportion of school doors, with classrooms, offices and final escape doors often forming part of the escape route plan. The purpose of an escape door is to allow free egress for all persons at any time, allowing swift evacuation in the event of an emergency. These types of doors in schools are more than just an exit in the case of fire - they are a lifeline during emergencies involving chemicals, intruders, or other critical threats. Therefore, failure to meet fire safety and escape regulations poses significant risks, including the loss of life. But, with the increasing integration of electronic access control systems, many schools are inadvertently compromising the compliance of these doors. Often, when a school introduces electronic locks and access control, the specific requirements for maintaining escape door compliance are not followed. What was previously a compliant escape door can very easily become noncompliant because of incorrect electronic locking choices. A simple error, such as adding electronic locks without maintaining mechanical escape mechanisms, can transform a previously compliant door into a hazard. Therefore, when electronic access control is deployed, it is critical to understand how to maintain compliance, for life safety. The Fire Safety Order 2005 places legal responsibility on those with day-today control of a building, often the head teacher, to ensure that fire safety standards are met. Escape doors, forming an essential part of an emergency evacuation plan, must comply with BS EN 179/1125/13637 to ensure all users can exit the premises efficiently in an emergency. With better awareness of the standards and legislation relating to the compliance requirements, we can limit the risk of non-compliant solutions being adopted and therefore maintain the welfare of all. When schools implement electronic access control systems, especially on perimeter doors or key internal doors, maintaining compliance can be complex and challenging. Non-compliant solutions, such as electrically powered magnetic locks (known as maglocks) require additional electronic switching, which could turn escape routes into potential bottlenecks. If mechanical escape functions, like panic bars or handle mechanisms, are removed or bypassed, it endangers the safety of all building occupants. An escape door should be controlled and remain controlled by a mechanical handle or bar mechanism fitted to the door in the direction of escape. If the escape door is fitted with electronic access control, then the mechanical means of escape needs to be maintained, and only the entry side of the door should be electronically controlled. An escape door should not be fitted with electronically controlled Entry and Exit readers unless compliant to BS EN 13637. Failure to comply, could prohibit escape by persons without a means of operating the doors. Technology has also made significant advances in managing school safety, and solutions like intelligent keys and wireless handles can provide flexibility and security while maintaining compliance. www.abloy.com/gb/en/campaigns/escapedoor-compliance-in-schools
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22 educationdab.co.uk ventilation and flooring Natural and hybrid ventilation solutions manufacturer Passivent has supplied its patented SoundScoop® acoustic cross-talk attenuators for use in a new purposebuilt primary school in Wales that has been designed and constructed to meet Passivhaus standards and also achieve a BREEAM Excellent rating. With a focus on sustainability and wellbeing, Ysgol Penbre (Pembrey School) near Llanelli was designed by Carmarthenshire County Council as part of its multi-million pound Modernising Education Programme in collaboration with the Welsh Government’s Sustainable Communities for Learning Programme. The school’s ventilation strategy has been enhanced through the use of Passivent’s versatile SoundScoop units, which have been installed within the classroom areas to contribute to the creation of a comfortable interior learning environment, both in terms of air quality and noise reduction. At just 320mm high, the discrete design of Passivent’s SoundScoop allowed it to be easily accommodated within the bulkheads that supply the rooms with fresh air, which can also be heated or cooled, via a centralised air-handling plant. The SoundScoop units then passively exhaust air back out into the central circulation space for it to be extracted, tempered and redistributed back into the classrooms by the main air-handling plant. As the SoundScoop system is passive in operation, it requires no mains power supply or maintenance, making it a costeffective solution for a busy school environment. It combines exceptional acoustic attenuation with very low airflow resistance enabling cross-flow ventilation between internal spaces of a building and, in the case of schools, compliance with both Building Bulletin 93 (acoustic design of schools) and Building Bulletin 101 (ventilation, thermal comfort and indoor air quality in schools). SoundScoops can also be fitted with a fire damper (by others) in fire walls to satisfy fire regulations. Providing technical support both at the design and installation stages, the Passivent team worked closely with project partners Bullock Consulting (Mechanical and Electrical Consultants), specialist contractor Narbeths Mechanical Services and local contractor TRJ (Betws). www.passivent.com www.bullockconsulting.co.uk www.narbeths.com www.trjltd.co.uk/contact-2 New Llanelli school enjoys superior air quality Flooring sets the seal on Hull Trinity House Academy project Mapei floor preparation and installation products have been used to complete a project at the new Hull Trinity House Academy. The installation was carried out by S&D Flooring as part of a renovation of the school’s main building and extended dining hall. Works were completed for main contractor, Sewell Construction, and the project was delivered by Hull Esteem Consortium. During floor preparation works throughout the school, subfloors were primed with ECO Prim T Plus universal acrylic primer featuring a very low VOC EMICODE: EC1 Plus formulation. Mapeproof One Coat damp proof membrane was applied to control residual moisture and surfaces were smoothed and levelled with Latexplan No Ammonia fast-setting, cement- based levelling compound and Ultraplan Renovation Screed 3240 fibrereinforced smoothing compound, also featuring an EMICODE: EC1 Plus formulation. The flooring installation included Polyflor XL PU, Polysafe Hydro and Tarkett Safetred Spectrum safety vinyl throughout corridors and Burmatex® tivoli® carpet tiles within classrooms. Two Mapei EMICODE: EC1 Plus adhesives were used to install the flooring: Ultrabond Eco V4 Evolution – an all-inone universal adhesive – for the vinyl and Mapei Ultrabond Ultrabond Eco Tack TX+ solvent-free acrylic-adhesive carpet tile tackifier. www.mapei.co.uk www.sanddflooring.co.uk www.sewell-construction.co.uk
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