Professional Documents
Culture Documents
Building Bulletin 102 Designing For Disabled Children and Children With SEN
Building Bulletin 102 Designing For Disabled Children and Children With SEN
educational needs
Guidance for mainstream and special schools
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Contents
Introduction 5
scope 6
Who this publication is for 6
How to use this publication 7
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Acknowledgments
DCSF would like to thank the following for their help and advice:
We are also grateful to the following schools and their architects for welcoming visitors and/or providing us with
information:
Arborthorne Community Primary - Sheffield Manor Green Primary School - West Sussex
Astley Sports College & North Lakes School - Cumbria
Community High School - Tameside The Meadows School - Birmingham
Baytree Community Special School - Somerset The Michael Tippett School - Lambeth
Beaconside CofE Infant School - Penrith The Orchard School - Sandwell
Braidwood School for the Deaf - Birmingham The Phoenix School - Grantham
Castlegreen Community School - Sunderland Osborne School - Hampshire
Columbia Grange School - Sunderland Portland School - Sunderland
Cromwell Community High School - Tameside Priestley Smith School - Birmingham
Filsham Valley - East Sussex Reignhead Primary School - Sheffield
Fox Hollies Special School - Birmingham Shepherds Down Special School - Hampshire
Fulford School - York Springwell Dene School - Sunderland
Greenfields School - Northampton Stephen Hawking School - Tower Hamlets
Hazelwood School - Glasgow St Giles School - Retford
Heritage Park Community School - Sheffield Ullswater Community College - Cumbria
Hollywater School - Hampshire
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Introduction
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This publication sets out non-statutory This publication is for all local
guidance on planning and designing authorities (LAs), diocesan boards of
accommodation for new and existing education, governing bodies of schools
schools in England – all of which will and all other education providers.
have at least some children or young
It has been written particularly for
people with SEN and disabilities.
education advisers, architects and
This building bulletin supersedes and designers, and may also be useful to
replaces: building contractors on school building
projects, school/PRU managers, and
• Building Bulletin 77: Designing for
managers in other children's services.
Pupils with Special Educational Needs,
Special Schools 1992
• Building Bulletin 91: Access for
Disabled People to School Buildings
1999
Table 1: Definitions
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 day-to-day activities.'
Disability Discrimination Act 1995
NB A child may be covered by both the SEN and DDA definitions.
Terminology
The term 'children' is used throughout this document to cover very young
children in early years settings and pupils of statutory school age (5-16 years
old) attending schools. 'Young people' is used for post-16 students.
Current usage favors the phrasing 'disabled children and children with special
educational needs'. However, this guidance also uses 'children with
SEN and disabilities'.
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1
Understanding SEN and disability
2
Planning building projects for children with
SEN and disabilities
This part looks first at the needs of children with SEN and disabilities
– crucial for designers and specifiers to understand from the outset. It
goes on to examine the initial process for a school building project
and developing a brief.
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eleven
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Table 2: Main types of SEN3 Children who have these needs may
Specific learning difficulty SpLD need extra space to move around and to ensure a
Behavior, emotional and social difficulty BESD Behavior support or counseling may take
place in a quiet supportive environment.
Communication and interaction
Hearing impairment HI
Visual impairment SAW
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Where there are children in special classes Teaching assistants and support staff work
or in special schools, group sizes (with one alongside the teacher with individual
teacher) may range between: children or with groups, in the same room or
a separate space. A SENCo (SEN Co-ordinator)
• eight and 15 children with moderate needs supports children with SEN in a mainstream
school. Visiting professionals, such as a
speech and language therapist, may work with
• six and eight children with severe to profound
particular children. Some children have high
needs TO
level needs and require a great deal of
• four and six children with profound needs assistance from a large number of support
only staff.
fifteen
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d
c
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Consulting stakeholders
Make sure stakeholders are involved throughout Children at The Meadows special
the briefing and design process and that they are: secondary school, Sandwell, for example
were involved in:
• involved at the right time
• well prepared and given the relevant issues so • choosing colors
their contribution is useful • designing the school emblem
• kept informed about the impact of their • producing a newsletter TO
involvement. Information may need to be
all of which helped their transition to the
provided in different formats to ensure inclusion.
new building and fostered a sense
Properly supported by staff, children with SEN and of belonging.
disabilities can contribute to the brief through
classroom discussions and activities.
Cost of building for children with SEN almost as much as new build; minor
and disabilities works to existing premises may prove
• The costs of providing additional cost effective.
support spaces, resourced provision • Some special school projects are
and designated units varies locally. more costly because they are for
Where they are planned as part of a a small number of pupils with a
new-build school project, the same high level of needs. Some of these
cost allowances as for mainstream
schools require more robust specialist
schools may be adequate. materials, safety and security systems.
• For small new-build extensions, the Others need mobility equipment and
cost rates increase greatly due to the hydrotherapy pools.
higher proportion of structure and • Where additional provision in
services (roof, wall and floor) as a mainstream schools is similar to that in
ratio to their internal floor area.
special schools, cost rates may
• Major refurbishment works may cost increase accordingly.
19
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twenty
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twenty-one
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Inclusive design principles for schools b
4
Initial design strategies
Part B sets out 'inclusive design' principles, which put children with
SEN and disabilities at the heart of the design. It then looks at key
issues to address at the early stage of planning the site and its buildings.
Detailed design and specification are covered in Parts C and D and
should be read in conjunction with these sections.
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b The design approach
Schools need to be flexible for everyday Schools should promote health and
use and adaptable over time to meet well-being, dignity and respect,
the current and future needs of children creating pleasant, comfortable spaces
with SEN and disabilities. Approaches for all. This means considering school
include: life from the perspective of the child,
• rationalizing (non-specialist) spaces taking into account:
so their functions can change over time • thermal comfort, particularly for
• having access to different sizes of people with limited mobility or those
unable to communicate their needs
space (possibly by moveable partitions)
to suit different needs • ventilation that provides good
• being able to adjust the environment oxygen levels to avoid drowsiness or
locally (for example, lighting) for a discomfort, without uncomfortable
variety of learning needs drafts •
the need to minimize disturbance
• minimizing fixed furniture, fittings and
equipment to allow re-arrangement for from sudden or background noise •
different activities and changing needs accessible personal care facilities,
• positioning structural elements and provided at convenient intervals around
service cores (lifts, stairs and toilets the school and integrating them
or load-bearing walls) to allow future sensitively into the design
adaptation • specialist medical and therapy
facilities, designed to appropriate
standards
• hygiene and infection control
(especially for children with lowered
immunity) in relation to materials, ease
of cleaning/maintenance and
environmental mental services
(See Building construction,
page 139, and Environmental services, page 149.)1
• the outcome of health and safety risk
assessments
1. It is important to
establish any specific
health needs of children
early on and to seek
specialist advice where
needed.
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All children, including those with SEN and It is vital to achieve a high quality of
disabilities, need to feel safe and secure, sustainable design. DCSF's sustainability
supported in their progress to framework states that:
independence. Levels of security 'By 2020 the Government would like all
required will depend on early-stage risk schools to be models of social
assessments. Designers need to inclusion, enabling all pupils to
consider: participate fully in school life, while
• good sight lines for passive instilling a long-lasting respect for
supervision, particularly where inappropriate human rights, freedoms, cultures and
behavior can occur and where activities creative expression. '
involve risk Schools should demonstrate the
following:
• zoning to reflect different functions or users
(See page 30.) • Social: having a fully inclusive and
cohesive school community, with a
• minimizing risk2 of harm, without 2. Need to have regard b
positive relationship with the wider to the outcome of
restricting the development of life skills •
community and other services accessing health and safety risk
security - preventing unauthorized the site • Economic: assessments (especially
where children may have
access and exit without looking
achieving value for money based on risk-taking or challenging
Institutional behavior, or be
the whole-life cost of the building,
unaware of risks).
bearing in mind the possible higher cost
of meeting some of the needs of children
with SEN and disabilities and disabled
adults
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b The design approach
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Hard surfaced
games court 9
(netball size)
4 3 10 eleven
12
6 7 5
fifteen fifteen
13 14
14
Entrance exit
0 meters fifty
Key
1. Red line denotes walls and fencing for safety and security
2. Shelter belt of trees and shrub planting along the site boundaries
3. Outdoor extension of class bases
4. Established within provides habitat area
5. Deliveries and collections
6. School bus garage
7. Staff and visitors' car parking. There is likely to be more car parking space at a special school than in a
mainstream school of equivalent size because of the high staffing levels and number of specialist staff
visiting the site.
8. Nature trail suitable for wheelchairs
9. Sheltered hard surfaced play area
10. Greenhouse and garden
11. Play equipment in protected area with safety surface
12. Covered area to nursery/infant protected play area
13. Canopy over entrance and drop off/pick up point for taxis, cars and buses
14. Footpath to school entrance separated from access road by planting
15. Access road: It is crucial to work out the road layout for vehicles bringing non-ambulant children to
the school entrance door(s) at an early stage. The area required is likely to be considerably more than at a
mainstream school. (See Access and circulation, page 38.)
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b The design approach
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b
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b The design approach
All-age schools
All-age special schools should provide
a sense of progression, with age
appropriate environments. Usually
there are designated parts of the
building for each phase of education,
with their own external space and
separate entrance, although there may
be a central core of shared facilities,
such as for therapy, administration
and staff.
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Bransby Way
Avenue trees
Footpath
23
Gates to playground
H.W.S. M.W.S.
D.
. Adventure
ed
c
EC
maintenance gates)
play equipment
Grassed mound
Highlands
Lane Informal
playground
10 0 99 98 97 96
81
80
61
82 83 84 85 186 87
79 77 78 76
62 63 64 65 66 67
95 94 93 92 91
75 74
88 89 90
73 72
68 69 70
71
g
. Visitor &
Disabled Car
Parking
g
60 59 58 57 56 55 54 53 52 51
41 42 43 44 Four. Five 46 47 48 49 fifty
40 39 38 37 36 35 3. 4 33 32 31
twenty-one 22 23 24 25 26 27 28 29 30
twenty 19 18 17 16 fifteen 14 13 12 eleven
2 3 4 5 6 8 9 10
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Classroom
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to playground playground
. Nature
garden Gate to
playground
star
Existing rhyne planting
WC WC WC
Officials
Changing
WC's
water level
Low (grassed)
mounds
The scheme includes a 420 place primary school with a 26 place nursery, an all-age special school and community facilities including a library and adult education rooms. Each part of the Campus has its own identity but together
MUGA
they form an integrated whole with a core of shared facilities. For more information see Case Study 3, page 180.
Shared school
primary school
and community
special school
Shrub banks to
rhyne
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5
Access and circulation – all schools b
6
Learning and social spaces – early years
7
Learning and social spaces – primary
C.
8
Learning and social spaces – secondary
9
Learning and social spaces – post 16
10 D.
AND
This part looks at designing typical spaces for children with SEN and
disabilities. It begins with guidance on access and circulation, which
applies to all schools. Learning and social spaces is divided by phase
of education (early years, primary, secondary, post–16) and subdivided
into mainstream or special schools. The guidance on support spaces
includes typical specialist therapy and medical spaces in a special
school (but which could be provided in any setting, depending on need).
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C. Designing school spaces
This guidance can be used for any The area guidelines in these sections
school by combining information from are a useful basis for designing
school accommodation. However, it
appropriate sections. However, school
settings vary widely and it is important is important to note:
that school staff work closely with the • For new-build accommodation,
design team to provide a range of reducing the recommended floor
spaces to suit their particular needs. areas is not advisable – that would
restrict provision for learning and
For mainstream schools, the guidance
teaching, as well as flexibility and
should be read in conjunction with
adaptability for future use.
BB99/98. The mainstream section
outlines the key design issues for • For existing buildings, the
ensuring an inclusive environment guidance is a useful comparison
for children with SEN and disabilities to improve accommodation and
in typical mainstream spaces. It also bring it in line, as far as possible,
with current standards.
describes typical accommodation
that might be provided in addition to Circumstances may limit what
that specified in BB99/98 to support can be achieved, so allowances will
children with a range of needs. have to be made. Any variations
should be checked against health
For co-located schools, designers need and safety risk assessments for the
to plan initially for the special school numbers of children and staff,
and then develop arrangements within activities to be carried out and the
the mainstream school. Curriculum type and range of children's SEN.
analysis will establish whether it
is feasible for the two schools to • Ultimately, LAs and schools
should decide the safe occupancy
share spaces. There should be enough
for a given space in relation to the
space to ensure protected timetable
number of children, the age, type
access for the special school and the
and range of their needs, the number
spaces must be properly equipped
of staff, the activities to be carried
to meet the children's needs. For
out, the type and range of children's
example, the special school may have
access to the mainstream school science SEN, and the furniture, fittings and
equipment.
laboratories and the mainstream
school may have access to specialist
support facilities such as physiotherapy or hydrotherapy.
(See also Co-location, page 32.)
For all-age special schools, guidance
can be drawn together from different
sections as appropriate. Some spaces
may be age specific, while others may
be used by all. Economies of scale
must not be made at the expense of
access to the curriculum. Dining spaces
may be used by all ages if
appropriately designed and managed.
NB Technical specification is covered
in Part D and should be read in
conjunction with these sections.
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TO
C.
D.
AND
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C. Designing school spaces
Access, arrival and departure The approach from gate to entrance doors should have:
Convenient travel routes and distances make life easier for people with
• vehicular circulation that allows for public and private transportation,
SEN and disabilities, especially for those with mobility aids, sensory
including set-down and drop-off without congestion (for example, one
and learning disabilities and autism.
way or roundabout traffic flow), and makes provision for
Arrival and departure take time and resources, which calls for
Plan showing the
vehicular and careful operational planning (and must ensure health and
pedestrian approach safety). Transferring children in wheelchairs from the rear or side of a
• good quality external lighting for routes, clear legible signage,
to Hollywater
vehicle is a slow process, which takes place in all weathers.
School. visual contrast and sensory wayfinding to help independence
Letters refer to points
in the text.
Hollywater is
described in more detail on
page 172.
parents
meeting
and
reception F
Pedestrian access
to school grounds.
P.L.
c seating
canopy b
to d Service
deliveries
ONEWAY
EITHER
N
AND
W
TO
AND
CAR PARK
KRAPRA
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38
SPECIAL SCHOOL - ENTRANCE
enoz
P. EXTERNAL CIRCULATION AND ACCESS gni
ut
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P.L. P.L. hcao
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D.
AND
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C. Designing school spaces
•
an easily identifiable reception counter,
ideally facing onto the secure lobby, with a sliding
• well organized safe display of children's work
window or glazed screen at an accessible height, a
to promote a sense of achievement and belonging
lower section and knee recess for wheelchair users, and
(without impeding circulation, causing hazards or
a hearing loop (b)
obstructing lighting)
Plan of the
entrance area at • waiting and seating areas with sufficient space
• safe storage of personal belongings and mobility
Hollywater School. for wheelchair users or people with buggies (c)
equipment, with battery charging close by, so that
(See photos below.)
Letters refer to there can be easy transition between equipment from
points in the text. • visual and/or tactile signage, situated where users home and school (d) (See Storage, page 121.)
Hollywater is can take time to read it (See Wayfinding, page 147.)
described in more
detail on page 172.
• accessible toilet(s)/changing room signposted
nearby (e)
•
parents meeting a parents' room (often) located nearby (f)
room
F mobility store
d
and
display accessible
toilet
school
grounds.
c
waiting area
yalpsid
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to
controlled
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seating
canopy to provide shelter
Drop-off/Pick-up zone
0 2 4 6
AWON
NI
TI
G 8 10m
SPECIAL SCHOOL - ARRIVAL AND ENTRANCE PRELIMINARY
40 date
rev description by
08.26.08
Property, Business and Regulatory Services, PROJECT
TO Amends to layout + notes added as per GH mark-up July 08 dpk
b 23.10.08 Three Minsters House,
Furniture + people added dpk
Circulation
Co-location
Movement and travel are part of a learning
Designers should consider all users.
process for many children who are
For example:
developing independence skills, and they
should be able to move around alongside their • avoiding conflicting routes between different
peers. groups
The aim is to plan for circulation that minimizes • planning busier and quieter routes
travel distances and times. • providing passing bays or TO
There should be a choice of routes to avoid incidental or quiet spaces off routes
congestion, conflict, difficult or long travel, and
waiting.
AND
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C. Designing school spaces
Outdoor circulation needs to have a clear Some children need more space than
rationale and provide a variety of accessible usual between themselves and others: a
routes to suit the whole spectrum of children, child learning how to use aids and
minimizing gradients so that they can manoeuvre equipment will need considerable
easily access all outdoor facilities. clearance space; a member of staff walking
beside a child with visual impairment will
take up a lot of room; children with hearing
There should be:
impairment need space to sign and gesture
• shelter available along routes for more while walking.
vulnerable children, with seats every 50m on
long pedestrian routes
All circulation areas should be wide enough
• safe and easily navigable surfaces
for wheelchair users to pass safely in different
(wheelchair accessible), with safe
directions (avoiding long narrow corridors or
changes in level or transitions between surfaces
1. For more detail on 'race tracks'). This is critical where
- both ramps and steps1
ramps and steps, refer to there is a high proportion of children using
Part D are needed where level access is not possible
wheelchairs, or needing assistance from
and • good
Building Regulations support workers. Some children may need
Approved Document M – sightlines for supervising children's handrails along corridors.
http://www.planningportal. safety, with no hidden spaces
gov.uk/buildingregulations
• busy routes separate from quieter
Approved Document M recommends that a
sheltered spaces, so more vulnerable minimum clear width in corridors for two
children can make their own way at their own
wheelchairs passing is 1800mm (the dimension
pace
to be between handrails where provided).
• level thresholds for access by However, a clear width of 2m is preferable
wheelchair users and to avoid staff lifting for corridors leading to more than two
mobility equipment classrooms, with a 2.7–3m clear width in major
• wide enough gates • circulation areas, particularly where there
are lockers.
wide paths with defined edges, well away from
Circulation
outward opening windows (1200mm, preferably
space should be
1500mm and 1800mm for busy routes with A simple, easily understood layout, which
wide enough for
wheelchair users passing places as required) relates to the movement patterns dictated by the
to move around curriculum activities, makes circulation
alongside their • around the school easier. Any open plan
friends. any hazards clearly identified
spaces should allow for circulation 'routes'
that minimize distraction. Designs also
need to take account of emergency escape
procedures (in consultation with the fire
authority), incorporating the outcomes of health
and safety risk assessments.
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Bays off circulation routes can be • easily identified and operated, well sited,
provided for children to sit and talk, rest, re- sufficiently wide doors, with good visibility on
orientate or calm down and let others pass – but both sides, not directly opposite or too
they need to allow clear sightlines and close to other doors, to avoid congestion (See
passive supervision, since hidden spaces can Doors, page 159.)
encourage inappropriate behavior.
Vertical circulation
There should be outdoor access for
TO
curriculum and social activities and for Ramps, steps, stairs and lifts need to be
means of escape but it should be controllable designed to meet the current regulations
for safety and security, especially where and be suitable for people with SEN and
there is a possibility that children might try to disabilities. See Part D for guidance on these
run out of school. (See Fire evacuation, elements.
page 159.)
Climbing stairs is
part of the learning
NB Special schools need greater overall process for some b
area for circulation than a mainstream children.
acoustics
D.
Waiting space
outside a lift should
take account
of nearby door
openings and
passing traffic.
AND
43
Machine Translated by Google
C. Designing school spaces
2. Refer to:
Most very young children (0-5 year Early years learning
Early Years and the
Disability Discrimination olds) with SEN and disabilities can be
Act 1995: What included in the whole range of local Learning through play is especially
Providers Need to Know,
community settings, from children's important at this age and children
National Children's
Bureau 2002 – centers to nursery classes (3-4 year with SEN and disabilities take part in a
http://www.ncb.org.uk/ olds) at a primary mainstream school. range of play-based communication
Building for Sure Start: A small minority attend special schools. rich experiences. If they have a higher
Integrated provision for
Additional support is provided for them level of need, greater support can be
under fives. DfES Sure
Start CABE 2004 – using multi-agency services to meet the provided by more staff.
http://www.surestart.
gov.uk/publicationsan
child's needs and support the family. Environments for very young children
dresources/ Early years provision is not always need not only to be appropriate for
in purpose built accommodation, so their care and support, allowing
buildings may need to be adapted space for circulation and for specialist
to provide accessible, child-friendly staff using bulky equipment, but also
facilities. spacious enough to allow different
layouts for a variety of activities, toys
and play equipment.
Play spaces should
be flexible spaces
with good visual
and physical
connections to
outdoors.
44
Machine Translated by Google
entrances, toilets, support spaces and Minimum as basis for registration, Early
3. Refer to:
outdoor play areas. There needs to be enough Years Foundation Stage 20083
http://www.standards. TO
flexibility to support diverse and fluctuating needs. All areas are for play space only, excluding dfes.gov.uk/eyfs/
support, staff, storage etc.
• staff spaces
A covered area D.
directly outside the
play space provides
children with a
broader range
of activities and
experiences.
AND
Four. Five
Machine Translated by Google
C. Designing school spaces
Specialist spaces
can support
inclusion.
46
Machine Translated by Google
Transition from early years to primary as core subjects, together with art,
is a time of considerable change, science, music, design and technology
4. For more information
especially for those with SEN and (including food)4. Learning activities are
on the primary
disabilities, who often need additional wide and varied, ranging from formal curriculum, refer to:
support. class work to imaginative and constructive http://curriculum.qca.
org.uk/ TO
play and practical activities.
Generally, mainstream primary school
spaces can meet the needs of most
children with SEN and disabilities but Typical primary learning and social
in some cases additional facilities spaces
will be needed. These are outlined in
Primary mainstream and special
this section and described in detail in
schools usually provide:
Support spaces on page 106. Special
schools are looked at in more detail on • classrooms (or bases with shared
areas) for whole group work • b
page 56.
separate areas for practical activities,
primary learning such as cooking (although these
activities may take place in a class base if
In primary education, children are large enough and suitably equipped)
grouped in classes in a base class • small rooms for individual and small
(open plan or semi-enclosed) or
group work
classroom (enclosed) and are taught
most of the time by their class teacher, • library/resources space C.
with teaching assistants working across • larger spaces (likely to be used by
the class. The curriculum covers the school and wider community out of
English, mathematics and science school hours) for activities such as
drama and movement and physical
education, dining and assemblies
•
a range of easily accessible outdoor
spaces (a useful learning and teaching D.
environment and invaluable for
recreational, social, extended school
and community use)
These are supported by:
• staff rooms (See page 117.)
• storage (See page 121.)
• toilet and changing rooms AND
47
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C. Designing school spaces
48
Machine Translated by Google
720h
teacher
1600
• direct access to the outdoors, providing an alternative learning environment
• space for a teacher using a wheelchair
x800
desk
exit door TO
to play areas
mobile
asked
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skaolc
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Storage trays/shelving
Group rooms
can be used most
flexibly if they
open off a shared
circulation space.
fifty
Machine Translated by Google
D.
Individual support
can take place in
the classroom or
in an enclosed
resourced space.
AND
51
Machine Translated by Google
C. Designing school spaces
52
Machine Translated by Google
A generic plan for resourced provision in a mainstream primary school. It provides two class bases/
support spaces for around eight children; a medium-sized group room for role play/discussion; a
small group room for small group/one-to-one support; a specialist speech and language/sensory
therapy room and an office. A similar arrangement could be provided for a range of needs, possibly
supplemented by other specialist support spaces such as a VI resources room.
(See Medical, therapy and other support, page 106.)
TO
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53
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C. Designing school spaces
A typical range of
spaces in a primary
designated unit
includes a whole
class base and
one or more small
rooms for one-to-
one/small group
work.
54
Machine Translated by Google
DESIGNATED
PLAY AREA
RIP
IM
NE L
m01
Quiet
Room
ts
ts
ts
Staff TO
Office/
Prep Social meeting/
large group space Toilets/
Changing
yalpsid
food
group group
Room Room
therapy b
Room
KS2 KS1
ybd
Base class Base class
eta
dehs
st st
group group
Room Room
staoc
staoc
st st C.
Sensory
Courtyard
KS2 KS1
noitpircsveedr
Base class Base class
Group Room
SENCO
D.
office
General SEN
Resource Base
KS2 KS1
Library
ICT
AND
A self-contained unit closely linked to the rest of the school. It provides two classrooms (KS1 and KS2), a practical food space and two group rooms around a shared multi-purpose space. Points to note: •
Children have access to a sensory garden in a sheltered courtyard. • The school is also supported by a SEN resource base, SENCo office
and group room. • One group room is shared between the two classrooms. The second is reached from a circulation
55
Machine Translated by Google
C. Designing school spaces
of staff to support them. and staff, and the range of children's SEN and
disabilities catered for in the space.
56
Machine Translated by Google
A typical class base (65m2) for six to eight children with a broad range of needs (including SLD and PMLD). The room is flexibly
arranged with loose furniture to allow for a range of settings to be created. This layout shows:
•
a sensory corner, which can be set up on a temporary basis
•
a quiet corner where a child can rest or calm down
• computer workstations, some with screening for children who need additional privacy
TO
Optional
height
adjustable height
tables
adjustable
sink
b
one-to-one sensory practical
Small Group
Room (12)
interactive whiteboard +
short throw projector
store store
(6) (4) C.
vrioe
dersa w
T
di
sihetn
tcbhaeckrtae
quiet
bean
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skaolc
2
2
computers
PRELIMINARY
rev description date by
08.26.08
Property, Business and Regulatory Services, PROJECT
TO Drawing number changed to SK16 dpk
Three Minsters House,
76 High Street, Winchester SO23 8UL.
BB102 diagrams
tel: (01962) 847801 Primary: KS2 Teaching for SEN
SCALE DATE DRAWN FILE REF SHEET CONTENTS DRAWIN
AND
GA plan - areas
1.50 July 2008 dpk BB102-16 P6309/
57
Machine Translated by Google
C. Designing school spaces
space Area
m2
Food room 25
Food store 23
Practical activities
can take place in
the classroom if it is
large enough and
activities are suitably
zoned.
58
Machine Translated by Google
C.
D.
AND
Some schools
have a dedicated
practical space.
Adjustable tables
allow for children's
different needs.
59
Machine Translated by Google
C. Designing school spaces
Performing arts – music, movement and A smaller room of 15–20m2 is useful for
drama one-to-one therapy, with equipment such as
a keyboard and some limited space for a
Music teaching may be delivered in a
child to move.
traditional way, similar to mainstream
schools, using musical instruments, In some schools a larger group room/
keyboards and electronic music, or music/performance studio (70–80m2) may
significantly modified to enable children to be provided. (See Table 9.)
access their curriculum (and so may require
plenty of space).
Table 9: Typical performing arts
Sound beam or resonance boards,
spaces - primary special
computer-based sound and light
systems may be used in conjunction with space Area
physiotherapy, movement and drama. m2
Music therapy may also be provided for
children with severe or complex Small music room 15–20
needs to develop their interaction and store 4–6
self-expression. music and drama 55–65
With suitable acoustic treatment, a store 6–8
range of spaces may be used,
Large group room 70–80
depending on local circumstances.
The most typical is a specialist music/ store 6–8
A minimally drama teaching and/or therapy space of
furnished space
allows for a
55–65m2, which will accommodate most
number of activities activities for small groups or a class
including music group together.
therapy.
60
Machine Translated by Google
D.
AND
61
Machine Translated by Google
C. Designing school spaces
A medium-sized
group room allows
for small groups
and local resources
(a). Furniture can
be used to create
different zones of
the library (b).
to b
62
Machine Translated by Google
C.
SEN resource base
Some schools may have a specialist resource
base of around 30m2 which is timetabled for
small groups of three or four children – for
example, to provide extra support for children
with ASD.
D.
AND
63
Machine Translated by Google
C. Designing school spaces
space Area m2
It makes sense to locate the hall
centrally at the heart of the school, limiting Multi-function (PE/assembly) 100–120
travel time for all children from their classrooms. PE including badminton 180*
Activities and Store 10 – 15
equipment used will
*If funding is available, this size may be
depend on children's
needs and abilities. preferred for community use.
64
Machine Translated by Google
sport, or special interest groups. trampolines, goals for football and nets.
There may be a separate store for chairs.
Long shallow stores directly off the hall are
Alternatively, providing a large group room/ TO
practical. (See Storage, page 121 for more
studio space of 80m2 next to a hall of
details.) Accessible changing rooms - located
100m2, with a high quality moveable acoustic
near the hall and close to external sport or
partition between the two, provides a range of
multi games spaces for access and good
options.
supervision – will also be needed.
This may particularly benefit some young
children with SEN (for example, those with
autism) who find large spaces confusing. Read more about changing areas on page 132.
Lighting and b
acoustics in a multi
For external spaces for physical functional hall need
space may be needed for a wider range of education, see Outdoor spaces, page to meet a range of
needs, including
sporting activities and if there is community use 68.
presentations,
of the space. (Table 11 shows the range of musical
See also Secondary schools, page 97, for design
activities that can be accommodated in performances
aspects to consider. and PE.
typical sports hall sizes)
C.
A hall used for PE should ideally open directly
onto an external recreation area and have
the following characteristics:
• Glare-free lighting
http://www.sportengland.org/
facilities_guidance.htm
65
Machine Translated by Google
C. Designing school spaces
Some children
need help, time
and privacy during
mealtimes.
66
Machine Translated by Google
All-age schools
In order to provide an appropriate
environment for younger children, all-
age schools either stagger
lunchtime or have two adjacent
dining rooms with a sliding
folding partition spaces between that
can be opened up for other school
TO
activities.
C.
D.
AND
67
Machine Translated by Google
C. Designing school spaces
•
one grass pitch of 1000–2000m2 for
various sports or games activities
• one hard court of 700–1400m2 for
or multi-games
68
Machine Translated by Google
• sports and play equipment (about The type and amount of sensory
10m2) stimulus and play equipment should be
• smaller maintenance items (about discussed with staff. For example, some
children could become fixed on water, but
10–20m2)
for others it could be a learning tool.
D.
See Storage, page 121.
There need to be
quiet places to sit as
well as places to run
around.
AND
69
Machine Translated by Google
C. Designing school spaces
Habitat and outdoor classroom needed. Yet access to a safe contained outdoor
areas place might help other children to calm
Classrooms opening directly onto an external down. Access via a lobby could help resolve
area are especially useful for children with SEN this.
and disabilities.
The natural features of any site can provide
• A covered outdoor space of around 2.5m2 a rich resource for learning across the
deep can provide a valuable 'transitional' curriculum. Grounds can also be
space between inside and outside. enhanced by providing planting, ponds and
nature trails, with children and staff involved in
• An outdoor classroom can be created their development as part of the curriculum.
in 55–65m2.
Effective supervision, appropriate sight
Consulting with staff is essential. For instance,
lines and security are essential to avoid children
direct external access and views over
straying and to provide protection from
activity might distract some children and access
unauthorized visitors.
control may be
The choice of plants is also important.
Even small sites can
See Part D, page 142 for more detail on
give children access
external ramps and steps.
to nature if carefully
designed.
Useful guidance on outdoor spaces
• Schools for the Future: Designing School
Grounds, DfES, 2006 – http://www.teachernet.
gov.uk/sbdupublications/
•
Designing for Sport on School Sites –
http://www.sportengland.org/facilities_
guidance.htm
Providing shelter
from sun and
rain increases the
usability of outdoors
areas.
70
Machine Translated by Google
Outdoor spaces
can enhance the
learning experience
in numerous ways,
including: using
large-scale
equipment (a)
growing plants (b),
creating a sensory
garden (c) and as
an extension to the classroom
to b
C.
c d
71
Machine Translated by Google
C. Designing school spaces
By the time children reach secondary 14–19 year olds often also have
school, their special needs are likely vocational training and work experience.
to have been identified and the most
Mainstream schools can be especially
suitable provision decided upon.
large, so some children with SEN and
However, this is still a significant time
disabilities need assistance when they
of transition for them, and consequently
move between different spaces and to
an anxious time for some.
take part in school life.
The general provision made in
mainstream secondary spaces will
be able to meet the needs of some Typical secondary learning and social
children with SEN and disabilities but spaces
additional support facilities will be
required in some cases. The range of spaces needed will
depend on a school's curriculum,
Some children benefit from the extra size and organization but will typically
support and stability of resourced provide the following:
provision or a designated unit, with
• general teaching spaces
flexible arrangements for them to be
included in the main school. Some • larger spaces for a range of practical
need the additional support of a specialist and performance subjects
special school. • small rooms for individual and
group work
Secondary learning •
resource spaces, including libraries
and ICT facilities
At secondary level, children progress to
• large spaces for physical education
a more wide ranging and specialized and assemblies
curriculum, and accommodation can
be correspondingly diverse. Rather • dining and social spaces
Children move than spending most of their day in one • outdoor spaces
around much more
classroom as they do in primary school,
in secondary
children move around the school to These will be supported by:
school and it is
important that they spaces with specialist facilities for • staff facilities (See page 117.)
can travel different
activities.
easily between classrooms. • storage for personal belongings,
learning aids and resources
(See page 121.)
• accessible toilet and changing rooms
(See page 125.)
• kitchen facilities (See page 134.)
72
Machine Translated by Google
Including secondary
mainstream schools
Other teaching
ICT, business
studies, laboratory language (30) AND 70–83
73
Machine Translated by Google
C. Designing school spaces
74
Machine Translated by Google
Secondary mainstream 1
An area (63m2) at the top end of the recommended area for a standard general teaching space in Building Bulletin 98, showing access for a wheelchair user. In particular, there is: space at the
entrance; an accessible workstation with space for a teaching assistant alongside; space to move to the teacher's table and whiteboard. There is also allowance for a teacher using a wheelchair.
RADIATOR ZONE/
CONDUIT GIVEN
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C.
MAINSTREAM SECONDARY SCHOOL
GENERAL TEACHING SPACE: 28-30 PUPILS - WORK TABLES 700 X 1400mm
SHOWING ACCESS FOR DISABLED PUPIL AND DISABLED TEACHER
Secondary mainstream 2
A general teaching space in a mainstream school for 18-20 pupils, including a high number PRELIMINARY
of children with disabilities. The area (70m2) is at the high end of the large classroom range in Building Bulletin 98 and allows full accessibility to all parts of the space for pupils and staff
rev description date by
Property, Business and Regulatory Services, PROJECT
using A Plan revised as per GH mark-up 01.07.08 dpk
Three Minsters House,
BB102 diagrams
wheelchairs. This demonstrates how a large classroom can be adapted to accommodate a high concentration76
of High Street,users.
wheelchair Winchester SO23 8UL.
tel: (01962) 847801 Secondary-Mainstream (Rows)
SCALE DATE DRAWN FILE REF SHEET CONTENTS DRAWING NO. REV
GA plan
1.50 Dec 2007 dpk BB102-10 P6309/SK10 A
RADIATOR ZONE/
CONDUIT GIVEN
srehckaseT
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600x900
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67
002
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MAINSTREAM SECONDARY SCHOOL
GENERAL TEACHING SPACE 70m2 FOR A GROUP SIZE: 18-20 PUPILS
WITH A HIGH NUMBER OF CHILDREN WITH SEN OR DISABILITIES
ACCESS FOR DISABLED PUPIL AND DISABLED TEACHER
75
PRELIMINARY
Storage/worktop
mm059
mm0521
1400mm 1400mm
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smart board
1600mm
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600x900
dervaiotcbaerteihtnw
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T
1400mm
mm0521
mm059
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PRELIMINARY
rev description date by
Property, Business and Regulatory Services, PROJECT
Three Minsters House,
76 High Street, Winchester SO23 8UL.
BB102 diagrams
tel: (01962) 847801 Secondary-Science
SCALE DATE DRAWN FILE REF SHEET CONTENTS
GA plan
1.50 Dec 2007 dpk BB102-12
76
Machine Translated by Google
Small group
rooms should
be accessible to
wheelchair users.
77
Machine Translated by Google
C. Designing school spaces
78
Machine Translated by Google
A generic plan for resourced provision in a mainstream secondary school. It provides two general teaching/support spaces for around eight children, two small group rooms and a specialist speech and language therapy room. A similar arrangement could be provided for a range of needs, possibly supplemented by other specialist support spaces such as a VI mobility training space.
2
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KS3 SEN RESOURCE BASE/
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GENERAL TEACHING
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general teaching space 2
SUPPORT SPACE 2
gnailbc
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STAFF OFFICE
(12)
C.
SMALL display
(fifteen)
multi-use
GROUP ROOM
MULTI-USE
social
unrR
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8
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Speech language
SPEECH LANGUAGE
therapy or
THERAPY OR (fifteen)
SENSORY SUPPORT
sensory support
Medium size
MEDIUM SIZE
group room
GROUP ROOM
(Role play discussions) (twenty)
(role play/discussions)
toTr
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GENERAL TEACHING
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SUPPORT SPACE
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(53) 2
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79
Machine Translated by Google
C. Designing school spaces
80
Machine Translated by Google
A sample plan for a designated unit for pupils with BESD at a secondary mainstream school. The typical range of spaces includes two general teaching spaces,
practical spaces for art and design and technology, food and science, supported by two group rooms and a shared social space. Points to note:
• General teaching room sizes allow for variation in layout, including space between individual tables.
• Each pupil can have their own workspace in the practical rooms.
• The small group rooms can be used for counseling or learning support.
• Direct access to the outside from practical spaces broadens the learning opportunities.
• ICT is provided in all spaces.
Prep
Art/DT (52) store Food (59)
Science (52)
store
Social Skills
Lockers Display Base (28)
Social Meeting Space
Lockers
C.
General General
Teaching (52) Teaching (52)
Small
Group Rm
Staff
(12)
erots
erots
(13.5)
erots
erots
PRELIMINARY
rev description date by
Redrawn to GH sketch Oct 2008
Property, Business and Regulatory Services, PROJECT
TO dpk
Three Minsters House,
76 High Street, Winchester SO23 8UL.
BB102 diagrams
tel: (01962) 847801 Secondary - Designated Unit for
SCALE DATE DRAWN FILE REF SHEET CONTENTS DRAWING
GA plan - areas
1,200 Jan 2008 dpk BB102-09 P6309/
b c
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Two general teaching spaces for groups of six to eight pupils are shown, one of 65m2 for pupils with severe and complex SEN and disabilities (a) and the other of 52m2 for children with BESD (b). Both spaces
have a large walk-in store directly off the classroom, for convenience.
is shared between a pair of classrooms. • ICT carrels provide individual workstations for concentrated work. •
Loose tables can be arranged to suit needs. • Wheelchair users can move comfortably around the whole room. •
Some ICT workstations may house equipment specific to one child's needs. •
There is plenty of space around the entrance door and space to 'park' mobility equipment when not in use. • Mobility
equipment and personal belongings are close to the classroom and easy to access.
arranged to give each pupil their own space but tables can be rearranged to suit activities and needs. • The small group room can be used for counselling, learning and behavioral support. Opening off the
corridor, it can be
shared with other classes.
to
Optional
height
adjustable
sink
interactive whiteboard
ICT careers + short throw projector
Small Group
Room (15)
cloaks
C.
Store Store
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PRELIMINARY
rev description date by
08.26.08
Property, Business and Regulatory Services, PROJECT
TO Drawing number changed to SK15 dpk
Three Minsters House,
76 High Street, Winchester SO23 8UL.
BB102 diagrams
tel: (01962) 847801
quiet Secondary: General Teaching for SEN
Store (4) Store (4) corner
SCALE DATE DRAWN FILE REF SHEET CONTENTS DRAWING NO. REV
GA plan - areas
1.50 July 2008 dpk BB102-15 P6309/SK15 A
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Small Group
Room (15) computers
upholstered
bench seat area
gnllainwil
display
Corridor
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Art 60–65
or equivalent. Others do simple
experiments and other practical tasks, Art resources store 6–9
as well as a variety of multi-sensory and Kiln room 4–6
developmental activities, which could
Art work in progress store 5–8
need access to ICT and sensory spaces.
food technology 60–65
Some children have little independent
movement and need access to Food store 3–6
technology, specialist controls or Food resources store 3–6
assistance (for which sufficient space is Design & technology* 65–90
needed). Children using wheelchairs or
D & T prep/storage (if provided) 20
other mobility aids need space to move
safely around machinery and other D&T resources store 7–10
children doing practical work, and may D&T work in progress store 6–9
need machines and equipment to be
adjusted in height for them. *including CAD/CAM where provided.
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advice is required). be reviewed for the type of SEN and disability, on storing chemicals,
refer to:
the curriculum delivery, and the supervision COSHH –
and safety requirements. http://www.hse.gov.
uk/coshh/
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Security and safety measures include the Noisy machinery and printers may need
following: some form of acoustic treatment, screening, or
21. Refer to:
• Emergency cut-off points for shrouding, or be in a separate space.
BS 4163 Health and safety
electrical services and an emergency stop for design and technology
in schools and similar
button at each machine • Visual establishments
– http://www.bsi-global.
and auditory alarm signals, carefully
com/shop
positioned in the space for visibility21
C.
Enough space
around machinery
is particularly
important for
children with SEN
and disabilities.
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Children work in 2D
and 3D and in a
range of media.
C.
A good level of
daylight is
particularly
important for art.
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A sound proofed
The design of the studio space should reflect recording studio
may be provided in
the subject, using appropriate texture and some schools.
materials, so creating a setting for inspiring For more information
and supportive exploration of music and on the detailed design
of these spaces, refer
drama.
to Building Bulletin 86
Music Accommodation in
There should be full blackout facilities, good
Secondary Schools
quality room acoustics and effective – http://www.teachernet.
sound insulation. gov.uk/sbdupublications/
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space Area m2
Small-group rooms
Small-group (or quiet) rooms are an
invaluable resource that can be used
flexibly by staff for individual and
small group work or therapy, as well
as by children for calming down. One
small-group room shared between
two or three classrooms is suitable for
most secondary special schools. An
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Library ICT
The library space should be light, airy, ICT will be used across the school and
quiet, calm and orderly, where books there may also be small ICT resource
and ICT resources can provide an areas, possibly linked to the library.
interactive environment. Some schools may have a dedicated
• Children will use access technology ICT space timetabled for whole class
such as Braille readers, touch screens, use and/or as a resource facility.
audio visual or video displays and See Information and communication
associated resources. systems, page 167 for information on
• Shelves and search systems should room layouts and furniture for ICT.
be at an appropriate height for SEN resource base
everyone, including wheelchair users.
Some schools may have a specialist
• There are usually loose tables, resource base of around 30m2 which is
screened workstations and low seating. timetabled for small groups of three or
• Blackout or dim-out blinds may be four children - for example, to provide
needed for ICT projection. extra support for children with ASD.
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Where a space is used for more than one type • There should be even distribution of light.
of activity, it is important that all curriculum
Side lighting at high level is preferred, as
needs are met. It is useful to look at the whole
end glazing produces glare. Curtains or
school day, taking account of the time needed
blinds will be needed for full blackout facilities
to move equipment and furniture and the fact
(but they must not hamper opening windows or
that some schools assemble in the hall at the
restrict ventilation). Some stage lighting may need
end of the day before buses arrive for departure.
to be provided for performance but any lighting
Careful detail design will be needed, for
bars or grids will need to be at 6m clear height
example floor finishes, lighting and
if the space is used for sport.
acoustics, to ensure functions are not unduly
compromised.
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PE25 A multi-functional
space can be
Physical education (PE) for children with
used for assembly,
SEN and disabilities particularly encourages performance and
awareness of body and space and improves PE if it is suitably
manipulative development, mobility and equipped and has
suitable lighting and
activity skills which, along with social and
acoustic qualities.
teamwork skills, can nurture progress to
independence. An uplifting and energizing 25. Refer to:
Designing for Sport
atmosphere can encourage children to
on School Sites, Sport
take part and be actively involved in movement England 2007 which
and sport. also provides links to
useful guidance on sports
facilities –
Some children who are not physically disabled http://
www.sportengland.org/
may have a high need for activity and can
resource_downloads.htm
take part in a range of sports. Others may be and
involved in adapted – including wheelchair – Inspirational Design for
PE and School Sport –
sports. Those with severe and complex http://www.teachernet.
needs, including physical disabilities, need more gov.uk/sbdupublications/
support and specialist activity programs.
Some schools may
have a larger PE
space for a range of
A hall used for PE should, where sporting activities.
possible, open onto an external
recreation area and have the following
C.
characteristics:
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Dining
Table 23: Typical dining spaces –
General points are made in Primary special
secondary special
schools – dining, page 66. In secondary
schools, there are likely to be self-service Range of need Number Area m2
arrangements for dining, as children progress
SLD/PMLD/ASD 64–96 100–120
towards greater independence. Table 23
shows area guidelines. In particular, there BESD 64–96 90–110
needs to be: chair store 12 – 18
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C. Designing school spaces
Outdoor spaces
Secondary outdoor activities can
encourage children to be adventurous,
supporting their skill-based learning
and enjoyment of recreational,
activities, and supporting their progress
to independence. Any conflicting needs
should be resolved in the design. A
range of spaces should be provided,
including:
• outdoor PE facilities
• informal social and recreational
areas
• habitat and outdoor classroom areas
to support the outdoor curriculum,
physical and sensory needs, social and
independence skills
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Total number of
pupils aged 8 or over Area m2
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unauthorized visitors.
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to b
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The post–16 base will typically provide: Since young people post 16 use the
• teaching/tutor bases (50–65m2) for small special school's practical specialist or
groups of between six and ten students the vocational facilities at a local FE college,
or work-based training facilities, specialist post–
16 provision is rarely made in a special
• small group rooms for support work (15–
school.
20m2) a
However, if such spaces are required,
•
student common room (80m2) that details should be set out clearly in the
provides an informal social and learning brief. Typically, spaces range from 50– Facilities for
space, with kitchen and snack making 90m2, depending on the type and range of vocational courses
facilities, dining tables, chairs and informal activity. Vocational courses may require may be on site
low seating. A corner may be laid out as but students often
there to be additional storage (for
attend a local
a home setting for learning life skills. example, if course work has to be kept for FE college. The
two years). The design principles for Learning and Skills
practical specialist subject spaces apply to Council has useful
The base will be supported by storage for design guidance on
vocational training spaces.
personal belongings and resources, toilets spaces for vocational
and changing rooms, as well as staff courses at
http://
facilities. (See Support spaces, page 106.)
designguidance.lsc.gov.uk/
Spaces Area m2
C.
Teaching/tutor base 50–65
Small group room 15–20
Student common room 40–80
Practical/vocational space 50–90
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• educational psychologists •
Table 26: Typical support spaces – mainstream counselors
Primary Secondary
m2 m2 Range of spaces
SENCo office/interview 8–12 8–15 Some medical and therapeutic tasks can
Multi-agency office 12–15 12–15 and should be carried out within a teaching
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Hydrotherapy 85
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The speech and language therapist Sometimes there are specialist facilities in
(SLT) works with children in the special schools for children with
classroom or a separate quiet room. hearing impairment. In mainstream
Sometimes a dedicated speech and schools, the sensory impairment
34. Refer to:
language therapy base is provided34. support service may use a small
The Royal College of
Speech and Language group room, as long as it is quiet and
A room of 12–15m2 will support
Therapists guidance on provides suitable acoustic conditions35.
accommodation and individual or small group work. For
equipment for speech larger groups of between six and eight, a An audiology suite may also have dual use
and language therapy in
Communicating Quality –
space of 39–65m2 may be needed. for speech and language therapy.
http://www.rcslt.org/
resources/ A room for SLT will typically need: An audiology room (20–24m2) will be used
• a desk and chairs for testing and evaluating children with
hearing impairment. It may be combined
35 Refer to: • personal computer with an observation room (10–12m2),
the National Deaf
Children's Society for • lockable filing cabinet • with a one-way window in between for
specialist advice training purposes.
full-height storage cupboard (for
– http://www.ndcs.org.uk/
records and resources) • Audiology rooms need to have a
free wall space for visual display high degree of sound insulation from
• adjacent spaces. The reverberation
a mirror for speech articulation work a
• wash-hand basin time and level of sound absorption
within the space will depend on the
• good quality lighting • equipment used. There may need to be
blinds to windows triple-glazed windows, acoustic lined
• good quality acoustics and sound walls and ceiling and an acoustic floating
insulation floor. Appropriate heating and ventilation
will also be needed.
•
an induction loop or hearing aid
facilities Sound-proof accommodation should be
provided to ISO 8253-1 (1987) and ISO
Allowances may also need to be made for 8253-2 (1992) standards for acoustic
specialist SLT aids, audio visual test methods suitable for children36.
36. Building Bulletin equipment and children's communication
93 Acoustic Design for aids. A large number of electrical and/or
Schools
electronic power points and battery- An audiology technician's room (20–30 m2)
– http://
www.teachernet.gov. charging outlets will be needed. may be needed nearby for storage, testing
uk//sbdupublications/ and repairing small equipment.
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• wall construction that can support Sensory studios are larger multi
wall-linings, shelving and specialist sensory spaces (50–60m2) for
equipment individual and whole class groups.
• They may be fitted as a large white
a firm slip-resistant floor, with soft
room, or as a studio with some bench
carpet or cushioned sheet flooring
seating, where curriculum delivery and
• furnishings and equipment that are therapy can be carried out. In some
safe, durable, easily maintained, with schools such a space may also be used
appropriate use of color for drama activities. Typical equipment
•
no sharp edges or projections that includes an interactive whiteboard,
could cause harm large wall projection, DVD/video/
• blind and black-out facilities television, sound and light projectors
and smoke effects. There should be
• dimmer switches to adjust light levels
local temperature controls.
• plentiful power and data supplies
for electrical equipment, positioned for Consultation with staff and specialist
firms is essential to ensure suitable and
adult use (usually at high level), with
safe installations. The outcomes of
a switch control panel and avoiding
trailing leads health and safety assessments should
also be incorporated in the design.
• materials that allow for frequent
cleaning
C.
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• provision for outreach facilities, since both Meeting/training room Building Bulletin 99,
(outreach) 20–25 Briefing Framework for
mainstream and special schools have an Primary School Projects –
important role to play in the local school Premises manager's office 10 http://www.teachernet.
and wider communities gov.uk/sbareaguidelines/
Staff room (depending on
40–60 C.
• schools special as an important staff numbers)
resource for the wider educational
Staff preparation/(depending
community - increasing numbers will on staff numbers) 20–30
come either to learn or to use their
Technicians' space varies
resources, so areas will need to
accommodate other teachers, Cleaners' room
therapists and visitors • (number varies) 2
the particular need for staff teaching and Staff changing room and
supporting children with SEN and lockers (separate male
disabilities to liaise with each other, and female) depending on
sometimes confidentially – they need staff numbers 20–40
places to meet, paging or panic alarm Staff changing room
systems, CCTV, ICT and video near pool (separate male
conferencing and female) 8
• balancing the need for visual and Staff changing room
acoustic confidentiality in all spaces near hall (separate male
with the need for openness, transparency and female) 8
and accountability (ie the need to see and Disabled toilets
be seen to act and behave appropriately)
(number varies) 4
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Reception/admin office
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Technical support is required for a range In addition to cleaners' stores, cleaning staff
of subjects such as science or design and should have access to lockers, accessible
technology, so specialist prep or resources changing and toilet facilities, and suitable (such
rooms need to be provided. See individual as a staff room) for breaks and refreshments,
learning spaces earlier in the book. as appropriate.
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Pupils' belongings
Having enough well placed storage space
Storage for pupils' belongings is required
is vital to support learning, teaching and
by the Education (School Premises)
school management.
Children with SEN and disabilities can benefit Regulations 1999. The type of provision,
its accessibility and security should be
particularly. For example:
considered in relation to the phase of
• Appropriate storage can help to reduce
education and individual need.
distractions in the base class and minimize
movement of young people or furniture. •
Some children with Lockers or lockable cupboards may be provided
where security is essential. If required, spare
autistic spectrum disorder require individual
clothes are normally kept within the toilet/
storage as part of a teaching strategy - mobile
changing areas.
base units or baskets on shelves may be
needed for these children.
Pupils can access
their lockers more
• Children with multiple disabilities may easily if they are
in common areas.
need space for temporary storage for their
Lockers must not
personal, communication and medical
impede circulation
aids and their personal belongings and routes.
learning resources wherever they go.
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C. Designing school spaces
Learning and teaching resources and Extended school and community use
equipment There may need to be additional and
Plentiful storage is needed for learning and separate storage of resources and
teaching resources and equipment next to equipment associated with community or
the relevant activity area. Some equipment extended school use.
(such as for PE, music and drama) is
Bulk storage
particularly large. If wheelchair sports
Bulk storage is needed for stationery
are to be played, it is important that
and admin supplies, general teaching
convenient and secure storage is allowed
supplies and dry goods.
for the sports chairs.
kitchen stores
Dangerous chemicals
See page 135.
Dangerous chemicals need to be
stored safely, in compliance with External stores
COSHH regulations. Stores that may External storage is needed for:
contain these harmful materials should be
• bikes, play and sports equipment
identified and health and safety risk
• maintenance and landscaping
assessments made. Special ventilation
equipment
and fire protection and detection
41. Refer to COSHH
measures may also be required41. • technicians' work or a caretaker's base
regulations,
for repairs/maintenance for the school
http://www.hse.gov. Confidential papers, documents and
uk/coshh/ buildings
records
• large refuse bins or paladins,
Secure storage is needed for
accessible for collection but screened
confidential papers, medical records and
historical records or documents that from general view
may need to be retained in a safe • material for recycling, in suitable
place for a number of years. containers to avoid fire
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Table 29: Typical storage requirements for a broad-range special school with 100 pupils
Mobility equipment bays 1 per class base 10 per bay 4 10 per bay
physical education 1 10 18
Community 1 8 8
therapy 1 4 4
Medical/communications aids/
equipment 1 5 5
Oxygen cylinders 2 2 2
cleaner 2 2 2
Premises 1 9 9
General stores 1 bulk items 10 10
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C. Designing school spaces
Table 30: Typical storage requirements for a BESD special school with 50 pupils
physical education 1 12 30
Dining 1 furniture 8 8
Community 1 8 8
Common room 1 store n/a 4
Social skills base 2 1 1
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C. Designing school spaces
below and opposite can be used as a guide. Reference should also be made to the regulations and
guidance documents listed on page 125.
Plans showing three types of accessible toilet meeting the standards of BS 8300. Outward opening doors
shown in each case are preferable for safety.
• For ambulant disabled children (a) •
A corner layout (which independent users, prefer for greater support) for independent wheelchair users,
allowing some assistance if required (b). It is advisable to provide some for left handed and some for
right handed transfer arrangements. • A
peninsular layout allowing staff to assist both sides. The wider unit may be preferred in a secondary
m school.
2400mm
mm0022
mm0051
mm0022
to layout
island
C. layout
e of WC a b c
disabled ambulant Accessible toilets for independent Accessible toilet Peninsula layout
wheelchair users with some with space either side of WC
assistance if needed for assistance
Plans and sections showing key dimensions around the wc pan in accessible toilets: for nursery and
infant age children (a) and older primary and secondary age children (b). The dimensions given in
Approved Document M (see regulations and guidance on page 125) are inappropriate for children.
Grabrail
Grabrail
100-150mm
100-150mm
above seat
above seat
300-350mm 395mm
300-350mm 395mm
300-400mm 400-500mm
300-400mm 400-500mm
to b
Plan showing a typical small toilet and shower of 6m2 taken from Hampshire County Council's School Inclusion Design Brief (see page 125).
This may be suitable for a mainstream school where some additional support is needed and it is often placed close to the main school entrance,
where it can be used by visiting children and adults as well as school pupils.
sible WC/Shower
mobile shower chair, as
alternative to fixed drop down
alternative door position shower seat
shelves
disposal bin
coat hook
Alarm reset
0042
Alarm pull
Shower controls, grab cord
061
drop down
shower seat
(to BS 8300)
2500
C.
his is a typical facility and should ideally be located close to the visitor entrance
available for visitors, staff & pupils. The WC pan at adult height 480mm affl.
Level access shower tray, fixture and fittings to Part M 2004 (diagram 24). Este
acility should have a whb 400mm deep x 600mm wide.
SCALE DATE
and sounder inDRAWN
a manned REF of the school SHEET
FILE area CONTENTS
for prompt assistance, DRAWING NO. REV
with a 1:30 April 04 mdn Inclusion design brief pupil
2.52 x 2.4m visitor, staff &
accessible wc/shower Drawing
and a 3suitably
A located reset button)
constant temperature (slightly higher than the rest of the school,
see Heating and thermal comfort, page 151), with glare free lighting
(uplighters may be suitable over the changing bed). The size of a Baths or jacuzzi baths are not usually provided but if required there
hygiene room depends on the facilities provided. A space for should be specific briefing for the designer and planned
in all cases:
• clinical wash-hand basins with lever taps for support staff, soap
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C. Designing school spaces
opposite page can be used as a guide. Reference should also be made to the regulations and guidance documents listed on page 125.
Plans showing cubicles for dry changing (a) and assisted toileting (b). These may be used in early years and primary special schools. Portable
hoists are shown. Ceiling mounted 'monotrack' hoists will not reach every part of a small changing room. 'X–Y' type hoists which cover the
whole floor area may be suitable for larger changing rooms (with a ceiling height to suit).
poh
psf
poh
psf
elbeatcstariropoh
p
sf
elbeatcstariropoh
psf
elbeactstariro
elbeactstariro
DRY CHANGE DRY CHANGE ASSISTED
ASSISTED TOILET/CHANGE b TOILET/CHANGE
to
Two ceiling fitted alarms. cwb Bin for cwb Bin for
Preferred alternative clinical clinical
is for users and support waste Lockable
cabinet waste
assistants to carry mobile for medicines
alarms or wall mounted Bin for
and dressings Bin for
radio alarms clinical clinical
cwb cwb
waste waste
0053
0053
130
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Scale 1:50 @ A3
elbatstrioh
p
ecarposf
ecarposf
HCC Inclusion Brief - 2.52 x 2.4m Visitors, Staff &
ASSI
nted 'monotrack' hoists Pupil Accessible WC/Shower
Bin for cwb
HCC
h every part of the room. clinical
Scale 1:50 @ A3
ists should be catered for & refurb. waste Scale
0573
whb (see Hampshire Inclusion Brief) Different layouts possible
ceiling height to suit) CUBICLES FOR DRY CHANGING OR ASSISTED TOILETING
usually suitable for mainstream schools where some additional
Used in some Early Years and some EY/Primary Special Schools.
support needed. It is possible to have an accessible toilet & store
Approaches vary. which can be converted later.
Within one large space a range of toilet & changing cubicles are
shower bed aWC sluice shower bed whb aWC + STORES
trolley arranged around an open area where transfer from wheelchair to
trolley
to 3.4 x 3.4m area for future with
hoist takes place & general circulation. A few support workers can
supervise a number of children using the area. Privacy can be an issue Scale 1:50 @ A3
ent layouts (not so good for older pupils - they should access toilet/changing spaces similar to the rest of
4000
the community for social learning).
5000 PRE
4 to 5 meters INDEPENDENT
rev description date by HCC Inclusion B
HOISTS: Property, Business and Regulatory Services, PROJECT
23.10.08 dpk
Pupil Accessible C.
TO Minor amendments
Three
Ceiling mounted 'monotrack' Minsters House,
hoists Bin for cwb BB102 di
cwb Bin for clinical
76 High
will not reach every part of the room.Street, Winchester SO23 8UL. waste
clinical Scale 1:50 @ A
waste tel: (01962)
Portable hoists should be catered for in847801
new build
Bin for & refurb.
clinical cwb
SCALE DATE ('XY' DRAWN FILE REF SHEET CO
waste type hoists may be used to cover the whole floor area
0004
SMALLChangin
TOILET (see
0573
whb whb
for larger changing whb
1,100 Oct 2008 dpk BB102-SK22 rooms with a ceiling height to suit) Hampshire Different
usually suitable
support needed.
which can be co
shower aWC post formed post formed sluice shower bed aWC sluice shower bed whb
units form shelf units form shelf trolley trolley
b
OILET/CHANGING ROOMS - these are shown in different layouts
5000
adjustable height shower aWC post formed post formed sluice shower bed aWC
changing bed units form shelf units form shelf trolley
c
131rev description
A Minor amen
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C. Designing school spaces
Table 31 shows, as a guide, the area disposal of food waste separate from food
schedule for a kitchen and ancillary preparation (rodent/pest proof)
facilities at a special school of about • disposal of dirty linen and laundry
100 pupils and staff. separate from kitchen food preparation
areas
Key design issues • precautions to prevent ingress of
Specialist advice should be sought insects, rodents and other pests into
from the LA and specialist commercial any food area
•
kitchen designers, especially to ensure a kitchen design that enables high
compliance with health, safety and standards of cleaning and disinfection to
food hygiene requirements, which be maintained - all finishes will need to
are critical. The following covers the withstand regular cleaning and the
key design principles, with particular impact of mechanical cleaning
emphasis on health, safety and equipment, if used
45. Refer to: infection control45.
Inspirational Design
for Kitchen and Dining
Spaces –
http://www.teachernet.
gov.uk//sbdupublica
tions/
134
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135
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Detail
development D.
eleven
Technical
Building construction: elements,
materials and finishes
This section provides key guidance on issues that affect children with
SEN and disabilities and signs posts to other documents
for more detailed information.
137
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D. Detail development
11 Technical
138
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139
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D. Detail development
1. Refer to:
Ceilings Walls1
Standard Specifications,
Layouts and Dimensions
(SSLD) 1: Partitions in Ceiling layouts will be needed to ensure Drawing internal wall elevations is
Schools –
http://www.teachernet. coordination between tracking for hoists and important because of the level of
gov.uk/management/ other elements such as services, roof lights, specialist equipment needed. It helps to
resourcesfinanceandbuild
and equipment such as projectors. ensure that fixtures and services are fully
ing/schoolbuildings/
innovativedesign/ coordinated with fixed furniture, fittings and
standard specifications/ equipment.
The following key issues should be
considered: The following key issues should be
considered:
• Where there is a risk of tampering or damage,
such as toilets, indoor activity spaces or calming • Sliding folding partitions between spaces
rooms, secure fixings will be needed (such as can increase flexibility but it may be difficult to
security clips to suspended ceiling tiles). Services provide enough sound insulation, especially
should be hidden to avoid damage and for children with hearing impairment. • Walls
interference. may need to support
heavy equipment and the force of a child
• The structure must be able to support hoists pulling on equipment (for example, wall
and tracking in toilet/changing, physiotherapy bars in a physiotherapy room, grab rails in
spaces. Check with hoist manufacturers. (See toilets). Where lightweight construction is
Hoists, page 164.) used, additional framing supports and impact-
• Homogeneous ceilings with recessed light resistant boards may be needed.
fittings may be needed in medical treatment or
'clean areas'.
• Pool areas may need to allow for air movement • Walls need to be easy to repair if there is
above the ceiling to avoid mold growth. any accidental or deliberate damage.
Exposed corners may need to be protected.
Given rails and handrails offer protection both
• Sound-absorbent surfaces are required
to the wall and the children, but need to be
for most children with SEN, to ensure good
carefully detailed near openings and in relation
sound quality. An acoustic consultant will
to services, fixtures and fittings.
need to advise on specialist spaces such as
audiology suites. (See Acoustics, page 149.)
Ceiling mounted • Smooth, cleanable, relatively
equipment may be impermeable surfaces will help
used in
a physiotherapy room. infection control. Full tiling is needed in hygiene
areas, kitchens and toilets. • Smooth non-
abrasive materials are less likely to cause
harm if a child falls or brushes against the wall,
if there is boisterous behavior, or if accidents
occur. In some spaces (for example calming
rooms), walls need to be clad with smooth
but firm, impact-resistant, non-abrasive materials
or linings, to reduce risk that a child can self-
harm.
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2. Refer to:
Floors2 The choice of finish will vary according to
Standard Specifications,
activities and children's needs but the Layouts and Dimensions
The following key issues should be following is a general guide: (SSLD) 2: Floor Finishes
in Schools –
considered in the design and • Carpet is soft, acoustically absorbent and http://www.teachernet.
specification of floor finishes: can be soothing but a type should be gov.uk/management/
resourcesfinanceandbuild
• Specifications should take account of specified which does not cause friction ing/schoolbuildings/
wheelchair use. Any wheelchair burns to children who use the floor. innovativedesign/
standard specifications/
tracking should be planned at the start. Carpet is also more difficult to clean. To
prevent dirt and dust build ups, which
• Floors should be smooth and slip
can affect people with allergies,
resistant in both dry and wet situations.
carpet tiles may be overlaid on sheet
(The slip coefficients of adjacent floor
flooring, if safely secured.
finishes need to be similar.) Trip hazards
Carpet is not advisable where there is
need to be avoided and changes in
heavy traffic, spillage or soiling. It may
level clearly identified. (See Ramps and
not be suitable for children who might be
Steps and stairs, page 142–3.) The risk
affected by the dust that can accumulate
of particularly vulnerable children falling
in a carpet. • Slip resistant
and being hurt should be assessed.
sheet flooring with acoustic backing
(such as linoleum) is hygienic, water-
• Floors should be easy to maintain,
resistant and suitable for use in wet areas
impact resistant, and hard wearing –
near sinks and where soiling and
particularly in view of the likelihood of
sickness are likely to occur.
children soiling them. Taking from
occur.
manufacturers should ensure fitness
for purpose advice and guaranteed • Ceramic tiles are suitable for wet
cleaning regimes. areas such as showers and hydrotherapy
pools. They need careful specification for
• Changes in color may be used for
slip-resistance, especially for ramps and
wayfinding, although highly polished or 3. Refer
changes in level3.
patterned floors are confusing for people to: BS 8300 Design
of buildings and
with visual impairment. (See Wayfinding,
their approaches to
page 147.) meet the needs of
• A sound-absorbing surface or disabled
people – http://www.bsi-global. D.
backing is important for people with com/shop
sensory impairment or who are noise
sensitive. If hard surfaces are used,
such as woodblock or timber floors, then
additional consideration will need to be
given to sound attenuation on other
surfaces.
• There needs to be a balance
between softness and strength,
taking account of the use of
mobility equipment. Well-insulated
backgrounds, which help with
maintaining comfortable conditions and
are warm underfoot, are especially useful
where very young children or those with
mobility needs use the floor.
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20 for 10m length (500mm max rise) Document M notes that ramps have
a surface width of 1500mm between
Landings walls. Wider ramps should be considered
where there is likely to be a high
1200mm long at foot and head, 1500mm long at proportion of disabled users.
intermediate landings
4. Refer to:
The Building Regulations,
Approved Document M –
http://
www.planningportal.gov.
uk/buildingregulations
and
BS 8300: Design of
buildings and their
approaches to meet
the needs of disabled
people –
http://www.bsi-global.
com/shop
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Handrails
• There should be visual contrast
between stair nosings and the treads and To both sides, extending 300mm past the top and bottom
risers. For external steps, tactile of each flight. For children under 12,
information should be provided, such as 40mm–45mm diameter, at a height of 600mm from the pitch line
corduroy tactile paving to the top and of the stair or ground level.
bottom of the steps.
• There should be safe protected Landings
shelters of a suitable size on all 1200mm length minimum
staircases for evacuation, with
appropriate communication links. •
5. Refer to:
Additional low handrails should be provided
Standard Specifications,
for children under 12. Layouts and Dimensions
(SSLD) 6: Internal
Stairways in Schools –
http://www.teachernet.
gov.uk/management/
resourcesfinanceandbuild
ing/schoolbuildings/
innovativedesign/
standard specifications/
The Building Regulations, D.
Approved Document M
2004 sections 1 & 3 –
http://
www.planningportal.gov.
uk/buildingregulations
Building Bulletin 100
– Design for Fire Safety
in Schools
– http://www.teachernet.
gov.uk/sbdupublications/
The Building Regulations
Approved Document B
Volume 2 –
http://
www.planningportal.gov.
uk/buildingregulations
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7. Refer
Lifts7 • The arrangements for using lifts –
to The Building
Regulations Approved whether they will be available to all
Document M – http:// Lifts are essential for vertical circulation for occupants or restricted to disabled
www.planningportal.gov.
uk/building regulations
wheelchair users8. In order to people (eg with a close proximity fob or
and calculate the number, size and location of key operation)
BS 8300 –
http://www.bsi-global.
lifts, the following need to be taken into
account: Lifts should be large enough for a
com/shop
Both give guidance on wheelchair user (or users if there
accessible controls, • The number of children, staff and are likely to be several) to enter and
tactile signs and symbols. visitors expected leave the lift independently or assisted by
• How many are going to be using a support worker alongside as
8. Platform lifts can
be used if no other wheelchairs and other aids, the size of appropriate. Significantly larger size lifts
suitable alternative these aids and how many will need are essential for groups of pupils in
means is available, but
assistance alongside wheelchairs moving around alongside their
they should not reduce
the effective width of
• The density and frequency of use, peers.
corridors or stairs.
Refer to:
including for the peak times of use – a Evacuation lifts are necessary for
BS 6440 Powered lifting flow analysis should assess peak change multi-level schools. (See Fire safety and
platforms for use by over times. An appropriate speed, size evacuation, page 158.)
disabled persons. Code
of practice –
and waiting time should be identified. The
Lifts should be well lit and user friendly,
http://www.bsi-global. minimum waiting time should be at least
com/shop without looking purpose designed for
'good' as defined by CIBSE
disabled users. The following should be
provided:
• The maintenance strategy – ie
action in the eventuality of breakdowns and • Lift doors (with visual contrast to the
surrounding wall) that are wide enough and
repairs
operate slowly enough to allow people
in wheelchairs to enter and exit the lift safely
Table 34: Key standards for lifts
BS 5588 Pt 5 & 8
9. Refer to:
BS 5588-8:1999
Fire precautions in the
design, construction and use
of buildings. Code of practice
for means of escape for
disabled people –
http://www.bsi-global.
com/shop
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D. Detail development
used, they should comply with App pull) for children learning to use doors.
roved Document M and BS 8300.
• Access control – may be needed, for
A firm flush mat is required to avoid trip example for when children run out and
hazards and reduce wet floor surfaces. there is risk of harm. Designers should
discuss the needs with staff.
Internal doors • Electronic door entry system – need
to ensure that all users, including those
Manoeuvring large heavy doors can
with visual or hearing impairments and
be problematic. It may be necessary to
wheelchair users, could operate it.
limit the need for door closers. Hinges
should be selected for heavy use along • Deep kick-plates and door frame
with doors and frames as described in protectors – help to prevent damage by
BS EN 1935:2002. (See note 10, page wheelchairs.
145.) The minimum clear opening • Door seals (as fitted for smoke
width required by Approved Document control or sound insulation) – these
M is 800mm. In some special schools affect the closing pressures required by
a wider opening may help those who Approved Document M and BS 8300.
need more assistance. Usually, a clear It may not therefore be possible to meet
door opening width of 900mm on a the fire and acoustic requirements as
corridor width of 1500mm–1800mm well as the closing pressure requirements
(preferably 2000mm–3000mm) allows in all situations.
access for a range of wheelchair users.
Where there is a narrow corridor (under Windows and screens
1500mm wide), or larger wheelchairs
The width of opening
or equipment, an extra side door leaf
required depends on Internal glazed screens can be used
the width and angle of or a clear opening width of 1000–
to provide borrowed light and enable
approach. 1100mm can be provided.
passive supervision by teachers. They
Vision panels between 500mm and also let children see what is happening
1500mm high with safety glass should and not feel enclosed. Blinds may be
be provided in doors for visibility and required to avoid distraction, or to
supervision, except where security give privacy. Manifestation is needed
is required. Blinds can provide privacy. to glaze. Glazed screens should
Manifestations may also be required. provide the sound reduction required in
Building Bulletin 93.
Iron mongery should be smooth, easily
cleaned, safe and convenient to use. Low-level windows with safety glazing
Designers also need to consider the allow very young children and
following: children lying down to have a view
• Safety – anti-finger-trap, if properly out. However, some children can be
maintained, are helpful for small distracted by views to the outside and
children and children at risk. Double activities taking place.
action hinges and a removable stop All fittings need to be tamper proof and
(usually provided as standard) allow prevent children from climbing out if
toilet doors to be opened outwards in they are distressed.
an emergency.
See also Lighting, page 149, Acoustics,
• Accessibility/ergonomics – the
page 149 and Ventilation, page 152.
mounting height and shape should
allow all users to control the handle,
including those with limited dexterity
and/or strength. A clear mode of
operation is needed (such as push and
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Signs should be
• defining routes with contrasting color or easy to understand.
tone on walls Words, symbols and
objects can all be
• using voice signals which react to used.
movement or other triggers
D.
• placing passage signs at junctions or in
longways to indicate direction or position
Signage should:
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D. Detail development
• have visual (ie tonal) contrast to its • Layering color will define objects for some
12. Refer
background12 (See Color, below.) • have visually impaired people.
to: Building
Regulations Approved Document M–
lettering of appropriate size and shape, using Remember, however, that some people are
http:// color blind (particularly between red and
www.planningportal.gov.
serif-free text, upper and lower case lettering
uk/buildingregulations and contrasting colors green).
and • Color on architectural features is useful
BS 8300: Design of
buildings and their • provide embossed tactile lettering, for signaling a change in activity. • Color
approaches to meet coding
the needs of disabled incorporating Braille where required or other
people tactile information, for instance on classroom can identify spaces.
– http://www.bsi-global. doors
com/shop
• Color or tonal contrast can be used to
and
• avoid bright or shiny surfaces that can identify objects such as light switches against
Color and Contrast:
Design guidance for
be distracting a wall or utensils or tools on work surfaces
internal built or possible hazards such as step edges.
environments, from Color
ICI Dulux and Keith
Bright et al University of Reading –
Color should be considered in relation to light
www.duluxtrade.co.uk
Research suggests that the ability of
and levels, visibility, maintenance and
Disability: Making
visually impaired people to identify
psychological effect. The following points may
Buildings Accessible, differences in color is strongly
Keith Bright – be useful:
correlated to the amount of light that the
www.workplacelaw.net
• A bright surface against a dark colored surface reflects.
background can be glaring and reduce visibility
(such as a window in a dark wall or frame).
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Heating and thermal comfort are very young children, children with
severe and profound learning difficulties or
Thermal comfort is governed by air complex health needs.
temperature, the radiant temperature,
Low temperature heating systems,
humidity and air movement, and
such as underfloor heating, may be
varies according to children's special
suitable in a special school. They are less
needs. Table 35 suggests design air
prone to overheating but tend to have
temperatures for a variety of environments.
slow response times. Where there is a
If children are non-ambulant, or have low risk of sudden heat loss – for example
activity rates, the design temperature
when doors are opened – then
may need to be slightly higher than
supplementary heating may be required.
otherwise.
A surface temperature of 26 degrees ± 2
Extremes of temperature cause degrees C, the comfort temperature for
discomfort, particularly for children with SEN low activity, should not be exceeded where
and disabilities, who may be more sensitive children are sitting.
and have complex health needs. This Underfloor heating may not be suitable
can be distressing for them, especially if where large areas are covered with
they cannot communicate their discomfort. mats (used for some activities with
Teachers and carers should be able to children with special needs) or where
respond to this through adjustable regular spillages occur (for hygiene and odor
tamper-proof local controls, such as control).
thermostatic radiator valves and individual
room controls, in any space that is used for
more than a transient period. Localized
supplementary heating and cooling may Table 35: Ambient design temperatures in schools
also be required in some cases. Measures
18°C–21°C
to control heat gains, such as shading
devices for solar control, should therefore This temperature is in line with conditions required by
be provided. mainstream schools. Pupils are normally clothed, ambulant
and reasonably active, even if sedentary at work.
23°C
NB Specialist equipment can also raise the
temperature of a space. D.
This applies to special schools and resourced provision,
where needs of pupils tend to be complex and varied,
Buildings with exposed thermal mass including pupils with physical difficulties or profound and
combined with night cooling and/or multiple learning difficulties.
ground-coupled ventilation may help to keep
25°C–30°C
internal temperatures stable.
Where children may be wet or partially clothed for a
Heating systems significant length of time, rapidity of air movement can lead to
chilling by evaporation. To compensate, a higher design
For standard radiators a surface temperature may be required.
temperature of 60–70 degrees C is In areas used for medical inspection, bathing and changing,
commonly used in schools. A risk the air speed in these environments should not exceed
assessment is necessary for children 0.1 ms–1 at 25°C.
with SEN. For example, some children 28°C
should only be exposed to low surface
temperatures. In mainstream schools, when this temperature is reached or
exceeded, overheating is said to occur. But children whose
Low surface temperature radiators special needs mean they are more sensitive to high
(~43 degrees C and not greater than 46 temperatures may overheat at a lower temperature.
Measurements should be taken at the design stage as a
degrees C) are used where there
priority, to ensure the sensitivities of pupils are considered.
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protection of all users25. needs particular consideration, not only Service Standards of
Physiotherapy Practice
because certain physical problems require
CSP (2005)
A mechanical supply-and-extract that it be especially efficient, but also and
ventilation system should maintain because some skin conditions may be Guidance on Good
Practice in Hydrotherapy,
satisfactory internal environmental aggravated by certain chemicals. • There Hydrotherapy Association
conditions. of Chartered
will need to be automatic rather than
Physiotherapists –
Ventilation should be capable of manual administration of the necessary http://www.csp.org.uk/
removing contaminants from the chemicals, and the requirements of the uploads/documents/csp
atmosphere within the pool hall and of Environmental Health Officer will need Management of Spa
Pools HPA
controlling the air quality, temperature and to be met.
– http://www.hpa.org.
humidity to ensure user comfort. To achieve uk/publications/2006/
spa_pools/default.htm
these objectives, warm air has to be Chemical storage
distributed evenly throughout the enclosure
at flow rates that are within acceptable • Storage facilities should allow 26. For advice on water
chemicals to be stored separately and treatment and microbial
limits for bather comfort. logical health risks,
managed safely in line with current
refer to Hygiene for
Recirculation of pool air can be regulations and guidance27. Key points Hydrotherapy Pools,
precluded on health grounds – include: ISBN: 0 901144 460,
Public Health Laboratory
potential build up of the products of • keeping incompatible chemicals Service, 1999.
disinfection is a suspected cause of
apart Swimming Pool Water
respiratory irritation. – Pool Water Treatment
• containing chemicals within a bund and Advisory Group –
Provision and siting of an alarm system separating disinfectant and acid by a http://www.pwtag.org/
should be considered so that staff can bund wall
summon assistance if required. 27. Refer to:
• keeping chemicals off the floor, with COSHH
Dehumidification is usually needed to liquids always stored at a low level http://www.hse.gov.uk/
prevent condensation on the building and no chemicals stored above head coshh/
D.
structure, and a slightly negative height
pressure in the pool hall will help to stop
moisture permeating the building
structure.
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• Loose furniture gives greater flexibility than to move in and out of the bays, making
fixed. Fixed furniture at the supervision more difficult for some
children. However, this arrangement
perimeter of a space reduces access to
valuable wall space. can make efficient use of rectangular rooms
(b).
• Having minimal but versatile FF&E may
appear bare but can enable teachers • Perimeter benching means children
have to turn around to see the teacher,
to use stimuli from teaching materials
more effectively. • Having although teachers can easily observe
pupils from all parts of the room (c).
too much FF&E can result in overcrowding
and congestion. There should be enough
See also Practical spaces, page 84.
space for everyone to move easily and
safely. The likely number of teaching
assistants should be considered alongside
35. For guidance on
class sizes35. • Considerable space is b distances between tables
where there are several
required for mobility equipment, both in wheelchair users in the
and out of class, refer to BS 8300:
use. Design of buildings and
their approaches to meet
• Ideally ICT should be made the needs of disabled
people –
accessible in any part of the space by
http://www.bsi-global.
using floor boxes or cable-managed com/shop
furniture but there must be no trailing D.
leads.
• The interactive whiteboard or a
whiteboard and CCTV should be
suitably positioned for the type of SEN or c
disability. Alternatively, 'tablets' may be
used.
to
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Mobility equipment
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The classroom layout should meet the Choosing computers with better energy
needs of those likely to use the space. efficiency will lower heat emissions
For example, a U-shaped layout with a and reduce the need for additional
whiteboard may be suitable for children ventilation and cooling, as well as
with hearing impairment. helping to meet sustainability criteria.
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Case studiesE
1
Hollywater School
2
Heritage Park Community School
3
Baytree Community Special School
AND
The following case studies illustrate many of the points raised in other
sections of this book and show some of the wide range of approaches
to meeting the needs of children with SEN and disabilities.
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AND Case studies
172
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Main entrance
29 1 2
27 28
3
25 26
22 4
24
twenty-one
18 19 twenty 5
23
17 13 6
14
16 7
13
fifteen
eleven
12 8
10 9
30
39
31
40 37 54 53 52 51
3. 4
32 twenty-one
41 27 33 35 33 33 33 49 48
33 38 31
36 21 33 35 36
47
27 27 27 27 55 27 27 28
28
38
33 33 33 33 33 33
33 33 33
fifty 33
42 42 42 43 44 Four. Five Four. Five Four. Five Four. Five Four. Five Four. Five 46
Key:
1 Main entrance lobby 20 Staff changing 39 Kitchenette Color key:
2 Reception/admin 21 Cleaner 40 Reception class Primary
3 Waiting 22Kitchen 41 Quiet room secondary AND
4 Family/therapists 23 Food store 42 Base class (primary) Specialist teaching/resource
5Medical 24 Kitchen toilet 43 Staff room Admin/staff
6 Store 25 Servery/store 44 ICT resources
Toilets/changing
7 Therapists 26 Hall store 45 General teaching (secondary) Storage/prep
8 A/V room 27 Toilet 46 Leavers' base
Ancillary/plant/clnr/kitchen
9Head 28 Accessible toilet 47 Life skills
Dining/hall
10Music 29 Hall/dining 48Bathroom
Medical/therapy/other support
11 Music store 30 Library 49 External store
12 Soft play 31 Small group room 50 Laundry
13 Pool changing 32 Art store 51 Design and technology
14 Hydrotherapy pool 33 Store 52 Secondary PMLD base
15 Caretaker 34 Art 53 Science
16 Pool chemical store 35 Calm room 54 Food technology
17 Pool plant 36 Services/plant 55 IT servers
18 Pool store/changing 37 Primary PMLD base
19 Shower 38 Hygiene
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AND Case studies
Access and circulation There is The walls and floors of the building are
a long drop-off zone for buses and taxis, with traditional heavy-weight construction, using
a canopy sheltering the entrance. Automatic blocks containing recycled aggregate to
sliding doors lead via a lobby to a welcoming provide a high thermal mass for
reception which overlooks the approach. temperature consistency.
(See diagram on page 38.) All classroom roofs are insulated using
recycled newspaper, light fittings
are low energy, and acoustic measures
Circulation spaces are well
further enhance the learning environment.
proportioned and routes simple: the
building forms a 'T' shape and there are
no interrupting fire doors. (The fire safety
Teaching spaces have:
strategy includes the use of sprinklers, fire
• balanced and controllable natural
shutters and strategically placed fire doors
held open on electromagnetic light and ventilation •
catches). thermal comfort and good
acoustics
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The secondary
art room is a
colorful well-lit space.
AND
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AND Case studies
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void
40 40 40 40
53
47 48 fifty 51
28 28 28 28
52
32 46 46 32
49 twenty-one
31 31
28 28 38 28 28
43 43
Four. Five 44 42
27 40 40
40 40
41 41
First floor
12
eleven
31
eleven 14 24
13 26 26
10
17 22a 22b
18
9 fifteen
8 8 19 25 28 28 29
twenty
16 16 27 30
23 23
7 twenty-one
3 38 3. 4
28 28
37 32
6 36 35 35 26
39
1 42
26
5 4 2
32
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AND Case studies
The school is
zoned by age, with
suites of secondary
classrooms (above)
and primary class
bases (below).
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AND
Seating alcoves in
circulation areas
provide a place for
informal one-to-one
support.
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AND Case studies
Case Study 3: Baytree Community school and between the schools and the
Special School community facilities in a way that allows
the school and community facilities to
Client: North Somerset Council
expand and contract according to the
Architects: David Morley Architects time of day/week.
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21. Dining
22. Hall
23. Meeting
24. Police office
25. Interview
26. Library and resource center
27. Library and community reception
Key colors
Community facilities
Shared school and community Ground floor
Shared support
primary school
special school
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AnnexesF
TO
Legal framework
b
Education
C.
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F Annexes
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F Annexes
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F Annexes
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Annex D: References
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F Annexes
Annex E: Range A
Pupils have behaviour, emotional and
social difficulties as their main SEN.
Typical model schedules for special
(Typically there are more boys than
schools girls.) Pupils are mostly ambulant, very
active, rarely have physical disabilities
Special schools vary according to but need more personal space for
local approach, the type and range of their behavioral needs. There may be
children's needs (both at the school and outreach programs with local schools
in the wider community) and the type or links with a local pupil referral
of extended school and community unit. There is a high need for
services provided. The schedules storage for safety, security and to
shown on the following pages, which minimize distractions in class, but items
are consistent with the area guidelines of equipment are less bulky than at
given in the rest of the book, are other special schools.
intended as guidelines, to form a basis
from which LAs and schools can build Range B
up their own school schedules to suit Pupils' needs cover a wide range,
local needs. including moderate or severe learning
difficulties, speech, language and
All models take account of a child's
communication needs, and ASD. No
4. For schools with less full curriculum entitlement and their
than 50 per cent of children have profound and multiple
pupils with profound
medical and therapy needs, as well learning difficulties. Some pupils are
and multiple learning as extended school and community ambulant, some are active or have
difficulties or significant
use, multi-agency working, training behavioral needs but others may have
physical difficulties (range
C), schedules would be
and outreach. All are based on a class
minor physical disabilities. Some may
similar to those shown group size of eight.
for range D but with have severe sensory impairment.
marginally less The figure for circulation of 25 per cent of Support spaces include sensory rooms,
overall area.
the gross area takes account of the soft play (primary), and therapy bases
needs of children who use mobility aids such as speech and language therapy
and children who need more space or sensory support, but not hydrotherapy.
between themselves and others. The A few children use mobility aids.
partitions' allowance of 4 per cent of Range D4
gross area reflects the fact that special Pupils' needs cover a wide range,
schools have a number of small rooms
including moderate or severe learning
and often thicker partitions for acoustic difficulties, speech, language and
reasons.
communication needs, and severe ASD.
Three school types are shown (A, B More than 50 per cent have profound
and D, taken from the four types A, and multiple learning difficulties.
B, C and D referred to earlier in the Some pupils are ambulant and active,
document), reflecting typical ranges some may have behavioral needs but
of need. The assumptions behind the others (more than 50 per cent) have
models are described below. For more significant physical disabilities. Most of
information about children's needs, the children have sensory impairments
see page 12. At the time of writing, and many have multiple disabilities.
the DCSF is planning to put additional Support spaces include sensory rooms,
model schedules on the website www. soft play (mainly primary), hydro
teachersnet.gov.uk/schoolbuildings, therapy, physiotherapy and specialist
including for all-age schools. changing rooms. The areas allow
for the use and storage of mobility
equipment.
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All secondary models show post-16 provision as an option, Below are three early years model schedules. These are
providing tutor bases and common room facilities. The models assume assumed to be attached to a primary or all-age school and
that some pupils will attend an FE college or a work placement, or therefore have their own entrance, office and some support but some
access community facilities (where suitable support sharing of spaces such as the main staff room, hall and therapy spaces
facilities will be needed). If students stay on the school site to is assumed. All models are based on one group of eight children.
A two group unit would need an extra play room and additional
need to be made for any shared spaces. The gross area is likely
Range A B D.
Play space 65 65 65 1 65 75 1 75
Sensory/soft play 12 1 12 12 1 12
Social skills base 2 20 20 0
Parents' room 8 eleven 8 8 1 8 8 1 8
Staff areas
office 9 9 9 9 9 9
Storage
Play room equipment (indoor) 2 1 2 2 1 2 2 1 2
Supplies store 2 1 2 2 1 2 2 1 2
Cleaners' store 2 1 2 2 1 2 2 1 2
Kitchen 6 6 6 6 6 6
Pupil toilets/change 16 16 16 16 25 25
Staff toilets 3 3 3 3 3 3
Visitor/disabled toilet 4 4 4 4 4 4
Laundry 2 2 2 2 4 4
Circulation 1111 54 1111 52 1111 60
Partitions 1 25% 4% 10 1 25% 4% 9 1 25% 4% eleven
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F Annexes
Example schedules for different types and sizes of primary special schools
Range TO b D.
FAITH 1 2 1.5
Classrooms/bases 1
Art/science/D&T 25 1 25 25 1 25 25 1 25
food technology 25 1 25 25 1 25 25 1 25
Music/movement/drama 3
Sensory room/studio 10 24 1 24 24 1 24
Hydrotherapy eleven 85 1 85
Social skills/'home' base 12 twenty 2 40
soft play 24 1 24 24 1 24
Calming room 10 1 1 10 1 10 10 1 10
Parents' room fifteen 1 fifteen fifteen 1 fifteen fifteen 1 fifteen
Staff areas
Reception/admin twenty 1 twenty twenty 1 twenty twenty 1 twenty
Deputy 10 1 10 10 1 10 10 1 10
Premises manager 10 1 10 10 1 10 10 1 10
Meeting/training room twenty 1 twenty 25 1 25 twenty 1 twenty
Storage
Coats & bags 2 7 14 2 14 28 2 eleven 22
Mobility equipment (bays) 5 14 70 10 eleven 110
Classroom resources 4 7 28 4 14 56 4 eleven 44
Art/science/D&T resources 4 1 4 4 1 4 4 1 4
Food tech resources 3 1 3 3 1 3 3 1 3
Drama/music store 8 1 8 8 1 8 8 1 8
library store 4 1 4 4 1 4 4 1 4
ICT store 4 1 4 4 1 4 4 1 4
SEN resource base store 4 1 4 4 1 4
PE store 12 1 12 10 1 10 10 1 10
Furniture 13 8 1 8 12 1 12 10 1 10
Extended/community use 8 1 8 8 1 8 8 1 8
Social skills base store 1 2 2
Medical/communication aids/equipment 5 1 5 5 1 5
Therapy store 4 1 4 4 1 4
Oxygen cylinders 2 1 2
Pool store (chemicals) 6 1 6
Visiting professionals' store 2 1 2 2 1 2 2 1 2
Meeting/training room store 2 1 2 2 1 2 2 1 2
equipment store 5 1 5 5 1 5
Admin store 14 4 1 4 4 1 4 4 1 4
Central teaching resources 14 1 14 twenty 1 twenty 18 1 18
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Continued
Range A B D.
FAITH 2 1.5
Premises store 9 9 9 9 9 9
Cleaners' store 2 1 4 2 1 6 2 1 4
General stores fifteen 10 10 10 10 10 10
Pupil hygiene 17 12 12 15 2 30 15 5 75
Laundry 6 6 6 6 6 6
Servery 10 1 10 10 1 10 10 1 10
kitchen office 6 1 6 6 1 6 6 1 6
Kitchen food store 6 1 6 6 1 6 6 1 6
Kitchen refuse store 6 1 6 6 1 6 6 1 6
kitchen cleaner 2 1 2 2 1 2 2 1 2
Kitchen toilet/change 4 1 4 4 1 4 4 1 4
Other
plants Four. Five 1 Four. Five 75 1 75 65 65
file server 4 1 4 4 4 4 4
Circulation % GA twenty-one 25% 470 4% 75 1 25% 800 111 827
Partitions % GA 797 4% 128 25% 4% 132
TOTAL NON-NET AREA 1293 1395
18. Ratio of boys to girls to be considered especially in type A. May need to be larger if community use.
19. Including showers, toilets and lockers.
20. Additional toilets may be required to meet Building Regulations ADM, depending on layout.
21. Includes reception area and secure lobby.
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F Annexes
Example schedules for different types and sizes of secondary special schools
Range TO b D.
FAITH 1.5 2.5 1.5
Music/drama 80 1 80 65 1 65 70 1 70
Learning resource
Small group room 4 14 4 56 14 6 84 14 4 56
Library 5 55 1 55 40 1 40 30 1 30
ICT (class/resource) 60 1 60 30 1 30 30 1 30
SEN resource base Kiln 6 30 2 60 30 2 60
room 4 1 4 4 1 4 4 1 4
Physiotherapy 30 1 30
room/studio Hydrotherapy 10 24 1 24 24 1 24
Premises 10 1 10 10 2 twenty 10 1 10
manager Meeting/ 10 1 10 10 1 10 10 1 10
preparation 40 1 40 55 1 55 40 1 40
12 1 12
D&T resources 8 1 8 8 1 8 8 1 8
library store 4 1 4 4 1 4 4 1 4
ICT store 4 1 4 4 1 4 4 1 4
SEN resource base store 4 1 4 4 1 4
PE store fifteen 30 1 30 18 1 18 18 1 18
Furniture 16 12 1 12 18 1 18 12 1 12
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Continued
Range TO B D.
FAITH 1.5 2.5 1.5
Extended/community use 8 8 8 1 8 8 1 8
Social skills base store 1 12 2
Medical/communication aids/equipment 5 1 5 5 1 5
Therapy store 4 1 4
Oxygen cylinders 2 1 2
equipment store 5 1 5
Admin store 17 4 1 4 4 1 4 4 1 4
Laundry 6 6 6 6 6 6
Servery 10 1 10 10 1 10 10 1 10
kitchen office 6 1 6 6 1 6 6 1 6
Kitchen food store 6 1 6 6 1 6 6 1 6
Kitchen refuse store 6 1 6 6 1 6 6 1 6
kitchen cleaner 2 1 2 2 1 2 2 1 2
Kitchen toilet/change 4 1 4 4 1 4 4 1 4
Other
plants 75 1 75 85 1 85 80 1 80
file server 4 4 4 4 4 4
Circulation % GA 25 1 25% 781 4% 1 25% 897 1 1 25% 875
Partitions % GA 125 1233 4% 143 4% 140
TOTAL NON-NET AREA 1474 1499
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F Annexes
Post 16
Range TO b D.
FAITH 1.5 2.5 1.5
Post 16
Teaching/tutor base 52 31 156 60 5 300 65 3 195
Common room 40 1 40 70 70 50 fifty
Extra/over dining 20 1 20 30 30 25 25
Small group rooms 15 1 15 15 1 45 15 1 30
Extra/over staff room 10 1 10 15 15 10 10
Extra/over staff preparation room 8 8 12 12 8 8
Mobility equipment (bays) 26 5 1 25 10 1 30
Teaching resources storage 4 3 12 4 3 20 4 2 12
Common room store 4 1 4 11551 4 11331 4
TOTAL NET AREA 4 265 4 521 364
Toilets/hygiene 8 16 20 60 20 40
Staff toilets 4 8 4 4 8
Circulation % GA 2 2 25% 102 4% 32 8 2 2 25% 145
Partitions 16 142 25% 4% 4% 23
TOTAL NON-NET AREA 207 33 308 216
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F Annexes
Annex F:
The table below is a guide to some of the key design points associated with specific needs. Each
child is unique, however, and may have several of these needs. See page 12 for a broad description
of children's needs. Needing space for assistants alongside is common to all.
Specific 3D learning aids; occupational Good acoustics for SpLg therapy; Learning aids, ICT; practical
learning and/or physiotherapy; learning, storage for learning aids; SEN work; flexible layouts for
difficulty behavior/speech & language resource base movement work; appropriate
SpLD (SpLg) support positioning of child in class
Moderate SpLg therapy; learning & Good visibility for supervision; Learning aids, ICT; practical
learning behavior support; social skills good acoustics for SpLg; H&S risk work; flexible use of FF&E;
difficulty training assessments; storage for resources appropriate positioning of
MLD and learning aids; SEN resource & child in class
specialist bases
Severe 3D learning aids; multi-sensory Good visibility for supervision; Multi-sensory and practical
learning work; adapted ICT; social skills & wayfinding to aid independence; activities; learning aids, ICT;
difficulty independence training; SpLg good acoustics for SpLg therapy; flexible use of FF&E;
SLD therapy; learning & behavior specialist SEN support; H&S risk movement and circulation
support; physio-, occupational & assessments; storage & use of (some mobility aids);
hydrotherapy mobility/learning aids additional support staff
Deep & 3D learning aids; multi-sensory As SLD but more space for greater Multi-sensory, practical &
multiple work; sensory impairment support, storage and concentration therapy work; adapted ICT &
learning support; SpLg therapy; of needs; higher accessibility access technology; additional
difficulty occupational, physio-and/or standards; intensive use of mobility staff; flexible use of FF&E;
PMLD hydrother apy; medical & personal aids & hoists; H&S risk assessments: movement and circulation
care; soft play manual handling, infection control; (bulky mobility aids)
storage and use of mobility &
learning aids
Behavior, Behavioral, cognitive, social Good sightlines, balance between Avoiding distraction and
emotional and skills support; learning mentors; privacy and ease of supervising conflict; varying layout (eg
social difficulty social workers, educational children; secure storage; robust separated or grouped tables);
BESD psychologists, mental health materials, tamper proof FF&E & supervision; developing social
service (CAMHS) concealed services; H&S risk skills; quiet/informal corner
assessments; large spaces for social
and outdoor activities
Speech, Social skills support; learning & Easily understood whole school Position of child in class;
language & communication aids, synthetic layout with clear signage; good use of signs, symbols,
communication speech production equipment, lighting, room acoustics and sound communication aids and
needs assistive technology; SpLg insulation; sound-field systems, extra synthetic speech production
SLCN therapy; learning and behavior ICT and associated services equipment; SpLg therapy
support
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Continued
autism Learning & behavior support; Simple layout: calm, ordered, low Varying approaches;
spectrum social skills programs in class and stimulus spaces, no confusing large structured activities using ICT
disorder by withdrawal; specialist spaces; indirect lighting, no glare, and FF&E; position of child in
ASD ASD teaching approaches; subdued colors; good acoustics, class; screened
specialist ASD resource base avoiding sudden/background noise; workstations; safe quiet place to
robust materials, tamper-proof calm down
elements and concealed services;
possibly H&S risk assessments;
safe indoor and outdoor places for
withdrawal and to calm down
Hearing Use of CCTV; HI teaching Avoid distraction: low sensory Signing, communication
impairment strategies; oral signing; HI stimulus & subdued colors; good worker; U-shaped or other
HI learning & communication quality low glare lighting, avoiding layout for good visibility;
support; Splg therapy & social shadows & silhouetting; good visual aids/ICT/TV/CCTV;
skills training; audiology & HI quality acoustics, low background radio aids
assessment noise; visual alarms, sound-field
systems, hearing loops; storage &
maintenance of technical aids
Visual VI specialist aids eg tactile Good quality ambient & task Clear, safe uncluttered layout;
impairment and visual aids, Braille, CCTV lighting & controls; visual contrast, specialist (eg tactile and
SAW viewers, ICT text magnification, cues, symbols, tactile trails & maps; visual) aids; adapted ICT
speech & sound output; good acoustics, low background
VI teaching strategies; noise, speech & audio aids; sounder
VI support by mobility training alarms, H&S warnings; VI resource
officer room; storage and maintenance of
technical aids
Multi-sensory Visual, tactile, mobility, As for HI and VI: clear, simple Individual or small groups,
impairment communication aids and multi- layout for sensory wayfinding with HI, VI, MSI workers;
M: YES with visual, audio & tactile cues;
sensory work; varied support as needed; practical learning aids;
MSI assessment, 1-1 learning good quality non-glare lighting; multi-sensory work; adapted
and behavior work; soft play good quality room acoustics, no ICT & access technology;
room background noise; greater use of flexible use of FF&E
mobility aids, hoists & hydrotherapy
(see PD); large store
Physical Learning and mobility aids, Higher accessibility standards; Learning & communication
disability scribe, adapted ICT, much bulky mobility equipment communication aids, aids, adapted ICT, assistive
P.S. assistive (independent or assisted use), technology; use of hoists, technology; scribe, assistant,
equipment stores, storage bays off mobility aids; occupational, corridors; carers, occupational
H&S risk assessments: physio- & hydrotherapy; manual handling therapist; specialist adjustable
personnel; shallow pitch carers, nurse, medical and/or stairs, rest places; height FF&E; equipment
hygiene health care support storage; movement &
& infection control; assisted circulation (some bulky
emergency escape, evacuation lifts & mobility aids)
safe refuges; space for carers &
equipment storage; place for rest & F
breathe; large equipment storage
spaces
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