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How global conflicts impact UK school construction

In an interconnected world, events far beyond our shores increasingly shape domestic industries in profound ways. One of the most pressing issues today is the impact of global conflicts on construction, particularly in sectors as essential as education. As the UK strives to build and maintain schools fit for 21st-century learning, it is imperative to reflect on how wars around the world influence this endeavour—and how prioritising peace can lead to brighter futures for our young people. School Building Magazine Editor Joe Bradbury discusses:

The impact of global conflicts reverberates far beyond the immediate regions of war, affecting economies, supply chains, and construction industries worldwide. In 2025, school building projects in the UK continue to feel the pressure from geopolitical instability, particularly through rising material costs and labour shortages. Wars in regions rich in critical resources—such as metals, oil, and timber—disrupt supplies, causing price volatility and delaying construction timelines.

For example, conflicts in Eastern Europe have strained supplies of steel and other materials, leading to increased costs that impact public sector budgets allocated for new schools and refurbishment projects. Additionally, energy crises tied to these conflicts drive up the operational costs of running schools, further limiting funds available for new construction.

Labour shortages also stem from displaced workers and reduced workforce mobility, exacerbating project delays. Skilled tradespeople may be redeployed to government-led infrastructure or housing projects designed to accommodate refugees, diverting resources from education infrastructure.

The financial strain on education construction highlights an urgent societal need to prioritise peace and stability. Peaceful conditions allow for uninterrupted access to resources, stable supply chains, and predictable costs, enabling more efficient school construction. A world that invests in peace fosters environments where children can learn in safe, inspiring, and modern school buildings.

Supply chain disruption

Modern construction is reliant on complex global supply chains. Essential materials such as steel, timber, and concrete are often sourced internationally. When conflicts erupt, trade routes are disrupted, prices surge, and supply shortages become commonplace. In recent years, wars in regions rich in natural resources have driven up the cost of building materials, placing additional financial strain on projects already operating within tight budgets.

For UK school construction, these pressures mean that projects can be delayed, scaled back, or forced to compromise on quality. A shortage of key materials impacts not only new builds but also refurbishment and maintenance work. Temporary fixes may take the place of long-term solutions, ultimately affecting the durability and sustainability of school buildings.

Labour market pressures

Wars and political instability often result in significant displacement of populations. While the construction sector has historically benefitted from skilled migrant labour, recent global conflicts have intensified migration patterns. While the UK gains valuable expertise from many immigrants, fluctuating labour availability also poses challenges for project planning and workforce stability.

In a strained labour market, competition for skilled workers increases, leading to higher wages and potentially longer project timelines. School building projects, which depend on precise scheduling to avoid disruption to academic calendars, are particularly vulnerable to such pressures.

Energy costs and construction budgets

Conflicts in energy-producing regions have a direct impact on fuel prices. The rising cost of energy affects the production and transportation of building materials, further inflating overall construction costs. For school construction projects funded by public sector budgets, these increases can reduce the scope of what is achievable.

In recent years, the cost of heating and powering school buildings has also surged due to geopolitical tensions affecting oil and gas supplies. Designing energy-efficient schools—incorporating solar panels, advanced insulation, and smart energy management systems—becomes not only an environmental necessity but an economic imperative. However, the upfront investment required for these technologies may be harder to secure when budgets are squeezed by rising construction costs.

Prioritising peace to build a better future

The challenges posed by global conflicts make a compelling case for the pursuit of peace and stability on a global scale. When resources currently diverted to war efforts are redirected toward development, societies can prioritise education and infrastructure—the very foundations of prosperity and progress.

A peaceful world is one in which construction can thrive. Stable supply chains, predictable material costs, and a reliable labour market enable the creation of school environments that inspire learning and growth. Investing in diplomacy, conflict resolution, and international cooperation benefits not just geopolitics but also the very buildings where the next generation is educated.

Designing schools with peace in mind

While we cannot control global conflicts, we can design and build schools that reflect our aspirations for a more peaceful world. Here are some strategies to consider:

  • Resource Resilience: Prioritising locally sourced and renewable materials can mitigate the impact of international supply chain disruptions. Timber from sustainable UK forests and recycled materials offer viable alternatives to imported resources.
  • Energy Independence: Schools designed with renewable energy systems—solar panels, wind turbines, and geothermal heating—reduce reliance on volatile fossil fuel markets. This approach not only lowers operating costs but also aligns with the UK’s net-zero ambitions.
  • Flexible Learning Spaces: In a rapidly changing world, adaptability is key. Movable walls, multi-purpose rooms, and outdoor learning areas provide flexibility, allowing schools to evolve in response to future needs without costly renovations.
  • Durability and Longevity: Quality construction that emphasises durability over short-term savings ensures that schools remain safe, functional, and inspiring for decades to come. Investing in robust materials and thoughtful design minimises the need for frequent repairs.

Fostering a culture of peace in schools

Beyond the physical structures, schools themselves play a vital role in promoting peace. Educational institutions can instil values of empathy, cooperation, and conflict resolution from an early age. Incorporating these themes into curricula and fostering inclusive, respectful environments helps cultivate a generation of peacebuilders.

School buildings can also be designed to symbolise unity and inclusivity. Shared spaces that encourage collaboration, open and transparent layouts, and cultural representations in design elements all contribute to a sense of community and mutual respect.

The role of policy and advocacy

Policymakers, construction professionals, and educators must advocate for policies that prioritise sustainable and resilient school construction. This includes lobbying for:

  • Increased investment in renewable energy technologies for schools to mitigate rising energy costs.
  • Support for local material production and reduced dependency on conflict-affected regions.
  • Training initiatives to strengthen the domestic construction workforce, reducing reliance on fluctuating global labour markets.

Furthermore, the UK’s foreign policy should reflect a commitment to peace and stability, recognising the interconnected nature of global conflicts and domestic prosperity.

In summary

Wars and conflicts have far-reaching consequences that extend well beyond battlefields, affecting industries vital to societal growth and wellbeing. The UK’s school building sector is not immune to these pressures. By prioritising peace, investing in sustainable practices, and designing schools that embody resilience and adaptability, we can create educational environments where young people can thrive. Ultimately, a world committed to peace is one where our children can learn, grow, and reach their full potential in safe, beautiful, and inspiring spaces.

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A vision for 2025: Building better schools for the future

As we step into 2025, the landscape of the UK’s educational infrastructure is evolving, with new challenges and opportunities shaping how we approach the design and construction of school buildings. Construction professionals and specifiers working in this sector have a unique opportunity to create lasting, positive change. Here are my hopes for what we, as an industry, can achieve this year:

Sustainability at the core

Sustainability has been a key talking point for several years, but 2025 must be the year when action truly matches rhetoric. Schools, as significant public assets, have a vital role in leading the charge toward a net-zero future. This is not just a matter of reducing carbon footprints during construction; it extends to ensuring long-term energy efficiency and environmental stewardship.

In practical terms, I hope to see wider adoption of renewable energy solutions, such as photovoltaic panels and ground-source heat pumps, integrated into school designs. The use of sustainable materials, including timber, recycled steel, and carbon-neutral concrete, must become the norm rather than the exception. Additionally, adopting passive design principles—maximising natural light and ventilation—can significantly reduce energy consumption while creating healthier learning environments.

Embracing modular and offsite construction

The benefits of modular and offsite construction methods have become increasingly apparent. Speed, cost-effectiveness, and quality control are all enhanced when buildings are manufactured in controlled environments. In 2025, I hope to see these techniques embraced more widely in school construction.

Modern modular buildings are far removed from the temporary structures of the past. Today’s solutions are durable, highly efficient, and architecturally impressive. They also provide flexibility for future expansions, allowing schools to adapt to changing needs without major disruptions. By leveraging modular construction, we can meet the urgent demand for new school places faster and more efficiently.

Designing for wellbeing

The design of school buildings has a profound impact on student and staff wellbeing. Research consistently shows that factors such as lighting, acoustics, and air quality directly influence concentration, performance, and overall health. In 2025, I hope that wellbeing-centred design principles become an integral part of every school project.

Natural light should be prioritised, with large windows and skylights used to create bright, uplifting spaces. Improved acoustic insulation can help reduce noise levels, particularly in busy corridors and communal areas. High-quality ventilation systems, using HEPA filters and incorporating green spaces, can enhance air quality and create calming environments that promote mental health and focus.

Technology integration

As technology continues to evolve, so too must our schools. In 2025, I hope to see a stronger emphasis on future-proofing educational buildings to accommodate emerging technologies. Smart building systems that allow for efficient management of lighting, heating, and security are becoming more accessible and can greatly improve both energy efficiency and safety.

Additionally, flexible learning spaces that cater to a variety of teaching methods and technological needs should be prioritised. Moveable walls, adaptable furniture, and robust IT infrastructure can support collaborative learning, STEM education, and hybrid teaching models. Schools designed with adaptability in mind will be better equipped to prepare students for a rapidly changing world.

Prioritising inclusivity

Accessibility and inclusivity are fundamental principles that must underpin school design in 2025. Every child deserves a learning environment that meets their needs, regardless of physical ability or neurodiversity. While progress has been made in this area, there is still work to be done.

I hope to see the widespread incorporation of design features that promote inclusivity, such as step-free access, sensory-friendly spaces, and intuitive wayfinding systems. Inclusive design not only benefits students with specific needs but also enhances the overall usability of a building for all its occupants.

Collaboration and community engagement

Finally, the most successful school projects are those that result from collaboration. Architects, engineers, contractors, and educators must work together from the earliest stages of design to ensure that the end result is fit for purpose. Engaging with the local community—including parents, students, and neighbourhood groups—can also provide valuable insights and foster a sense of ownership and pride.

In 2025, I hope to see more projects adopting an integrated, collaborative approach that prioritises long-term value over short-term gains. By focusing on quality, sustainability, and the needs of the end users, we can deliver educational buildings that stand the test of time.

In summary

The UK school building industry is at a pivotal moment. With the right focus and collective determination, 2025 can be a year of meaningful progress. By embracing sustainability, innovative construction methods, wellbeing-focused design, technological adaptability, inclusivity, and collaboration, we can create schools that not only meet the needs of today but inspire future generations to learn, grow, and thrive.

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Heckmondwike FB Wins CFJ Award for Education

Heckmondwike FB, a leading manufacturer of high-performance carpets, has won the CFJ award for the Education (Schools) category for the Saint John Henry Newman Catholic School project in collaboration with Kier Construction and Westcotes Flooring Ltd.

This accolade recognizes Heckmondwike FB’s commitment to providing hard-wearing and cost-effective flooring solutions for the education sector. The award-winning project showcased the exceptional qualities of Supacord, the company’s renowned fibre-bonded carpet specifically designed for educational environments.

Supacord: The Ideal Flooring Solution for Schools

The Saint John Henry Newman Catholic School project involved the installation of 1400m2 of Supacord carpet tiles in Steel Grey and 48m2 of Battleship entrance matting in Anthracite. Supacord’s exceptional durability, acoustic performance, and aesthetic appeal made it the perfect choice for this demanding educational setting.

“We are thrilled to receive this prestigious CFJ Award,” said Bob Mortimer, UK & Ireland Sales Manager at Heckmondwike FB. “It is a testament to our dedication to providing hard-wearing flooring solutions that are good value for money for the education sector. Supacord has proven time and again to be the ideal choice for schools, offering exceptional performance, comfort, and value.”

Key Features and Benefits of Supacord:

  • Enhanced Impact Noise Reduction: Creates a quieter and more conducive learning environment.
  • Acoustic Backing Available: Further enhances sound absorption for improved acoustics.
  • Hard-wearing: Withstands heavy foot traffic and resists wear and tear, ensuring long-lasting performance.
  • Anti-Fray and Anti-Ravel Properties: Maintains its appearance and prevents unravelling, even in high-traffic areas.
  • Manufactured in the UK for over 50 Years: A trusted and reliable product with a long history of excellence.
  • Available in 42 Colours: Offers a wide range of design options to complement any school’s aesthetic.
  • A+ BREEAM Rating & EPD Verified: Supacord is environmentally friendly and contributes to sustainable building practices.

Battleship Entrance Matting: A Perfect Complement

In addition to Supacord, the project utilized Battleship entrance matting, a durable and effective solution for minimizing dirt and moisture ingress. Its anti-fray structure, hard-wearing properties, and low maintenance costs make it an ideal choice for school entryways.

Nominated for more awards

Further to winning this award at the end of 2024, we have been nominated for more awards in 2025.

The CFJ Awards recognize and celebrate outstanding achievements in product innovation, design, and installation across various sectors. Winning a CFJ Award is a testament to a company’s commitment to excellence and its contribution to the advancement of the flooring industry.

About Heckmondwike FB

Heckmondwike FB is a leading UK manufacturer of high-quality carpets for commercial and residential applications. With a strong focus on innovation, sustainability, and customer satisfaction, Heckmondwike FB has established itself as a trusted name in the flooring industry. The company’s diverse product portfolio caters to a wide range of needs and applications, ensuring that customers can find the perfect flooring solution for their specific requirements.

heckmondwike-fb.co.uk/product/supacord/

 

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Strategies for Cleaner & Healthier Education Environments

Students spend on average 35 hours a week in school for half the year1, so it is vital to prioritise wellbeing, productivity, and comfort to support learning. In this article, Dyson explains why installing air purification systems within educational settings should be a priority to address the risks associated with poor indoor air quality. 

Understanding Indoor Air Quality

Indoor air quality (IAQ) within educational settings is a critical consideration that significantly impacts the health and performance of both students and staff. Those working in the education sector play a crucial role in shaping learning environments that prioritise optimal air quality, ensuring a conducive and healthy atmosphere for academic pursuits. Research shows that the majority of the UK public (87%) and education leaders (98%) believe that air quality is important in education spaces2. Therefore, should remain a priority.

As educational institutions are shared spaces that accommodate individuals of all ages, they often face challenges related to airborne pollutants. Pollutants, such as VOCs (Volatile Organic Compounds), are emitted from many sources including fuels, flooring, cleaning products, and even soft furnishings. These micro pollutants are impossible to see but can have an impact on our health, wellbeing and productivity.

Short-term exposure to VOCs can potentially lead to heightened fatigue, difficulty concentrating, and an overall sense of discomfort. Those with respiratory conditions such as asthma may also notice an exacerbation of symptoms, including coughing and shortness of breath. Additionally, poor indoor air quality can contribute to the spread of viruses and respiratory infections among occupants3. As such, poor indoor air quality can contribute to an unhealthy learning environment, so it is important to mitigate the impact on students and staff.

Global Action Plan, a leading charity, brings attention to the alarming statistic that almost all UK schools are in areas above WHO air pollution limits4. The UK government has officially acknowledged poor air quality as the largest environmental risk to public health in the country. This underscores the urgency for educators to prioritise IAQ initiatives in school design and ongoing maintenance and the critical importance of proactively embracing available technologies for air purification in classrooms. 

Choosing Technology for Cleaner Educational Environments

When decision-makers are considering suitable technology for education spaces, it is essential to consider various features and technologies that are catered to large, shared spaces which have distinct requirements. For example, opting for quiet and powerful purifiers, such as Dyson’s Big + Quiet, are particularly well-suited to the educational environment as they reduce exposure to indoor air pollution, without disruption.

By introducing purification solutions, it is possible to address risks associated with poor indoor air quality, ensuring that students and staff can thrive in an environment that facilitates both health and productivity. 

To learn more about how to create cleaner, and more hygienic shared spaces across educational spaces, visit Dyson technology’s business hub and book a call: 

www.dyson.co.uk/commercial/air-treatment

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Precast in the frame for net zero future

A precast concrete approach to constructing the building frame for the UK’s largest ever Passivhaus school has demonstrated the material’s potential for use in highly sustainable buildings. Mark McCann at FP McCann, the country’s largest manufacturer of precast concrete products explains why.

The development of a new educational campus has shown how precast concrete could play an increasingly important role in the construction of public buildings designed to meet the highest sustainability standards, and help the UK to achieve its net zero carbon goal.

The recently opened £120m Dunfermline Learning Campus primarily replaces two schools which had reached the end of their lifespan and no longer met the needs of 21st century education. The project to replace Woodmill High School and St. Columba’s RC High School was initiated by Fife Council in 2019 with the aim of bringing together the two secondary schools into a single building. It would also enable a new facility for Fife College to be integrated into the site to create a new education hub as part of a wider master plan.

Rather than adopt a compliance-level approach where the new building would meet the current Building Regulations and school design standards, Fife Council had much more ambitious goals to create a state-of-the-art facility. In addition to ensuring the two schools would retain their individual identities, Fife Council sought to create a number of high quality shared facilities to enable progressive teaching and the cross-fertilisation of ideas in a building designed to push the boundaries for collaborative working.

Energy reduction and sustainability were high priority too, with Fife Council stipulating design to achieve Passivhaus Classic Certification, whilst also setting a low embodied carbon value for the project, as per RIBA 2025 targets. In addition, this was one of the first construction projects to apply the Scottish Government and  Scottish Futures Trust’s new ‘Net Zero Public Sector Buildings Standard’, a voluntary standard designed to support public bodies to define objectives for their construction project in pursuit of a credible path to net zero operational energy.

Focus on the building form

AHR Architects were tasked with designing the new building to accommodate Woodmill High School and St. Columba’s RC High School. Its Glasgow team worked closely with Fife Council’s architect John Peden to bring the vision to fruition and main contractor BAM Construction, who have delivered a number of previous projects for the council including Madras College in St Andrews.

AHR recognised the importance of embracing key Passivhaus principles from the outset, firstly in respect of the building form. In Passivhaus projects, the ‘form factor’ must be considered to ensure the ratio of the external envelope to the floor area is minimised, thus lowering the potential for heat loss. This resulted in a design with the accommodation arranged over three floors and a relatively compact form which avoided complexities such as external soffits and multiple steps in the massing.

Simplification of the build process was also significantly important for a building of this scale. In particular, how to ensure the building’s main frame could be built most efficiently whilst also achieving super-high levels of airtightness.

An analysis of the frame options was undertaken early in the design at RIBA Stage 1-2 to assess which approach would achieve the airtightness level of 0.6 air changes per hour (ACH), expressed as  ≤ 0.6 h-1 @ 50 Pa. From this, the decision was made to adopt three different methods. Precast concrete was selected for the main building frame, CLT (cross laminated timber) was chosen for the sports block and a hybrid steel frame as used to form the core of the building.

Delivering on precast concrete’s airtightness promise

Choosing precast concrete for the main building frame maximised delivery of an airtight envelope and simplification of detailing. This is because concrete is in itself inherently airtight, which makes it easier to track the airtightness line through the building, and it does not rely on membranes and tapes throughout the line. 

In addition, because the joints between the precast panels could be pressure grouted, this further assists in maintaining an airtight line. Also, in general, concrete allows the airtight line to be on the internal face of the panels, allowing for ease of tracking and resolution of any issues throughout the build.

The theoretical advantages of using precast concrete, however, still required translating into reality, and this is where the expertise of BAM Construction and FP McCann came into play. We had to ensure approximately 1,500 units including precast walls, ‘Hellerup’ stair, stairs, lift shafts, floor planks and columns were manufactured to the highest quality standards and delivered to site and installed with maximum efficiency. 

The precast concrete frame was built over a 27-week period between October 2022 and May 2023, with a large crane lifting the panels into position on arrival to site from our Byley factory in Cheshire. Some of these precast panels were particularly large, with seven measuring 12m in length for the construction of the three storey high dining hall. 

Quality focus key to success

For BAM Construction, the project was the first Passivhaus build of this type they had undertaken in Scotland, but they were able to draw on extensive experience from within the group, chiefly in respect of projects in South West England and Germany. Their approach from the outset was to create the pre-cast structure not just to be ‘a little bit more airtight’, but significantly so. 

The BAM team in Scotland recognised that the key difference between this project and non-Passivhaus building projects was intense scrutiny on quality and detailing, and the initial advice provided by their colleagues in Germany was simply put – ‘build it with concrete’. By using this material, they knew they could create an inherently airtight frame that would not have to rely on membranes and other elements. 

Quality control was critically important to ensure the airtightness goals would be achieved and the project team developed processes to manage this. Fife Council’s architect, John Peden, took on the role of “quality champion” and established a quality team. They sought to look for continuous improvement opportunities, including using lessons learned from previous projects, through dedicated quality meetings on site, quality walk-rounds, and by reviewing particular elements of work as it began or prior to roll-out.

The result of this attention to detail and continuous quality focus delivered an airtightness level that surpassed the target. In the precast concrete framed building, airtightness of 0.4 h-1 @ 50 Pa was recorded.

A very high level of airtightness was not the only benefit of using precast concrete, however. Superior acoustic performance could be achieved more easily due to the floor-to-floor spans of the precast units, and they also reduced the need for linings in the stairwells, which is a vulnerable area. 

Precast concrete also enabled the building envelope to be partially wind and water-tight much earlier in the programme than would have been the case with other approaches, such as a cladding solution. This in itself has major benefits, not least helping to keep the build schedule on track amidst the uncertainty of the Scottish weather.

Lessons for future Passivhaus projects

Applying Passivhaus principles to the construction of the new Woodmill High School and St. Columba’s RC High School was an ambitious step by Fife Council, but it has delivered outstanding results thanks to the positive approach of the whole project team and a dedication to design quality. Architect’s AHR balanced the need to embed Passivhaus principles with quality from the outset and the selection of materials, including precast concrete, contributed to achieving high thermal and acoustic performance.

Buildability was also significant in this project and here again precast concrete proved its value. The architects acknowledged that the decision to go with this material for the main building frame helped to make the build process straightforward. This in itself can have a massive impact on the success of construction projects because complexity is reduced and efficiency is therefore improved.

But one of the most important outcomes of this project is that it challenges the perception of concrete not being compatible with highly sustainable construction. The benefits of precast concrete over the lifetime of these school buildings, particularly in respect of helping to minimise energy consumption for heating and cooling will far outweigh the carbon emissions resulting from the production of its raw materials and its manufacture.

Find out more about the benefits of precast concrete at www.fpmccann.co.uk

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Willow Dene School receives new SEN modular building for sixth form students

Willow Dene School needed to expand its estate with a new SEN building for its sixth-form students. Leading modular building specialists, Wernick Buildings were willing and able to take on this challenge.

The sixth form block is a project delivered by the Royal Borough of Greenwich Council for Willow Dene School, part of Compass Partnership. Focusing on modern education requirements, the new building will provide teaching spaces for newly formed groups of students over the age of 15. With its students in mind, the building required specialist features to safeguard the students along with supporting the staff.

Royal Borough of Greenwich actively addressed the increasing demand for Special Educational Needs and Disabilities (SEN) provisions for students in the local area. In collaboration with Willow Dene School, the Council’s Education and Child Services departments played a key role in defining the requirements for extending support to students with special educational needs. The Borough committed to funding the development of additional facilities on one of the school’s two sites to meet these requirements, reflecting their dedication to enhancing educational provisions and supporting the diverse needs of the community.

A modular building solution with student’s safety in mind

The building consists of 14 modules which were manufactured ‘offsite’ in South Wales at Wernick’s specialist manufacturing facility. Each module was transported and craned into position at the school to form the completed building. This was ideal for the estate as the building needed to be positioned within a tight space tucked between the existing school building and car park. 

Modular buildings can be installed quickly and efficiently, often during holiday periods, ensuring minimal disruption to daily activities. Designed with the needs of SEN students in mind, this building incorporates thoughtful features to support its users. These include lockable doors, which can only be operated by staff, ensuring a safe and controlled learning environment. 

The building also includes a lift system to ensure wheelchair users can access the first-floor classrooms and breakout spaces, ensuring inclusivity for all students. On the ground floor, a designated changing and hygiene room offers a comfortable and convenient space for students when required. Other internal spaces include classrooms, a reception area, a staff room, breakout rooms, and well-equipped toilets. These are all designed to support the students’ needs and help run the school efficiently.

“Our priorities were to have two classrooms, one with all the accessibility that our more complex young people would need and one with a lot of access to space.” Rachel Harrison – Executive Head Teacher at Willow Dene School

Breaking the stereotype of modular buildings

The planning process for the sixth form block involved several key stages to ensure compliance with local regulations and community needs. At the start, a planning consultant, recommended by the council, was employed to conduct a thorough analysis of local planning policies. There was a big focus on sustainability and operational considerations.  

London Borough engaged with the school’s Head Teacher, Rachel Harrison, and Operational Lead for Special Schools, Claire Celisse, as Inclusive Design Leads for the project. Rachel, an experienced educator and advocate for inclusive practices, ensured that the design process addressed the needs and perspectives of the school community, focusing on inclusivity and accessibility. Together with Claire, they reviewed all design proposals to ensure that the Willow Dene community’s specific requirements were met. Providing valuable insights and feedback that guided the project towards solutions prioritising inclusivity, accessibility, and functionality.

Wernick was able to work closely with the school and its stakeholders throughout the development of the project. This allowed Wernick to successfully deliver a space that supports Willow Dene’s mission of providing an inclusive and welcoming environment for students with special educational needs. The result is a thoughtfully designed building that promotes learning and accessibility.

Sustainability principles were considered as a priority based on the initial client’s brief and integrated into the design, including features such as a green roof and heat recovery mechanical ventilation systems. Initially, the client’s brief was aiming for BREEAM Excellent, but after pre-application discussions, these were adjusted to BREEAM Very Good to better align with planning feedback and budgetary constraints.

The completion of Willow Dene School’s new SEN modular building marks an exciting milestone for its sixth-form students. Designed with accessibility and inclusivity at its core, the state-of-the-art facility provides tailored spaces to support learning, development, and well-being. By combining innovative modular construction with thoughtful design, the project demonstrates how modern buildings can deliver practical solutions for specialist education. Willow Dene School now has a versatile, purpose-built environment to empower its students and staff for years to come. 

Wernick were absolutely brilliant at listening, taking our feedback, changing the design and the requirements.” Rachel Harrison – Executive Head Teacher at Willow Dene School.

www.wernick.co.uk

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TG Escapes provide net-zero timber frame building for Solihull Sixth Form College

Solihull Sixth Form College has unveiled the Turvey Building, a new facility delivered by TG Escapes, specialists in sustainable, timber frame, modular construction. Designed to meet modern educational needs while prioritising sustainability, the building reflects the College’s commitment to creating eco-friendly learning environments. Named after Malcolm Turvey, a teacher who dedicated 44 years to the College, the building honours his legacy.

To celebrate the launch of the Turvey Building the College held an official opening ceremony and welcomed a visit from the His Majesty’s Lord-Lieutenant of West Midlands Derrick Anderson CBE who said of the project: “This facility represents innovation and sustainability. His Majesty is deeply interested in developments addressing climate change, and I’m proud to support the College’s efforts to create a sustainable, high-quality learning environment.”

The bespoke building has been meticulously designed to achieve net-zero in operation, reflecting the College’s commitment to sustainability and the Summit Learning Trust’s West Midlands Lieutenancy ‘Tread Lightly’ initiative. The Turvey Building features sustainable technologies such as air source heat pumps, solar panels, LED lighting, and natural ventilation, allowing it to operate at net-zero energy. A fabric-first approach minimises energy loss, with high-performance insulation materials used throughout. Full-height windows allow natural light to flood the classrooms, creating an inviting atmosphere that enhances the learning experience. Solar shading, including brise soleil, reduces energy consumption and ensures comfort. The building has achieved an SBEM A+ (-1) rating, certifying it as carbon-neutral in regulated energy use.

The project. funded via a grant from the Department for Education and investment from the Summit Learning Trust, was completed in just seven months and houses eight classrooms for A-Level Psychology, the College’s largest department, along with office spaces, storage, and modern facilities. Tom Hillier, Project Manager at TG Escapes, said: “It’s been a pleasure to collaborate with Solihull Sixth Form College on this project. We’re committed to providing students and staff with a positive environment where all can thrive. This has been achieved on this project through sustainable design decisions and material choices. Those who use the Turvey Building will be exposed to the natural elements – high levels of natural light and ventilation – a great boost for all to enjoy!”

This building is part of Solihull Sixth Form College’s broader plan to modernise its facilities to accommodate increasing student numbers and reflects a long-term investment in education. Dr Martin Sullivan, Principal of Solihull Sixth Form College, remarked: “I am absolutely delighted to have expanded the campus with such a modern, spacious and sustainable new building. It means we can look forward to welcoming even more local young people through our doors next year. I am grateful to Summit Learning Trust for helping to fund the Turvey building and I know they are as focused as we are on providing a top-quality education to learners that helps them to identify their goals and achieve their potential.”

Steve Smith, Estates and Facilities Director at the Summit Learning Trust, also praised the project’s alignment with sustainability goals: “This building reflects our dedication to sustainability and providing the best learning environments. With these facilities, Solihull Sixth Form College will thrive.”

The Turvey Building exemplifies how educational institutions can integrate sustainability into their designs. TG Escapes’ modular construction approach ensures efficient delivery while minimising waste and environmental impact. Hillier concluded, “Working closely with the College, we’ve ensured every element of this building contributes to a positive learning environment. It’s a project we’re proud of, and it’s wonderful to see it come to life.”

The Turvey Building sets a new standard for educational developments, combining sustainability with modern design. It is a model of how educational spaces can evolve to meet both the needs of students and the demands of a sustainable future.

TG Escapes predominantly focus on the education sector. They use a method of modular construction that creates a cost-effective permanent structure faster, with less disruption than traditional construction, ensuring educational continuity for staff and students. Customers rate them 4.9 out 5 based on 194 reviews and recent awards include Education Estates Contractor of the Year 2021, MMC Awards 2023 Project of the Year and Public Sector Innovation of the Year, and MMC Awards 2024 Manufacturer of the Year. TG Escapes are members of Construction Line Platinum, STA Gold and Site Safe, and the Pagabo Dynamic Purchasing System.

For more information call 0800 917 7726, email info@tgescapes.co.uk or visit www.tgescapes.co.uk

 

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School buildings most in need of improvement set to benefit from £8.6m council investment

The latest programme of school infrastructure improvements worth £8.6 million has been unveiled by Nottinghamshire County Council

The investment is part of the council’s annual school building improvement work which will be designed and delivered by Arc Partnership, a joint venture between the council and SCAPE.

A dozen schools will benefit from a range of improvements, dependent on the needs for each school. The works will include roof replacements, drainage improvements as well as energy-efficient lighting and boiler upgrades.

Cabinet Member for Economic Development and Asset Management, Councillor Keith Girling, said:

“Investing in our schools’ infrastructure is vital. Young people deserve to study and learn in buildings which are fit-for-purpose.

“We know that some schools were impacted by flooding earlier this year, so those schools most in need of improvements to their drainage systems are being prioritised. We have also secured some government money to help towards this work.

“This latest programme of work will once again help school buildings be more energy efficient and help save on bills. It is all part of a long-term investment plan which has seen various improvements to 67 school buildings since 2021.

“Once again, the vast majority of this work will be carried out by local contractors, which is good news for the local economy.”

Councillor Sam Smith, Cabinet Member for Education and SEND, who alongside the Council Leader Ben Bradley, recently wrote to the Department for Education to get reassurance to its commitment to fund the council’s school rebuilding programme. He added,

“This annual programme to improve school buildings is an important investment in our children’s future.”

While the council has a duty to maintain school infrastructure, the day-to-day maintenance tasks are the responsibility of the respective schools. This collaborative approach helps to ensure that schools can address immediate maintenance needs and allow the council to focus on larger infrastructure projects and improvements.

Planned improvements for 2024/5 includes:

James Peacock Infant school in Ruddington. The school will benefit from work worth more than £1.04 million to upgrade the building’s infrastructure and help improve energy efficiency. This will include new ceilings and lighting, replacing the flat roof covering and insulation and the external cladding. (This is additional funding/works to what has been approved in previous years).

Pierrepont Gamston school will have two sets of improvements: Replacing the roof covering and improve insulation (£250,000) Replace old boiler with an energy efficient one (£205,000)

Woods Church of England Foundation Primary, Woodborough will have £549,000 worth of work to have gas boilers replaced with high efficiency modern equivalent. All heaters and pipework will also be replaced. This is additional funding/works to what had been approved in previous years.

Manor Park Infant and Nursery in Calverton will have £100,000 worth of work will include structural inspection of the floors in a number of classrooms with remedial works as necessary.

Pinewood Infant and Nursery, Killisick will have its roof covering replaced and other work to improve insulation. (£586,000)

Walkeringham Primary in the Bassetlaw area will have £160K worth of works to improve its drainage system after suffering from flooding earlier this year by using the latest techniques to mimic natural drainage, known as sustainable urban drainage

North Wheatley school, near Retford will have similar sustainable urban drainage works after also being impacted by recent flooding, as part of a £170,000 investment.

Berry Hill Primary and Nursery in Mansfield will see a £2.33 million investment to replace roof covering and improved insulation. The ceiling will be replaced as well as improvements to ceiling tiles, lighting, fire alarm systems.

High Oakham Primary in Mansfield will have its pitched roof replaced at a cost of £2.5 million. The work will also include replacement of ceiling, including works to ceiling tiles, Lighting, fire alarm systems and incorporating works identified through the site risk assessments.

Underwood Church of England Primary, Underwood will have £224,310 worth of work to identify and carry out remedial works to rectify water leaks to the Learning Lodge.

Jacksdale Primary and Nursery, Jacksdale, near Selston will have £62,500 invested to install new pumps to the basement to remove standing water and help prevent future flooding.

Maun Infant and Nursery in New Ollerton, £135,000 worth of work will help improve parts of an old drainage system plus replace internal rainwater pipes.

Source: Nottinghamshire County Council

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Torfaen council approves school building investment plans

Some £140 million will be needed to invest in school buildings in a Gwent borough with refurbishments to two Welsh medium primaries the top priority.

Plans to upgrade Ysgol Bryn Onnen, in Varteg, Pontypool, and Ysgol Gymraeg Cwmbran were delayed during the most recent round of funding, when £30m was available, due to rising construction costs following the Covid pandemic.

Torfaen Borough Council has now approved investment priorities for the next nine year cycle of education investment in its draft plan for spending under the Welsh Government’s Sustainable Communities for Learning fund. As yet it is unclear how much funding will be available to the council.

It has also stated working with the Roman Catholic Archdiocese will be an “emphasis” of the funding from 2025 onwards. Concern has been raised around the condition of St Alban’s Roman Catholic Secondary in Pontypool and funding could be put towards a new school.

John Tushingham, the council’s head of resources and planning, told the full council’s December meeting: “We need to honour the commitment made to the two Welsh medium primaries and the refurbishments delayed, and then a number of schools most in need of refurbishment.”

Refurbishment at Bryn Onnen is estimated to cost £5.7m and £5.4m will be needed for the Cwmbran school while the council could make a contribution to a new school for St Alban’s if the Roman Catholic Archdiocese and Welsh Government reach an agreement on funding.

On funding for church school buildings the officer said: “The archdioceses will have proposals for their schools and we will work closely with them particularly at the moment the Roman Catholic Archdiocese who would like investment for St Alban’s.”

Talks with Ysgol Gymraeg Cwmbran and the Archdiocese will start in the new year, said Mr Tushingham.

The programme approved by the council, which is subject to available funding, will aim to complete the two delayed schemes with an initial focus on Ysgol Bryn Onnen using available funding.

It also intends providing either new buildings or refurbishments at seven sites including secondaries at West Monmouth in Pontypool costing £27m, Abersychan £17m and Cwmbran High totalling £38m.

Coed Eva Primary in Cwmbran could get a new block costing £17m, a refurbishment of Pontnewydd Primary could need £8.7m while refurbs at Llanyravon and Croesyceiliog primaries would both need at least £4m though dependent on money forthcoming from new housing developments in the council’s next development plan the latter could move to a new build site.

Mr Tushingham said the condition of some secondaries have “deteriorated more rapidly” than anticipated when original plans were put in place in 2010/11 and there will be an earlier emphasis on addressing them than the four primaries.

The plan will also consider further growth of Welsh medium provision and the “increasing need” for pupil referral unit places for primary children unable to attend mainstream schools which could require £12m.

Councillor Richard Clark, the Labour cabinet member responsible for education, said the plan “does show we have got a strategic approach not just willy-nilly and crisis to crisis.”

He said the council had been supported financially by the Welsh Government and said: “We’ve got a record of doing this.”

The programme is part funded by the Welsh Government and Cllr Clark said costs still go beyond £140m. Business plans for each school will still need to be drawn up.

Councillor Lucy Williams said she was “very pleased” to see pupil referral places for primary which she said is a “much observed need”.

In response to a question from Cllr Colette Thomas Mr Tushingham said the council has yet to receive information on available funding from the Welsh Government and council leader Anthony Hunt said it is something the council is “very much” progressing in talks with it.

He said: “The report outlines, a lot done but a lot to do. We’ve got to get the balance of ambition but also realism. We don’t want to sell a false dream but neither do we not want to have enough ambition.”

Since 2010 the council has invested £120m in school buildings. That has included a new secondary at Croesyceiliog, three new primaries, the closure of sixth forms and supporting the establishment of the Learning Zone in Cwmbran, and in the most recent round the replacement Maendy Primary and extension of the Crownbridge Special School.

Source: South Wales Argus

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Work starts on new North London SEND school

Work has begun on a new £22m ‘ultra-sustainable’ special educational needs and disabilities (SEND) in North London as demand for places in the borough has soared over the past decade.

The site will provide an additional 150 places in Brent to help prevent children having to be sent to schools outside of the borough.

Brent Council has appointed construction company REDS10 to build Wembley Manor School on London Road, which is expected to open its doors to pupils in September next year. The ‘state-of-the-art’ specialist school has been specifically designed for neurodivergent children.

Part of Brent’s SEND capital investment programme, Wembley Manor School is expected to deliver over 400 SEND places across the borough by 2025. It aims to reduce the need to send children to schools outside of the borough and the council expects to save up to £6m a year against the Dedicated School Grant.

The number of pupils in Brent who have special educational, health, and social care plans (EHCP) has risen by almost 15 per cent since 2020, compared with just over 10 per cent nationally. With this expected to continue rising over the next few years, there is a need to create more spaces in the borough.

Due to the lack of available places in the borough, there were 576 children and young people educated outside of Brent in 2021, with 180 in independent special schools, costing £7.2 million a year.

In the same year, there were 2,784 children and young people in Brent with EHCPs, which includes under fives up to those aged 25. By 2027, this number is expected to rise to 4,932, according to a government survey. This increase will have a significant impact on the demand for SEND school places.

Designed to be BREEAM Outstanding – the highest sustainability rating – the school will provide SEND teaching spaces, external play areas, sports facilities, as well as car parking and drop-off facilities. It will be manufactured at Reds10’s offsite factory facility in East Yorkshire before being transported to London Road to be assembled on-site.

Cabinet member for children and young people, Cllr Gwen Grahl, said: “Wembley Manor will be a much-needed school providing specialist SEND provision for neurodivergent children. […] This school will mean more children can be educated closer to home, providing better accessibility and stronger community networks.”

She added: “We have seen increasing demand for special provision in the borough, with the number of children needing education, health and care plans increasing by around 10 per cent every year over the past decade. Around 40 per cent of these children have an autism spectrum disorder.”

Source: LondonWorld

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