Building Bulletin - GOV.UK

1 Designing for disabled children and children with special educational needsGuidance for mainstream and special schools Building Bulletin 102 Building Bulletin 102 Designing for disabled children and children with special educational needsGuidance for mainstream and special schools 2 Contents Introduction 5 Scope 6 Who this publication is for 6 How to use this publication 7 A Background and briefing 1 Understanding SEN and disability 10 Context 10 Special educational provision 11 Children s SEN and disabilities 12 Meeting children s needs 142 Planning Building projects for children with SEN and disabilities 17 The process 17 Briefing contents 20 B The design approach 3 Inclusive design principlesfor schools 24 Access 24 Space 24 Sensory awareness 25 Enhancing learning 25 Flexibility and adaptability 26 Health and well-being 26 Safety and security 27 Sustainability 274 Initial design strategies 28 Site development 28 Planning special school buildings 303 C Designing school spacesUsing Part C 365 Access and circulation all schools 38 Access.

2 Arrival and departure 38 Circulation 416 Learning and social spaces early years 44 Early years learning 44 Typical early years spaces 45 Inclusive early years provision 467 Learning and social spaces primary 47 Primary learning 47 Typical primary learning and social spaces 47 Inclusive primary mainstream schools 48 Primary mainstream support facilities 51 Primary special schools 568 Learning and social spaces secondary 72 Secondary learning 72 Typical secondary learning and social spaces 72 Inclusive secondary mainstream schools 73 Secondary mainstream support facilities 77 Secondary special schools 829 Learning and social spaces post 16 104 Post-16 learning 104 Typical post-16 spaces in special schools 10410 Support spaces all schools 106a Medical, therapy and other support 106 b Staff accommodation 117c Storage 121d Toilets and changing facilities 125e Kitchen facilities 134 D Detail development 11 Technical 137a Building construction.

3 Elements, materials and finishes 139b Environmental services and sustainability 149c Warm water/hydrotherapy pools 156d Fire safety and evacuation 158e Furniture, fittings and equipment 160f Information and communication systems 167 E Case studies Hollywater school 172 Heritage Park Community school 176 Baytree Community Special school 180 F Annexes E A: Legal framework 184B: Education 186C: Special school provision 188D: Planning for accessibility 189E: Typical model schedules for special schools 190F: Designing for children s needs a checklist 198 ABCDEF4 AcknowledgementsThe publication was prepared by the following team:Gill Hawkins DCSFJohn Jenkins Haverstock AssociatesLucy Watson DCSFVal Foster Val Foster Associates Malcolm Ward Malcolm StudioDaniel Keeler PB&R Design Services, Hampshire County CouncilDCSF would like to thank the following for their help and advice.

4 Kathie Bull Educational consultantSteve Clow PB&R Design Services, Hampshire County CouncilBrian Coapes Centre for Healthcare Architecture and Design, NHS EstatesMike Collins NASA ngela Duncan Headteacher, Meadows school , SandwellDavid Gardiner HMI Susan Logan BRELucy Naish RNIBS usan Peace Qequality Promoting Quality Service for Disabled People Nick Peacey SENJIT Sue Roberts Headteacher, Cornfield school , West SussexCaroline Roaf NASENP hilippa Russell Council for Disabled ChildrenSteve Sands HuntersJane Simpson Jane Simpson Access Ltd Shirley Turner Education officerRichard Vaughan NDCST erry Waller Becta We are also grateful to the following schools and their architects for welcoming visitors and/or providing us with information.

5 Arbourthorne Community Primary - SheffieldAstley Sports College & Community High school - TamesideBaytree Community Special school - SomersetBeaconside CofE Infant school - PenrithBraidwood school for the Deaf - BirminghamCastlegreen Community school - SunderlandColumbia Grange school - SunderlandCromwell Community High school - TamesideFilsham Valley - East SussexFox Hollies Special school - BirminghamFulford school - YorkGreenfields school - NorthamptonHazelwood school - GlasgowHeritage Park Community school - SheffieldHollywater school - HampshireManor Green Primary school - West SussexNorth Lakes school - CumbriaThe Meadows school - BirminghamThe Michael Tippett school - Lambeth The Orchard school - SandwellThe Phoenix school - GranthamOsborne school - HampshirePortland school - SunderlandPriestley Smith school - BirminghamReignhead Primary school - SheffieldShepherds Down Special school - HampshireSpringwell Dene school - SunderlandStephen Hawking school - Tower HamletsSt Giles school - RetfordUllswater Community College - Cumbria5 The Government s aim is that by 2020 we want England to be the best place in the world to grow up.

6 That includes providing every child and young person with learning opportunities and challenges which build their confidence and self esteem and set them on the road to a fulfilling future as a UK The Children Act 2004 provides the legal framework for the Government s national change programme, Every Child Matters Change for Children. It requires all partner agencies to work together to improve five key outcomes for all children and young people, including those with special educational needs (SEN) and disabilities: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-beingThe Department for Children, Schools and Families (DCSF) has a continuing commitment to improving provision for disabled children and children with SEN in mainstream schools and special schools.

7 The Primary Capital Programme and Building Schools for the Future (BSF) are a unique opportunity to transform our schools and provide innovative learning environments that will support and inspire pupils to achieve. This includes improving special school provision, most of which will be re-built or refurbished by 2020. Schools vary in the facilities and specialist services they offer. The needs of children with SEN and disabilities are met by schools working in partnership with parents, with other schools (sometimes as part of a co-located campus) and with the NHS and other children s are a vital community resource. By 2010 all schools will be providing access to a range of extended services - childcare in primary schools, parenting support, swift and easy referral to targeted and specialist services, and wider community access to IT, sports and arts facilities, including adult learning.

8 Designing for disabled children and those with SEN is an essential part of this extended community focus. New arrangements for 14 19 year olds require schools and other providers to work together in partnerships, many of which build on earlier collab-orative arrangements. No institution acting alone will be able to provide the full 14 19 offer to their learners. Schools, colleges, training providers, employers and other stakeholders will have to collaborate, focusing on what they do best to deliver the curriculum. school design needs to take account of a school s role in local partnership arrangements, the particular contribution that the school makes, the additional pupils who may be using school facilities and the extra movement between sites that may be and young people need attractive, accessible school buildings.

9 Inclusive design can enable and empower those with SEN and disabili-ties to participate fully in life at school and in the wider community. This Building Bulletin draws together information to help everyone involved in designing these schools to work together to produce good quality, sustainable school premises that support the achievement of the five Every Child Matters outcomes, are inspiring and uplifting, and pleasant and convenient for everyone to Refer to:The Children s Plan: Building brighter futures DCSF 2007 This publication sets out non-statutory guidance on planning and designing accommodation for new and existing schools in England all of which will have at least some children or young people with SEN and disabilities.

10 This Building Bulletin supersedes and replaces: Building Bulletin 77: Designing for Pupils with Special Educational Needs, Special Schools 1992 Building Bulletin 91: Access for Disabled People to school Buildings 1999 Building Bulletin 94: Inclusive school Design 2001 Table 1: Definitions Special educational need (SEN) A child has SEN if he (or she) has a learning difficulty which calls for special educational provision to be made for him (or her). Section 312 of the Education Act 1996 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.