Guidance

Primary and secondary school design

Updated 2 May 2014

1. Primary and secondary school design

1.1 Primary school design

Guidance on space standards for primary schools can be found in Building Bulletin 103: Area guidelines for mainstream schools.

The baseline designs for primary schools have been developed by the Education Funding Agency (EFA) to demonstrate good practice and are based on the department’s guidelines for area planning.

Inspirational design for kitchen and dining spaces provides guidance on planning, fixtures and fittings, finishes, servicing and environmental design.

1.2 Secondary school design

Guidance on space standards for secondary schools can be found in Building Bulletin 103: Area guidelines for mainstream schools.

The baseline designs for secondary schools have been developed by the EFA to demonstrate good practice and are based on the department’s area and costs standards.

There are a number of earlier publications that may be useful for people looking for detailed design guidance on secondary schools.

All the documents provide guidance on:

  • adjacencies between spaces
  • designing individual spaces
  • finishes of furniture and equipment
  • health and safety
  • environmental design and services

The following publications have been made available for reference use but should not be considered to reflect current policy or guidance:

2. Special needs and alternative provision

2.1 Special schools

All pupils, including those with special educational needs (SEN) and disabilities, should be able to access the full curriculum and be provided with appropriate support and intervention when necessary. Some of the issues to consider when designing a special school - or specially resourced provision at a mainstream school - are listed below.

Accessibility

Account must be taken of pupils who use mobility aids, those who have sensory impairments and those who have limited dexterity.

Medical and therapy support

Pupils receive various kinds of support at school, some provided by visiting health and social care professionals. Some pupils need access to personal care facilities.

Sensory needs

There should be appropriate lighting and good quality acoustics, taking into account the needs of people with sensory impairments and/or communication and interaction needs.

Flexibility and adaptability

The school environment needs to be flexible enough to accommodate a wide range of special needs and adaptable enough to be able to respond to a changing school population.

Health and well-being

All pupils need to feel comfortable. Some may require higher room temperatures or lower light levels. A few pupils may have lowered immunity.

Safety and security

School sites and buildings need to protect pupils who may be less aware of danger, yet at the same time facilitating their developing independence.

Building Bulletin 102: Designing for disabled children and children with special educational needs provides non-statutory design guidance on accommodation for children with SEN and disabilities for special school and mainstream school projects. The publication includes:

  • inclusive design principles
  • guidance on individual spaces
  • technical guidance on building construction, environmental services, furniture, equipment and ICT

It is not prescriptive but provides a starting point for authorities, schools and designers to develop solutions to suit local needs.

The room areas recommended in Designing for disabled children and children with special educational needs are currently under review by the department.

2.2 Alternative provision

Local authorities arrange varying kinds of alternative provision including for pupils directed by schools to off-site provision to improve their behavior (formerly PRUs).

PRUs should present a positive image to the community they serve and reflect the significance of their role in the education of vulnerable and disadvantaged young people.

The publication ‘Learning Environments in Pupil Referral Units’ provides guidelines and case study examples of effective PRU accommodation. It is intended to assist those involved in providing PRU accommodation such as local authorities, designers and building contractors.

The document may not reflect the government’s current educational policy.

Copies are available from The Stationery Office.