RIBA SENJIT 2004 - PowerPoint PPT Presentation
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Title: RIBA SENJIT 2004
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RIBA / SENJIT 2004
- Update of Building Bulletin 77
- Designing for Special Educational Needs,
- Special Schools
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Schools Buildings and Design Unit Current
Building Bulletins Guidance
- Building Bulletin 85 School Grounds Appendix
E F tables 2 21 - Building Bulletin 87 Guidelines for
Environmental Design in Schools - Building Bulletin 90 Lighting design for Schools
- Building Bulletin 91 Access for Disabled People
to School Buildings 1999 - mostly superseded by Part M of Building
Regulations - Building Bulletin 93 Acoustic Design of Schools
2004 - Building Bulletin 94 Inclusive School
Environments 2001 - Building Bulletin 95 Schools for the Future 2002
- Building Bulletin 77 Designing for Special
Educational Needs, Special Schools 1992 and
updated 1997 - Building Bulletin 98 secondary schools BB99
primary schools 2004 Previously Building Bulletin
82 Revised Area Guidelines for Schools
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Building Bulletin 77 Designing for Special
Educational Needs, Special Schools (1992 revised
1997)
- Update needed due to changes
- Law - DDA SENDA 2001 Planning Duties
- LEA Accessibility Strategies School
Accessibility Plans - Building Regulations 2000 Part E 2003 Part M
May 2004 - Special Educational Needs - Changing needs and
practices meeting local needs making local
consultations - Policy Approval for special school
re-organisations devolved to School Organisation
Committees - Entitlement - Inclusion -
Co-location - Multi- agency working - Extended
schools - Community use - Building Schools for the Future Whole area
re-organisation and building to bring all schools
to an improved 21st century standard
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Legislation
- Disability Discrimination Act 1995 as amended by
the Special Educational Needs and Disability Act
2001 - Part 2 Employment
- Part 3 Provision of Goods Services 1999
- Part 4 Education
- Accessible schools Guidance Note 2002
- Planning to increase access to schools for
disabled pupils - Planning duties to increase access to curriculum,
information and physical environment April 2003
- 2006 - LEAs planning duty to form an Accessibility
Strategy. School Governors duty to publish
School Accessibility Plans. - Special Educational Needs Code of Practice 2001
- SEN Framework
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Building Legislation
- The Education (School Premises) Regulations 1999
- DfES Constructional Standards override Building
Regulations Approved Documents F K and M
shallower ramps and steps - Building Regulations apply to School Buildings
since 2001 - Part E Sound Insulation July 2003 BB93 Acoustic
Design for Schools - Part M May 2004 -
- - Incorporates DfES Constructional Standards
and BS5588 refuges - Affects material alterations and change of use
- Affects refurbishment and new build
- Access for all - Access Statement Passenger
lifts - Approach to building Car parking - Visual
contrast Signage - Minimum effective clear width of doors 800
internal - 1000 external - Door pressures 20 N limit Larger disabled
toilets - Lecture conference facilities - Audience seating
- BS 8300 Design of Buildings and their approaches
to meet the needs of disabled people
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Policy Documents
- Excellence for all children meeting special
educational needs 1997 - Meeting Special Educational Needs A programme of
action 1998 - Schools Plus Building Learning Communities 2000
- Schools Achieving Success 2001
- Schools Building on Success 2001
- Extended Schools 2002
- Childcare in Extended Schools 2002
- 14-19 Opportunity and Excellence
- Special Schools Working Group Report 2003
- Removing Barriers to Achievement
- The Governments Strategy for SEN 2004
- Every Child Matters 2003
- Every Child Matters Next Steps 2004
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New Data Collection by Type of Special
Educational Needs PLASC 2004 Groupings not exact
(main type of SEN identified only) so where
disorders cross-over, need to look at all areas,
with a child centred holistic view, multi-agency
working and focussing on quality of life.
- Cognition and Learning Needs
- Specific Learning difficulty (SpLD)
- Moderate Learning Difficulty (MLD)
- Severe Learning Difficulty (SLD)
- Profound and Multiple Learning Difficulty (PMLD)
- Behaviour Emotional and Social Development Needs
- Behaviour Emotional and Social Difficulty (BESD)
- Communication and Interaction Needs
- Speech Language and Communication Needs (SCLN)
- Autistic Spectrum Disorder
- Sensory and/or Physical Needs
- Visual Impairment (VI)
- Hearing Impairment (HI)
- Physical Disability (PD)
- Multi-Sensory Impairment (MSI)
- Other (OTH)
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Current Situation
- Statistics
- 15-20 pupils have some form of SEN
- Over 50 pupils attend mainstream schools
- 1-5 pupils have a statement for SEN (varies
locally) - 1 pupils attend special schools
- Changing Needs
- Increased medical advances, survival rate and
life expectancy - Increased severity of disability and SEN
- Increased number of children on the range of ASD
- Increased number of children presenting with BESD
- Earlier intervention and improved treatment
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Guiding Principles
- Person Centred - equality integrity respect
freedom of choice - Holistic View - consider the whole person, whole
population, whole school and whole community - Access to Curriculum - participate in life at
school - Multi - Agency Working - maximise pupils
curriculum time - Quality of Life enhance enjoyment of life at
school - Meeting Local Needs varied approaches and
solutions - Flexibility and Adaptability for the Future
avoid barriers - - loose fit environment to respond to
changing needs
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We shape buildings and then buildings shape us
- The language we use reflects how we identify
concepts and thoughts but can inhibit our
understanding. - disable enable impaired prepared difficulty
make easy, facilitate special specialist nee
d contribution, giving incapacity ability,
capacity exclude include unstable support c
hallenging inspiring, worthwhile
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Access to Curriculum and Design of Buildings
- Need a feel good environment
- Does the building help deliver the curriculum or
does it get in the way? - How does it affect the quality of what goes on in
the classroom? - How easily can pupils get around the school?
- Therapy and clinics to maximise curriculum time
- Design learning environments which suit a variety
of needs - Everywhere is a learning experience
- Design a barrier free learning environment
- Design a sensory landscape which feels good to
experience and is creative and effective for
teaching and learning
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Inclusion
- Primary
- Less of a learning disability gap- in relation
to age perception understanding - Classbase teaching - nurturing environment
- Easier to integrate and include - for curriculum
and social activities - SEN accommodation - concentrated and
strategically sited or - dispersed facilities around the whole school
- Secondary
- Greater learning disability gap - in relation
to age and academic attainment - Specialist subject teaching - access to
mainstream curriculum modified - Accessibility - difficulty getting around the
school- travel time - Social integration - access to school activities
clubs and visits
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Inclusion Issues 1
- Inclusion locational - social - functional
- Inclusion in the context of the whole local
community of schools - - people working together can make inclusion
happen successfully - Inclusion in the mainstream schools
- increase accessibility for disabled pupils
- better provision in all schools generally (BB98
and BB99) - provide specialist facilities for SEN
- improve resourced provision for SEN
- Separate Pupil Referral Units
- pupils who have been excluded from mainstream
schools but many of whom have special educational
needs. - Improve differentiated learning and behaviour
support resourced provision - New initiatives -education centres specialist
support centres - Separate Special Schools for pupils who have BESD
- - pupils are referred due to behaviour emotional
and social difficulties but some may also have
learning difficulties.
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Inclusion issues 2
- Special Schools as inclusive schools
- broad range of pupils with special educational
needs - including children with diverse and conflicting
needs - including pupils who have behaviour that
challenges - allow for different teaching methods and learning
styles - ensure entitlement to curriculum and
participation school life - Allow for different arrangements for school
management - Special Schools included as part of the whole
community of local schools - centres of excellence
- outreach to local schools
- extended schools
- community use
- multi-agency working
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Special Schools
- Co-located - Phased Education
- Primary special school co-located with primary
special schools - Secondary special school co-located with
secondary special school - Stand - alone special schools
- Inclusive links with other local schools
- All - age special schools must have age
progression - - All special schools to have age appropriate
environments and extended school use - Residential schools
- National Care Standards
- Non - maintained schools
- - May still follow National Curriculum due to
pupil needs on statement - Independent Special Schools
- - May still follow National Curriculum due to
pupil needs on statement - - Need to comply with the Education (Independent)
School Standards) (England) Regulations 2003
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Co-location 1
- Positive attitude
- - working together - compatibility
- - can do attitude to overcome problems
- - synergy - symbiotic relationship opportunity
for innovation - Considerations
- the balance of populations of two school - the
size of each schools - their respective curriculum needs specialist
status - site requirements
- Access and Egress
- - accessibility of approach arrival at entrance
and safe drop-off - - safety and security issues for both pupil
groups - covered route for arrival of pupils with
disabilities - no conflict of vehicle and pupil routes large
numbers of vehicles - Location and Situation
- shared site but separate buildings - same site
but separate schools - same building but separate parts of the building
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Co-location 2
- Social Inclusion
- inclusive dining
- joint assemblies and / or registration or tutor
groups - shared or joint use of halls
- joint use of outdoor recreation and social spaces
- joint activities, school trips and holidays
- joint use of library, learning resources and ICT
- Shared facilities
- ensure curriculum needs met for all pupil groups
- access to sports hall, drama or music studio,
- support and links with SEN resources in
mainstream - Inclusion of mainstream pupils in special school
- co-located or shared specialist practical subject
spaces with accessible workstations - provision of accessible, circulation routes and
travel distances - ensure sufficient support facilities for pupils
with SEN and disabilities in mainstream school - refurbishment of schools to a high quality
standard for physical access lighting acoustics
visual contrast signage appropriate use of
colours etc
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Update of BB77
- Phase 1
- - Steering group set up February 2003
- 18 school visits made 6 LEA strategy meetings
- Phase 1 report on website October 2003
- Phase 2
- - visited a further 8 schools Autumn 2003 for
co-location issues and specialist subject
provision - Further investigations draft guidance schedules
diagrams and edit - proposed 3 month consultation on website Sept /
Oct 2004 - Respond to consultation
- Phase 3
- Graphics photographs publication process
- Aim to issue by end of March 2005
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Summary findings from Phase 1 Visits
- LEA Strategies - varied greatly different
approaches. - Accessibility - variable provision por visual
contrast and acoustics - Co-location and inclusion different initiatives
pioneered - More area needed for - learning and behaviour
needs, circulation social and dining spaces, more
adults in classbases, more storage needed,
specialist subjects provision, medical and
therapy needs, school workforce needs, parents
rooms, outreach and training. - Need for small group rooms - 1-1 learning,
respite or calming. - Wider Corridors 2.2 m minimum for main routes
- Storage mobility equipment teaching and
learning resources - More ICT provision - in class and ICT base
communication aids - Therapy and Sensory areas - more high tech
- Specialist Subject areas poor quality provision
- Furniture minimal fixed height adjustable
specialist advice - Loose fit environment - to respond to changing
needs - Sustainability few developments. Poor
mechanical services. - Design quality variable needs to improve
significantly - Gross area per pupil and teaching area per pupil
to increase
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Design Issues 1
- Design Quality
- need to improve quality of design - to provide
attractive ambience - reflect a positive image - use robust materials
loose fit design - Accessibility
- safe approach covered access route
- number of vehicles for pupil drop off
- increased numbers of staff and car parking
- Zoning for safety and security
- extended schools - community use
- different age and pupil groups - different pupil
needs - relationship to co-located mainstream school
- Layout
- simple clear layout - readily understood -
landmarks - fire and security strategy minimise use of
doors - balance need for freedom, supervision safety and
security - good visual contrast and appropriate use of
colour signage and wayfinding - Circulation
- wide corridors wide doors (use of
electromagnetic catches) - storage for mobility equipment minimise travel
time -
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Design Issues 2
- general teaching spaces more space, greater
storage and equipment needs, more adults in class
small group rooms - specialist subject teaching - better quality and
variety of spaces, adjustable height furniture -
space for different pupil groupings and learning
needs - learning resources - ICT across the curriculum -
access technology - communication aids - therapy as access to education -sensory therapy
more high tech - hydrotherapy community use -
multi-agency working - pupil needs - increased hygiene, medical needs,
infection control - social and behaviour needs - support staff - manual handling and hoisting
requirement - more school staff - larger staff rooms
preparation and outreach - storage increased storage needs across the
spectrum - outdoor spaces variety of spaces for curriculum
recreation social and for more diverse pupil
needs
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Design Issues 3
- good quality internal environment - provide for a
variety of different pupil needs, situations and
behaviour patterns. Pupils cannot vocalise
discomfort or recognise danger and may have
medical problems or low immune system. - lighting -maximise natural lighting, use solar
shading blinds, use low glare artificial lighting
and light sensors. - acoustics - appropriate acoustics and sound
insulation - ventilation - maximise natural ventilation -
avoid draughts and fan noise, mechanical
ventilation for hygiene areas, air handling for
hydrotherapy. - thermal comfort - LST radiators or underfloor
heating, limited mechanical ventilation and
cooling, avoid fan convectors and air
conditioning. - infection control - good hygienic practices are
essential - communications systems - telephones CCTV panic
fire alarms - security and fire - to suit varied users -
visual alarms - ICT and wireless varied practical high- tech
teaching and learning - sustainability whole life costs, low
maintenance, robust materials
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BB77 Draft Guidance in Progress
- Increased Areas - to meet legal requirements,
curriculum entitlement government policies -
greatest uplift for schools for pupils with BESD - Typical Schedules of Accommodation -for primary
and secondary schools -broad range special
schools and schools for pupils who have BESD
based on discussions with HMI Ofsted so that
access and entitlement to curriculum informs the
accommodation brief. - - Maximise use of hall for curriculum separate
dining (with kitchen) for social learning - use
sliding folding doors so facility for extended
schools - - Classbases for pupils with SLD/PMLD/ASD 65 sqm
2 classbases per year storage 6 sq m - - Small group rooms 1 per 2 classbases - flexible
use for teaching, learning, therapy or respite.
(Therapy takes place throughout the school not
just in PMLD/ASD base or therapy rooms) - - Classbases for pupils with BESD 55 sq m -
additional storage for work in progress and for
resources for non distraction environment -
social skills bases 1 per keystage 20 sq m - - Specialist subject classbases primary 25-30 sq
m for food tech and practical work large group
room for drama/music 80 sq m - secondary 65 sq m for food tech, science, art,
design tech, music.
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BB77 further study
- Typical models
- - inclusion in mainstream schools, for specialist
facilities or resourced provision, space planning
for inclusive teaching - - investigate co-location issues for
consideration, pupil numbers occupancy rates,
curriculum analysis, travel times - - produce typical layouts, site layout , room
relationships, suites of accommodation - Post 16 - vocational skills - 14-19 curriculum
- Schools for BESD ? - Toilet and hygiene accommodation in relation to
infection control - learning independence skills
- staffing arrangements - Specialist facilities in special schools
possible Hydrotherapy study (effective usage,
technical study and costings) - Other issues
- Multi-agency working sensory therapy and
medical accommodation - Outreach and training - school workforce issues
- ICT and communication aids
- Internal environment
- Materials and finishes
- Wheelchair sizes and accessibility needs for
children
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