SEND Blueprint for success
A guide for those embarking upon the design and delivery of a new SEND school
**A blueprint for success**
A guide for those embarking upon the design
and delivery of a new SEND school
Introduction
Why are we doing this and how will it help
Along with our customers, we want to create outstanding SEND schools. In the build up to projects, we are frequently asked the question – what makes a
great SEND school?
Despite being engaged in the design and construction of numerous SEND schools and residential facilities over the last five years, it had become apparent that there is little evidenced-backed best practice available for the design and construction of these specialist facilities.
Learn more about our journey
To unpack the question of how we create great SEND schools, we brought together experts, partners, clients, collaborators, and influencers from the public and private sectors, to look at the trends and examine how the delivery pathway could be enhanced for all stakeholders.
Throughout 2019, we commissioned an independent market research company to conduct 16 in-depth interviews with key stakeholders in the SEND sector.
The in-depth interviews were largely unstructured with participants being encouraged to talk about key issues and themes, which they felt were important and had shaped their experience of SEND school delivery.
The results of these initial interviews led to the publishing of a ground-breaking white paper; Building Better Futures. Since we conducted our research, it became obvious that this would be an infinite journey - something we will continue to invest in.
A 2019 workshop sparked interest from even more collaborators and following the commitment from our teams to complete Post Occupancy Evaluations (POE's) and lessons learned workshops on our SEND projects, we were joined by over 40 experts in a series of knowledge forum workshops to explore the granular detail of great design and delivery in the sector.
SEND Knowledge workshop at Duxford in 2019
Following the workshops, all held in November and December 2020, using online collaborative ideation tools, we were able to capture over 600 data points that were fed straight back into the development process and into this guidance document.
Our hope is that this document can help provide the spark, nudge, guide or idea that helps create positive change in the design and delivery process of your school.
Our passion is for every SEND school to the best it can be, so it can transform the lives of the pupils, teachers and families that rely upon it.
So, how this guide will work for you?
Whilst the guide is largely aimed at schools and headteachers that are embarking upon the delivery of new build projects, it may also spark ideas for those in existing buildings that want to review their learning environment.
There is always a tension between the vision, and what is achievable within project constraints (site, budget, timescales). Compromises are part of the process, but having a strong vision and understanding of what the building needs to deliver for the pupils, will help in the decision making process.
What this document aims to do is to pose the questions that will help guide you to help you explore as many of the options as possible, as early as possible, before progressing too far down the design pathway.
Learn why we just ask questions...
While this contains learning gathered from a wide range of projects, every school project has to match the needs of the users now and in the future – one size does not fit all, but there are some common questions and issues that can help you get the best solution for you.
As you progress through the guide, consider all the questions and use these to challenge ideas about your needs, to help create your school specific brief or design brief.
It is important to remember this is not a catch all, but contains many of the questions you will need to answer, in helping to create a truly great SEND school.
Emerging from our research, lessons learned and knowledge workshops with sector experts and influencers, we have brought together a concise list of key items for consideration.
These items are detailed throughout the guide and broadly cover the following five areas, whilst bringing some alignment with BB104 to help with your design preparation:
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How to prepare yourself for a capital project
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What to consider for the use of key spaces including external and internal spaces
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The experience you want your staff pupils and community to have
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What to expect from the construction process and how you should be involved
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How you can continue to learn from your building once you have moved in
From the heart
A headteachers perspective
Sitting here, in our brand new school, is a wonderful feeling.
Knowing that we had the drive, determination and partnership to deliver the very best environment for our pupils is hard to put into words.
We are delighted, and our pupils and staff absolutely love it here.
However, I'd be lying if I said that the journey was a straight line, without any bumps in the road, and I think we'd be foolish to think it's an easy ride.
As I sit here now, well beyond the 'finish line' of the construction project, it's mind boggling to look back at the vast team of people who made this happen, and the challenge we gave each other through passionate debates and differently forged pathways, to get to where we are now.
What I can say is, the whole process was centred around what would be the best possible option for our young people. And yes, there are boundaries (budget for one!), but boundaries always inspire creativity. The best thing is I knew that whenever we would come up against a boundary, everyone would work creatively hard to deliver the best solution."
Looking back at when we conceived Lexden Springs new school, it's easy to see how one can slip into the notion of thinking that we already know what we want. The reality is that designing and delivering a SEND school is a complex journey.
I can honestly say it is a journey that ebbed and flowed, but it's one that needed passion, commitment, trust and honesty.
Whilst I embarked upon an immense amount of personal research to help build the brief and make the right decisions for our young people, I did so with little previous experience and expertise.
And whilst we have journeyed through the design and delivery to get to a fantastic outcome for our young people, it would be remissive of me to say I didn't need help back then.
Actually, the more advice, best practice and guidance that I could have had, would have given us a springboard to get to where we are now.
So, in short, I'm just one headteacher that's absolutely committed to improving the pathway for design and delivery of SEND schools, and why I've given up time to contribute to this document.
Because if I could go back in time and speak to myself at the project outset - there are a number of questions I'd pose to help draw out the answers at an earlier stage.
We hope this Blueprint for Success document can help bring a little guidance, spark or nudge towards giving you the best outcome, because trust me, when you see the smiles on the children's faces when they come into their new school, its one of the best feelings in the world.
Starting with that end in mind is key, and hopefully this document can help navigate you there.
Simon Wall | Lexden Springs School
Inception
Preparing yourself for a capital project
Preparing yourself for a capital project
Before digging deeper into the detail, it should be noted that there are a few fundamental inception questions that need considering first, as these will affect the overall project and the outcome. Ten early questions our group has raised include:
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What are the range of special needs we are designing for?
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How many pupils and staff will there be?
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Is this a new school, or a replacement school?
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If it's a new school, how much do we know about the cohort of children that will be attending now and into the future?
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What are the budgetary constraints of the project?
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Who will lead this project (e.g. if it's a new school, has a headteacher been appointed)?
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Is this part of a MAT or LA with a particular vision for education that needs to be understood and incorporated?
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Who will write the brief and what support might you need to articulate your vision, ethos, curriculum and learning activities?
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Have you visited other recently built schools and talked to school leaders about what does and doesn't work?
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How will you judge success and develop a criteria to help you articulate what good looks like and how design decisions should be made?
Understanding your site
Finding the perfect site for a school is a real challenge.
Whether it is a green field, part of your existing site, or indeed a brownfield site, it is important to ask yourself a number of questions about the site you plan to build on, which will assist in unearthing the constraints and opportunities you have.
Once you have answered the ten key questions mentioned previously, you can then start exploring some of the vital site considerations.
The site and size of land has been a main discussion point on what makes a good school, however the available land bank may well be the driver, once this inception boundary is known, you can begin to ask the following questions.
Key questions to help understand your site
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Is the project on an existing school site or a brand new site?
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What are the site restrictions including size, services, sewers and neighbours that could affect the development?
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What is the approximate footprint of the building and how much space will it take up?
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Do we have enough room for a single storey school, or will we need to build a two-storey school?
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How large will the car park need to be, taking into account the staff to pupil ratios and drop-off/pick-up area space needs?
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How do we remove traffic from the highway by using planned drop-off/pick-up areas?
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What sort of direct access to external play spaces do we need throughout the school to enable pupil respite?
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How will the cohort change and what flexibility on all of the above needs to be built in to prepare for this?
Challenging preconceptions
One of the biggest debates throughout our SEND Knowledge Forums, has been whether a school should be single-storey or two-storey design.
There are diverse views on what makes a good school, but everyone agreed that one size does not fit all.
Whilst many favour single-storey, Glenwood School in Essex has experienced unintended benefits from its two-storey design - including the use of their staircases as everyday life training for their cohort, where previously they had practice steps made for pupils.
Inception Recap
There are 18 key inception questions we've highlighted in this chapter, the answers to which will help you on your initial stages of your brief development. Some may need you to dig deeper or draw in expert help, or even visit other schools, but hopefully they will help shine a light on the first steps to take in the development of your new SEND school.
External spaces
Creating safe and inclusive spaces
During the knowledge forum sessions it became evident that the external spaces are just as critical as the internal spaces with both needing to be considered in parallel, together with the overall space that has been allowed for the development.
Providing safe, inclusive areas for learning and play is essential.
Research has shown these areas should also create interest for learners, whilst neat adjustments such as looping cycle and scooter tracks can provide continuous use when compared to cycling on a rectangle playground area.
Over the pages, questions are posed in a checklist format, based on the research suggestions that highlight areas that can be considered before, and during, the progression of your design.
Vehicle drop off and parking
Student arrival and departure times are notoriously busy, with large volumes of traffic needing to be organised.
It is worth considering the following questions to ensure you are providing adequate space and access for all the vehicles travelling to your school:
- Have you considered the amount and type of vehicles that need to drop off and pick up students?
- How many mini bus/taxi bays will you need so they are able to wait safely whilst dropping/picking up?
- Have you considered dual use of these spaces for play (for example 'road safety training' or cycle areas during the day)?
- Will this area be able to double up as visitor parking during the day?
- Have you thought about the importance of ensuring vehicles are stacked efficiently so they don't block access routes or the main road that the site is on?
- What is the staff/pupil ratio likely to be so that you can use this to calculate the parking need for staff in your car park?
- When taxis and mini buses are dropping off/picking - how do you ensure this does not block the car park for staff/visitor parking?
- What emergency access is needed at all times?
Research during the knowledge forums has shown that by ensuring vehicles are adequately stacked, off the main road, the school doesn't strain relations with the neighbouring community.
Fencing and site security strategy
During the research and feedback sessions, it has become clear that fencing and security are considered in a careful balance.
Whilst it is important to ensure pupils can remain safe, it is of equal importance that the security measures don't go too far. When designing your strategy, you could consider the following:
- Where will your secure line be placed?
- What fence height will be needed to ensure pupils cannot climb over the fence to escape?
- How will you avoid creating a 'prison' look, but maintain the correct balance of segregation and inclusion?
- Have you visited other schools to see which fencing types have worked well?
- Which gates and locking mechanisms to prevent learners opening do you need to install?
- When designing your external spaces, what clear lines of sight will staff need to enabler wider supervision?
- How will you balance social interaction with time-out spaces in the external areas?
- How will fencing be designed around trees so that you are avoiding these as climbing features?
Landscaping and material choice
The choice of materials and design for external spaces centred around how we can create interest, but also safe, accessible and maintainable areas for the users. Making sure these spaces are carefully considered in sensory terms (positive and negative) is crucial.
Some of the questions that are worth posing in your design development include:
- How can you create interesting varying surface to create interest and learning?
- Which surface treatments are needed to cater for the different accessibility needs, as well as ongoing maintenance and cleaning?
- Have you considered how materials act as sensory distractions and whether they will be positive or negative for the learners?
- Have you checked which plants and ground materials are safe for learners (some plants are poisonous and bark is often a material which students will eat)?
- Which trees have you considered planting - consider if these will become a troublesome climbing frame in time?
- How will gravel behave as a choice and is it safe for learners or wheelchair users?
- Is there an opportunity for horticultural areas such as raised garden beds for non-ambulant users?
- have you considered the installation of external taps for horticultural areas?
- Should the horticultural area becomes a segregated and dedicated space for a 'school club' or such like?
Play equipment and cycle tracks
It can be a large investment to bring in the necessary play equipment, and thinking about this in budgetary terms is key during inception stages.
Consider the following questions when thinking about how to maximise your opportunity with play:
- What range of play spaces will you need to create for the different ages in your cohort?
- Will you need to segregate or zone these different spaces to help with supervision?
- Have you asked other schools about what equipment works best for their students?
- Have you considered dedicated cycle tracks? Our experience has shown they maintain interest and even help students learn to cycle better!
- Is there any legacy equipment available at your current school that could be brought across and installed?
- Would you consider looking at charitable fund-raising to help purchase equipment where budget doesn't meet requirements?
- If budget doesn't allow, could the infrastructure be added now and the equipment can come later?
Making sure the external spaces are safe and accessible at all times is key. This is especially true in the darker winter months.
The research and feedback suggest that during your design development, you could consider the following questions:
- What canopies do you need to ensure there is access to the external areas from classrooms, even during wet weather?
- In hot and cold weather, what canopies can you use to ensure there are covered areas for young people who struggle to regulate body temperature so they can still experience the outside?
- Will you use independent canopies in the play spaces, or canopies attached the the classroom exits?
- What external lighting will be needed to help illuminate areas after dark, if any?
- What lighting is needed in the car park to help staff leaving at night or early in the morning?
- How is external lighting controlled to avoid light pollution to the neighbours, yet safe access/egress in the darker months?
Internal spaces
A place to learn and play
Similar to the external spaces, looking at how the building works and can operate internally will determine a successful outcome.
In the same fashion, one size doesn’t fit all and consideration to a changing cohort may need to be addressed.
Visiting other facilities provides the best evidence of what does and doesn’t work. It acts as a real-time, free lessons learnt experience.
However, it must be remembered that the school cohort will play an important part in how the building is working, and whether the building is a single or two storey construction, as feedback has shown this to affect internal and external spaces.
Over the pages, questions are posed in a checklist format, based on the research suggestions that highlight areas that can be considered before, and during, the progression of your design.
Before getting into the detail of the individual spaces that you'll need to apply some thought to, it is worth beginning with the overarching considerations for the internal spaces.
The questions below play more towards how other schools have thought about using their facility out of hours, but also in terms of some applications that are relevant to all areas:
- Is there an opportunity for your school to be used out of hours, for example community use?
- What security and access needs will be required for this to be achieved?
- Will you look to compartmentalise or zone your building as part of the access and security strategy?
- How will this feed into your overall security plan?
- How will you approach robustness and acoustics throughout the build in terms of doors, walls and floors, making sure the balance of materials and design is suitable but not institutionalised?
- What anti-ligature strategy will you require - although this is cohort dependant, be aware of the specification shortfalls by thinking about which specialists you can engage to advise for your facilities?
- What floor, wall and ceiling coverings are appropriate for your learners' needs?
- Considering some young people may have had bad mainstream school experience, how can you make this setting more accessible and feel less like a school?
Classrooms and specialist teaching
From age group to hoisting needs, floor coverings to ventilation requirements, there are a number of elements that feed into that perfect learning environment.
Here are just some of the questions that have arisen during our knowledge forums to pose whilst developing your brief:
Halls, dining rooms and social spaces
During the feedback sessions and knowledge forums, there were a variety of case examples of how different layout strategies, especially with dining halls, can work for the school.
Use these questions to help you think about the possibilities, narrowing this down to which options will best suit your strategy for now, and into the future:
- Where will the hall (and other specialist provisions like the pool and community rooms) be located to work with your access and security strategy?
- How will your kitchen and servery operate with the dining spaces - will you need smaller more segregated dining areas to reduce noise and distraction?
- Would one large, mixed dining space work for you and your cohort? Consider the setting of this?
- Would a central kitchen with two serveries work for your facility?
- Can you make dual use of the dining space?
- If so, consider how you set up and clean down?
- Typically dining space provision does not take into account higher staff ratios (teachers sitting with children) - how can you accommodate this?
- Can you make the dining space feel less like a hall and more like a café?
- Is there an opportunity for a social enterprise to use a café or dining space and offer life skills for some young people?
- How many non-ambulant users are there in the space and is there adequate circulation space?
- Is there an alternative dining space for children and young people who need to be fed differently?
- What is the provision of toilets in key locations for staff and students taking account of busy times?
- Have you considered the height and location of the main sports hall as this needs to be double height and could disrupt upper floor areas?
- Is the main hall used for sport and what markings are required?
- Where do performances take place - can this be integrated or does it need another space?
Therapy, sensory and group rooms
Specialist sensory, therapy and group room needs can vary from school to school, but all of them needed specialist equipment and spaces.
The hydrotherapy pool is one of the most specialist elements of design and construction in a SEND school.
Of particular consideration is the strategy around pool accessibility, as well as its connection to the rest of the school. Ask the following questions during your briefing development:
- How will you enable hoisting direct from the personal care areas into the pool, but still ensure the process offers dignity?
- How will you ensure your hoist design extends over the pool by at least 2m to prevent any accidents when lowering?
- Is it possible for the hoist to cover the whole pool area?
- How will any steps into the pool be designed? In the corner or full width across?
- If you are a campus school, do you need another hydrotherapy pool? Or could one be a warmer water pool for great third party use opportunities?
- Can you consider ladders into the pool to train users?
- Are sensory provisions important for your pool as AV equipment in the pool area generally stretches the budget?
- What depth, width, length and shape will offer the greatest flexibility for your users?
- What suitable space will you need to allow for around the pool to house pool covers, showers, storage, AV control, chemical access and plant areas?
- How will the pool be accessible out of hours for community use to help fund raise and pay the for pool costs?
Staff, reception, offices, meeting rooms
These often overlooked areas are so important to the functionality of a school. It is here that we have to look beyond the cohort.
This bigger picture research helped us curate a series of questions to consider:
- How many people does a conference room need to hold to allow for multi-agency meetings, etc?
- Are PPA (staff work) areas adequately provided for and are they separate to the staff social space or incorporated within?
- Where will your reception sit within the building and who is it catering for?
- Is the reception an admin hub and how is privacy/acoustic separation provided?
- Does the reception size offer a welcoming space where people have the space to sit and wait?
- Is there a need for a small meeting room or parents room in this space?
- How will you approach security to the entrance doors, air locks, secure lobbies and draft lobbies?
- How you you want this space to work?
- Should staff social and refreshment spaces be one central room, or distributed throughout the building?
- How many meetings with different disciplines are needed - how does this play into space provision?
- Can staff and multi-disciplinary professionals have work and prep space together to enable joined up thinking?
- Can meeting rooms and the admin/business hub be near the front of the school to save visitors going through the school?
Keeping your school clean and tidy, whilst enabling staff to be able to access equipment swiftly is an important part of school life.
Some of the questions to consider for this include the following:
- What items need storing at your school?
- Is wardrobe style storage possible in the school to cater for coat and bag storage to save space?
- How will you appropriately locate mobility equipment storage for easy access?
- How will you store equipment that needs charging?
- What external storage do you need for bikes?
- With SEND schools, there is no defined 'PE Kit provision' - is it important you schedule this early?
- Is it possible to use the kitchen servery as a storage area for chairs and dining?
- Are there any innovative furniture designs that enable for better storage?
- Have you visited other SEND schools to understand how they have dealt with storage scheduling?
- Can you take advantage of the full volume of space for storage (e.g. can resource storage go above mobility equipment)?
It is so important, for privacy and dignity, that these areas are located suitably and appropriately for the students and teachers.
Here are some of the questions that are worth considering when scheduling these areas:
- How accessible do these areas need to be from every classroom?
- What personal care spaces are needed? Be careful to consider the number and size which will vary according to needs and age of learners.
- Is there appropriately located pupils and staff changing areas?
- How will you schedule staff toilets so they don't have to leave classrooms for too long?
- Where will you need to locate personal care space so that pupil movement is minimised and they are not 'wedged in' to the plan?
- Will the noise from hand dryers be too distressing for pupils?
- Does every personal care space need a sluice?
- What type of hoist do you need in the personal care spaces?
- What provision is needed in the hydrotherapy pool to work with hoisting and ambulant users?
- Have you considered the power needs in the personal care spaces?
- What are the lighting needs for these rooms?
Often, the arrangement and strategy behind circulation can be overlooked, but it is a significant proportion of your overall area.
With this in mind, consider all your options for maximising the use of these areas, identifying opportunities for display, colourful wayfinding and storage.
- How can you use circulation to offer added value as it takes up a large amount of your overall area?
- Will your cohort see a long corridor as an opportunity for a running track - could you consider kinks in the corridor to avoid this?
- How can you ensure corridors are wide enough to allow non-ambulant users to pass each other comfortably in wheelchairs or other support equipment
- Is there adequate space for young people who may find small spaces difficult to be in?
- Do you want to have alcoves off circulation for mobility equipment storage and resources and how will this be managed in terms of fire prevention?
- How will you use access control to breakdown circulation spaces and create different zones?
- How will design avoid hiding places?
- Will indentations by class entrances provide waiting and passing space?
- Can you use colour to assist with wayfinding?
- Have you considered these as opportunities for artwork display?
- Is natural daylighting and are external views important to you in circulation spaces?
Lifts will only be relevant where your school is going to be delivered over two storeys plus.
However, it is important to ensure you consider the sizes, how many people need to access them and the ongoing maintenance costs, as research has shown this to be expensive.
- How many lifts do you need and where will they be located?
- What size do you need the lift to be, taking into account the different wheelchairs and beds needed?
- Have you considered loading and unloading cycle times so you don't lose vital learning times?
- Will the lift be needed for evacuation - if so, the numbers of people it can accommodate is crucial?
- What are the maintenance costs going to be for your lift(s)?
Making sure you have hoist systems that offer maximum coverage across your rooms, really opens up the world to the possible for young people.
However, whilst looking into how this will be designed, research has shown considerations for structural load, room to room changeover and considering how the school can operate when a hoist is out of action are all key aspects of this area:
- How will you ensure maximum coverage of rooms?
- Which specialists can you work with to look at options such as 'H-frame' hoisting to define the requirements - how they charge is critical?
- Have you considered how the structure is designed for hoist loads?
- Will they be wall or ceiling mounted and if it is an existing building, can they be retrofitted?
- Is there the option to use sling hoists so that children can stand?
- Will you need to be able to undertake room to room changeover (for example a key hole through the door frame system)?
- Have you considered how you will operate if the hoist is out of action?
Compartmentalisation, access, security
Access control and security is absolutely critical. Particularly in settings where people may see these elements of the design a target or a challenge.
The work you undertake within this section, will also help feed into your overall security strategy for the development.
- What elements of the design might young people target as a challenge and how can you be clever about designing this out?
- Have you considered how locking of doors and zoning areas is developed to carefully support how the school operates?
- How will the access control and security strategy support out of hours and third party use?
- What type of sounder do you want for fire and burglar alarms?
- Have you considered whether the alarms are sensory overload for certain children and young people?
- Would a double knock fire system allow better management of the building to investigate issues before a major alarm and evacuation is put into action?
The build and beyond
What you should expect
Your hard work and dedication in developing your school design, is now about to become a reality
So, what should you expect from the construction process and beyond?
Without going into extensive detail, over the page there are a few poignant extracts of what can be involved in the delivery of a SEND school construction project.
Often, these schemes will be procured through a framework, which will ensure access to suitably qualified and expert contractors, which can deliver a high quality building, and will work with you to create an exciting, insightful and enjoyable experience.
Here are just a few conversations to surface at the beginning of your project:
- How can the building contractor involve me in the progress so I can be up to date with how things are progressing?
- How can my children and young people be involved in the build?
- Could smaller groups visit and then report back to pupils and parents?
- Is it possible to programme in regular teacher and student visits to the construction site?
- Can the contractors and supply chain visit the existing school to help them understand who they are building this school for and how important it is?
- Can we use Virtual Reality cameras and goggles to enable less able pupils to view the construction site?
- How will we manage early integration of the students to help them have a smooth transition?
Consider these questions for nearing the end, and beyond construction:
- When should we have staff assemblies to explain the school and functionality?
- Which staff members are best to attend these?
- Is it possible to create a programme of training sessions targeted at key staff members?
- How would I like to receive my 'building user guide'?
- Should key equipment processes be filmed for easier understanding through video clips?
- Have I been introduced to the customer care team who can help me with report issues post handover?
- Will I be able to have a 'soft landings lite' support where a site manager remains on site for 2-4 weeks after handover?
- What is the commitment from senior operations people to visit the scheme?
- Will there be supplementary training refreshers for staff?
- How can we capture the human story, as a team, to show the difference this building has made?
- When will we carry out post occupancy evaluations and lessons learned to ensure we take new learnings into future projects?
Where next?
An infinite journey
We're pretty sure most journeys like this one, are best to look at, as infinite.
Design, technology and understanding changes as time progresses, so in tandem, we must continue to challenge the status quo with how these facilities are designed and delivered.
We don't want this to stand still. The work isn't finished.
Ideally, we'd like to see continuous improvement fed into this guide via regular reviews and knowledge forums, in order that our industry can continue to help deliver the best facilities for the learners, staff and teachers for years to come.
We'll continue to carry out post occupancy evaluations and track the trends, including POE's on projects we haven't built! It really helps open our eyes to the art of the possible.
We want to continue to liaise with the DfE to ensure this document works hand in hand with the Building Bulletins, their lessons learnt and POE outputs as well.
Finally, we want as much feedback on what worked and assisted from this guide (including any gaping holes we've missed!) to help this journey keep on moving forward.
We are definitely not the experts, but with the teams around us providing support, insight, feedback and advice, collectively we can be a harness the power of possibility.
Together, we want to Build Better Futures for our young people.
Ways to get involved
If you'd like to to get involved, you can speak to your local Morgan Sindall contact or email us by clicking below:
Email us
Hero-checks
Thanks to our contributors
Without the advice, guidance, support and wisdom of our contributor partners, we simply could not have moved this journey forward.
For all of your work so far on this journey, we are truly grateful. It's not much, but to say thank you, we wanted to acknowledge your names here.
In no particular order, the names of those who contributed to the initial research, and then also during our knowledge forum workshops are listed opposite.
The journey continues - if you'd like to join us, click on the button below to get in contact.
Join us
Thank you, all...
Alison Revell (Cambridgeshire County Council), Claire Barton (Haverstock), Darren Fellowes (Concertus), Edward Maxfield (Norfolk County Council), Isabel Horner (Norfolk County Council), James Montgomery (NPS Property Consultants), Jo Fellowes (Suffolk County Council), John Jenkins (Haverstock Retired) Judith Salter CBE (Retired Headteacher - Glenwood School) Karin Heap (Headteacher, Chapel Green School), Melanie Foster (National Autistic Society), Nicki Price (Sensational Families), Pauline Morgan (The Hamlet Centre), Ralph Holloway (Essex County Council), Simon Bainbridge (Headteacher, Highfields Littleport Academy), Simon Wall (Headteacher, Lexden Springs School), Neil Smith (Essex County Council), Chris Denny (Suffolk County Council), Kelly Smith (Suffolk County Council), Laura Jones (LJ Architects), Gareth Long (The Learning Crowd), Sharon Wright (The Learning Crowd), Jonathan Hesketh (Atkins), Matthew Tabram (sixfootstudio), Karen Lacey (Wynne Williams), Tanya Griffiths (Concertus), Anna Monoghan (Haverstock), Bryony Briggs (Concertus), Liz Harris (Concertus), Glen Bickers (Concertus)
