Fostering a learning community

We know from various research and studies that there are a number of benefits for pupils and staff teaching and learning in a collocated environment, including:

1. Shared learning and innovative curriculum development that provides inclusive, collaborative practice across SEN and mainstream schools and resulting in raised standards for all.
2. Deconstructing prejudices and breaking down barriers for all pupils, by experiencing an inclusive environment from an early age, which will shape their future views in a positive way.
3. Allows schools to become inclusive by offering opportunities for SEN pupils to have access to DT workshops, fully serviced science labs and creative and performing art spaces, which are rarely included to such a scale in SEN schools.

We have successfully designed several collocated schools, and have identified the following key drivers to enable future projects' success:

• Implementation of a well-structured, detailed engagement process. This allows opportunity for the design team to understand the brief, whilst allowing both mainstream and special school stakeholders to establish and agree what their shared priorities, aspirations and differences are.
• Providing areas that create opportunities for inclusivity, where both mainstream and SEN pupils can meet and interact internally and externally. As designers, it is critical that we understand the interaction needs are individual to each child, and the design must therefore reflect the unique needs of each school.
• Consideration of the staff environment, by providing spaces that are for health and wellbeing, creativity, away from pupils with access to the outdoors. Where possible, have a combined or centralised staff area, as it is as important for staff community to be integrated, as it is for pupils.
• Understanding the external site strategy, and establish this with both schools early in the process, as SEN requirements can be extensive. How this is integrated into the overall scheme is integral to the success of the project, and the smooth running of the school.
• Understanding the practicalities and logistical considerations of collocation. SEN schools require generous space in corridors, dining areas, toilets and storage. If a large amount of integration is required, then this will need to be distributed throughout all areas of the school.

In summary, although there are clearly challenges to take on board when successfully designing collocated schools, they can provide great benefits for both SEN and mainstream pupils and staff.

Fairwater Campus, Cardiff

Fairwater Campus in Cardiff is an ambitious project that aims to bring together three schools on to one site to provide equitable and collaborative education to the local community. The scheme will relocate two local ALN schools (Woodlands High School and Riverbank Primary School) to the site of the existing Cantonian High School, where a total of 1800 pupils will be housed in new net-zero carbon accommodation.

The site will also incorporate extensive sports and occupational therapy facilities for use by the local community and a new building dedicated to health and wellbeing.

Construction is due to commence in September 2023 with a view to the project being completed by the end of 2025.

Greenmead & Ronald Ross Schools, London

The design for Greenmead and Ronald Ross schools integrates both SEN and mainstream pupils on to the one site, allowing opportunities for the sharing of provisions in a sophisticated and contemporary space.

The process involves the collocation of the Greenmead SEN School on to the existing site of Ronald Ross which is a mainstream school. Whilst this collocation offers the opportunity for shared facilities, the design recognises the importance of maintaining discernible identities for both schools.

The design benefits both pupils and the community as a whole. The facilities offer community access to a new contemporary building, with access to a hydrotherapy pool and lettable sports facilties. Awareness is raised amongst mainstream pupils of the needs of SEN, PMLD, PD and SLD counterparts.

Illogan and Curnow Special School, Cornwall

The newly adapted and expanded Illogan Primary School facility for 242 pupils in Cornwall serves to provide enhanced contemporary primary school and SEN facilities in the newly collocated Key Stage 1 and 2 pupils of nearby Curnow school; improving upon the efficiencies at Illogan whilst enhancing internal teaching accommodation and delivering a more dynamic outdoor learning/play environment.

Curnow caters to the specific needs of every individual pupil, addressing their emotional, physical and mental wellbeing. The new building ensures pupils have the most up to date facilities to ensure every pupil can achieve his or her maximum potential.

"Throughout the process, the design team of HLM Architects has listened to our hopes and aspirations and have involved us at every stage of the design and has ensured that our fundamental vision and mission for the school has been integrated to the final design." Dr Bob Coburn, Executive Head Teacher

This article is a snippet from our new Schools Designed for Everyone brochure, follow this link to download a copy and find out how we're making better places.

Find out more, contact our SEN Lead, Catherine Ward.

Thoughtful design and the desire to make spaces and places that improve lives sits at the heart of everything we do.

Get in touch via the links below, and find out more about the work we're doing to make better places.

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