Having fun designing SEMH Schools: Putting staff and pupils at the heart of the design
Joe Shepherd, Reds10, Claire Wakelin, HLM Architects & Tom Neave, EKO Trust

The focus of this presentation is Pathways School. Pathways is an all-through school that was designed and delivered by HLM and Reds10 for the EKO Trust for 90 pupils aged 3-18 with SEMH and ASC needs. This new school redevelops a challenging brownfield site with complex planning issues associated with the strategic local plan, to provide a much-needed facility at the heart of the local community. During our presentation:

• We will outline some of the unique challenges faced by SEMH schools and how designers can respond.

• We will share our insights on designing spaces for wellbeing including approach to colour theory and interior spaces.

• Demonstrate how one size does not fit all, and that off-site volumetric buildings can respond to unique school specific briefs and challenging brownfield sites.

• Share lessons learnt and practical design considerations from a Trusts perspective, to take forward into the design, delivery and operation of future SEMH school buildings.

Woodland View - Innovation in Inclusion
Jennifer Freeman, NORR & Paul Don, East Dunbartonshire Council

Woodland View Additional Support Needs (ASN) School in East Dunbartonshire, Scotland is an example of genuine innovation in the SEN sector. This highly inclusive educational facility replaced two existing SEN schools with a single new building. The project delivers diverse education opportunities in a continuous learning environment for 200 children and young people from nursery to secondary age with mild/moderate to severe/complex needs across a range of educational, medical and mobility support in a safe, immersive and accessible facility. The key learning points of the presentation will be:

• Significant project challenges can sometimes create wonderful opportunities for creative solutions.
• Effective stakeholder engagement is a vital part of delivering a truly inclusive facility through a truly inclusive process.
• SEN facilities should have exactly the same qualities as mainstream facilities.
• SEN pupils deserve the best environments we can possibly give them; considered details are key in achieving this.
• Inclusivity, flexibility and choice were key drivers in delivering a building that truly meets the needs of every building user.