Education Property Issue 08 April-May 2025

04/2025

APRIL-MAY 2025

PBSA scheme sets

environmental benchmark

The impact of CIF funding

on education estates

Backlog maintenance

bill hits £13.8bn

EDUCATION-PROPERTY.COM

Comment

W E L C O M E

No news may not

be good news

As Education Property was

going to press, the Chancellor,

Rachel Reeves, presented her

Spring Statement.

But, as alluded to in her first

Budget speech in September, this

interim announcement acted

merely as an ‘update’, without

any major policy changes.

In fact, education was hardly

mentioned, other than criticism

of the previous government’s

underinvestment in the sector.

This has led to concerns from

education leaders that issues with

estates and wider funding deficits

could force closures, particularly

within early years settings.

You can read more about the

reaction to Reeves’ speech in our News section (p8).

Also in this edition, and highlighting the reason

behind the concerns increasingly being voiced

across the sector, is the recent National Audit Office

report into the backlog maintenance crisis impacting

education providers.

The report reveals that the estimated backlog

maintenance bill for the Department for Education

(DfE) is now in excess of £13.8bn.

To address this, education leaders are calling for

increased capital spending and improvements in data

collection across all settings.

Without this commitment, it is

hard to see how education providers

can deliver top-quality learning and

attract and retain staff.

Elsewhere, Education Property

looks at the Government’s

Condition Improvement Fund

(CIF) and offers advice on how

to maximise the potential of

applications (p23). And we explore

the importance of preparing for a

post-PFI world (p20).

In the Environmental section

(p42) we continue to consider

how the sector can drive carbon

efficiencies and ensure a sustainable

estate moving forward. This includes

the impact of solar panel technology

and low-energy heating solutions.

Coming up in the next edition, we will be focusing

on the nursery estate and how modern methods of

construction will be critical to the future delivery of

education infrastructure.

If you can help with these articles, please contact

joanne.makosinski@nexusgroup.co.uk

Jo Makosinski

Editor

Education Property

About Jo: Jo is the editor of Education Property, having

joined Nexus Media in November 2023.

She has been specialising in design and construction

best practice for the past 16 years, working on the

Building Better Healthcare Awards and editing both

Building Better Healthcare and Healthcare Design &

Management magazines.

She has a special interest in the design of public

buildings, including schools, nurseries, colleges, hospitals,

health centres, and libraries.

EDUCATION-PROPERTY.COM MAY-APRIL 2025 | 3

Confidently

Connecting

Nursery Buyers

and Sellers

At Owen Froebel, we help nursery owners like you buy

and sell preschool nurseries with confidence. With

our expert brokerage services and a personalised

approach, we’re dedicated to meeting your unique

needs and achieving your goals.

Whether you’re ready to sell today or planning for the

future, we’ll be with you every step of the way. From

your initial consultation to completing the deal, we

ensure a seamless and hassle-free experience.

With successful sales across the UK, from the

North-West to the South-East, our results speak for

themselves. If you’re looking to establish a new

nursery, we also offer opportunities in top locations

such as Manchester, Leicester, and London.

For more information get in touch:

hello@owenfroebel.co.uk

02475226127

Visit our website to view

available day nursery opportunities:

www.owenfroebel.co.uk

Contents

Chief executive officer

Alex Dampier

Chief operating officer

Sarah Hyman

Chief marketing officer

Julia Payne

Editor

Joanne Makosinski

joanne.makosinski@nexusgroup.co.uk

Reporter and subeditor

Charles Wheeldon

Advertising & event sales director

Caroline Bowern

Business development executive

Kirsty Parks

Head of content

David Farbrother

Head of marketing

Carrie Lee

Publisher

Harry Hyman

6-9 News

We round up the latest big stories,

including an overview of the

recent Spring Statement, which

has prompted anger from the

sector; plus the estates backlog

maintenance bill hits £13.8bn

11

10-14 Projects

The latest education

developments, including approval

for Northumberland College’s

pioneering £52m Ashington

Campus; and redevelopment of the

Hewett Academy in Norwich

30

30 Preview

The launch of the Education

Property Forum. Find out who

you can take part

32

32-35 Design and Build

Exploring the impact of colour

in education settings; and new

neurodiversity design guide

is published for the higher

education sector

Investor Publishing Ltd, 3rd Floor,

10 Rose & Crown Yard, King Street,

London, SW1Y 6RE

Tel: 020 7104 2000

Website: www.education-property.com

Education Property is published six times a year

by Investor Publishing Ltd.

ISSN 3033-3458

© Investor Publishing Limited 2025

The views expressed in Healthcare Property

are not necessarily those of the editor or publishers.

@edu_prop

linkedin.com/company/education-property-magazine/

16

16-25 Finance and Property

An overview of the Department

for Education’s Condition

Improvement Fund (CIF); a new

report reveals increased interest

in the PBSA market; and the

University of Kent looks to sell

off surplus land

26-28 Finance and

Property Deals

The latest property deals from

across the education sector

38

36-40 Estates and Facilities

Management

Expert insight into education

estates security challenges; and

the importance of keeping estates

strategies up to date

42-50 Environmental

How universities are impacted by

climate and sustainability reporting

requirements; the sector sees an

increased uptake of solar energy

solutions, and we look at lowenergy

heating technologies

EDUCATION-PROPERTY.COM APRIL-MAY 2025 | 5

News

Schools backlog

maintenance bill

nears £14bn

A new report reveals the impact of backlog

maintenance across UK schools

The National Audit Office (NAO)

has released new figures which

show the cost of addressing backlog

maintenance in government-owned

buildings stands at more than £49bn

— with schools particularly affected by

ongoing underinvestment.

And, the report claims, this figure could

be much greater as poor government data

means the true cost cannot be confirmed.

The 480-page cross-government

publication, entitled Maintaining public

service facilities, found the estimated backlog

maintenance bill for the Department for

Education (DfE) was in excess of £13.8bn,

equal to that of the Department of Health

and Social Care.

CHALLENGING TIMES

The education sector is one of the

Government’s most-valuable property

portfolios, making up 34% of the total.

However, it is also responsible for 13% of

the total backlog maintenance challenge.

The estimated backlog maintenance

figure is based on the DfE’s estimate of

schools’ total condition need, defined as

the modelled cost of the remedial work to

repair or replace all defective elements in

the school estate.

The NAO report converts this figure

to 2023-24 prices and follows the Office

of Government Property (OGP) in

treating condition need as indicative of the

school backlog.

However, the DfE’s estimate is based on

data collected between 2017-2019 and does

not account for any subsequent investment

to improve schools or deterioration of

their condition.

A new data collection exercise is due to

complete in 2026.

The report claims the poor condition

of the education estate is due to a

number of factors:

• Historic underinvestment

• Cost increases and inflationary pressures

• Many aged buildings which are reaching

the end of their intended operational life

at the same time

And it makes a number of recommendations

for addressing the crisis, including a morelong-term

approach to capital funding and

improved data collection.

A DOWNWARD TREND

It states: “Having good-quality property

that is properly maintained, utilised, and

adaptable to future needs is fundamental to

delivering public services.

“However, the condition of government

property has declined over the last decade.

“The Government will need to consider

the optimal way to manage its assets

alongside its long-term investment

plans, in addition to the cost of ongoing

maintenance, to bring property condition

to a satisfactory level.

6 | APRIL-MAY 2025 EDUCATION-PROPERTY.COM

News

Value of central government property by

portfolio, March 2023

Academy schools, defence and health properties are

the largest by value

Prison

4%

Others

11%

Academy

schools

34%

Composition of the government’s maintenance backlog, October 2024

Ministry of Defence properties, schools, and NHS properties such as hospitals make up 88% of the

total backlog

Types of government property

Ministry of Defence properties

Schools 1

13.8

15.3

Defence

18%

Hospitals and other NHS properties 2

13.8

Prisons and probation centres

1.8

Health

32%

Courts and tribunals

1.3

Jobcentres and assessment centres 3

1.1

“The scale of the challenge will become

intractable unless the OGP urgently

addresses strategic planning gaps across

government, so it, and departments,

can understand what the full picture

of maintenance requirements is across

government, ahead of the next, and

subsequent, spending review periods.

“In the short term, this will allow the

most-urgent works to be prioritised and

risks to be understood.

“In the medium to long term, it will

allow for the Government to take a

more-strategic approach to property

maintenance and management, working

towards futureproofing the estate to make

it fit for purpose and to represent the best

value for money.”

NUMBER CRUNCHING

The report reveals that the funding

awarded to government departments and

arm’s-length bodies by the Government

for maintenance work has often been

significantly lower than the amounts they

estimated they need.

For example, the DfE in its Spending

Review 2020 case recommended £5.3bn

a year as the capital funding required

Others 4

to maintain schools and mitigate the

most-serious risks of building failure

once it had expanded its School

Rebuilding Programme.

Since it would take time to achieve this

expansion, DfE requested an average of

£4bn a year for 2021-2025.

But HM Treasury allocated an average

of £3.1bn a year.

“Given wider pressures on public

spending, it is important for departments to

make effective decisions on prioritisation,”

says the report.

“This involves deciding which works to

carry out and which to forgo or postpone;

whether to maintain existing properties,

refurbish, or build new ones; and whether

to divert funds allocated to maintenance to

other areas of spending.”

Recommendations for improvements laid

out in the report cover four main areas:

• Data: Mandating a common set of

property condition ratings, delivering

The Government will need to consider the

optimal way to manage its assets alongside

its long-term investment plans, in addition

to the cost of ongoing maintenance, to bring

property condition to a satisfactory level

1.5

0 5 10 15 20

Maintenance backlog (£bn)

a programme of data maturity to

gather information on all government

property including

• A standardised definition of

the maintenance backlog used

across government to estimate

the total backlog

• Maintenance backlog information

published annually to

improve transparency

• Funding: Providing guidance and

tools to support departments’ Spending

Review bids for maintenance funding

• HM Treasury to tackle the backlog

through the next spending review

• Assessments of the benefits of

new builds versus maintaining

existing properties in business

cases for new builds

• Capability: Working to increase

the professional accreditation rate of

property practitioners, offering training

and opportunities for knowledge sharing

• Office of Government Property to

use data on the property profession

to make recommendations to

departments about addressing skills

gaps in property roles

• Departments to include workable

property workforce plans in their

strategic workforce plan

• Planning: Working with departments to

raise the profile of property maintenance

• Long-term plans for

departments’ capital needs

• Arm’s-length bodies to produce

strategic asset management plans or be

included in departmental plans n


News • Budget

Fury as Budget fails to

deliver on education

Education chiefs expressed anger and

concern after Chancellor, Rachel

Reeves’ Spring Statement failed to

bring additional funding for the sector.

While Reeves did mention schools

in her House of Commons address

on Wednesday, accusing the previous

Conservative leadership of leaving

school roofs ‘literally crumbling’, the

only reference to capital allocations was

£13bn more for infrastructure over the

next five years, although none of this was

sector specific.

And Reeves’ plans for a major review of

the country’s welfare system will further

impact on the sector, critics are warning.

DEEDS NOT WORDS

Daniel Kebede, general secretary of the

National Education Union, said: “Austerity

is ended in deeds not words.

“The Spring Statement will cause deep

anger among education staff because it does

not address the key issue preventing schools

and colleges from supporting children and

Children get only

one chance to go to

school and college,

and education staff

expect government

to deliver enough

funding for safe

school buildings…


Budget • News

Labour has

pledged to increase

opportunities

for working-class

children, but this

simply won’t happen

without investment in

our schools

young people — a lack of funding.

“Children get only one chance

to go to school and college, and

education staff expect government

to deliver enough funding for safe

school buildings, experienced teachers,

appropriate class sizes, and pastoral

and SEND services.

“Cuts to funding and huge real-terms

pay cuts of a fifth since 2010 have made

teaching less attractive and the serious

recruitment and retention issues are now

plain for all to see.

“Children are losing out.

“Labour has pledged to increase

opportunities for working-class children,

but this simply won’t happen without

investment in our schools and funding for

the pay increases needed to value, recruit,

and retain the educators we need.

“The NEU backs calls for a wealth tax and

rejects the concept that cutting welfare will

boost employment or grow our economy.

“The two-child limit and any

further cuts to welfare will directly and

immediately worsen the life chances for

thousands of children.

“Talk of ‘efficiency’ savings in education

is incendiary when teachers are spending

their own salaries on what’s needed in

the classroom.”

UNDER PRESSURE

Paul Whiteman, general secretary of school

leaders’ union, NAHT, added: “School

budgets remain under severe pressure after

years of under investment.

“It will be absolutely vital that they are

protected and built upon in the multi-year

June spending review, with additional

funding urgently needed for core services,

supporting children with educational needs,

and the school estate.

“Without sustained long-term

investment, it will only become more

difficult for school leaders to provide the

learning experience all pupils deserve.”

And Julia Harnden, funding specialist

at the Association of School and College

Leaders, told Education Property: “Nothing

in the Spring Statement changes the

bleak financial situation being faced by

schools and colleges.

“The reality is that many will have to

make further cuts to their budgets and thus

the educational provision they are able to

If the Government is truly serious about

both growing the economy and ensuring that

every child gets the best start in life, surely it

has no choice but to invest in the sector that

can help it do both

provide to children and young people.

“Increased capital spending is welcome,

and it is vital that a fair proportion is

allocated to education to allow schools

and colleges to make the repairs and

refurbishments they desperately need.

This would only begin to address the

£3.6bn shortfall in capital funding for

education since 2021.”

EARLY YEARS

Early years leaders are particularly

concerned the welfare review and increases

to National Insurance contributions will

put additional pressure on parents and

force them out of work, with a knock-on

effect on nurseries.

The Early Education and Childcare

Coalition tweeted that: “The Chancellor

must ensure that early years funding covers

the cost of delivery so that every child can

thrive and their parents can stay in work.

“Doing so will boost tax receipts, cut the

benefits bill, and deliver growth for us all.”

And the Early Years Alliance said there

was a likelihood of many settings having to

increase fees and limit the places they offer,

resulting from pressures due to upcoming

changes and years of underfunding.

Chief executive, Neil Leitch, described it

as ‘disappointing and incredibly frustrating’

that the early years sector has been ignored.

“Many settings have been left with no

choice but to substantially increase parent

fees or risk permanent closure,” he added.

“If the Government is truly serious about

both growing the economy and ensuring

that every child gets the best start in life,

surely it has no choice but to invest in the

sector that can help it do both.

“The sooner the Government’s actions on

the early years start matching its rhetoric,

the better for everyone.” n


News • Projects

Rebuild underway at

academy school

A redevelopment project is set to

begin at the Hewett Academy in

Norwich to delivery improvements

to existing buildings and provide

additional accommodation.

Designed by LSI Architects, the major

revamp of the secondary school is being

funded by the Department for Education’s

£1bn School Rebuilding Programme.

While the existing building is steeped in

local history and celebrated for its 1950s

architectural aesthetic, it has presented

challenges in providing the facilities and space

needed for a thriving learning environment.

And outdated infrastructure and accessibility

limitations have hindered the academy’s

ability to offer its students the best-possible

learning experience.

The revamp plans include retention and

refurbishment works to the locally-listed

central range building, with its primary

entrance and retained Walter Roy Theatre;

and a two-storey extension added either

side to provide new teaching and sport

accommodation.

The existing pool building, which is regularly

utilised by pupils and the community alike, will

also see refurbishment works.

And a collection of smaller life-expired

and vacant buildings along Hall Road

will be demolished to improve the overall

safety of the site.

The central clock tower, which is iconic to

Norwich, will be retained, as will the modern

aesthetic of the Crittall windows, while feature

brickwork has been proposed in select

locations across the new extension to further

celebrate the relationship between old and new.

The new sports extension will strongly

reference the Eileen Ash sports building which

already exists on site, in terms of both its

materiality and colour.

The sports hall will remain available for

community use, with a new visitors’ entrance

being added to facilitate this.

School principal, Antony Little, said of the

scheme: “The new build for Hewett Academy

will be one that matches the ambition and

aspirations of our students.

“This state-of-the-art school will be a fitting

place to learn for local students and builds on

the history and the heritage of the school.”

Work onsite is expected to commence

shortly, with the project being delivered by

main contractor, Kier Eastern, after Norwich

City Council granted planning permission in

September 2024.

Revamp for historic institution

A new design, technology, and

science block is under construction

at Wellingborough School, marking

a significant step in the ongoing

transformation of the 400-yearold

institution.

Pick Everard is overseeing the construction,

providing architectural and civil engineering

services alongside principal contractor,

Bowmer + Kirkland.

The new facility, located in London Road, is

earmarked for completion at the end of this

year and represents the first phase of a 30-

year masterplan to modernise the campus.

The part-two-storey, part-three-storey

building will house workshops, a lecture

theatre for 220 pupils, seminar rooms, and

a computer lab.

And a spacious, glass-fronted reception

will connect the learning spaces, blending

innovation with the school’s historic character.

Dora Vestito, associate at Pick Everard, said:

“This project is a brilliant example of how

a modern building can pay service to, and

respect, its history and heritage, which this

school is steeped in.

“The space itself balances those modern

and traditional touches, with a large glass front

flooding the space with natural light, while

the surrounding materials deliberately call

back to a Victorian era, such as red brick and

stone finishes.

“Once the 30-year masterplan for the

campus, which we developed in partnership

with the school, is complete, it will be a

very-impressive overarching vision, with new

sports, science, and teaching facilities, as

well as a new art and theatre venue, within

a greatly-improved wider landscape and

open space design.”

The school’s headmaster, Andrew Holman,

added: “We are delighted that the first stage

of our 30-year plan is coming to life and look

forward to the opening of our incredible new

technology centre.

“The opportunities it will offer to our students

through state-of-the-art facilities will hugely

enhance our offering in design technology,

computing, and food technology.”


News • Projects

College expansion to

boost the economy

Work on Northumberland College’s

pioneering £52m Ashington Campus

has begun after the project received

full approval from the Department for

Education (DfE).

The project will provide state-of-the-art

academic and technical facilities aligned to

industry and regional skills priorities, bringing

significant economic and education benefits

to Northumberland and the wider region.

Contractor, Bowmer + Kirkland, has been

appointed under the DfE’s framework as

design and build contractor for the campus,

which will be one of a new generation of

government-led educational buildings with

advanced concepts, design standards, net

zero, and sustainability at the heart of its

construction and operation.

IMMERSIVE LEARNING

Led by Education Partnership North East and

Northumberland College, a 5.7-acre site will

be developed at Advance Northumberland’s

Wansbeck Park and will feature three

distinct buildings including an advanced

manufacturing, engineering and construction

skills centre; a further and higher education

academic and technical ‘heart of the campus’

incorporating a discrete hub for young

people with special educational needs and

disabilities; and a ‘student life centre’.

There will also be dedicated catering and

dining facilities; a large theatre space with

auditorium bleacher seating; employment,

careers, financial, welfare, and study

support services; specialist labs; industrystandard

workshops; and immersive

learning environments.

Plans for the campus — due to open in

2026 — came before Northumberland County

Council’s Strategic Planning Committee in

June 2024 and were unanimously approved.

REGENERATION

Ellen Thinnesen, chief executive of Education

Partnership North East, said: “We have

worked closely with the Department for

Education over several years to achieve to this

landmark moment.

“This major financial investment will not

only enhance local access to technical and

academic pathways-linked employment and

higher-level study, but it will also play a major

role in the regeneration of Ashington.

“I am increasingly grateful to the DfE for

its full backing of this transformative and

visionary project.”

Darren Stoker, regional construction director

for Bowmer + Kirkland, added: “We are

delighted to have been appointed by the

Department for Education to design and deliver

Ashington Campus.

“It is exciting to be part of the process that will

provide such a fantastic and innovative building

for Ashington and the North East in general.”

The new campus will introduce a range of

apprenticeship and technical pathways, and

academic A-Levels, supporting education

routes into meaningful employment or

higher education.

The development is also supported by a

wide range of organisations and employers

from across the county and wider North

East, including Advance Northumberland,

AkzoNobel, and Northumbria Healthcare NHS

Foundation Trust, which recently signed a

Memorandum of Understanding with EPNE to

launch a School of Health at the campus.

Built using biophilic principles, an

innovative concept used in the construction

sector, architectural designs are intended

to increase occupant connectivity to the

natural environment.

And external spaces will be just as important,

with the landscape surrounding the buildings

incorporating planting strategies — which will

act as solar screening — and rain gardens,

while pathways will be made of carefullychosen

sustainable materials.

To reduce its carbon footprint, innovative

and sustainable designs and materials,

along with Modern Methods of Construction

(MMC), will mean the campus will largely be

built and manufactured offsite before being

assembled in Ashington.

The college has also been working on a

sustainable transport plan, with the campus

being located close to Ashington train station

on the re-opened Northumberland Line.


News • Projects

A transformative partnership

The opening of an industry-standard

engineering suite at Bradford College’s

Trinity Green Campus has brought

students one step closer to their dream

job in the industry.

The new facility is the result of a collaboration

between Bradford-based metal fabrication

and engineering company, Metalcraft Group,

and Bradford College.

It was designed and equipped by Metalcraft

and showcases prototype examples of the

global contractor’s precision engineering.

Stephen Smith, Bradford College’s head of

engineering, said: “We are delighted to be

partnered with Metalcraft Group.

“This represents a major step forward for our

T Level provision.

“Through our work with this reputable

Bradford-based company, students will benefit

from unprecedented access to real-world

engineering expertise and facilities.”

In addition to the speciality suite, the

partnership will also secure valuable

placement and visit opportunities for Bradford

College T Level students to gain hands-on

experience with a leading engineering firm.

Metalcraft Group chief executive, Nathan

Varley, said: “We want to help empower the

youth of Bradford going forward.

“The talent is definitely there in Bradford,

and the combination of both practical and

classroom environments at college can really

unearth these individuals.”

Rob Oldroyd, general manager at Metalcraft

Precision Engineering, a Metalcraft Group

branch, added: “This joint effort with Bradford

College will provide an insight into the future

talent available and hopefully contribute

to creating some of the next generation of

engineering experts.”

The T Level in Engineering: Design &

Development is a gateway qualification into

engineering and product development.

Designed with leading employers, the course

blends classroom learning with real-world

experience to give the skills needed to design,

test, and create innovative products.

Medical centre plans for Oxford school

Radley College, an independent boarding

school for 770 boys aged 13-18 located in

Radley, Oxfordshire, has submitted plans

to upgrade its onsite medical centre.

A planning application has been sent to

the Vale of White Horse District Council to

build a red brick modern building with timber

cladding and aluminium windowpanes.

The centre would increase the school’s

capacity for care, with six single and two

double ensuite bedrooms, six large treatment

and procedure rooms, amenity facilities,

and on-call overnight accommodation

for nursing staff.

The existing health centre is a two-storey

brick facility built in 1966, providing four single

Before. Image, GBS Architects

and one larger ward bedroom.

Architect firm, Grey Baynes and Shew

(GBS Architects), which submitted the plans

on behalf of Radley College, stated: “There

is currently insufficient capacity within the

building to meet the needs and requirements

of the college.

“The college now wishes to update the

After. Image, GBS Architects

health centre so that it is fit for modernday

purposes and offers better working

conditions for the nursing staff and boys

staying overnight.

“The services that the health centre is

required to provide has changed over the last

50 years and it is in need of updating to better

serve the needs of the college.”

Special school opens in Belfast

Northern Ireland Education Minister,

Paul Givan, has officially opened the new

Deanby Centre Special School in Belfast.

The development was completed in

September 2024 on the site of the former Our

Lady’s Primary School in North Belfast.

During July and August 2024, a total of nine

classrooms were refurbished at a cost of

nearly £1m to accommodate 72 pupils with

severe learning difficulties ranging in age from

nursery to Key Stage 2.

Speaking at the official opening of the new

facilities, Givan said: “It was great to be able to

be here today to see what has been achieved

in a relatively-short period of time.

“It could have only been accomplished as

a result of the clear vision, leadership, and

dynamic thinking of all involved.

“The challenges in providing sufficient and

appropriate special education provision are

well recognised and to be able to repurpose

a recently-vacated school premises, and so

swifty, into a special school, has essentially

provided a road map for the future.”

The Education Authority (EA) undertook

a programme of works to refurbish nine

classrooms and corridors and create

sensory, therapy, and hygiene rooms

along with external safeguarding works to

repurpose the former mainstream school

building to meet the requirements of Special

Educational Needs pupils.


Mace appointed to transform

Imperial’s Great Hall

News • Projects

Global delivery consultant

and construction expert,

Mace, has been appointed to

redevelop Imperial College

London’s largest venue, The

Great Hall, located in the

Sherfield Building on its South

Kensington campus.

Mace’s retrofit team will

transform the 4,230sq ft hall into

a flexible, multi-purpose space

that can be converted into three

lecture theatres.

Designed by Burwell Architects,

a key feature will be the creation

of removable partitions, enabling

the hall to be divided into three

distinct areas while retaining its

function as an event space.

These motorised partitions will

provide high acoustic insulation

between sections, supported

by a state-of-the-art AV system

to allow seamless transitions

between different configurations.

In addition, semi-automatic

retractable seating will facilitate a

quick switch from a theatre setup

to an open-space configuration

when the hall is used as a

single large venue.

The work will be carried out

within a live environment,

with the Sherfield Building

remaining fully operational

throughout construction.

Stewart Ward, managing

director for fit out and retrofit

at Mace Construct, said:

Edgeborough School unveils

sustainable sports facilities

Edgeborough School has raised the bar

for pupil facilities with the grand unveiling

of its new state-of-the-art changing block

— an eco-conscious, architecturallystunning

addition designed to elevate

both sports and wellbeing.

Crafted by TG Escapes, this forward-thinking

facility blends innovative modular construction

with biophilic design principles, ensuring not

just functionality, but a space that enhances

mental wellbeing and fosters a deeper

connection with nature.

Built in just five months, the development

features two spacious changing rooms, each

accommodating up to 54 pupils aged 9-13,

complete with showers, toilets, and essential

storage spaces.

A large, sleek canopy seamlessly

connects the new building to the existing

sports hall, offering covered access in all

weather conditions.

“Transforming Imperial’s Great

Hall into a multi-purpose space

with removable motorised

partitions is an ambitious forwardlooking

project which will set a

new standard for quality for future

buildings on the campus.

“This space has always

been used for a wide range

of memorable events and

its redevelopment will mean

Timber cladding was used throughout the

building, while biophilic design elements,

such as three large rooflights in the canopy,

were incorporated to maximise natural light,

creating a bright and inviting space.

This milestone investment underscores

Edgeborough School’s commitment to

sustainability and excellence, delivering an

inspiring environment where pupils can thrive,

both on and off the field.

The bespoke building has also been

meticulously designed to achieve netzero

in operation.

Daniel Cox, headmaster, said: “We’re

delighted to unveil this new changing room

block, which will have a real impact on our

pupils’ sporting experiences.

“It is a space that blends modern design with

sustainability and accessibility and it is part

of our commitment to ensuring Edgeborough

pupils have the best resources available.”

it can easily be converted

into a theatre-style set up as

well as three new separate

teaching spaces to benefit the

campus community.”

Adam Srodzinski, director of

capital projects and estates

management at Imperial

College London, added: “The

redevelopment of the Great Hall

is an exciting step forward for

Imperial, transforming this historic

space into a truly-flexible venue

for both world-class teaching

and major events.

“This project is a milestone

in our ambition to create

campuses that inspire current and

future generations.”

The Great Hall is Mace’s second

project for Imperial College

London, following the completion

of the National Heart and Lung

Institute, a cutting-edge lab and

workplace advancing research in

respiratory science.

Completion is expected

in summer 2026.

Tom Hillier, project manager at TG

Escapes, added: “Our goal is always to

create environments where students and

staff can thrive, and this has been achieved

through thoughtful sustainable design and

material choices.

“This new development provides a

functional, high-quality space that will benefit

pupils for years to come.”


News

Praise for plans to rid

schools of asbestos

Education union leaders have welcomed

a recent shift in policy on the removal

of asbestos from public buildings,

including schools.

Speaking to a recent meeting of the Work

and Pensions Committee, Sarah Albon, chief

executive of the Health and Safety Executive

(HSE), answered a question on the response

to date to the findings and recommendations

of the committee’s 2022 report into HSE’s

approach to asbestos management.

The probe, led by Sir Stephen Timms,

called for more research to better understand

the current exposure of asbestos levels;

the introduction of a 40-year deadline for

removing asbestos from non-domestic

buildings; and the creation of a register of

asbestos in public buildings.

Albon said: “I think we found the

investigation into asbestos, and the challenge

back to us, very helpful. It made us requestion

what we are doing: are we doing enough?

“We have significantly increased our overall

activity, both in information campaigns and

trying to make sure that the new generation of

workers coming through—who will not have

necessarily grown up thinking about asbestos

in the way that perhaps previous generations

did—are aware of the risks and the importance

of them protecting themselves if they are

working in buildings that might have asbestos.”

She added: “Although we have not had

any direct conversations about the specific

timeframe in which we should be looking

to see asbestos removed entirely from the

built environment, I think there is an absolute

agreement between us and Sir Stephen

Timms, as our responsible minister, that

ultimately we need to work towards a place

where asbestos is fully removed from the

UK environment.”

Welcoming her stance, Daniel Kebede,

general secretary of the National Education

Union, said: “For decades there has been

no acknowledgement by either HSE or

Government that removal of asbestos

should be the goal.

“The ambition to remove it entirely from all

public buildings is very welcome.

“[But} this is only a start, and there is a

long way to go.

“We need to see a timeframe and muchfirmer

commitments.”

It is estimated that 15% of UK schools have

asbestos, mainly ‘blue’ and ‘white’ types, which

Council’s plan to bring nurseries

‘in house’ overturned

Following heavy criticism from nursery

owners, Falkirk councillors have voted

against proposals to remove 150 funded

places from private providers.

The council had proposed to reduce the

number of places it funds for three and four

year olds in private provision as a cost-saving

measure, instead offering the places in

council-run settings.

But, at a meeting last month, councillors

rejected the proposals in a tight vote, instead

voting to raise council tax by 15.6%.

Independent councillor, Laura Murtagh,

argued the council’s budget proposals

had included ‘no public consultation,

nor discussion with children, families,

or stakeholders’.

When the plans were announced —

intended to save £580,000 in 2025/26 — the

were used for insulation and fire protection.

And HSE inspections have revealed that

most of this material is damaged, releasing

harmful fibres into the air and increasing

health risks like lung disease and cancer.

Inspections have also reported that schools

often lack effective asbestos removal plans

and there is insufficient capital funding

available for renovations.

In addition, deaths of school staff have

been increasing steeply since records

began in 1980.

Between 1980-2020, 418 teachers

aged under 75 died in Great Britain

from mesothelioma.

“Mesothelioma is an incurable cancer

caused by exposure to asbestos and it is

totally unacceptable that education staff and

children should be put at risk of developing

this terrible disease because of the condition

of the buildings in which they work and

learn,” Kebede added.

“Most schools still contain asbestos and

every day that passes means that children and

staff remain at risk of developing asbestosrelated

diseases.

“The 2022 report that was published by the

Work and Pensions Committee, examining the

HSE’s approach to asbestos management,

has laid the groundwork for this apparent shift.

“The NEU will continue to make the case

for a phased removal of asbestos from

all our education buildings to begin as

soon as possible.”

National Day Nurseries Association (NDNA)

Scotland campaigned against the move,

calling it an ‘appalling plan’.

Purnima Tanuku, chief executive of NDNA

Scotland, said: “We are very pleased to see

the decision made by Falkirk councillors

with regard to cutting the places available to

parents in partner nurseries.

“This is a sensible decision that recognises

the important role that private and third-sector

nurseries play in delivering funded early

learning and childcare.”

She added: “Our nursery members in

Falkirk and the team from NDNA Scotland

have worked tirelessly, alongside parent

organisations like Pregnant then Screwed, to

challenge this rushed proposal.

“And it is a testament to the nurseries and

parents who voiced their opposition in the

meeting, and ahead of the debate, that their

views were heard loud and clear.”


Finance and Property

PBSA developments

‘ripe for modernisation’

A new report reveals increased interest in the UK Purpose

Built Student Accommodation (PBSA) market

There is ‘significant opportunity’

for investors and universities to

upgrade and reposition older

building stock, delivering value and meeting

the evolving needs of students.

This is according to a new report

released by global property consultancy,

Knight Frank, based on insights from

56 institutional investors managing

£60bn in UK Purpose Built Student

Accommodation (PBSA) assets.

And the findings of the NextGen Living

2025 paper reveal collaboration between

universities and private-sector providers

will be critical moving forward.

Across the UK, 65% of existing purposebuilt

student homes were built before

2012, creating a two-tier market in terms of

quality, Knight Frank says.

An imbalance between new supply and

demand is exacerbating this trend, with

just 260,000 new student beds having been

added to supply since 2012, compared with

growth in full-time university students

over that same time of almost 470,000 —

intensifying the demand for modern, highquality

accommodation.

Speaking to Education Property, Matthew

Bowen, global head of living sectors

research at Knight Frank, said: “At a time

when university finances are increasingly

stretched, partnerships between universities

and the private sector can help address

these challenges.

“Ultimately, insufficient or

unsuitable accommodation constitutes

a risk to university reputations and

student recruitment.”

Ultimately, insufficient or unsuitable

accommodation constitutes a risk to university

reputations and student recruitment



UK PBSA investment volumes

Quarterly

Record year for PBSA sites sold

As a % of total volume of deals

By working together,

universities and

investors can

create a pipeline of

modern, sustainable

accommodation that

meets the needs of a

growing and diverse

student population

2019

Q1 Q2 Q3 Q4

2020

2021

2022

2023

2024

£9bn

£8bn

£7bn

£6bn

£5bn

£4bn

£3bn

£2bn

£1bn

£0

FORWARD / JOINT VENTURE

OPERATIONAL

PORTFOLIO

SITE SALE

14% 23% 26% 26% 25% 33%

2019

2020

2021

2022

2023

2024

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

SUPPLY AND DEMAND

The research found that accommodation

availability is a crucial factor in students’

university choices, with nearly two thirds

of applicants saying it influenced their

decision on where to apply to study.

Furthermore, student satisfaction with

accommodation options remains a concern,

as less than 70% of students believed there

were enough options in their chosen city.

Merelina Sykes, joint head of student

property at Knight Frank, said:

“Accommodation forms a key part of a

university’s offer to incoming students, both

domestic and international.

“Our Student Accommodation Survey

undertaken in partnership with UCAS,

revealed that nearly half of applicants start

researching their housing options before

formally applying to university.

“This underscores the importance of

getting it right — not just to drive lease-up

and occupancy, but to support sustainable

rental growth.

“In today’s competitive market,

upgrading and maintaining existing stock is

more important than ever.

“As we look ahead to 2025, more

opportunities for collaboration will emerge.

“By working together, universities

and investors can create a pipeline of

modern, sustainable accommodation that

meets the needs of a growing and diverse

student population.”

HIGH VOLUME

According to Knight Frank, investment

volumes across the broader living sectors,

including PBSA, build-to-rent (BTR), and

seniors housing, exceeded £10bn last year,

with volumes expected to continue to grow.

PBSA pipeline by city

Markets with more than 5,000 beds in the pipeline

Belfast: 5,587

Glasgow: 11,337

Edinburgh: 6,708

Manchester: 12,206

Birmingham: 16,321

Bristol: 12,141

Leeds: 10,520

LOCATIONS

TOTAL

Planning Consented

Planning Submitted

Under Construction

Nottingham: 9,873

London: 51,080

Source: Knight Frank Research

Leading cities for

PBSA delivery

New supply 2023 and 2024

Annual PBSA delivery

2015

2023

Nottingham

ANNUAL PBSA DELIVERY

2016

2017

Leeds

2018

2024

2019

London

2020

2021

Bristol

2022

2015-19 AVERAGE

2023

Leicester

2024

5,000

4,500

4,000

3,500

3,000

2,500

2,000

1,500

1,000

500

40,000

35,000

30,000

25,000

20,000

15,000

10,000

5,000


The firm has revealed that institutional investors surveyed in this year’s report plan

to deploy a remarkable £45bn over the next five years, marking a significant shift in

investment patterns towards residential assets.

By 2029, nearly a quarter of investors surveyed plan to double their current exposure

across all living sectors assets, with close to half targeting at least 80% increases

in allocation.

And investors ranked student housing as the second-most-appealing real estate asset class

over the next five years, just behind build to rent (BTR), but ahead of other high-growth

sectors, including seniors housing, logistics, and data centres.

Knight Frank estimates the value of the UK’s PBSA sector to be £89bn.

43,000

20,000

5,600

0

0

Number of beds

Number of beds



PBSA developers have taken advantage of a quieter land market and

softer pricing over the last 12 months, with some more-traditional market

participants having taken a ‘wait-and-see’ approach given challenges

around viability and private sales demand

How much do you plan to

invest in Living Sectors over the

next five years, as a % of total

current investment?

% of respondents

Current estimated value of the sector

Investable assets

Which of the following investment propositions are you currently targeting?

Respondents were asked to select all which apply

69%

67%

65% 65%

58%

100%+

23%

0-20%

16%

52%

80-100%

23%

40-80%

21%

20-40%

18%

£89bn

Student

£79bn

BTR

£44bn

Seniors Housing

29%

23%

0-20% 80-100%

20-40% 100%+

40-80%

NB. values have been rounded and may not sum to 100%


Joint venture

Stabilised

assets

Forward

funding

Forward

commit

Repositioning

Land/

planning

Pref equity

What do you think will happen to yields over the next three years?

% of respondents (depending on current exposure)

COME IN REMAIN THE SAME MOVE OUT

Debt

In the last quarter of 2024, £575m was

invested in the UK PBSA market.

Sykes said: “Deal times for stabilised

assets are taking longer because of building

safety regulations, which has pushed some

transactions into early 2025.

“That said, overall activity was

still robust.”

A BIG DEAL

According to Knight Frank data, 66

deals completed in 2024, putting the year

comfortably above the five-year average of

57 transactions.

And nearly 50% of deals completing in

the fourth quarter were development sites,

capping a record year for student land sales.

Overall, 22 development site sales were

completed over the course of the year,

accounting for a third of deal volumes.

Holly Lush-Thornton of Knight Frank

Research, said: “PBSA developers have

taken advantage of a quieter land market

and softer pricing over the last 12 months,

with some more-traditional market

participants having taken a ‘wait-and-see’

approach given challenges around viability

and private sales demand.”

And the firm predicts investment

momentum looks set to build in

the year ahead.

Sykes said: “Our team is tracking £1.3bn

of transactions currently under offer.

“The majority of deals under offer are

for stabilised or portfolio deals,

reflecting the opportunity

investors see in upgrading and

repositioning existing stock.”

IN THE PIPELINE

In total, almost 16,400 new

PBSA beds were delivered

in 2024, representing a

3% increase in bed spaces

delivered compared with the

previous year.

Nottingham saw the highest

level of new delivery, with

3,639 beds added to supply,

followed by London (2,454),

and Leeds (1,874).

Lush-Thornton said:

“Currently, the total pipeline

for 2025 is just shy of 200,000

beds across the UK, with 23%

of this under construction and a

further 48% with full planning

permission granted.”

And Sykes concludes:

“The private sector continues

to play the leading role in

providing new accommodation

for students, accounting

for 81% of all new beds

completed last year.

“Looking ahead, the largest

concentrations of pipeline in

terms of the absolute number of

Seniors

housing

BTR

Student

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Top target cities for investment

Ranked by number of respondents who selected each city

Student BTR Seniors housing

1 London London London

2 Bristol Bristol Bristol

3 Manchester Manchester Edinburgh

4 Edinburgh Birmingham Bath

5 Birmingham Edinburgh Birmingham

Two tier supply market

Regional cities PBSA supply built pre-2012 vs post 2012

PRE 2012 STOCK

63%

Nottingham

78%

Manchester

68%

Leeds

POST 2012 STOCK

57%

Sheffield

54% 59% 63%

Liverpool

Birmingham

Coventry

57%

Bristol


54%

Edinburgh

83%

Oxford

35,000

30,000

25,000

20,000

15,000

10,000

5,000


beds are found in cities with large student populations,

such as London, Birmingham, Manchester, and

Nottingham, which together account for just under

half of 2025’s pipeline.”n

0


Free to attend for Nursery owners

& Directors

1 May

NMT Owners Club Midlands

The Belfry

nmtownersclub.com/events


Managing PFI contract

expiry: How schools can

prepare for the transition

Craig Elder

Peter Jackson

PFI is back in the headlines as schools grapple with contract

costs alongside the need to renew their estates. In this

article, Craig Elder and Peter Jackson, partner and senior

associate at UK and Ireland law firm, Browne Jacobson,

explain why it’s important to prepare now for a post-PFI world

Escalating costs associated with the

school estate is an issue firmly in

the public domain now, following

the RAAC concrete crisis in 2023, which

many in education believe to be the tip

of the iceberg.

Ambitions to refurbish school buildings

to provide safe learning environments and

develop new facilities fit for a 21st-century

curriculum are limited by tight budgets

among academy trusts, local authorities,

and government alike.

In recent times, school leaders have

regularly highlighted the additional

challenges they face, with costs linked to

private finance initiative (PFI) contracts,

which some claim further hamper their

ability to invest in their estates.

But, with many PFI contracts

approaching their expiry dates, local

authorities, schools, and trusts will want

to ensure they get the best deal and are set

for the future by understanding how to

navigate PFI exit.

THE PFI LEGACY

More than 900 schools, the first opening

in 1999, were built under PFI agreements.

These contracts, each typically spanning 25-

30 years, bundled costs into a single ‘unitary

charge’ paid to private sector partners.

This charge covers the cost of funding

the original build or refurbishment, interest

charges, and ongoing services such as

maintenance, catering, and cleaning.

While PFI was ramped down by the

coalition government from 2015, and finally



discontinued by then Chancellor, Philip

Hammond, in 2018, hundreds of schools

remain bound by these agreements, many of

which are now approaching their end dates.

Recent media reports have revealed

schools struggling with deteriorating

buildings while locked into

inflexible contracts.

The chief executive of Newman Catholic

Collegiate multi-academy trust in Stoke

told the BBC its seven schools face £1.8m

of repairs in total which are not affordable

alongside maintenance fees associated with

PFI contracts.

Alongside the PFI challenges, there is also

a growing recognition of broader challenges

facing the school estate.

In June 2023, the National Audit

Office (NAO) identified about 24,000

school buildings as being beyond their

initial estimated design life, with 700,000

pupils attending schools requiring

significant refurbishment.

And, within months, the Department

for Education (DfE) closed hundreds

of buildings due to safety issues with

reinforced autoclaved aerated concrete

(RAAC), which was eventually found to be

present in 234 schools.

The consequences of these issues

extend far beyond financial statements.

School leaders report spending countless

hours negotiating with contractors over

essential repairs, time that could be better

spent on education.

While PFI was ramped down by the

coalition government from 2015, and finally

discontinued by then Chancellor, Philip

Hammond, in 2018, hundreds of schools

remain bound by these agreements, many of

which are now approaching their end dates

CURRENT CHALLENGES

The nature of PFI payments — which rise

with inflation and to reflect other increasing

costs, such as utilities and insurance

premiums — has created significant

pressure on school budgets, which haven’t

always kept pace with contributions to the

unitary charge.

Early exit from these contracts is typically

prohibitively expensive, leaving most

institutions to manage their agreements

until natural expiry.

Due to the length of PFI contracts,

schools’ requirements are also bound to

change over the timeframe.

An obvious example is the original deals

may state that a boiler will be replaced after

15 years when, in fact, the school would now

prefer to install a ground-source heat pump.

While changes can be made, the process

can prove cumbersome and costly.

As more contracts approach expiry

schools must balance the immediate needs

of their students with careful planning for

future maintenance arrangements.

PLANNING FOR EXPIRY

Education property experts emphasise that

preparation for PFI expiry should begin

well in advance.

The Infrastructure and Projects

Authority recommended starting the

planning process at least seven years before

the contract end date.

This timeline allows schools to:

• Thoroughly review contract



terms, particularly regarding asset

handback conditions

• Assess the current state of

buildings and facilities

• Plan for future maintenance and

service arrangements

• Consider modern requirements that

may not have existed when the original

contract was signed.

KEY CONSIDERATIONS

FOR SCHOOLS

CONTRACT ANALYSIS

Schools must carefully examine their PFI

agreements to understand the specific

handback provisions.

These typically detail the expected

condition of assets upon transfer, including

electrical and heating systems, flooring, and

fixed furniture.

The PFI contractor may be obligated to

undertake maintenance or replacements to

meet these standards.

FUTUREPROOFING

Many PFI contracts were established in a

very-different educational landscape.

And schools should consider how their

needs might evolve over the next 20 years

when planning post-PFI arrangements.

For instance, replacing end-of-life

gas boilers with ground-source heat

pumps might better align with current

sustainability goals.

SERVICE DELIVERY

As contracts expire, schools gain the freedom

to explore alternative service arrangements.

Multi-academy trusts might consider

bringing certain services in-house

to generate efficiencies across their

estates portfolio.

Others might seek new external

partnerships with more-favourable terms.

MANAGING THE TRANSITION

Active management of the expiry

process is crucial.

While some PFI operators may seek

to minimise costs and risks as they exit,

schools must ensure contractors fulfil

their obligations until the final day.

This might require:

• Regular monitoring of

maintenance standards

• Documentation of asset conditions

• Early dialogue about replacement or

upgrade of ageing systems

• Clear communication about post-PFI

service arrangements

BUILDING PARTNERSHIPS

Despite challenges, the end of PFI contracts

presents opportunities for schools to

establish more-suitable arrangements for

today’s educational environment.

Some institutions might maintain

relationships with current service providers

under renegotiated terms, while others

might seek entirely-new partnerships or

service delivery models.

LOOKING AHEAD

As the bulk of PFI contracts approach

expiry over the next 5-10 years, schools face

both challenges and opportunities.

Success in managing this transition

requires careful planning, thorough

understanding of contractual

obligations, and clear vision for future

facilities management.

With repair bills already reaching

unprecedented levels at some institutions,

the stakes for getting this transition right

have never been higher.

By taking a pro-active approach, schools

can work to avoid the maintenance and cost

issues that have affected some institutions

while building more-sustainable

arrangements for the future. n

Despite challenges, the end of PFI contracts

presents opportunities for schools to establish

more-suitable arrangements for today’s

educational environment



Maximise your CIF

bid: Expert advice

on winning funding

In this article we look at the Department for Education’s Condition

Improvement Fund (CIF), which helps schools mitigate the mostserious

issues affecting their estates, and speak to experts about its

impact and how to increase the chances of a successful application

Later this spring the Department for

Education (DfE) will announce

the recipients of the 2025/26

Condition Improvement Fund (CIF), a

multi-million-pound moneypot aimed at

addressing the most-serious issues facing the

education estate.

For several years CIF has been supporting

School Condition Allocations (SCA) as

one of the primary funding mechanisms for

infrastructure upgrades across schools and

sixth-form colleges.

In the last financial year, £450m

was awarded to 866 successful CIF

projects across 733 academies and


However, these reflect only a quarter

of the total number of applications —

meaning many schools miss out, with

potential estates issues continuing to impact

on pupils and staff.

Speaking to Education

Property, Robert Gould,

partner at property

consultancy, Barker

Associates, explains: “The CIF

Rob Gould

process has been going on for

a number of years now and in

this time the guidance has got increasingly

more detailed.

“I think the competition for funding has

also increased with, on average, the fund

normally around four times oversubscribed.

“That obviously means that not everyone

who applies is going to be successful.

“There’s only a set amount of funding

available and that has to be allocated based

on the criteria set out each year in the

guidance documents.”

AN EARLY START

Increasingly, schools and colleges are

turning to consultants to help with the

application process in an effort to increase

their chances of success.

And Barker Associates was one of the first

companies to offer a no-win, no-fee CIF

application support service.



Gould said: “The timescale that the

Education and Skills Funding Agency

(ESFA) has given for submission of CIF

bids has been condensed over a period of

time. It used to be 12 weeks, it’s now even

less than that.

“At the same time, the requirements

for information that applicants have to

put in have increased, so they’ve got to do

more in less time.

“Because of this we advise schools and

trusts that are wanting to bid to start early

— don’t wait until the guidance comes out,

for example, which is typically in October.”

The fund is divided into three sections,

with applications needing to demonstrate

project need, cost effectiveness, and

deliverability.

Gould said: “The highest weighting is on

the project need, so that’s the absolute key

and the crux to success.

“With an application you can get full

marks for the other two sections and still

won’t be successful if it’s for a project that

fundamentally doesn’t hit the priority in

terms of need.

“Those priorities are very clearly set out

in terms of what they will prioritise and it’s

things like health and safety compliance

and urgent condition issues that are going

to affect school operations and could

lead to closures.

“While projects may be very worthy, if

they’re not in that top few per cent, and are

not hitting those absolutely-critical factors

around project need, the bid is unlikely to

be successful.”

DEMONSTRATING NEED

Successful projects Barker Associates has

helped to get CIF funding for have typically

involved fire safety issues, asbestos removal,

heating upgrades, and significant building

fabric problems such as leaking roofs.

Gould said: “Things we often get asked

about, but are rarely funded, are things

like playground and toilet refurbishments

— these don’t have the same negative

impact on school operations so tend not

to be prioritised. In many of these cases

you will only be successful if they are

literally unusable and, in the case of toilets,

that closures push the number of toilets

available per pupil to levels which do not

meet regulations.

“For operators it’s having that realistic

lens to look at which projects you’re

going to go for.”

Many applications also fail because of a

lack of supporting documentation.

Gould advises: “It’s about building

the best bid you possibly can based on

independent evidence from multiple

sources, where possible, such as

…we advise schools and trusts that are wanting

to bid to start early — don’t wait until the

guidance comes out, for example, which is

typically in October

independent condition surveys and expert

reports. We also encourage applications to

include incident logs — hard data, rather

than anecdotal evidence or a ‘wish list’ —

and photographs showing clear evidence of

why something is needed.”

The application can then address

the other two priorities — costing and

deliverability.

“It’s about showing robust processes

around which the applicant is going to

deliver the project because the department

wants to know it is funding the right

projects”, explains Gould.

“Has the applicant provided an options

appraisal? Has it done feasibility studies?

Has it looked at the different ways of

solving the problem? And has it chosen the

right solution?

TICKING THE BOXES

“Then it’s the actual delivery phase of a

project and if you can cross all of those Ts

to tick all the right boxes, you should be in a

reasonably good place.”

The last piece of the jigsaw, according

to Gould, and a controversial addition

to the fund’s criteria over recent years,

is match funding.

He said: “There is guidance around

how many points an applicant gets for

committing a certain amount of their own

money towards the project.

“But this makes CIF a challenge for

certain schools, especially in the fiscal

climate we find ourselves in.”

For those applicants there is a need to

find funds through reserves or they can take

out a CIF loan whereby they can borrow

the money to put down as a contribution.

Gould said: “An example of where an

applicant might take this approach is for

something like a heating project where they

could say if they borrow capital project

upfront, it is going to save them money

in the long term because it will be more

efficient and will save ‘X’ amount.”

EXPERT ADVICE

Offering advice to operators, he added:

“Most schools now seek advice from

consultants to help them through the CIF

application process.

“It makes the process a lot easier because

they are getting expertise from people who

are doing this sort of thing day in, day out,

and we have the technical expertise to know

what works and what is required.

“And from the ESFA’s point of view,

they generally like to see professional

support because they know there is that

professional rigour behind the projects in

the first place. They are reassured that the

project has been progressed to a certain level

in terms of feasibility options, appraisals,

robust costings, procurement exercises, and

that specifications have all been done to a

high standard.



“That means that, should funding be

granted, there is a low risk of that project

going wrong further down the line.”

In the future, Gould predicts there could

be a modernising of the CIF process or its

replacement with a new model.

He concludes: “Once operators increase

in size to over five schools or 3,000 pupils,

they are no longer eligible for CIF funding,

so the pool of applicants has been reducing

over a period of time due to consolidation in

the sector and there has been discussion over

a number of years about reforming the fund.

“The guidance document does

change year to year with minor changes,

but fundamentally it hasn’t changed

significantly since its launch.

THE FUTURE

“Dr Jonathan Dewsbury, director for

education estates and net zero at the DfE

revealed last year that he was considering a

review of CIF, but there has not been any

further announcement since then.

“There will, however, always be a need

for funding, so if CIF was stopped it would

have to be replaced with something.

“You’re always going to have some

disappointed applicants whenever you

have got limited grant funding available.

But, similarly, you need to have some sort

of outlet for schools that aren’t part of a

larger trust and need to deal with these

large capital projects that are not affordable

within the other funding mechanisms

they have got.

“The main thing we would ask of the DfE

or ESFA is that there is as much warning of

any changes as possible to give schools the

opportunity to plan for the future.”

ABOUT THE CONDITION

IMPROVEMENT FUND

WHAT IS CIF?

The Condition Improvement Fund (CIF)

is a capital funding programme managed by

the Department for Education (DfE).

It is designed to help with urgent building

and infrastructure issues in educational

institutions, with a focus on critical repairs

and improvements.

These projects typically address building

safety matters, fire protection systems,

gas safety, electrical safety, or emergency

asbestos removal.

CIF also funds a small number of

expansion projects where a school needs

to expand its existing facilities and/or

floor space to either increase admissions or

address overcrowding.

All CIF projects, including condition

and expansion, must aim to improve a

capital asset that is being used to provide

educational services to students aged 2-19.

CIF also funds a small number of expansion

projects where a school needs to expand its

existing facilities and/or floor space to either

increase admissions or address overcrowding

These will be assets held freehold by

the school or college; held by the school

on a long lease (minimum 25 years) —

usually from the relevant local authority;

or held by charitable site trustees for the

school’s purposes.

Schools cannot use CIF funds

to purchase land.

HOW DOES IT WORK?

In any given financial year, an eligible school

will either attract direct School Condition

Allocations (SCA) for its responsible body,

or be eligible for CIF, but not both.

SCA is a formulaic allocation paid

directly to responsible bodies to invest

in their schools according to their own

assessment of condition need.

To apply for CIF, schools and trusts must

meet specific eligibility criteria.

Eligible institutions include:

• Stand-alone academies

• Schools in a multi-academy trust (MAT)

with fewer than five schools or fewer than

3,000 pupils as counted in the Spring

2024 census or 2023/24 Individualised

Learner Record (ILR)

• Voluntary Aided (VA) schools in a

VA body or VA group with fewer

than five schools or fewer than 3,000

pupils as counted in the Spring 2024

census or 2023/24 ILR

• Sixth-form colleges

• Schools with a signed academy order as

of 1 September 2024 that the department

expects will convert to a CIF-eligible

responsible body by 1 April 2025

ALLOCATIONS

The application process for the 2025/26

fund ended in December and the awards are

due to be announced in May.

Last year, funding totalled £450m and

covered projects ranging from safeguarding

to heating upgrades.

Out of the 3,034 applications, 866

were successful across 733 academies and


Funding requests are evaluated using a

points-based system covering:

• Project Need (60 points): This is the

most-severely-weighted category. The

more pressing the necessity (for example,

preventing school closure or addressing

health problems), the higher the score

• Project Cost (25 points): Applications

with clear financial planning and higher

percentage contributions from the school

or trust will receive higher scores.

• Project Planning (15 points): Priority

is given to projects with clear timeframes

and deadlines, particularly those that

minimise disruption to school operations

and functioning

Successful bids are those which demonstrate

a compelling need, providing photographic

evidence and supporting documentation

together with clear budgets.

The highest-priority works are:

• Health and safety or safeguarding issues

• Emergency asbestos removal

• Fire safety works

• Leaking roofs, cladding, and windows

• Heating and hot water systems

• Replacement oil or coal-fired boilers

Applicants for the next round of

CIF will find out in May if they have

been successful. n


Finance and Property Deals

University land sale to

provide new homes

Global real estate firm, Avison Young

UK, has been appointed by the

University of Kent as strategic advisor

to bring its Northern Land Holdings in

Canterbury to market.

Spanning 97 hectares, the site has the

potential to deliver around 2,000 new homes,

commercial uses, and supporting social

infrastructure.

The appointment builds on a five-year

partnership between Avison Young and

the university.

As part of the deal Avison Young is

progressing the land through the Local

Plan process and is seeking developers

or housebuilders to provide private and

affordable housing and commercial

development alongside community uses

including schools and open space.

Expanding Canterbury’s footprint,

development will create a sustainable

extension of the historic city.

And releasing under-utilised land north

of the university campus, the development

supports Canterbury City Council’s District

Local Plan for urgently-needed housing.

Canterbury City Council has identified

an annual Local Housing Need for 1,120

new properties.

Unlocking opportunities for development

and new homes in Kent, the site offers

potential to boost inward investment in the

region, fostering growth for future generations

living and working in Canterbury.

Repurposing the Northern Land Holdings

would also boost reinvestment into the

University of Kent’s core educational offer.

Backed by the Canterbury City Council,

the university is recognised as an integral

job creator in the area, with educational

investment feeding through into wider areas of

the local economy.

Barney Hillsdon, principal and managing

director for land and development at Avison

Young UK, said: “Northern Land Holdings

offers exceptional potential for developers

and Kent alike.

“Repurposing it will ensure Canterbury’s

long-term financial sustainability by attracting

investment and fostering a new community.

“Its vast space presents a unique opportunity

to deliver diverse housing, commercial

properties, and social infrastructure,

supporting national and local growth goals.”

Trevor Pereira, commercial and facilities

director at the University of Kent, adds: “By

freeing up underused land to north of our

campus, the University of Kent can support

Canterbury City Council’s District Local Plan

by providing space for additional and urgentlyrequired

housing.

“Any future development would be

done sustainably and responsibly, with

full consideration given to striking the

balance between net biodiversity gain and

infrastructural improvements.”

Sussex nursery joins Little Barn Owls Group

Christie & Co has announced

the sale of The Country

Mouse Nursery School in

Midhurst, West Sussex.

The nursery was acquired in

2016 and a full refurbishment of

the property, as well as its outside

space, was undertaken to turn it

into a thriving, home-from-home

setting that focuses on natural

surroundings and nature to create

a calm, nurturing environment.

The setting, which can

accommodate up to 50 children

between the ages of 0-5

years, was graded ‘Good’ by

Ofsted in 2022.

Having built a successful

business that is part of the local

community, its former owner

Image, © Google Maps 2024

wanted to find a local buyer

who could bring even more

to the nursery.

And, following a confidential

sales process with Sophie Willcox

at Christie & Co, the nursery has

been sold to Little Barn Owls

Nurseries, taking the group to six

settings across Sussex.

Hayley Peacock, owner of Little

Barn Owls Nurseries, said: “We are

thrilled to be the new owners of

The Country Mouse Nursery, soon

to be Little Barn Owls at Midhurst.

“The team is delightful and

we can’t wait to develop the

setting further and get to know

the community.”

The nursery was sold for an

undisclosed price.



Portsmouth nurseries

sold as founders retire

Farlington Day Nursery and Dolls

House Day Nursery in Portsmouth,

Hampshire, have been sold to enable the

founders to retire.

First opened by Rachel and Dean Dolman

in 2003, the launch of Farlington Day Nursery

was followed by Dolls House in 2007.

Between the two sites, they offer care for up

to 110 children in a home-from-home setting

that has developed a reputation locally for

offering ‘Outstanding’-rated childcare in a

nurturing space.

The ethos of the business is for children to

grow up to be kind, independent, and resilient

and have a love for themselves, for others,

and for learning.

The couple decided to sell the sites to enjoy

their retirement.

Following a confidential sales process with

Sophie Willcox at Christie & Co, the nurseries

were sold to Happy Days Nurseries, which

now owns 31 settings across the South

and South West.

Willcox said: “I thoroughly enjoyed working

with Rachel and Dean on the sale of their

business and ensuring we found the right

fit for what they wanted from a buyer in

the long term.

“As they owned the freeholds of the nurseries,

we approached the market on both a freehold

and leasehold basis and evaluated between

us the offers as they came in to ensure they

proceeded with the route that suited them and

their plans the best.

“We were inundated with interest from local

and regional operators, and I’m delighted that

the settings have sold to Happy Days Nurseries

who, I’m sure, will take them to further success.”

Farlington Day Nursery and Dolls House Day

Nursery were sold for an undisclosed price.

Historic Old Palace School sold off

The education and charities team at global

property consultancy, Knight Frank, has

completed the sale of The Old Palace of

John Whitgift Pre-school & Preparatory

School in South Croydon to BAPS

Swaminarayan Sanstha (BAPS).

The 4.6-acre freehold site, which has been

sold at a figure in excess of the guide price,

will be repurposed into an education and

community hub.

The extensive property features notable

Edwardian architecture, which has been

extended over the years, complemented

by various other developed buildings

across the grounds.

The site also provides a large playing field,

three hard-surfaced games courts, and

additional hard-standing areas.

BAPS, now the new owner, is known for

operating the iconic Neasden Temple in

north-west London, and will establish a new

community presence at the site.

Its plans include upgrading existing

facilities, improving parking infrastructure,

and making the sports gym, assembly halls,

classrooms, and outdoor spaces available for

community use.

A significant portion of the site will also

be dedicated to SEND services, with BAPS

actively engaging specialist operators to

deliver high-quality academic provisions.

Dr Mayank Shah, a trustee for BAPS

Swaminarayan Sanstha, said: “We are excited

to invest in, and secure the future of, this site,

restoring its role as a place of learning and

community spirit.

“For many years, we have supported our

members and local communities through our

programmes and this new space allows us to

expand our services and create an inclusive,

welcoming environment for all.”

The property is situated within a mile of

East Croydon railway station, which provides

direct services into central London in under

25 minutes, as well as a nearby tram stop

providing connections to local national rail

stations including Wimbledon to the west and

Beckenham to the east.

There is also an abundance of open space

within the local vicinity, such as Coombe

Wood Garden, the Addington Hills, and

Croham Hurst Woods.

Emma Cleugh, head of the education and

charities team at Knight Frank, said: “We are

so pleased to have completed the sale of this

significant educational asset.

“The site’s excellent location and extensive

facilities presented a unique opportunity

and we are thrilled to see it will continue its

legacy of serving the local community through

education and social initiatives.”

Roisha Hughes, chief executive of John

Whitgift Foundation, added: “We are very

pleased to confirm the sale of the former

site of Old Palace prep school to BAPS

Swaminarayan Sanstha (BAPS).

“The decision to close Old Palace senior and

prep schools was an exceptionally-difficult

one, but we are pleased that the new buyer

will be using the site for educational and

community use.

“BAPS already has a presence in Croydon

and we wish them the very best in their new

base in Melville Avenue.”



Investor buys eight

early years properties

Commercial property investor

and developer, The Harkalm

Group, is acquiring eight

nursery properties across the

UK, following a £2.1m loan from

digital bank, OakNorth.

The Harkalm Group, which

specialises in the high street,

roadside, supermarket, and

education sectors, has invested

more than £30m in the UK’s

early years sector.

The group will use the loan to

buy eight ‘Good’ or ‘Outstanding’

Ofsted-rated nursery properties

located in residential areas in

Devon, Hampshire, Walsall,

and Birmingham.

It will continue to let the sites to

in-situ nursery operator, The Old

Station Nursery Group, which has

provided nursery care from these

properties since 2022.

Adam Harvey, chief executive

The Harkalm Group purchased a former office building

in Maidenhead converting it for a day nursery group

and co-founder of The Harkalm

Group, said: “Harkalm has a

proven track record in both saleand-leaseback

transactions and

the day nursery sector, making

this portfolio an ideal fit with our

strategic vision.

“This transaction exemplified

the seamless collaboration

between our acquisitions team

and our in-house professionals,

allowing us to efficiently navigate

a relatively complex deal.”

Greg Manson,

director of

debt finance at

OakNorth, added:

“This transaction

represented an

exciting opportunity to support

a company that we’ve been

hugely impressed with for

several years now.

“Adam and the team have

built an incredibly-strong

and entrepreneurial firm that

continues to add value in

everything it does.

“The combination of an

award-winning and experienced

operator in Old Station Nursery

Group, with the projected

tailwinds for the UK’s childcare

market, means this acquisition is

set to be another success story

for the group.”

Kids Planet snaps up Lancashire nursery

Claire Botham

Early Birds Private Day Nursery in

Coppull, Lancashire, has been sold to

national group operator, Kids Planet Day

Nurseries, which has a portfolio of over

200 settings across the UK.

The nursery was established in 2003 by

Claire Botham, who, while pregnant with

her first child, wanted a nursery that could

offer that home-from-home environment

with love and dedication evident throughout

the whole setting.

With a current operating capacity for

up to 50 children, it has consistently-high

occupancy levels due to its well-known

reputation and word-of-mouth referrals.

Following a confidential sales process with

Sofia Beck at Christie & Co, the nursery has

been purchased by Kids Planet Day Nurseries.

Clare Roberts, chief executive of Kids Planet

Day Nurseries, said: “Early Birds is a wonderful

setting located in a spacious, detached

building filled with charm and character and a

homely atmosphere.

“Their warm and inviting learning

environments closely aligned with our

own ethos and I am really looking forward

to welcoming the teams and families into

the Kids Planet and working together

moving forward.”


Education Property Forum

Getting down to business

Leading figures from the education property market will gather in May for an exciting new networking event.

The Education Property Forum,

organised by Education Property

parent company, Nexus Media

Group, will run alongside the Nursery

Management Today (NMT) Owners

Club, to be held at The Belfry in Sutton

Coldfield on 1 May.

The event will provide a day of quality

content, discussion, and high-level

networking for key players in the education

property industry.

Free to attend for property leaders and

executives, delegates will include directors

of estates, chief executives, operators,

development directors, and financiers.

And all attendees will be able to attend a

series of speaker sessions led by some of the

biggest names in the industry.

At the May event, topics for

discussion will include:

• Preparing a nursery asset for sale

• How to turn a derelict cottage into a

two-form-entry prep school

• The impact of the expansion in early

years funding on the nursery estate

There will also be heads of estates and

architecture expert panel discussions

covering all the current issues

facing the sector.

Speakers will include Mark Kirby, head

of construction and facilities at Busy Bees

Nurseries; Stuart Graham, infrastructure

director at Storal; Leah Turner, co-founder

of Owen Froebel; Kush Birdi, co-founder

and managing partner of Birdi & Co;

Jenny Nicol, associate director at Savills;

Peter Jackson, senior associate at Browne

Jacobson; and Jonathan Ritchie, executive

director of property at Chatsworth Schools.

And delegates will get the chance to

speak one-to-one with suppliers and

advisors to the sector through a series of

carefully-matched meetings.

Two additional forums will be held in

London on 8 October and at a venue to be

confirmed on 6 November.

For more information, or to book your

place, visit www.education-property.com/

events/or email sales@nexusgroup.co.uk.

We are also looking for speakers for all

our forums. Topics will include

• The importance of creating

play environments

• Biophilia in education estates

• Delivering the net-zero carbon pledge

• The impact of Modern

Methods of Construction on

education infrastructure

• Negotiating the new VAT rules on

private schools

If you would like to get involved, please email

joanne.makosinski@nexusgroup.co.uk n


MISSED

AN ISSUE?

Back issues available online!

Scan to

read now

Scan to

read now

Scan to

read now

Inside issue 05, October-November 2024

• Designing for expansion — how architects

are helping nursery providers scale their

businesses across the UK

• The impact of well-designed outdoor

play spaces on learning outcomes and

pupil wellbeing

• New professional alliance supports

education estates managers to meet

compliance demands

Inside issue 06, December 2024-January 2025

• Budget special report: Find out what

Labour’s first Budget means for the sector

• How evolving needs are leading to a rethink

of student accommodation design

• Review: The highlights from the 2024

Education Summit

Inside issue 07, February-March 2024

• Real estate experts predict education

property market trends for 2025

• We reveal the winners of the National

NMT Nursery Awards

• A new report explores how

improving older buildings can

meet carbon reduction targets

EDUCATION-PROPERTY.COM

Building Design

Image, Maber Architects

Neurodiversity design

guide published

A new guide has been published aimed at creating more-supportive

environments for neurodiverse students in higher education settings

The Association of University

Directors of Estates (AUDE) has

published design guidance aimed

at making buildings and campuses better

working and living environments for

neurodiverse students.

Neurodiversity — Design and

management guide for Higher Education

environments has been co-authored on

behalf of the association by Jean Hewitt

of Buro Happold and Stephanie Kyle of

Maber Architects.

Increasingly, the association is interested

in the ways in which inclusive design can

make buildings and wider campuses better

environments for the widest-possible

range of people.

And serving the needs of neurodiverse

members of university communities is a key

part of inclusive design.

AVOIDING CONFLICT

“We are very conscious of the breadth of

advice already provided into this space,

via RIBA, British Standards, Building

Regulation Approved Documents, and

more, and the guide aims to signpost the

key advice available elsewhere and avoid

conflict with that pre-existing guidance and

support,” said an AUDE spokesman.

“In interacting with the guide, we ask

members to think of it as an element in

a larger toolkit, which would ideally be

moved through in three steps — watch

the short training video online; download

and read the guide; and use the AUDE

Neurodiversity and Hidden Disabilities Plan

of Work Checklist.

Jane White, AUDE executive director,

said the guide aimed to ‘give newcomers to

these issues a primer on key terminology

while pointing to more-indepth guidance

available elsewhere’.

She added: “We are really grateful

to partner organisations involved in

creating this guide.

“The idea for this work grew from

the winning group project at the 2023

Summer School and this group has been

instrumental in seeing the project from

initial idea to completion.

“I’d like to thank everyone involved in

that group and particularly Brendan Sexton

of the University of Nottingham who has

steered this project for AUDE.”

A LIGHTBULB MOMENT

She adds: “Thinking about neurodiversity

in detail for the first time from a

neurotypical standpoint can feel like a

string of ‘lightbulb moments’, as ideas


Building Design


around building layouts, sensitivity to light,

and noise are introduced.

“But, for this document to be useful, we

needed it to quickly steer past ‘beginner

status’ and towards a place where

AUDE members can practically apply

their learning.

“Design criteria that allows for

neurodiversity tends to emphasise the

importance of clarity in design (the purpose

of the space) and the need for elements of

control to be available to users, including

over choices of the type of space they can

sit in or the mix of social and collaborative

options, with calm or ‘retreat’ space for

when sensory overload becomes too much.

“We know AUDE members are used to

thinking about these issues as they work

hard to make every new build and every

refurbished building on campus adaptable

and useful for as many purposes as possible.

“But, seeing that design process through

a neurodiversity lens, is fascinating and

immensely rewarding work that can only

make our buildings better in serving the

needs of the entire HE community.

“We hope the guide can be used by

designers and contractors as well as those

within universities commissioning work.”

DETAILED DESIGN

The guidance highlights the importance of

issues such as reducing sensory stimulation;

the need for human scale and volume;

navigating the built environment; creating

spaces with a logical and predictable

flow; and more.

And it clearly signposts towards detailed

information on other aspects of designing

for neurodiversity, including the avoidance

of design that may lead to phobia-type

responses; the use of biophilic design

principles so that spaces connect with

nature; and the avoidance of high-contrast

or clashing patterns, shapes, or finishes.

These are among a wide range

of detailed design considerations

highlighted by the guide.

Speaking on behalf of Buro Happold,

author Hewitt said: “I’m delighted to have

contributed to this publication targeted at

the HE sector.

“From research findings and my earliest


…it was clear that educational environments

can be a big challenge for many

neurodivergent people and therefore one

of the most-important places to improve

conversations with the PAS 6463 steering

group, it was clear that educational

environments can be a big challenge

for many neurodivergent people and

therefore one of the most-important

places to improve.

“A guide like this is incredibly helpful in

advancing progress in HE so that at every

opportunity for change neurodiversity

is considered, alongside accessibility for

people with physical, mobility, sight, and

hearing impairments where progress has

been made over several decades.

“I’m very excited to see the progress a

guide can make in such a critical area.”

Nick Keightley, studio director at Maber

Architects, adds: “Having previously

worked with the University of Nottingham

to develop its Neurodiversity and Hidden

Disability Design Guides, it has been great

to collaborate with AUDE in developing a

toolkit that aids the promotion of a greater

understanding of neurodiversity within

the wider HE community and assists in

providing clear, practical guidance to create

a more-inclusive built environment.

“The toolkit both raises awareness and

encourages an approach that integrates

neurodiversity considerations at all work

stages, maximising the opportunities

to create supportive spaces and

places for all.” n



Building Design

The impact of

colour in education

Dr Axel Buether, one of the world’s leading colour experts

and pioneer of modern evidence-based colour psychology,

has worked in collaboration with flooring manufacturer, Bona,

to develop a new colour collection for education sector

I

have studied the effects of colour for

decades, and my work spans various

industries, including the education sector.

The impact of colour is astounding: the

colour of our surroundings significantly

influences our moods, emotions, and,

ultimately, our wellbeing.

In education, this influence becomes

even more critical, as the built environment

shapes cognitive, emotional, and

social development.

From classrooms to hallways and

cafeterias; the careful application of colour

ensures that each space is optimally designed

for its intended purpose.

The applied research projects I have

been involved in focus on the effects

of the environmental factor colour

— its processing consumes more than

60% of the brain’s neuronal capacity

— on human experience, behaviour,

wellbeing, and health.

COLOUR PSYCHOLOGY

The psychology of colour is a

fascinating topic.

The use of colour yields astonishing

results, and different colours serve

distinct purposes.

In education, colours need to foster

a stimulating teaching and learning

environment while maintaining balance.

Too much colour may create sensory

overload, affecting concentration and

making students and staff feel distracted,

anxious, or unwell.

On the other hand, insufficient or

poorly-chosen colours can make spaces

feel cold, unwelcoming, or monotonous,

hindering engagement.

PURPOSEFUL USE

Colour is an atmospheric environmental

factor that can make us tired, listless,

and sick; or it can keep us awake,

active, and healthy.

It therefore has the strength to shape

educational experiences by inspiring young

people and sparking creativity.

While some colours may evoke negative

outcomes, others can calm or energise,

enhancing engagement in learning.

The use of colour is not just about

creating aesthetically-pleasing spaces

though; it has profound implications for

motivation, behaviour, attention, feelings,

and performance.

The right colour choices enhance the

wellbeing of both students and teachers,

with measurable benefits for academic

outcomes and emotional health.

For instance, earthy and soothing natural

tones, such as sage green and dove blue,

can foster concentration and calm, making

them ideal for classrooms where alertness,

focus, and motivation are key.

Warm, natural accent colours like

ochre, clay, and curry tones are perfect

for promoting social interactions and

creative work, making them well suited for

collaborative spaces or art rooms.

In dining areas or break rooms, appetitestimulating

shades inspired by nature, such

as berry, olive, and plant-based tones, not

only complement the natural colours of

food, but also enhance the overall dining

experience by promoting relaxation and

supporting digestion.


Building Design

INTEGRATION

Designing with colour is about more than just

walls. I have found that the colour of flooring has

a significant impact on how people perceive and

interact with a space.

This insight led to my latest collaboration:

the development of the Bona Resilient Colour

Collection, a pioneering range of flooring products

inspired by nature.

These floor colours are specifically designed to

perfectly harmonise with a wide range of wall and

furnishing colours, enabling a cohesive and purposedriven

design for educational spaces.

The Bona Resilient Colour Collection works

beautifully on resilient floor surfaces, including PVC,

rubber, vinyl, and linoleum, which are widely used in

educational settings.

And this collection brings the outdoors indoors,

offering colours inspired by the natural world to create

spaces that support wellbeing and connection to nature.

The concept of biophilic design — the

integration of natural elements into indoor

spaces — is especially

effective in education.

By mimicking the

calming effects of natural

environments, students

and staff can experience

reduced stress and improved

focus, leading to a moreharmonious

learning atmosphere.

MAKING CONNECTIONS

By incorporating natural elements into interior spaces,

starting with the floor, profound improvements in

wellbeing can be achieved.

Evidence shows that natural colour palettes improve

physical health and boost trust and confidence,

enhance concentration and creativity among students,

and improve focus among staff.

Recent research, ‘Colour as a Design Tool: The

Effects of Light and Surface Colours on Human Experience and Behaviour in

Built Spaces,’ reports that a positive atmosphere can improve the wellbeing

of building occupants by up to 100%. This translates directly to education,

where optimal colour design can enhance academic performance and

emotional resilience.

Furthermore, the research highlights the financial benefits of improved

design: schools that integrate effective colour concepts report reduced

absenteeism, fewer instances of teacher burnout, and a stronger sense of

community among students, staff, and parents.

These findings underscore the importance of intentional colour design in

addressing challenges such as teacher recruitment and retention.

ENGAGEMENT AND IDENTITY

Educational spaces should evoke a sense of identity and belonging.

Colour is a key tool in achieving this, from the entrance foyer to the

hallways, classrooms, and shared spaces.

A cohesive colour scheme helps students, parents, and educators connect

emotionally with the school environment, fostering pride and engagement.

In addition, colour can support inclusivity and accessibility.

Thoughtful use of high-contrast colours, for example, ensures that spaces are

navigable for students with visual impairments.

Combining these design strategies creates

environments that are not only beautiful, but also

equitable and functional.

BACK TO NATURE

People thrive in natural environments and connecting with

nature has numerous benefits.

Colour schemes in education should draw from nature,

using earthy shades and soft tones to radiate warmth and comfort

while creating a calm and healing atmosphere.

To maximise these effects, add splashes of complementary colours

through furniture, decor, or learning materials. And tailor these elements to

the specific use of the space — whether it’s a classroom, library, or cafeteria.

The transformative power of colour plays a crucial role in shaping

the learning environment, influencing wellbeing and supporting

educational outcomes.

From walls to floors, every design element contributes to creating spaces that

promote focus, creativity, and comfort.

Thoughtfully-designed flooring provides a solid foundation for achieving

these goals and integrating colour harmoniously into educational spaces. n


Estates and Facilities Management

The need for more-robust

security in schools

With a disturbing rise in ‘code grey’ incidents in schools across the country, a

need for more-robust security in all educational and care settings is becoming

clear to see. But what can be done? Jason Blair, managing director of

managed security specialist firm, Camelott, shares his expert insights

Educational settings are by necessity

security centric, boasting a range of

key measures such as lockable gates

and door entry passcodes, all designed to

keep children safe.

Yet, despite these measures, there has

still been an alarming rise in ‘code grey’

incidents — when a staff member, student,

or visitor becomes combative or aggressive

— calling into question whether current

security measures are enough.

With many educational settings looking

to increase the measures they currently have

in place, there are crucial factors to consider

in order to ensure that any security system

invested in will stand up to the mostserious

situations.

With a worryingly-growing number

of potentially-life-threatening incidents

occurring across our schools, it’s clear that

more needs to be done to protect children,

staff, and visitors.

FIT FOR PURPOSE

Security methods previously relied on —

such as whistles or fire alarm adaptations

— are simply no longer fit for purpose.

Yet many don’t know where to start when

it comes to introducing the best security

systems for their school, and simply having

one isn’t enough.

Not only is there a growing necessity for

schools, nurseries, and further education

settings to have solid lockdown alarms

in place, but they need to be simple to

use, timely, distinctive, reliable, and easily

communicated across the organisation.

With a worryingly-growing number of

potentially-life-threatening incidents

occurring across our schools, it’s clear that

more needs to be done to protect children,

staff, and visitors



Ultimately, whatever type of security system you go for will depend on

various internal factors such as the size and situation of your premises

When considering any new security

system for your educational setting, ask

yourself these practical questions:

Is the lockdown alarm easy to set off

while dealing with a serious situation?

Consider carefully exactly how the

alarm is triggered.

For example, is it possible to raise the

alarm and warn the whole school, while

simultaneously dealing with the situation

that has arisen?

What about while actively getting

children to safety?

The practicalities, such as the location of

the alarm itself and the method through

which it is raised, are both vital elements here.

How quickly will the alarm reach

the entire school?

It’s important to consider the speed

at which the alarm spreads and reaches

the entire school.

If an incident happens inside the school,

how long will it actually take for everyone in

the school to be made aware?

If it happens outside, for example on a

playing field, how quickly can the alarm

be raised in the first place? Does a teacher

need to run any distance to its location in

order to raise it?

How distinctive is the alarm?

The distinctiveness of the alarm sound

itself is crucial.

Any ambiguity on the reason for the alarm

can lose precious seconds in an emergency

situation, so there should be no room

for confusion as to whether the alarm is

signalling a lockdown or something else, for

example a fire.

How reliable is the

lockdown alarm process?

For a reliable lockdown alarm system to

work effectively, you really want to be

looking for a procedure with as few elements

to it as possible.

The more elements that are involved in

a system, the more opportunity there is for

that system to fail.

For example, does the sounding of the

alarm rely on human input, which due to

human error or otherwise can fall short?

Let’s say the agreed procedure is to

contact a certain person via a handheld radio

transmitter in the event of an emergency, and

that person is to then sound the lockdown

alarm — what happens if the batteries in

either radio are flat? Or the radio signal fails?

Or the designated person puts down their

radio momentarily, i.e. for a toilet break?

A system that relies on minimal human

input and as few steps as possible — from a

situation first arising to a lockdown alarm

sounding throughout the school — will

undoubtedly be more reliable and robust

in an emergency.

Is the security suited to your setting?

Finally, consider your premises carefully

when adopting any new system.

If you have demountable areas, or parts

of the school are across a road or in separate

buildings, you’ll need to ensure the system

will reach all of these without delay.

Ultimately, whatever type of security

system you go for will depend on various

internal factors such as the size and

situation of your premises.

But, with the disturbing and recent

number of ‘code grey’ incidents calling

into question the security and safety of

our children and families, there really is no

room for error.

When re-evaluating the systems currently

in place, it’s vital to ask yourself if what is

in place now will be effective in serious and

potentially-harmful situations, or whether

a more-comprehensive lockdown system

is needed for the protection of all those

in your care. n

£1m FM contract awarded

Technical and energy services company,

Dalkia, has been awarded a £1m

facilities management (FM) contract

to provide a full range of services to

Nottingham College.

The contract includes heating and

ventilation, lighting and cooling systems,

boilers, PAT testing, BMS, CHP, lifts, access,

photovoltaic solar panels, and high- and lowvoltage

systems.

In addition to providing PPM and reactive

services across the 77,000sq m campus of

classrooms, communal areas, gymnasiums,

laboratories, catering facilities, and offices, the

Dalkia team will also deliver mechanical and

electrical upgrade and installation projects,

service resilience, and response capability.

Gary McGinty, director of estates and

capital projects at Nottingham College, said:

“Ensuring our buildings are well maintained

and providing a safe, comfortable environment

for our staff and students is a top priority.

“Dalkia’s strong commitment to sustainability

and extensive experience in the education

sector truly impressed us and we look forward

to a successful collaboration.”

Mark Davis, operations manager at Dalkia,

added: “The education sector is a significant

part of our portfolio.

“Our expertise lies in delivering technicallyled

facilities management and we are

delighted to be expanding our capabilities

further in this area.

“With Nottingham College’s ethos of

partnership and working alongside the

community, we are excited to support

them and over the next three years we look

forward to transforming its estate asset

management to a technically-led, cuttingedge

delivery platform and working together

to reduce carbon while delivering additional

learning spaces.”

Reappraise Consulting advised the college

on the contract.



Updating your estate –

and your estate strategies

Gary Benn, director of building and projects

consultancy at Eddisons, looks at the importance of

keeping education estates strategies up to date

With a new government comes an

overhaul of policy, legislation,

and processes that have become

second nature over the years.

As the Government readies the country

for another Budget, our eyes are focused

on the education sector and how Downing

Street will respond to a higher demand for

school spaces, a bigger push on rebuilding

while material costs continue to increase,

and a glut of PFI contracts expiring in the

next year or two.

A STATE OF FLUX

The Education and Skills Funding Agency

(ESFA) will close at the end of March

and integrate with the Department

for Education (DfE), which will take

responsibility for financial management

and support of all school and trust estates in

the United Kingdom.

This could be a great move toward

efficiency and streamlined processes for our

schools. But we must hold off celebration

until we have confirmation of what parts of

the ESFA and its sister schemes will remain.

For instance, we are unsure that the

Schools Rebuilding Programme will

continue in its current form. Could we

see a recommencement of the Building

Schools for the Future scheme, one of the

first things the Cameron-Clegg government

scrapped in 2010?

There are currently 400 live projects

within the Schools Rebuilding Programme,

so something must be done to continue this

important work.

What’s more is that the funding

required to complete these works is also

looking uncertain.

As a business that has spent many hours

working with schools and trusts to apply

for funding to make their buildings safe and

contemporary, we know that these are less

like grants and more like lifelines.

THE FUTURE

Construction projects across the country

are focusing on carbon neutrality and

the general sustainability of buildings

— and the people would live, work,

and learn in them.

Focusing on schools, a lot of

these projects prioritise saving on



space and energy.

But for every mezzanine addition,

or multi-use games area, there is a

decarbonisation project to fund.

Decarbonisation is key to the future of

schools’ longevity; moving from fossilfuel-powered

heating systems to air- and

ground-source heat pumps will put schools

in good stead to move forward as our

energy sources change.

But this is half of the battle.

The future is on our collective mind,

but the actual buildings themselves need

bringing up to date as well.

Decarbonisation is key to the future of schools’

longevity; moving from fossil-fuel-powered

heating systems to air- and ground-source heat

pumps will put schools in good stead to move

forward as our energy sources change

THE CURRENT PICTURE

70% of the UK’s schools were built before

1976, meaning they are not all up to the

task of being decarbonised.

Some of these schools can’t even get

rid of the reinforced autoclaved aerated

concrete (RAAC) that we heard so much

about last year.

Of course, this issue was a key concern

for many schools across the country but, as

this happened, other more-prevalent issues

were sidelined.

The pipework for our heating systems is

often as old as the buildings they serve and

only has a life expectancy of 50-75 years.

Replacing pipework and its heat emitters,

i.e. radiators, is a huge job, and one that

isn’t done for free.

So, as many schools and trusts find

themselves needing to update their existing

buildings before improving them, how

do they go about it while running an

occupied school?

LET’S GET READY

Older buildings will most likely take

precedence over newer buildings, but that

shouldn’t completely dash your interest

in funding applications. We must all be

prepared for when the DfE starts the

stopwatch for these deadlines.

Firstly, look around your estate and

decide what requires repair and what is a

‘nice to have’ cosmetic upgrade.

Remind yourself that the Government’s

priority is to keep people ‘warm, safe, and

dry’. This should shape your strategy.

Working these things out ahead of time

will help consultancies like us in researching

and analysing how necessary these repairs,

upgrades, and replacements are.

Schools and trusts are not expected to

have the knowledge of construction or

design, but we do have it.

Our role is to help you collect all this

information about your school and turn it

into a cohesive strategy that will shape your

estates management.



Our role is to help

you collect all this

information about

your school and turn

it into a cohesive

strategy that will

shape your estates

management

All schools and trusts that are looking

to go on this journey will need the below

items to prove they are serious about

their investment of time and effort before

receiving the monetary investment:

• Condition survey — provided by

an RICS-certified surveyor, this will

ascertain the quality and condition of

your building and what defects could

affect its performance

• Asset management plan — a suite of

documents that serves to manage an

organisation’s service offering, including

physical and intangible assets as well as

the outer infrastructure

• Estates strategy — a long-term plan

that provides direction for the parts of

an estate, which sits alongside your asset

management plan

• Climate action plan — every school

needs one of these by the end of 2025,

which acts as a policy for the school/

trust in adhering to specific green goals

• Sustainability strategy — similar

to a climate action plan, but more

technical in terms of its content that can

include documents such as economic

viability assessments

FAIL TO PREPARE,

PREPARE TO FAIL

When embarking on a project like this,

having an informal plan that will see

you through the process of improving

your buildings will help identify

possible setbacks before they turn into

tangible issues.

We also recommend putting the works

out to tender.

A competitive tender process can help

you find the best suppliers for your project.

Our project management team has

a strong background in hiring across a

diverse scope of tradesmen, contractors,

and subcontractors, providing our clients

with the same unparalleled service that we

offer ourselves.

EXPIRING PFI CONTRACTS

In addition to School Condition Allocation

and Condition Improvement Funding,

there are many other avenues that people

have used to achieve their goals.

The Private Finance Initiative was a

hugely-popular scheme in the 2000s, which

helped many public sector buildings to

grow and develop their estates.

Contracts were drawn that allowed

organisations like schools and trusts to

borrow money from private organisations

to improve their spaces, and pay it back

with interest.

Now that first round of contracts is close

to expiry, schools are finding they are in a

worse state than when they started — with

a hefty bill to pay.

If you are in a position where you are

close to leaving your contract, here are

some tips to help you get the most out of

your situation:

• Survey for satisfaction — appoint an

RICS-qualified surveyor to conduct a

final condition survey, to ensure your

estates are in a better state than when you

started the contract

• Review the contract and finances

— across the 25 years, the contract

may have become outdated, or the

private organisation may not have

fulfilled all its duties

• Recoup the shortfall and negotiate —

ensure your equity is managed and your

returns are processed fairly n

When embarking on a project like this, having

an informal plan that will see you through the

process of improving your buildings will help

identify possible setbacks before they turn into

tangible issues


Free to attend for Nursery owners

& Directors

1 May

NMT Owners Club Midlands

The Belfry

nmtownersclub.com/events

Environmental

Setting roadmaps

to net zero

Decarbonising heat across all sectors, including educational

establishments, is central to the Government’s net-zero strategy

for 2050. But, while retrofitting existing schools to low carbon

is perfectly possible, there can be challenges. Neville Radford,

national education sector manager at Baxi, looks at some of

the opportunities to achieve more-sustainable heating

Sustainability is high on the school

agenda, with the Department for

Education requiring all schools to

have a dedicated net zero lead and a climate

change plan in place by this year.

Enthusiasm to reduce the environmental

impact of their buildings, and to lead by

example, is evident among school leaders,

but to date progress remains slow.

According to the latest government

figures, the educational estate accounts

for 36% of total UK public sector

building emissions.

And, with MPs cautioning that only 20%

of England’s school estates will be net zero

compliant by 2050, it’s clear that action is

needed — and fast.

As heat is usually the largest and mostexpensive

energy consumer in schools,

the system is an obvious target for energy,

carbon, and cost savings.

But the task is not without its challenges.

While new-build schools will be designed

for net zero, refurbishing our ageing school

stock can be more complex.

First, the scale: England alone has

more than 24,000 schools (excluding

nurseries), most of which still rely on gas

boilers for heat.

And the limited timeframe in which

to carry out the works brings an added

constraint, as major refurbishments to the

heating system are still traditionally carried

out during the fixed window of opportunity

in the summer holidays.

With budgets notoriously tight,

affordability is a major concern for most

schools, which may prefer to allocate the

funds elsewhere.

Finally, the perceived risk factor

associated with decarbonisation can make it

feel daunting and overly technical for those

outside of the heating industry.

Identifying the solutions that offer the

most-beneficial operational outcomes for

schools, while moving towards long-term

sustainability goals, will therefore be key.

So, with that in mind, let’s consider

some of the achievable options

available to schools to set them on their

net zero journey.

GOING ALL-ELECTRIC

Ultimately, the goal is to move to an allelectric

heating system, which typically

involves replacing existing gas boilers with

heat pump technology.

Heat pumps can provide a highlyefficient,

sustainable method of

supplying low-carbon heating or hot

water requirements.

However, to achieve optimal outcomes,

we need to think holistically: spending

the entire budget on a heat pump to

decarbonise a draughty old building

without any other preparation will not

necessarily guarantee success.

It’s important, therefore, to start with an

understanding of where, and how, energy is

used within the building.

Even with high-temperature heat pumps,

…the perceived risk factor associated with

decarbonisation can make it feel daunting

and overly technical for those outside of the

heating industry

Heat pumps can provide a highly-efficient,

sustainable method of supplying low-carbon

heating or hot water requirement


Environmental

the aim should be to reduce energy usage

and heat loss wherever possible as this will

lower the capacity of heating plant required.

This, in turn, will reduce capital

expenditure and installation costs while

operating costs will also fall as the heat

pumps will run more efficiently.

Examples might include fitting moreenergy-efficient

windows and doors, roof,

and wall insulation or draughtproofing.

When considering an all-electric

approach, we advise running through the

following checklist.

Is there sufficient electrical capacity and

space for the new ASHPs to be installed?

Does your budget allow for 100% of the

required heating power to be via ASHPs?

Have you considered any factors to offset

the potential higher running costs from

increased electricity usage, such as solar PV?

Where necessary, applications to the

Distribution Network Operator (DNO)

should be made at the early stages so the

electrical infrastructure suitability can be

assessed for the increased electrical load

requirements. This will help keep the

project on track.

HYBRID SYSTEMS

In harder-to-treat school buildings where

fabric upgrades are not an option, perhaps

due to listed status or cost implications,

a hybrid approach might be a morefinancially

and technically-viable solution.

Introducing a system that combines air

source heat pumps with existing heating

infrastructure is nearly always a fast,

affordable, and efficient solution in schools

with complex refurbishment challenges.

Even a modestly-sized heat pump will

be able to decarbonise a large portion of

the heat in the building. And, while this

approach would leave some reliance on gas

boilers, these can be swapped out at a later

stage to achieve full decarbonisation.

COST PLANS

It’s often said that there is no silver bullet

to decarbonising heat, but rather many

different options.

To help you choose the most-appropriate

solution, experienced solutions providers

like Baxi can use existing energy data from

your building to engineer a series of options,

complete with simulated energy, carbon,

capital, and operational expenditure.

This can be hugely beneficial as

understanding the full implications of the

design at the outset will help avoid any

unexpected surprises further down the line.

Once you have identified the mostappropriate

solution, a detailed cost plan

should then be put in place and any funding

options assessed.

Again, heat experts will be able to offer

support in this area.

An accurate cost plan will make any

funding applications more straightforward

and remove the risk of underestimating the

total amount required.

The more detailed the plan, the

more likely that the solution will

perform as intended.

DECARBONISING AT SCALE

Another option, particularly when

refurbishing multiple school buildings,

might be to consider use of prefabrication.

Prefabricated heating solutions bring

multiple benefits — from improved quality

assurance and efficiency, to reduced on-site

installation time and disruption.

Crucially, prefabrication also offers

the ability to develop standardised,

customisable heating solutions that could

help accelerate heat pump retrofit.

What do we mean by this?

One solution might be to develop an

offsite fabricated packaged plant room

containing a combination of plant and

accessory modules such as water to

water (booster) heat pumps, boilers,

pressurisation units, expansion vessels,

buffer vessels, circulating pumps, and

The packaged plant room is fabricated offsite in a

quality-controlled factory environment

A prefabricated plant room

pipework in a standardised layout. This

would be connected to external ASHPs or

evaporators connected to split-system heat

pumps within the plant room, with capacity

easily adjusted to meet the requirements of

the different school buildings.

Quality assurance is high as the process

involves manufacturing to specification

in a factory environment, using specialist

machinery and under improved

control procedures.

Pre-testing and commissioning help

eliminate any perceived risk factor relating

to decarbonisation.

And, with one point of contact for

the whole system, the potential for delay

is hugely reduced, helping keep the

project on schedule by avoiding any lastminute

hitches.

Production, delivery lead time, and

material waste are reduced, maximising

installation efficiency and sustainability.

In short, pre-engineering the solution

offers schools the opportunity to scale up

heat pump retrofit across their estate, with

increased standardisation ultimately leading

to lower costs.

PLOTTING PATHWAYS

When it comes to heating, efficiency and

sustainability are not just desirable, but

essential, goals for schools.

But 2050 net zero goals aside, a reliable,

effective heating system is central to

achieving more-comfortable and conducive

learning environments for students and

teachers, lowering running costs, and

driving change.

By understanding the available options

and techniques for more-sustainable

heating, and the impacts of each, schools

will be well placed to set their sustainability

roadmap and truly lead by example. n

www.baxi.co.uk/commercial


Environmental

PBSA scheme sets

a benchmark

Student accommodation provider,

urbanist, has achieved Passivhaus

standard accreditation for its purposebuilt

student accommodation (PBSA)

development in Battersea.

The certification from the Passivhaus

Institut makes it the largest Passivhaus

building in the UK and the eighth

largest in the world.

Developed by a project team also

including Allford Hall Monaghan Morris

(AHMM), Mace, and Henriksen Studio;

the development is situated close to

the iconic Battersea Power Station and

provides energy-efficient accommodation

for 853 students.

This achievement also establishes it as

the largest student dormitory/university

building designed to Passivhaus standards

in Europe, and the third largest in the world

after UTSC in Canada and the Cornell

Tower in New York.

With a treated floor area of over

17,964sq m, the building was designed by

RIBA Stirling Prize-winning architects,

AHMM, with specialist Passivhaus design

consultancy from Henriksen Studio.

It was sustainably constructed by Mace

using its innovative low-carbon, offsite

technology.

Situated at the northern edge of the

Battersea Design and Tech Quarter

masterplan, the four-block development

steps up in height from 11 to 19 storeys,

serving as a gateway into the site.

And its glazed terracotta façades in a

vibrant colour palette of red, green, and

blue reflect the site’s industrial heritage.

Opened to students last September,

urbanest Battersea features ensuite and

studio accommodation and boasts a cinema

room, gym, and roof terraces with views

across the city.

Rendering conventional heating systems

unnecessary, the low-energy construction

concept makes efficient use of the sun,

internal heat sources, and mechanical

ventilation with heat recovery. This allows

for space heating and cooling related energy

savings of up to 90% compared with typical

buildings and over 75% compared to

average new builds.

Having undergone stringent airtightness

testing, the building was also designed with

great attention to all relevant construction

details, reducing thermal bridges as

much as possible.

High-performance opaque and

transparent façade elements have been

used in order to ensure a comfortable


Environmental

From the start we

wanted our Battersea

development to be an

exemplar for future

projects, not only in

London, but in cities

all over the world that

need to respond to

the net zero challenge

interior environment. And the building

was also delivered to BREEAM 2018

Outstanding standard.

Since 2008, urbanest has opened nine

PBSA properties in central London,

including King’s Cross, St. Pancras,

Victoria, Vauxhall, and Tower Bridge.

This is the firm’s first Passivhaus scheme,

but it is already on its way to bringing

forward a second scheme on an even larger

scale in Canary Wharf.

urbanest Canary Wharf is set to be the

largest residential Passivhaus development

in the world upon completion in 2026.

Angus Kearin, head of development

at urbanist, said: “We’re delighted that

urbanest Battersea has now achieved

Passivhaus certification to become the

largest Passivhaus building in the UK,

setting the standard for sustainable

student accommodation.

“From the start we wanted our Battersea

development to be an exemplar for future

projects, not only in London, but in cities

all over the world that need to respond to

the net zero challenge.

“This is just the beginning of our

Passivhaus journey and we look forward to

continuing our work with the Passivhaus

Insititute to achieve accreditation at

urbanest Canary Wharf and all further

urbanest schemes going forward.”

Simon Allford, co-founder at

Allford Hall Monaghan Morris,

added: “urbanest Battersea stands as an

industry-leading example of compelling

architecture and sustainable construction,

achieved through the combined expertise

of urbanest, AHMM, Henriksen

Studio, and Mace.

“Passivhaus certification highlights what’s

possible through collaborative ambition

and a commitment to excellence and we are

immensely proud of the result.”

And Dragos Arnautu, building certifier

at Passivhaus Institut, said: “urbanest

Battersea exemplifies the benefits and

innovation of Passivhaus design applied to

student living.

“Delivering unmatched energy efficiency,

Passivhaus buildings maintain consistent

indoor temperatures and superior air

Image, AHMM James Santer

quality, reducing the need for heating and

cooling systems.

“Students benefit from a thermally-stable

space conducive to focus and relaxation,

while the integration of renewable energy

sources aligns with broader climate goals.

“This building also stands out for

prioritising community and modern

amenities, offering a holistic lifestyle

that balances sustainability with urban

convenience.” n

Passivhaus certification highlights what’s

possible through collaborative ambition

and a commitment to excellence and we are

immensely proud of the result


Environmental

A rooftop revolution

Irish ministers Norma Foley and Ossian Smyth highlight strong uptake

in the nationwide extension of the Solar for Schools Programme

Schools across Ireland are opting for

solar energy in the race to achieve netzero

carbon emissions.

Irish Minister for Education, Norma

Foley, and Minister of State at the

Department of the Environment, Climate

and Communications, Ossian Smyth, have

announced ‘strong uptake’ of the Solar for

Schools Programme.

The scheme provides eligible schools with

a 6kw peak of roof-mounted solar PV, which

equates to approximately 14 solar panels.

Since the launch of the first phase of the

programme late last year, more than 1,100

schools have been approved for PV panels on

their roofs in 11 areas around the country.

More than 1,000 installations have been

confirmed so far in Clare, Donegal, Galway,

Kerry, Kilkenny, Leitrim, Limerick, Offaly,

Waterford, Wicklow, and the Dublin

City Council areas.

And funding was approved last October

to proceed with solar PV installations on

all remaining eligible schools in 16 counties

— Carlow, Cavan, Cork, Dublin, Kildare,

Laois, Longford, Louth, Mayo, Meath,

Monaghan, Roscommon, Sligo, Tipperary,

Westmeath, and Wexford.

New figures show that over 1,660 schools

from these 16 counties have successfully

entered the tender stage of the process. This

means that over two thirds (69%) of the

4,000 schools in the country have either

had solar PV installed or have gone to

tender for them.


Environmental

A GREEN JOURNEY

Foley said: “It is fantastic to see the great

appetite from our schools to join this

rooftop revolution through the Solar for

Schools Programme.

“I was so pleased to be able to announce

the nationwide extension of the programme

in October and it is wonderful to see

over 1,600 schools in these newly-eligible

counties applying.

“This programme offers an opportunity

for schools to reduce their carbon emissions

and their energy costs.”

Smyth adds: “This programme is enabling

schools to continue their green journey,

protecting the environment, generating

renewable electricity, and seeing their

electricity bills reduce.”

The Solar for Schools Programme is

wholly funded by the government’s Climate

Action Fund in line with the Government’s

recognition that taking action on climate

change is central to Ireland’s social and

economic development.

MAKING SAVINGS

It is assisting schools in reducing their

energy costs and carbon footprint as part

of the response to meeting the 2030 and

2050 Climate Action Plan targets for the

education sector.

The solar PV panels in schools are being

connected to the electricity grid so that

solar energy can power other homes and

businesses when schools are closed at

weekends and during holidays.

This programme is enabling schools to

continue their green journey, protecting the

environment, generating renewable electricity,

and seeing their electricity bills reduce

The typical amount a school can save will

depend on a number of factors. However,

a school with a 6kW solar PV installation

could expect to save in the region of €1,200-

1,600 per annum on their energy bill,

including credit for their electricity export.

The overall programme will see up to 24

megawatts of installed renewable energy

provision on schools, with associated savings

in the region of €5.5m per year across

all 4,000 sites.

The scheme is designed to be as

streamlined as possible, using an online

system to facilitate communications.

In this regard the Department of

Education has set up School Hub,

a new online platform that is part

of the department’s geographic

information system (GIS).

It provides a simple, clear, and efficient

application and approvals process

for schools applying for the Solar for

Schools Programme.

Schools will be required to seek five

quotes from suppliers and apply for funding

approval to the Department for Education

via the School Hub.

LOW-CARBON ECONOMY

The Climate Action Fund was established

on a statutory basis in 2020 to provide

support for projects, initiatives, and research

that contribute to the achievement of

Ireland’s climate and energy targets, and for

projects and initiatives in regions of the state,

and within sectors of the economy, impacted

by the transition to a low carbon economy.

The fund supports projects that would not

otherwise be undertaken and is resourced

from a number of sources, including official

air travel emissions offsets and proceeds

from the levy paid to the National Oil

Reserves Agency (NORA) in respect of

relevant disposals of petroleum products,

after the funding requirements of NORA

have been met. n


Environmental

The pressure is on to ‘go green’

Ryan Karlstedt-Smith, Chris Owens, and Pippa Whitmore of law firm, Pinsent Masons, look

at how UK universities are impacted by climate and sustainability reporting requirements

UK universities can expect to have

to make disclosures about the

sustainability of their operations

in line with international standards years

before they will be legally obliged to do so,

to continue to access finance and meet the

expectations of students.

Within the UK, existing climate

reporting legislation has mostly originated

from recommendations first developed

in 2017 by the G20-backed Task

Force on Climate-Related Financial

Disclosures (TCFD).

Across the global economy, there is

expected to be a shift from reporting of

climate-related risks and opportunities,

Chris Owens

Pippa Whitmore

to reporting on sustainability in a

broader sense.

One such pressure in this shift comes

after publication of international standards

on sustainability disclosures by the

International Sustainability Standards

Board (ISSB) in 2023 — standards that,

in UK terms, the previous government

said will form the basis of mandatory

sustainability reporting requirements.

The new UK rules are expected to be

outlined in the coming weeks.

The UK’s sustainability reporting

requirements are expected to impact large

UK corporates across the economy.

UK universities are not currently subject

to TCFD-aligned mandatory reporting,

though some institutions in Scotland do

face other climate-related reporting duties,

and a number of higher education providers

are required to report their energy use and

greenhouse gas emissions through their


Environmental

annual reports under the Streamlined

Energy and Carbon Reporting framework

(SECR) where providers meet criteria for

corporate form and size.

RACE TO ZERO

Many providers have also signed up to

the ‘Race to Zero’, bringing a degree of

voluntary disclosure.

As the UK legal and regulatory regime

shifts to align with the ISSB standards,

UK universities can expect to face external

pressures to make further, or additional,

climate and sustainability disclosures.

REPORTING DEMANDS

The UK’s TCFD-aligned regimes aim to

shed light on how climate-related risks

and opportunities are likely to impact

an organisation’s current, and future,

financial position.

UK companies that operate within

the EU also face separate EU climate and

sustainability-related reporting requirements.

They must consider legislation such as the

Corporate Sustainability Reporting Directive

(CSRD), the Sustainable Finance Disclosure

Regulation (SFDR), the Taxonomy

Regulation, the Corporate Sustainability Due

Diligence Directive (CSDDD), and the EU

Green Bond Standard.

For central UK government bodies, there

are mandatory sustainability requirements

set out in the Financial Reporting Manual

(FReM) and a phasing in of the TCFD

recommendations.

There are currently no legislative duties,

from a UK government perspective, on

other public bodies for mandatory reporting.

However, there is a patchwork of voluntary

reporting and guidance — which you can

read about below.

The position is different, however, in

Scotland — under the Climate Change

(Duties of Public Bodies: Reporting

Requirements) (Scotland) Order 2015,

44 Scottish colleges and universities are

classed as ‘major players’ and are subject

to mandatory reporting, known as public

bodies climate change duties.

And, globally, there is movement to adopt

a climate-related disclosures standard for

the public sector.

On 31 October, the International Public

Sector Accounting Standards Board

(IPSASB), the public sector equivalent of

the International Accounting Standards

Board (IASB), issued a draft climate-related

disclosure standard for public comment

by 28 February.

The standard is designed to be used by

governments and other public sector entities

around the world and proposes public sector

specific guidance which builds on the ISSB’s

King’s College. Image, alexxis from Pixabay

As the UK legal and regulatory regime

shifts to align with the ISSB standards,

UK universities can expect to face external

pressures to make further, or additional,

climate and sustainability disclosures

global baseline.

Once launched in final form, the IPSASB

standard could have a similar impact on

the public sector to that which the ISSB’s

sustainability disclosure standards are

expected to have in the private sector.

To the extent that a UK university’s legal

structure is not caught under the Companies

Act, it will likely not be subject to the same

mandatory climate and sustainability

reporting requirements that impact UK

large private companies or public sector

organisations.

Despite this, there are voluntary disclosure

frameworks that are highly relevant to

the sector, while some universities can

also find themselves subject to disclosure

duties indirectly through funding or

investment arrangements.

VOLUNTARY DISCLOSURES

In Wales, universities are required, under

the Higher Education (Wales) Act 2015 and

through the Higher Education Funding

Council for Wales, to collect certain

environmental information pertaining to

their properties.

This information, known as the estates

management record (EMR), is aggregated

by the Higher Education Statistics Agency

(HESA), which is part of not-for-profit

body, Jisc — the UK digital, data, and

technology agency that operates in UK

higher education.

Maintenance of the EMR used to be

mandatory for universities in England

up to, and including, the 2018-19

data submission.

The move to a voluntary model, in

England at least, reflects the limited powers

the sector regulator, the Office for Students,

has to require action by higher education

providers that accords with the UK’s wider

‘net zero’ commitments.

Notwithstanding this, the Department

for Education (DfE) in 2022 commissioned

the Environmental Association for

Universities and Colleges (EAUC) to

develop a standardised carbon emissions

reporting framework for further and higher

education (FE and HE) institutions.

Launched in January 2023, the

EAUC framework sits alongside the Jisc

EMR framework and other statutory

responsibilities for reporting emissions.

It is hoped that the framework will

be widely adopted throughout the

further education (FE) and higher

education (HE) sectors and will help

institutions benchmark emissions

baselines and reductions against other

similar institutions.


Environmental

socially-responsible policies.

Participating universities commit

to annual disclosures through the

Communication on Progress (COP)

report. This details their efforts to

integrate the 10 principles of the UN

Global Compact into their strategies

and operations, covering areas such as

human rights, labour, anti-corruption, and

the environment.

While voluntary in nature, universities

are facing increasing pressures from

students to make these voluntary

sustainability disclosures and commit to

measurable climate change goals, including

through reduced investment in fossil fuel

businesses, and as to the way in which

campuses are built and operated.

We expect significant pressure from

students for universities to report on

sustainability and ESG matters within their

annual reports.

QS rankings will also be on the minds of

many institutions.

The EAUC framework was

commissioned by the DfE in the context of

the department’s sustainability and climate

strategy for education.

That strategy states that: “By 2025, all

education settings will have nominated

a sustainability lead and put in place a

climate action plan.”

This includes early years settings,

schools, multi-academy trusts, colleges,

and universities.

This strategy envisages all universities

and colleges reporting their carbon

emissions by 2024 and, in FE and HE

from 2025, publishing targets and

institutional progress.

Additional disclosure requirements

may come from voluntary programmes or

treaties that a university has signed up for.

For example, Under the Race to Zero

for Universities programme, a partnership

programme between EAUC, UN

Environment Programme, and Second

Nature, participating institutions commit

to a series of voluntary disclosures aimed at

promoting transparency and accountability

in their climate action efforts.

These disclosures include publicly

reporting progress against both interim and

long-term targets for achieving net-zero

greenhouse gas emissions.

Universities are expected to publish

annual reports detailing the actions they

are taking to meet these targets, including

measures to reduce ‘scope 3’ emissions,

which cover indirect emissions from

activities such as travel and procurement.

Similarly, while not an exclusive climate

sustainability initiative, the UN Global

Compact is a voluntary initiative that

encourages businesses and organisations

worldwide to adopt sustainable and

While voluntary in nature, universities are

facing increasing pressures from students

to make these voluntary sustainability

disclosures and commit to measurable climate

change goals

TRICKLING DOWN

Many universities seek support from the

private sector, through arrangements such

as public private partnerships (PPPs), to

achieve decarbonisation goals.

Universities also often enter into private

and public debt arrangements to fund

specific projects and/or general operations.

As larger financial institutions, such as

banks and other institutional investors,

become subject to increasing regulation

on climate and sustainability reporting,

they will expect universities wishing to

partner with them, or obtain funding or

investment, to disclose to them climate- or

sustainability-related information.

Financiers will also require that

information to meet their own

reporting duties.

For example, most financial institutions,

as large and systematically-important

businesses within the UK economy, will

soon be required to report on their financed

emissions. This will impact customers

of such financial institutions, including

universities, which will be asked to provide

data on their emissions to their funders.

The direction of travel towards moremandatory

sustainability disclosure

requirements across the UK economy is

clear — although some universities may not

fall directly in scope depending on their

size and corporate form, they would be well

advised to horizon scan for sustainability

disclosure requirements which will impact

large corporates and prepare, from a data

gathering and resourcing perspective, for

reporting on a voluntary basis to meet the

expectations of their stakeholders. n


Keep up to date with all the latest

Education property news.

education-property.com

Education Property Issue 08 April-May 2025

Transform your PDFs into Flipbooks and boost your revenue!

Delete template?

Save as template ?