Education Property Issue 09 June-July 2025

06/2025

JUNE-JULY 2025

How developments in Scotland’s capital

city are impacting education estates

The winners of the 2025

Education Property Awards

First Education Property

Forum proves a success

EDUCATION-PROPERTY.COM

Comment

W E L C O M E

A game of two halves

With just a couple of months

to go until the long school

summer holidays, attention

will be turning to the estate

as the eight-week break is the

key time for improvements

to be made to educational

infrastructure.

Carrying out works during

this period reduces the

impact on pupils and staff of

construction and fit-out activity.

But it also creates a verysmall

window of opportunity

for contractors.

Primarily, works will this year

involve addressing the £13.8bn

maintenance backlog facing

schools up and down the country, with asbestos and

RAAC remediations high on the agenda.

Underpinning this increased activity are several

government capital funding boosts, including £302m

to fix dilapidated college buildings, £200m for

energy reduction projects, and £740m for additional

SEND school places.

State schools are also expected to be investing in

refurbishments and new-build projects which will

enable them to create on-site nurseries as part of the

Government’s expansion of early years provision, with

funding made available for 300 school-based facilities.

However, while investment is being made in the

state school sector, private providers are suffering a

‘triple whammy of financial blows’, according to the

Independent Schools Council.

The decision to charge VAT on school fees — an

issue currently being challenged in the High Court

— together with increases in National Insurance

contributions and the removal of charitable business

rates relief has left many operators struggling.

And, in recent weeks, this has

led to a high number of closure

announcements, with education real

estate firms now marketing private

school sites across the country.

These include Wakefield

Independent School, St Clare’s

School and Oakleigh House School

in Wales, St George’s Prep School

in Lincolshire, and St Joseph’s Park

Hill School in Burnley, all of which

will close later this year.

Time will tell whether the

funding will be enough to address

the issues facing the state school

sector, and whether independent

schools will be able to weather the

storm in the longer term, but it

also creates opportunities for suppliers, manufacturers,

contractors, and consultants to support this activity,

whether that be carrying out building works, or

marketing and selling those struggling schools coming

onto the market.

These opportunities, and the associated challenges,

were discussed earlier this month at our first Education

Property Forum. You can read about this event in our

review on page 32.

And we are also profiling the winners of the first

Education Property Awards, which were held recently

in Leeds (p12).

Coming up in the next edition we will be looking at

flexibility in design and the latest trends in outdoor play

and learning spaces.

Please email joanne.makosinski@nexusgroup.co.uk

if you can help.

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 17 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

Keep up to date with all the latest

Education property news.

education-property.com

Contents

Chief executive officer

Alex Dampier

Chief operating officer

Sarah Hyman

Editor

Joanne Makosinski

joanne.makosinski@nexusgroup.co.uk

Reporter and subeditor

Charles Wheeldon

Business development executive

Kirsty Parks

Head of marketing

Carrie Lee

Advertising & event sales director

Caroline Bowern

Advertsing sales

Julian Walter

Publisher

Harry Hyman

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/

8

6-7 News

Rounding up the latest big stories,

including which universities spent

the most on their estates last year,

the launch of a new government

construction framework which will

deliver more than £15bn worth of

capital improvements to education

facilities across England, and the

completion of a deal to finance two

new university campuses in Cardiff

8-10 Projects

Refurbishment and new-build

schemes from around the country,

including plans by a leading private

school to open an offshoot in

India, and the appointment of a

contractor to deliver a new primary

school in Sutton Coldfield

12

12-19 Awards

Profiling the winners of the first


20-25 Finance and property

Key considerations for private

school leaders in the current

economic environment; the impact

of business rate changes on

the independent sector; and we

compare education estates funding

models from across Europe

28

27-31 Finance and

Property Deals

The latest education real estate

deals, including nursery sales

and the acquisition of a PBSA

site in London.

32-34 Review

An overview of the first

Education Property Forum

36-38 Design and Build

Best practice in the construction

and architecture sectors,

including an insight into

the delivery of educational

infrastructure in Scotland

40-45 Estates and Facilities

Management

Exploring the different strategies

education estates providers can

use to improve their campuses in

a difficult financial climate, how

advanced Internet Protocol (IP)

audio speakers can deliver improved

safety and security for schools, and

new guidance on improving the

standard of estate strategies across

the further education sector

46-49 Environmental

Exploring the education sector’s

net zero carbon challenge and the

support available, including how

Scotland’s first Passivhaus-certified

primary school has recorded

outstanding first-year energy

performance results

50 People Moves

The latest appointments

within the education property

and estates sector

EDUCATION-PROPERTY.COM JUNE-JULY 2025 | 5

News

Oxford University tops league

table for estates investment

The University of Oxford. Image, Falco from Pixabay

Oxford University spent more than £18.5m

on estates improvements in 2024, but

the sector continues to face increasing

pressure from buildings which are

unfit for purpose.

In February, the National Audit Office

(NAO) released new figures which show the

cost of addressing backlog maintenance in

government-owned buildings stands at more

than £49bn – with schools facing a bill of over

£13.8bn to bring buildings up to scratch.

Following the revelation, SFG20, the

industry standard for facilities management,

submitted a Freedom of Information (FOI)

request to universities across the country,

asking about spending on building repair and

remediation works.

From the universities that responded, 904,000

maintenance projects were logged in 2023.

However, as of January this year, there

were still approximately 76,527 outstanding

maintenance requests left to carry out.

And this demonstrates the sheer volume

of maintenance tasks that need to be

carried out to keep universities at a safe and

habitual standard.

The University of Oxford ranked top position

for investment in repair and remediation works

across its facilities and buildings, with an overall

score of 75.41 based on total costs, number

of outstanding requests, completed projects,

and total budgets.

The university had one of the highest

repair project completion rates, with almost

40,000 completed.

And, in the most-recent financial year, the

university spent a total of £18.5m on building

maintenance projects.

With a budget of £26.4m, it was also the

university that came most under budget,

reflecting cost-efficient allocation of resources.

The University of Oxford was closely followed

by the University of York, which spent a total of

£12.8m on repair and maintenance works, at

approximately £3m under budget.

Universities such as the London School of

Economics, Arts University Bournemouth, and

The Open University (52.73) were categorised

into the bronze tier.

The Arts University Bournemouth had the

lowest average spend per maintenance request

of all the universities that responded to the

FOI request at just £23 per request, calculated

with its total spend and total maintenance

requests completed.

The London School of Economics and

Edinburgh Napier University, both finished the

most-recent financial year exactly on budget for

repair and remediation works to their buildings,

having spent £3.02m and £1.11m respectively.

Paul Bullard, product director at SFG20, said

of the findings: “Staying significantly under

budget on maintenance costs and keeping

a low cost per repair request are both strong

indicators of a well-structured, pro-active

maintenance strategy – one that prioritises

efficiency and minimises more-serious and

costly unexpected downtime.

“To attract and retain the best calibre

of staff and students, universities must

provide outstanding learning environments,

supported by high-quality leisure facilities and

living conditions.

“Even before COVID, we saw a shift towards

improving indoor air quality to enhance student

focus and wellbeing.

“Now, more than ever, delivering a great

experience is critical.

“Well-maintained facilities not only create

inspiring spaces for learning, but also

play a vital role in university recruitment

and retention.”

6 | JUNE-JULY 2025 EDUCATION-PROPERTY.COM

News

Tilbury Douglas to deliver

£12.8m primary school

Tilbury Douglas has been appointed to

deliver the £12.8m Four Oaks Primary

School in Royal Sutton Coldfield on behalf

of the Department for Education (DfE) and

Birmingham City Council.

This new two-form-entry primary school,

comprising a two-storey new-build

development, has been designed to the new

The Department for Education (DfE) has

launched a new construction framework

which will deliver more than £15bn worth

of capital improvements to education

facilities across England.

The Construction Framework 25 (CF25) will

succeed the existing CF21 framework, which

expires in November, and will run for six years

from January 2026, with the option to extend

by a further two years.

It will cover new-build and refurbishment

projects for schools, colleges, and universities,

as well as associated community facilities.

Work will be procured under 10 regional lots,

split by project value and location.

Two of the lots will cover projects worth

more than £12m in the North and South

respectively, while eight lots are for schemes

valued between £4.4m-£12m.

The low-value band may extend to projects

worth up to £15m.

The framework will use a two-stage

procurement process with bidders first

passing a pre-qualification questionnaire to

tender for specific lots.

Contractors can then apply for

overlapping lots in adjacent regions, but

DfE Spec 21 specification encompassing net

zero designs and will have a green roof, PV

panels, and EV car parking spaces.

David Tighe, regional director for the West

Midlands at Tilbury Douglas, said: “With the

local community and school satisfaction in

mind, we have implemented a more-efficient

construction scheme which has resulted in

Contractors sought for education

construction framework

must state preferences, with rules in place

to avoid multiple awards unless capacity

remains unfilled.

A maximum of 10 suppliers will be

appointed to each high-value lot and

seven to each low-value lot and contracts

may be awarded via mini-competition or

direct allocation.

The framework will be available to a wide

range of public sector bodies, including local

reduced costs and a shorter programme.

“This involved relocating the new building

to allow the school to operate more efficiently

and without significant disruptions.

“We look forward to delivering a quality

new educational facility which will positively

impact the students, teaching staff, and local

community for years to come.”

authorities, academies, universities, and

LocatED Property Limited.

The DfE said the extended duration

of the framework is intended to support

long-term investment, innovation, and

consistency in delivery.

The deadline for requests to participate

in the framework was 12pm on 7 May

and the DfE said it expects to award

contracts by December.


News • Projects

Aviva provides financing

for college campuses

Aviva Investors has completed a deal

to finance the construction of two

new campus developments at Cardiff

and Vale College.

The investment has been made by Aviva

Investors on behalf of Aviva’s Insurance,

Wealth and Retirement business.

Cardiff and Vale College is one of the largest

further education institutions in the UK, with

around 30,000 full-time students.

And, once built, the two complexes are

expected to provide specialist education

facilities for nearly 3,000 students each year.

The buildings will be constructed at two

separate sites, with the Barry Waterfront

Campus close to the centre of the town, and

the Advanced Technology Centre located near

Cardiff Airport.

Construction of the Barry Waterfront

Campus will see the regeneration of an

existing, but currently-vacant, site.

When complete, the campus is expected

to provide 6,000sq m of space for up to 900

students each year. This will include restaurant

facilities and a covered external dining area, as

well as garden terraces and courtyard space,

classrooms, and IT facilities.

It will also feature commercial enterprises

such as hair and beauty salons and a

restaurant which will be run by students and

open to the public.

Located near Cardiff Airport, the 13,000sq

m Advanced Technology Centre (ATC) is

expected to accommodate approximately

2,000 students.

A state-of-the-art site offering a mix of

traditional teaching and vocational spaces to

support the college’s curriculum, it will provide

facilities focused on advanced manufacturing

and robotics, alongside the creation of a

‘Green Skills House’ where students will

have the ability to learn about renewable

technologies and be taught retrofitting skills.

The two sites are expected to be operational

in time for the 2027/2028 academic year.

In addition, the Waterfront development will

feature drainage systems that can manage

and reduce surface water run-off from storms,

through the installation of raingardens, while

it will be constructed to sit above predicted

flood levels, even in the event of once-in-

100-year storms.

And it will also target net zero carbon once

operational, while seeking to adhere to an

embodied carbon target of no more than

800kg of carbon dioxide equivalents per sq m.

The project was procured under the Mutual

Investment Model (MIM), a Public Private

Partnership initiative specific to Wales.

It is the fourth investment Aviva Investors

has made in partnership with the Welsh

Government under the model.

In 2022, it provided financing towards

construction of the Mynydd Isa Campus in

Flintshire, the first school to be funded under

the MIM, as well as being just the second

confirmed PPP transaction in the country.

Darryl Murphy, managing director of

infrastructure at Aviva Investors, said:

“We are very pleased to provide funding

towards this ambitious project. We are also

very grateful to extend our work with the

Welsh Government, building on our existing

relationship across a number of other

incredibly-important infrastructure schemes

around the country.

“This is another example of how we are

able to use our investment activity to support

delivery of a scheme which we think will

deliver considerable social benefits for the

local community and beyond, while also

contributing towards long-term investment

outcomes for savers.”

Ashish Dafria, chief investment officer

at Aviva, added: “As one of the largest

investors into projects around the UK, we

know the importance that these schemes

can have in nurturing future talent and

growth, and we’re delighted to support

the development.

“ATC will offer courses designed to meet the

needs of employers in advanced technologies

and green skills, so this is a great opportunity

to invest in educational facilities that equip

students with skills to help the businesses of

tomorrow get ready for the future.”


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News • Projects

Elite school plans to

open offshoot in India

An independent boarding and day school

has announced plans to open its first

international offshoot in Mohali, India.

Bedford School Mohali is set to open in April

next year and will be part of Bedford School’s

planned expansion overseas.

The new, purpose-built development will

also be the first British International girls’

school in India and the first British brand in

Northern India.

Located on the outskirts of Chandigarh,

Bedford School Mohali is being developed in

partnership with Doon International Education

Society and will provide education for girls

aged 4-18, offering both the national and

British curricula.

The 14-acre site will feature both day and

boarding options, promoting academic

excellence, character development, and

personal growth in a supportive and

dynamic environment.

James Hodgson, Bedford School headmaster,

said: “We are incredibly excited to take the

Bedford School ethos and values to Mohali.

“Bedford School Mohali will be a beacon

of excellence, nurturing young women to

become leaders and innovators in their

communities and beyond.

“Our partnership with Doon International

Education Society is a testament to our

shared commitment to providing worldclass

education and nurturing a global

community of learners.

“The rapidly-growing demand for highquality,

holistic education in India was an

important factor in choosing the location for

Bedford School’s first international school.

“And Mohali stood out as a natural choice

because of its rich educational heritage and

commitment to learning.

“Within India, it has lately become an

education and IT hub, with top universities

like Ashoka, Plaksha, and Amity setting up

campuses there. “

The new state-of-the-art campus has

been designed to support academic and

co-curricular excellence. Facilities will include

spacious, modern classrooms equipped with

the latest learning technology; a purpose-built

1,000-seater auditorium for performances,

assemblies, and events; boarding facilities;

sports facilities, including playing fields, courts,

and a multi-sport complex; dedicated science

and technology laboratories; art and music

studios; and a library.

Hodgson said: “We see this school as the

start of a growing family of schools, each of

which will support and enhance one another in

a global marketplace.

“We are fully committed to providing a worldclass

education here in Bedford, but also an

education which equips our boys fully for the

world at large.”


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The cream of the crop

Here, we profile the winners of the first Education Property Awards, held recently in Leeds

Organised by Nexus Media Group, publisher of Education

Property magazine, the Education Property Awards

launched late last year to recognise innovative projects,

organisations, and individuals in the education property space.

And the winners were announced at a black-tie event on

20 May 2025 at Leeds Marriott Hotel with a three-course

dinner and appearance from celebrity guest host, Irish

comedian, Keith Farnan.

Trophies were handed out across 13 categories and here you can

read more about the winners and the judges’ comments.

Early Years Project of the Year

Orchard House School

DUKES EDUCATION, LXA PROJECTS

Picking this project as their winner, the judges said it was ‘nice to

see something other than the standard Scandi-type, open-plan

design which is adopted by so many operators’.

They added: “We liked seeing a nursery which does not follow

the typical layout and fitout which is now so generic.

“Installing structures in playrooms is new and I have not

seen this before.

“We particularly like the use of areas for different activities,

which are zoned.”

The project came after two schools and nurseries in Chiswick,

London, were unified under the Dukes Education umbrella,

prompting a strategic reallocation of Key Stages across three

neighbouring buildings.

The challenge was to reimagine these spaces, ensuring

they were fully prepared to welcome young people for the

new autumn term.

At Rupert Road, the team designed each space to specifically

support the developmental needs of early years groups.

The goal was to create an environment where young learners

could engage, explore, and grow in a setting that is both safe

and stimulating.

The ground floor fosters discovery and interaction,

offering a playful atmosphere that extends beyond the

conventional classroom.

A creative and engaging framework transforms the space

into an active learning environment, encouraging movement,

imagination, and hands-on experiences where interactive

design elements spark curiosity and creativity, making learning

immersive and dynamic.

A central feature of the space is the playhouse, which divides a

carpeted learning area with an interactive screen from open-plan

play areas, ensuring maximum flexibility.

And every corner of the room is designed to enrich a child’s day

with meaningful learning experiences.

In the centre, furniture can be easily moved to allow different

settings for learning and play.

To balance the structured framework, the design team

introduced carefully-selected finishes and furnishings that add

warmth and comfort.



Complementing this dynamic ground-floor setting, the first

floor transitions into a more-traditional learning environment

where a structured classroom layout provides a balance between

focused academic work and the development of motor skills

through playful engagement.

Through close collaboration with the contractor, the

team successfully brought this vision to life, delivering the

refurbishment within a six-week timeframe.

Primary School Project of the Year

East Calder Primary School

WEST LOTHIAN COUNCIL, NORR, MORRISON CONSTRUCTION

The new East Calder Primary School provides a unique and

sustainable education facility, seamlessly integrating collaborative

and individual workspaces with outdoor play and learning spaces.

The striking triangular form is a great example of low-energy,

holistic design, derived specifically from its own particular place.

Equipped with the latest resources to enhance the learner

journey, from modern classrooms to a STEM lab, flexible learning

spaces, and new technology, every corner has been designed with

the needs of its young people at its heart.

This inspiring learning space is successfully supporting

academic achievement while nurturing creativity, collaboration,

and critical thinking.

The new building is also being exploited by its young

pupils as a learning tool, where the embedded technology is

helping learners to better understand both the school and the

environment around them.

The site itself has good orientation for a low-energy design.

A compact triangular form is thermally and functionally

efficient, conducive to good value and arguably easier and

quicker to build.

Occupying a generally-flat northern portion of the site, the

building is entered at its south western corner before slowly

revealing the complex blend of inter-connected spaces within.

The manipulation of scale, light, and form provided by the

design are all important factors in creating exciting, site-specific

architecture which brings joy to the user, especially young people.

This undoubtedly adds value for the client, but in a dynamic,

architecturally-interesting presence with an excellent heat loss

form factor of just 2.4.

This added value allowed the use of double, rather than

triple, glazing, further helping to reduce the carbon footprint

of the project.

The project has a south elevation to absorb heat, but no

north elevation from which to lose heat; greatly improving

environmental performance in the context of a lowenergy

building.

The building has been built to comply with Band A LEIP

funding requirements, providing thermal performance directly

applicable to Passivhaus standards.

The school also has a better form factor than any Passivhaus

project yet built in Scotland.

The building is also capable of future extension in a

considered manner, which minimises disruption to the ongoing

delivery of education.

The provision of flexible space has many educational

benefits but would also prove helpful in any future pandemic

situation as well.

As well as the improved social setting for young people,

teaching staff are also benefiting, feeling an increased sense of

community and closeness to colleagues because of the open-plan

nature of the design.

Commenting on the project, the judges said: “This is a

wonderful combination of unique form and space utilisation to

provide a wide variety of spaces for learning and connection that I

can see working well for both educational and pastoral purposes.

“It represents a strong, clear concept creating a unique school,

highly executed to benefit students and creating generous internal

circulation and breakout spaces that flow intuitively around the

central hall space.”

School Project of the Year

Dulwich College

Lower School Library Building

DULWICH COLLEGE, ALMA-NAC

alma-nac’s approach to the revamp of Dulwich College Lower

School Library reimagines the educational environment and is

designed to enhance interaction, innovation, and wellbeing.

Flexible furniture, adaptable spaces, and a double-height

atrium create an inspirational space for students and the

local community.

The vision for the Junior School and Lower School site was to

remove an existing temporary library/ICT building and replace

it with a new purpose-built ‘knowledge exchange’ to provide a

contemporary library alongside state-of-the-art Information and

Communication Technology (ICT) suites.

This building offers a new presence for the Lower School and

creates a more-prominent entrance area.

Located on the footprint of the existing temporary library

building, the new building has a direct visual and physical

connection with the Lower School courtyard.

Mobile book display shelves can be located within the space

for specific showcases, and a simple adaptable seating feature, or

‘forum space’, allows for a variety of configurations from day-to-



day group learning to lectures, debates, and discussions.

And a feature stair provides a ‘full stop’ to the double-height

gallery space, while lift access is available, ensuring that the

existing and new building is accessible to all users.

The first-floor gallery provides a more-traditional library

space with display areas for books as well as a group working

table, reading nooks, and individual study spaces along the

east elevation provide a quiet working space overlooking the

playing fields.

The double-height atrium connects the two library spaces, with

views back down to ground-floor level as well as to the library

garden beyond.

At second-floor level the additional volume is inset to reduce

the perceived scale of the new building and an exposed glulam

timber roof structure creates a calming learning space.

The scheme has a material palette of concrete, timber, and brick

— complementing the campus’ historic and iconic Charles Barry

Jr red brick and stone buildings, while also being contemporary

and forward-looking.

The selected materials are intended to be hardwearing and

low maintenance; critical factors for school buildings subject to

heavy traffic.

Sustainability was also key from the outset, with the client

and alma-nac working closely with Max Fordham to develop the

services strategy for the project and the project was registered

as a London Energy Transformation Initiative (LETI) net-zero

carbon pioneer project.

The judges said: “This project exemplifies how contemporary

architecture can co-exist with tradition, setting a benchmark

for future educational spaces that are both inspiring and

environmentally responsible.”

School Project of the Year (International)

Xàbia International College

(XIC) Primary Campus

XÀBIA INTERNATIONAL COLLEGE,

AFFINITAS EDUCATION, ESPACIOS MAESTROS

and creativity.

Each module is thoughtfully equipped with the latest

technology and learning resources, allowing students to explore

and engage in their education in new and exciting ways.

The building will enable the school to continue its commitment

to individualised attention, providing students with the support

and resources they need to succeed.

The campus will inspire creativity, encourage innovation, and

foster a love of learning in students.

The judges commended the project as both ‘ambitious and

embracing of the local culture and landscape to create a place for

learning that feels accessible to, and built for, the community’.

And they said its design ‘is rich with cultural identity and feels

like a village where learning happens’, adding: “This is a fascinating

and unique design concept.

“The spatial organisation is great, and the creation of a

‘community’ between the separate buildings is something to

be celebrated.

“Elevated walkways and circular forms are soft, playful and

tactile — something that young minds will be inspired by for

many generations to come.”

SEND Project of the Year

SPONSORED BY THE HARKALM GROUP

Silverwood SEND School

WILTSHIRE COUNCIL, AHR

The new Xàbia International College (XIC) Primary Campus

in Jávea, Spain, is a cutting-edge development that integrates

thoughtful design with a deep understanding of the specific needs

of young learners, staff, and the wider community.

This innovative space fosters an enriching educational

experience, blending functionality, sustainability, and flexibility

for early years education.

The unique round modules provide a dynamic and

modern learning environment that encourages collaboration

This project was praised by the judges for ‘offering high-quality

facilities that not only serve their functional purpose, but also

make the most of the surrounding landscape’.

The Silverwood SEND School serves as a model for



inclusive education, supporting students aged 4-19 with a wide

range of needs, including autism spectrum disorder (ASD),

multiple, severe, and profound learning difficulties, as well as

medical conditions.

The development brings together three existing schools —

Larkrise, St Nicholas, and Rowdeford — into a cohesive campus,

transforming the educational experience for SEND students

in the region.

The project includes a new net-zero-carbon school building,

a hydrotherapy pool, horticulture and wildlife learning areas, as

well as a refurbished Grade II-listed manor house for residential

respite and administrative spaces.

Recognising the broad diversity of the student body, the design

incorporates a flexible approach that accommodates varying

cognitive and developmental stages.

And the school’s ‘stage not age’ philosophy ensures students

receive personalised learning experiences, with the flexibility to

transition smoothly throughout their time at school.

The design adheres to SEND BB104 guidance, offering a

variety of spaces that cater to students’ specific needs — including

sensory spaces, therapy areas, and quiet zones.

The building is organised around a central spine, with

three wings that branch out to create a series of connected

learning clusters.

Recognising the logistics associated with students travelling,

the two entrances and generous frontage set the tone for the day

as a calm, adaptable environment.

Students can engage in a range of activities, with two external

courtyards acting as outdoor extensions of the learning spaces,

promoting enrichment, group work, and quiet reflection.

The sensitive design of these spaces, alongside sensory gardens

and all-weather pitches, further supports an effective learning

environment for SEND students.

Additionally, four dining spaces allow for smaller, moreadaptable

settings, encouraging student independence and

providing a calmer dining experience.

The thoughtful layout ensures that all users can work and learn

in spaces that are effective and supportive.

The building incorporates natural lighting, optimal acoustics,

and natural materials, such as cross-laminated timber (CLT),

to create a calming atmosphere that reduces distraction and

promotes focus.

Placing a strong emphasis on sustainability and carbon

reduction, Silverwood aligns with Wiltshire Council’s vision for

carbon neutrality by 2030, incorporating energy-efficient fabric,

natural ventilation, and renewable energy systems.

A photovoltaic array generates electricity to offset the school’s

carbon emissions, and the use of CLT for the building’s structure

ensures a low embodied carbon footprint.

These strategies, combined with a robust passive design

approach, make Silverwood a model for low-carbon

SEND facilities.

And stakeholder engagement was key, with the design team

working closely with Wiltshire Council’s education team, the

school’s senior leadership, staff, governors, parents, and students

to ensure the design reflected the needs, aspirations, and values

of all involved.

The consultations also involved working with local planning

authorities, ecology officers, and conservation specialists to

mitigate the environmental impact of the project, ensuring that

the natural surroundings of the site were preserved and enhanced.

The resulting landscape design increases biodiversity by 14%,

with over 3,000 trees planted as part of a ‘greening’ initiative.

Higher or Further Education Project of the Year

Schools of Art and Design,

Bath Spa University

BATH SPA UNIVERSITY, GRIMSHAW

In 2016, Bath Spa University purchased the Grade II-listed

former Herman Miller factory in Bath, originally designed by

Farrell/Grimshaw in 1976 to consolidate its Schools of Art and

Design into a single creative community.

Previously dispersed across multiple sites, the schools faced

challenges in accessibility, public engagement, and identity.

The relocation aimed to create a cohesive, dynamic

environment that better supported students, fostered

collaboration, and strengthened links with the local community

and creative industries.

The university adopted the building’s original vision, outlined

in A Statement of Expectations, which was included in the

listing description.

This set of concise-yet-powerful statements enshrined two

key aspirations: adaptability to changing needs, and a positive

contribution to its users and surroundings.

And these principles aligned seamlessly with the evolving

nature of art and design education, where flexibility is essential for

fostering innovation, accommodating diverse teaching methods,

and responding to technological advancements.

Central to the ambitious £22m retrofit was the preservation of

the building’s inherent adaptability while significantly enhancing

its environmental performance.

The design facilitates a range of educational experiences,

from hands-on making and technical workshops; to quiet,

contemplative spaces.

The ground-floor layout strategically positions making spaces

to the east, with heavy workshops centrally located for efficiency,

while social and collaborative spaces are situated to the west,

flanking the communal ‘street’ — a vibrant hub for interaction.

An open mezzanine wraps around three sides of the building,

providing studio spaces, while a new rooftop extension offers

quieter study areas for focused work.

The building’s reconfiguration was driven by the need for

versatility in teaching and learning environments.

And the modular façade system enables internal spaces to be

reconfigured as academic programmes evolve, ensuring the facility

remains responsive to future pedagogical demands.

This adaptability extends beyond spatial planning to include



technological integration, allowing students access to cuttingedge

resources that support contemporary creative practices.

Sustainability also played a crucial role in the project.

The retrofit significantly improves the building’s energy

efficiency, ensuring it meets the needs of an environmentallyconscious

educational institution while reducing

operational costs.

Upgrades include enhanced thermal performance

through additional insulation, new double glazing, and

improved airtightness.

Over 100 rooflights were incorporated to maximise

natural daylight, reducing reliance on artificial lighting, while

extensive roof-mounted photovoltaic panels further lower

carbon emissions.

Accessibility and community engagement were also central

considerations in the redesign.

Unlike many institutional buildings, it has no security barriers

at the entrance, allowing visitors to freely enter, explore the

gallery, shop at the art store, or enjoy the café.

And the riverside landscape remains open to the public,

fostering an inviting atmosphere that integrates the university

with the city.

The judges said of the project: “This is a brilliant project which

demonstrates how, through retrofit, built-in flexibility can keep it

relevant to the 21st Century.”

Student Accommodation Project of the Year

Castle Bailey Quad, St Peter’s College

OXFORD UNIVERSITY, DESIGN ENGINE ARCHITECTS

St Peter’s College, Oxford, was founded in 1929 expressly to

widen access to the university and it holds true to the ideals of

Oxford; above all the pursuit of academic excellence.

It became a full College of Oxford University in 1961 and

currently comprises a Master and about 40 Fellows in a wide range

of subjects, some 200 graduate, and 350 undergraduate students.

St Peter’s College has made strategic property acquisitions to

secure the future expansion and growth of the college, including

the site of the Castle Bailey Quad project.

The site has been redeveloped to provide student

accommodation, primarily for second-year students.

The new building is set within a conservation area adjacent

to the historic setting of the nearby Oxford Castle, a

Scheduled Monument.

The site boundary itself is formed by Bulwarks Lane to the

east, which follows the line of the ditch that surrounded the

Castle Mound; New Road to the west; and the listed buildings of

the Law Centre to the South, and Canal House — the Master’s

residence — to the north, both of which are in college ownership.

The primary driver for the Castle Bailey Quad project is to

create a connection, physically and in terms of identity, between

the new development, the adjacent college buildings, and

the main campus.

The existing campus is characterised by a sequence of linked

courtyards and the design sought to continue this tradition

with the creation of a new quad at the heart of the proposed

development linking via a sequence of ‘garden’ spaces.

This also helps the adjustment from the college campus to

Canal House garden, as well as dealing with the level change

between the main campus and New Road.

The creation of the new central quad breaks the massing

of the building above the lower-ground-floor podium level,

creating an appearance of two separate ‘houses’ containing the 54

study bedrooms.

And the two residential ‘houses’ are connected at lower ground

floor by the podium level and form a single building.

The podium-level houses support functions including Fellow’s

rooms, an estates workshop and office, as well as a cycle store

and plant spaces.

The materials chosen for the building reference the

surrounding context.

High-quality, hand-made bricks in grey and buff reflect

the tone and colour of Canal House’s rusticated stone base

and ashlar facings and are accented with cast stone features to

building entrances.

And terracotta ceramic cladding to the upper storey echoes the

tiled roofs of the surrounding buildings.

The existing garden and parking court to the front of Canal

House have been relandscaped to provide a more-open and

attractive space, adaptive to future parking demands and to

facilitate different ways of using the garden.

And the landscaping connects the main campus, tying to

landscape work the project team had completed previously.

While contemporary in approach, the design makes references

to the existing context in its form, massing, proportions, and

material tones. The development is targeting the environmental

standard ‘Passivhaus Institute Low Energy Building’.

This is achieved by significantly improving the building fabric

thermal insulation and air tightness, thereby minimising energy

loss to a level that minimum space heating is required.

Commenting on the project, the judges said: “The careful and

thorough stakeholder engagement with Oxford CC and Historic

England, among others, has benefited this project, creating an

elegant scheme in a sensitive heritage setting.

“It makes reference to the materiality and scale of the

surrounding context to allow the new buildings to blend

seamlessly, while still standing out as a robust piece of



architecture, both in massing and in the careful and

thoughtful detailing.”

Interior Design Project of the Year

iQ Hoxton

IQ STUDENT ACCOMMODATION, MANALO & WHITE, TA KNOX

Since the early 1990s there has been a paradigm shift in

higher education.

And, as the sector has grown, commercial pressures have

obliged PBSA providers to listen to their market and differentiate

their offerings through high-quality, inventive amenity spaces.

Although design conversations often centre on new

developments, there remains several decades worth of existing

accommodation which is basic and underdeveloped; dated

not just in age, but in function, and built for a student who

no longer exists.

By analysing existing buildings, identifying problems with

current layouts, and finding creative ways to unlock wasted

potential, the design team for this project has been able to deliver

transformative interventions to properties that were previously

unfit for purpose. The approach was informed by onsite research

and post-occupancy reviews, interviews with students and staff,

and observations of how students occupy spaces.

The team prioritised the creation of distinct zones for diverse

activities, including quiet solitary or group study, socialising,

dining alone or in groups, entertainment, and wellness.

And a balance of tailored places for study and socialising

allows students to achieve their academic and social goals while

minimising the frictions that can get in the way.

The project aims for a 50-50 ratio of study to social space,

with a variety which responds to the ways that the contemporary

student studies and works.

The team focused on optimising the layout to provide improved

social, dining, and study spaces, as well as a reconfiguring the

reception, which provides upgraded staff facilities and creates a

playful and approachable street presence.

They also introduced a series of closed-off seating areas for

study or socialising, using translucent partitions which offer a

degree of privacy while allowing residents to easily see whether

the spaces are in use.

A large, underused TV room was divided into a study space

and a more-intimate cinema room and the reception area is now

set to one side behind a glazed door, lessening its dominance

while aesthetically coding it as part of the space, helping improve

relationships between staff and residents.

Aesthetically, the approach aims to rectify the sometimes copyand-pasted

appearance of older schemes through the development

of a locally-rooted, contextual design, with materiality and details

informed by the history of the building and its relationship with

the surrounding neighbourhood.

Inspiration was taken from the facades and shopfronts of

the local Vietnamese restaurants and cafés established by firstgeneration

immigrants, which run parallel to nearby Hoxton

Street’s traditional pubs and pie and mash shops, speaking to the

eclecticism and diversity of the area.

And bold colours were used through the curation

of sets of ceramic objects similar to those found in the

Vietnamese restaurants.

Recycled plastic rattan forms the feature wall behind the

reception desk, inspired by the restaurant placemats, while

the tiled reception desk with white top and chequered floor

references the pie and mash shop interior.

The design team also commissioned large-format photographs

of the particular shopfronts and these are hung in the lounge

amenity space alongside archival maps.

The judges said of the project: “This was an innovative

approach to reconfiguring a series of higher education spaces with

injection of colour and well-considered detailing, which enhances

the social and study experiences for students.

“It places a social learning destination on a high street in close

proximity to student residences and reimagines the potential for

higher education to invest in, and contribute to, city life.”

Exterior Space Project of the Year

The Wave, University of Sheffield

HLM ARCHITECTS

The Wave, the new home for the University of Sheffield’s

Faculty of Social Sciences, represents a world-class, sustainable

educational environment designed to foster collaboration

and enhance the faculty’s reputation for excellence in

teaching and research.

Central to the new building was the surrounding public

realm, which needed to seamlessly integrate with the

surrounding campus and elevate the overall experience for staff,

students, and visitors.

HLM’s landscape design introduces two ‘Pocket Parks’

providing green spaces for socialising, studying, or relaxing.

These are not only aesthetically pleasing, but also serve

as hubs for students, staff, and visitors to gather, fostering a

sense of community.

The hard landscape mimics the sinuous lines of the building,

echoing the architectural concept and rhythms of nature and the

fluid shapes within the built form.

And, by utilising natural materials, such as timber and natural

stone, a textured and tactile relationship with the organic

materials has been created, merging into the landscape to create

raised planters that are combined with dynamic planting, dry

stone walls, and tiered seating.

EDUCATION-PROPERTY.COM JUNE-JULYL 2025 | 17


HLM worked on a strategy for the protection, refurbishment,

and rebuild of the existing walls and railings within the site.

And, by working hard to ensure these heritage features merged

into the new scheme in a cohesive manner, the outdoor spaces feel

unified and connected.

The soft landscape provides new green spaces that mimic

naturalistic landscapes and offer functional dynamic ecological

systems combined with the aesthetic beauty of nature.

The design echoes these ecological systems through rain

garden planting and naturalistic perennial planting alongside

wildflower mixes.

The planting strategy also includes over 80 mature trees,

strategically placed to punctuate key public areas and provide

seasonal colour and visual interest; while native flowering trees

were chosen to create vivid displays throughout the year.

By retaining and enhancing existing landscape features, the

scheme ensures a strong connection to the local vernacular and

helps to create green corridors that are vital for wildlife.

The project was delivered within budget, with careful planning

and collaboration between the design team, the university, and

the contractors

Decarbonisation/

Green Project of Year

Let’s Go Zero Campaign

ASHDEN

Let’s Go Zero is the national campaign championing all UK

schools to achieve zero carbon status by 2030.

Created four years ago to demonstrate demand for support in

reducing school carbon emissions, the campaign has established

itself as the UK’s largest school sustainability movement, with

5,700 schools now signed up and 2,301 new schools joining since

September 2024 alone.

At the heart of Let’s Go Zero’s impact is its innovative Climate

Action Advisor network deployed across England and providing

schools with free, tailored support to measure their carbon

footprint, develop bespoke Climate Action Plans, lower energy

bills, train sustainability leads, and access funding opportunities.

This nationwide infrastructure accelerates decarbonisation

through practical, on-the-ground assistance while simultaneously

demonstrating demand for policy change.

Its coalition of 20 climate charities collaborates to deliver

unified support through these advisors, ensuring schools receive

comprehensive guidance on every aspect of decarbonisation,

from energy efficiency and retrofit, to curriculum integration and

community engagement.

The Climate Action Advisor network has already engaged

3,419 schools, providing direct support that delivers measurable

carbon reductions and cost savings.

And its advisors have helped 372 schools create comprehensive

Climate Action Plans, with schools implementing 806 actions

focused on decarbonisation and energy efficiency, and 1,023 more

planned for this year.

These interventions have already delivered an estimated 13,610

tonnes of CO₂ equivalent savings, comparable to eliminating

150,612 car journeys between London and Glasgow.

Stakeholder collaboration and consultation is foundational to

Let’s Go Zero’s approach.

It maintains formal advisory relationships with the Department

for Education and is a key partner in its Net Zero Accelerator

Programme, supporting 25 ‘pathfinder’ schools to lead by example

in energy efficiency and renewable generation.

This groundbreaking initiative is receiving ministerial

recognition for shaping the public sector retrofit landscape.

Let’s Go Zero has also partnered with the Green Finance

Institute on the Innovative Finance Project to research barriers

to investment in school decarbonisation and co-design financial

solutions to mobilise capital at scale.

This initiative brings together government stakeholders and

financial institutions to explore solutions including loan schemes,

energy performance contracting, carbon credits, and community

energy financing.

And its policy advocacy has secured four significant

government commitments: investment in teacher training

for sustainability education; improved building specifications

for net-zero new school buildings; mandated Climate Action

Plans for all schools by 2025; and required sustainability leads

in every school.

“By demonstrating scalable solutions through our advisor

network and Zero Carbon Fund grantees, we’re creating

blueprints for decarbonisation that can be replicated across

all UK schools — establishing the education sector as a leader

in the transition to a zero-carbon future,” said campaign

lead, Alex Green.

Choosing it as their winner, the judges said: “The impact of

the work Let’s Go Zero has undertaken is enormous and has

been a catalyst for increasing the awareness of the challenge of

decarbonisation, and in addition the organisation has rolled out a

national programme of behaviour change.

“The sheer size and scale of this project, and the cumulated

reduction in CO2, makes this the stand-out winner.”

Property Investor of the Year

The Harkalm Group

In 2024, the company

demonstrated excellence in

educational property investment

and development, acquiring 22

properties with a total purchase

cost of £32.87m and generating an annual rent roll of £2.7m.

These acquisitions provided educational facilities for 1,504

children across both the day nursery and Special Educational

Needs and Disabilities (SEND) sectors.

Over the course of the last year, the group engaged in sale

and leaseback portfolios, redevelopments, and SEND-specific

school developments; secured lettings to 10 nursery and SEND

operators, and created long-term educational infrastructure, job

opportunities, and contributed to community wellbeing and

sustainable development.

For example, the company partnered with Outcomes First



Group to transform a former care home into a high-impact

SEND school with a 25-year lease and index-linked rent.

It also acquired eight fully-operational nurseries from The Old

Station Nursery Group, securing long-term leases and supporting

over 463 child placements.

And, in Bagshot, it converted a redundant office building into a

modern nursery for Busy Bees, investing £1.5m and achieving an

EPC rating of A.

The Harkalm Group has successfully combined financial

performance with social impact, delivering high-quality

educational spaces while reinforcing its commitment to

sustainable and community-driven investments.

The judges said of their efforts: “Harklam’s sheer number and

variety of deals over the year, in a mix of locations, all delivering

high-quality educational provision for the 1,500 children in these

settings, is impressive.

“In so doing it has created added value assets, both financially

and socially, which makes it a very worthy winner.”

Adviser of the Year

Pinsent Masons

“The devil is in the detail and you won’t encounter problems due

to overlooked or poorly-handled details with Pinsent Masons,”

said the judges when choosing their winner.

They added: “They show strong examples of valuable advocacy

and advice to universities in a challenging HE sector, building

confidence and supporting growth and consolidation.”

Pinsent Masons is a purpose-led, professional services business

with law at its core.

Its mission is to provide outstanding service to leading and

ambitious universities and higher education institutions.

Built on deep sector knowledge and experience, the company

has a track record of innovation, thought leadership and

getting things done.

Over the past 12 months, it has advised and supported

education organisations on more than 984 significant matters

across its offices worldwide.

Its market-leading advisory work includes delivering iconic

deals such as the flagship Bankside project for LSE, the 75-

year commercial ground rent funding of Urbanest’s Passivhaus

scheme at Canary Wharf, and the West Slope project for the

University of Sussex.

Despite a challenging construction and funding market, the

team has showcased the benefits of university/private sector

partnerships and passionately supports the sector beyond

its adviser role.

Education sector advisory work includes high-value projects

such as the major investment and development strategy for

student accommodation at the University of Manchester, and the

acquisition of key assets for Aston University.

It has also acted for City, University of London on its successful

merger with St Georges, University of London, and provided

specialist property law advice for the transfer of premises.

Pinsent Masons is committed to ESG and sustainability

standards, offering award-winning multi-disciplinary support to

clients in the rapidly-changing area of cimate and sustainability.

And its responsible business and pro bono work enhance

outcomes for disadvantaged and underrepresented groups, with a

global vision and local action.

Architectural Practice of the Year

AHR

Lauded by the judges for its ‘passion about sustainable design

focusing on wellbeing and inclusivity’, AHR has been named

Architectural Practice of the Year.

The judges said: “The practice’s balanced approach, with

impressive levels of engagement, to deliver schemes that prioritise

the learning experiences for pupil and staff alike, as well as their

wellbeing, was compelling.

“They have undertaken a diverse and impressive range of

projects across the sector, each presenting unique requirements

and challenges, but all delivering strong design.

“Their approach to collaboration and sustainability scored

exceptionally highly.”

AHR’s portfolio spans decades, creating innovative, sustainable,

and resilient spaces, from nurseries to universities.

The largest Passivhaus education building in the UK,

Woodmill and St Columba’s RC High School on Dunfermline

Learning Campus, was a particularly-visionary project where the

architectural vision brings both schools together, with shared

spaces at the heart of the building, surrounded by courtyards and

learning plazas.

The school sets the benchmark for sustainable education design

which not only reduces carbon emissions, but also prioritises

the wellbeing, comfort, and inclusivity of staff, pupils, and the

wider community.

The Daphne Steele Building, at the University of Huddersfield’s

National Health Innovation Campus (NHIC), is another

ground-breaking development redefining healthcare education.

Prioritising student wellbeing, sustainability, and community

impact, it is the UK’s first university building targeting WELL

Platinum, BREEAM Excellent, and EPC A.

Designed through extensive stakeholder engagement, it

supports the brief to create an inclusive, real-world training

environment that replicates professional healthcare settings for

over 1,000 students and 380 staff, helping them to fully engage

with the patient journey.

The building is set to drive a 60% increase in trained healthcare

professionals within five years, with biophilic design and

simulation spaces enhancing learning.

Other projects include a new Clinic Building at The University

of Salford, and the new Silverwood SEND School in Wiltshire.

Other projects AHR is working on include two GenZero

Pathfinder schemes which will inspire a new era in how schools

and colleges are designed — looking to a future which prioritises

sustainability and standardisation to help meet the UK’s net-zero

carbon targets.


Finance and Property

Learning from Europe:

Funding models for UK

school infrastructure

The publicity in 2023 around

reinforced autoclaved aerated

concrete (RAAC) was the starting

point of discussion in the mainstream

press around the condition of school

buildings in the UK.

For those in the education sector, of

course, awareness of funding for condition

issues is nothing new.

The conflicting demands of renovation

Peter Jackson, principal associate, and Kathryn

Balogun, trainee solicitor at UK and Ireland law firm,

Browne Jacobson, explore how private investors could

be mobilised to fund school estate developments

and squeezed budgets seems irreconcilable

in the absence of large increases in funding.

Accordingly, exploring alternative

funding models for school building and

renovation projects is a must, and it is time

to look to our neighbours to investigate

innovative funding strategies employed

across Europe that could potentially be

adapted for use in the UK.

By looking at alternative funding

models used by our European neighbours,

perhaps our education sector could find

practical solutions to bridge the financial

gap and ensure educational facilities meet

modern standards.

PUBLIC-PRIVATE MODELS

The UK’s Public Finance Initiative (PFI)

model introduced in the 1990s was initially

hailed as a solution to underfunded public

infrastructure.

Under this approach, private firms

financed school construction and

maintenance in exchange for longterm

repayment contracts typically

spanning 25-30 years.



While many PFI schemes have delivered

valuable and high-quality infrastructure,

some have encountered challenges that led

to criticism of the initiative and ultimately

its abolition in 2018.

Issues included perceived poor value

for the taxpayer — an estimated 170-plus

schools remain tied into PFI agreements

with typical terms of 25-30 years — and

windfalls for investors that refinanced

debt at lower rates following the riskier

construction phase.

The Infrastructure and Projects

Authority estimates billions of pounds

in outstanding PFI liabilities across the

UK public sector, with schools bearing a

disproportionate share.

In contrast, France’s PPP-driven

digital education strategy demonstrates

how targeted partnerships can enhance

infrastructure without fiscal overreach.

The Digital Plan for Education (running

from 2015-2027, with a four-year review

period) allocated billions of euros to equip

students in hundreds of schools with

tablets and high-speed internet, prioritising

institutions in under-served regions.

This evolved into a comprehensive

digital strategy mandating IT training for

teachers, standardised e-learning platforms,

and the phased elimination of outdated

computer labs.

Crucially, these PPP contracts included

performance benchmarks, such as a

mandatory teacher upskilling through the

Pix+ Édu certification programme.

This approach contrasts with the

UK’s PFI framework, which lacks

enforceable quality standards for

educational deliverables.

SWEDEN: MUNICIPAL BONDS

Sweden’s municipal bond system

enables local governments to raise

capital for education projects while

maintaining oversight.

Between 2014-2017, as part of

Stockholm’s four-year investment

programme, the city issued bonds worth

millions of euros (in SEK equivalent) to

fund infrastructure projects.

Projects included the renovation of

schools and the construction of vocational

training centres.

These bonds, backed by the European

Investment Bank (EIB), focused on

improving energy efficiency and making

buildings more accessible, which lowered

the long-term costs of maintaining

these buildings.

Unlike the UK’s PFI, which restricts

choice of contractors, municipalities had

the freedom to choose contractors that best

met educational needs, offering a moreflexible

approach.

Under the Local Government Act

2003, UK municipalities are allowed to

issue bonds, but only 12% of councils

have used this option, mainly for

transportation projects.

Adopting Sweden’s model could enable

cities like Birmingham or Manchester to

issue bonds specifically for education.

To reduce risks, the UK could set up a

municipal bond insurance fund with central

government guarantees for education

projects that meet sustainability criteria.

GERMANY:

INFRASTRUCTURE FUNDS

In 2024, Brandenburg secured a €100m

EIB loan through Investitionsbank des

Landes Brandenburg (ILB) to modernise

and digitise educational institutions,

including nurseries, schools, and

vocational schools.

This initiative aims to enhance the

quality of education by investing in new

construction, modernisation, and the

purchase of IT equipment, along with

providing IT training for teachers.

The focus is particularly on improving

services in rural areas, often classified as

cohesion regions, where incomes are below

the EU average.

The EIB and ILB are committed to

supporting educational infrastructure

to ensure pupils in Brandenburg receive

the best-possible education, including

digital skills, to foster a carbon-neutral

digital society.

This strategic investment is part

of Brandenburg’s broader municipal

investment programme and is supported



by flexible financing options provided by

the EIB, reflecting a strong commitment to

enhancing educational outcomes and socioeconomic

growth in the region.

This funding model could be viewed

as like municipal bonds, but it uses direct

loans instead of public bond issuance.

The UK could consider creating similar

funds that combine resources and share

risks, which would simplify financing large

school infrastructure projects.

Although the UK Infrastructure

Bank, capitalised with £22bn, does not

currently emphasise significant funding for

education, adopting this approach could

be beneficial.

To achieve outcomes similar to those

in Brandenburg, it would be advisable for

loans to mandate spending of 30% of the

funds secured on renewable energy systems,

implement standardised digital curricula,

and report annual maintenance savings.

This strategy could enhance educational

environments while promoting

sustainability and efficiency in UK schools.

FINLAND: GREEN BONDS

With a growing emphasis on sustainability,

countries like Finland are focusing

more on using creative ways to fund

environmentally-friendly school

buildings that save energy and reduce

environmental impact.

Finland’s municipal finance agency,

MuniFin, has gathered €2bn through green

bonds since 2016. A significant part of

this, €500m raised in 2021, was specifically

dedicated to school retrofit projects.

MuniFin aims to make 20% of its loans

The 2021 fundraising was highly successful,

attracting 107 major investors and

oversubscribed by 6.7 times…

green and socially beneficial.

The 2021 fundraising was very successful,

attracting 107 big investors and was

oversubscribed by 6.7 times, showing

strong interest in investments that focus on

education and environmental, social and

governance (ESG) criteria.

This method not only helps Finland meet

its climate goals, with local governments

playing a crucial role, but also serves as an

example for other countries wanting to

improve their educational infrastructure

through sustainable investments.

Existing data shows that 81% of school

buildings in England were constructed

before 1976 and the challenges linked to

this ageing infrastructure might worsen

with ongoing and future climate changes.

Upgrading these buildings to meet netzero

standards could be extremely costly,

potentially running into billions.

A UK green school bond programme,

inspired by MuniFin’s framework, could

issue bonds with tax-free interest.

This approach would likely appeal

to individual investors interested

in environmentally-friendly

investment opportunities.

THE NETHERLANDS:

LOTTERY FUNDING

In the Netherlands, lottery proceeds

are applied as foreign aid to education

projects overseas, and in Ireland the lottery

contributes to the Good Causes Fund,

which allocates money to youth and

education projects.

Although these are not examples of direct

funding of public sector education build

projects, the idea does suggest itself that

lottery proceeds could be used to fund the

capital costs of such builds.

FINAL THOUGHTS

There is a pressing need to renovate and

rebuild school buildings.

By learning from our neighbours,

and by adopting and adapting funding

models from across Europe, the UK can

address the financial challenges of school

infrastructure projects.

It is crucial for policymakers, educators,

and the community to collaborate

and innovate in funding education

infrastructure to ensure that schools can

serve future generations effectively. n



Business rate changes for

independent schools:

what you need to know

Despite last-minute objections

from the House of Lords, the

Government has succeeded in

passing new legislation which confirms its

stance on the independent schools sector

and larger businesses alike.

The Non-Domestic Rating (Multipliers

and Private Schools) Bill proposed to

remove the 80% charitable business

rates relief from independent schools

with charitable status, as well as impose

a tariff of ‘up to’ 20% on the rates of any

large property with a rateable value of

£500,000 or more.

Opinions were requested in a

consultation paper dated October 2024,

entitled Transforming Business Rates, with a

deadline of 31 March 2025 for responses.

But the Bill was discussed over the

preceding few weeks in the House of Lords,

where objections were made to try to

change the Government’s approach.

The Lords proposed that the removal

of relief for impacted schools should not

happen, but the Government rejected

this and restated its commitment

to the changes.

The Lords further proposed that some

large properties should be exempted from

the large property supplement, including

healthcare properties, large retail properties,

and manufacturing facilities.

All of these amendments were rejected

by the Commons after various votes

and consequently the Bill received royal

assent on 3 April.

Commenting on the development,

David Parker, head of rating at Savills, told

Education Property: “Local authorities

issued their new rates bills in March for

the new 2025/26 rate year, but as the

Bill was still at the discussion stage then,

the rates bills received by around half of

independent schools will still have had the

David Parker

80% relief applied.

“Instructions have now been given

to local authorities to issue revised

bills to the affected schools to remove

that 80% relief. n



Image, Simon Dawson /No10 Downing Street

Capital boost will improve

SEND provision

The Government has announced

funding for 10,000 new school

places for children with special

education needs and disabilities (SEND).

As part of its Plan for Change, £740m is

being invested to deliver estates adaptations,

expand specialist units in mainstream

schools, and create new places in special

schools, enabling more children to learn at a

school close to their homes and families.

Fewer than one in 10 mainstream

schools currently have SEND units or

resourced provision.

And between 2010-2024, the number

of children with Education, Health and

Care Plans (EHCPs), or their previous

equivalent, being educated in independent

special schools increased from 7,000 to

26,000 — while data shows an escalating

gap of 8,000 places in state special schools.

The new funding can be used to ensure

an inclusive environment in which all

pupils can be supported, for example by

creating breakout spaces where children

can go to self regulate, or investing in

assistive technology.

This comes alongside a £1bn

investment to fund 44,500 places in

mainstream schools needed by 2028,

helping meet current and future demand

across the country.

Bridget Phillipson, Education Secretary,

said: “As part of our Plan for Change, we

want every family to have access to a good

local school for their child, breaking the

link between children’s backgrounds and

their opportunities in life.

“This investment is a big step towards

delivering, not only enough school places,

but the right school places, supporting

all children, and particularly those with

SEND, and plugging the significant gaps in

provision we inherited.

Capital funding, alongside support from

the local authority, has been an essential

part of realising our school’s vision for trulyinclusive

practice



Creating more-inclusive environments —

where children and young people with special

educational needs can thrive alongside their

peers — is a positive step forward

“This investment will give children with

SEND the support they need to thrive,

marking the start of a turning point for

families who have been fighting to improve

their children’s outcomes.”

Barking and Dagenham London Borough

Council had a shortage of specialist

classrooms in local mainstream schools for

pupils with SEND, forcing them to attend

schools far from home for the right support.

But, after a 10-year expansion strategy,

almost half of all schools in the area have

resourced provision which has improved

outcomes for young people and kept them

educated locally with their peers and in

their communities.

ADDRESSING A SHORTFALL

Recent analysis suggests that at least 15,000

more children and young people could

have their needs met in such specialist

provision in mainstream schools in an

improved SEND system.

Marie Ziane, headteacher at Becontree

Primary School in Dagenham, said: “All

of our work stems from a shared belief

and understanding that all children have

learning, wellbeing, and safeguarding needs.

“Capital funding, alongside support from

the local authority, has been an essential part

of realising our school’s vision for trulyinclusive

practice.

“The modification and creative use of

existing spaces has had a significant impact

on the learning, engagement, and integration

of children with autism who attend our

Additional Resource Provision, as well

as having a huge impact on the learning

and understanding of all members of our

school community.”

The announcement comes as new data

shows the urgent need to reform the

SEND system, to save families from a gap

in support potentially stretching to tens of

thousands of places.

Sarah Clarke and Jo Harrison, directors

and co-chairs of the National Network

of Parent Carer Forums C.I.C, said: “The

NNPCF welcomes the Government’s

commitment of £740m in capital funding

for the 2025-26 financial year to support the

creation of school places for children and

young people with SEND.

“For too long, families have faced

limited options and long waits for

appropriate support.

INCLUSIVE ENVIRONMENTS

“Creating more-inclusive environments —

where children and young people with special

educational needs can thrive alongside their

peers — is a positive step forward.

“We look forward to continued

collaboration with the Department for

Education to ensure that parent carers’ voices

remain central to the development and

implementation of these plans.

“We also hope that local authorities will

work closely with their local Parent Carer

Forums to ensure the lived experience and

voices of parent carers are at the heart of

local delivery.”

School-based early education tends to have

a higher proportion of children with special

educational needs than other settings.

And, in line with new guidance published

this week, over the coming years local

authorities can use their capital funding for

children with SEND to create places in local,

mainstream schools — putting an end to the

desperate battle to find a place that meets

families’ needs.

Iveson Primary School in Leeds, Yorkshire,

has integrated a resourced provision which

helps pupils with SEND to build skills in

a supportive and flexible environment —

developing their confidence and fostering

inclusion with the wider school, so all

children can flourish.

Hayley Marshall, headteacher, said:

“Opening The Aviary, a resourced provision,

at Iveson Primary has had a significant

positive impact for the whole school

community, enabling us to provide specialist

facilities with a high-quality, adapted

curriculum for pupils with SEND, alongside

our mainstream provision.

FOSTERING INTEGRATION

“This fosters integration and inclusion and

supports children to thrive and feel confident

in school alongside their peers.

“Adapted to suit individual pupils’ needs

and interests, provision in The Aviary

includes life skills and social skills and

enables children to access mainstream classes

while also receiving specialist support.

“Parents welcome the flexibility of the

provision and the positive impact this has

had on their children’s social, emotional, and

academic progress.”

The announcement comes after the

department also revealed details of a £2.1bn

investment for the 2025-26 financial year

to improve the condition of the school and

sixth-form college estate in England —

almost £300m more than in 2024-25.

The funding will ensure schools can

continue to invest in essential maintenance

projects such as replacing roofs, windows,

and heating systems.

Amanda Allard, director at the

Council for Disabled Children, National

Children’s Bureau, said: “We welcome the

announcement on how this investment can

be used and the focus on local authorities

supporting schools to ensure that disabled

children and young people, and those with

special educational needs, can have their

needs met in inclusive local schools.

“We know from our work with local

areas, and through the What Works in

SEND programme, that there is some veryeffective

practice across the country and

we encourage local areas to share and learn

from this as they develop inclusive provision

which enables children and young people

to learn, develop friendships, and be part of

their community. n

Parents welcome the flexibility of the provision and the positive impact

this has had on their children’s social, emotional, and academic progress



Capital project considerations

for private schools

Lee Stokes, a partner at accountancy firm,

HaysMac, outlines key considerations for school

leaders in the current economic environment

The goalposts have certainly moved

in recent months for independent

schools following the introduction

of VAT on school fees, loss of business

rates relief, plus the increased employer

National Insurance costs and National

Minimum Wage increases taking place

from this month.

Any school looking to undertake a capital

project will face a number of challenges in

the current environment.

Schools embarking on a capital project

will need to consider how they will ensure

good governance and stewardship of the

school’s assets.

There has to be a clear business case for

undertaking the project which should

be aligned to your strategic plans. There

also needs to be a robust challenge of

whether the proposed capital spend is the

right project for your school and if the

school can afford it.

Once the project has been approved by

the board, there will be certain practicalities

that should be considered which include:

• Obtaining fee quotes from potential

contractors, as required by the school’s

financial procedures

• Undertaking appropriate due diligence of

the proposed contractors

• Can the project be completed within an

appropriate timeframe?

• Will additional financing be required to

finance all or part of the project?

PROJECT MANAGEMENT

Careful monitoring of any significant capital

project is imperative given the increased

risks noted above and also potential

uncertainties that may still lie ahead.

Capital projects can easily get off track

early in their lifecycle, which may result

in budgets being exceeded or planned

completion dates being missed, which could

then lead to expensive and time-consuming

disputes with building contractors.

Project dashboards can be a useful way

to monitor key performance indicators for

capital projects such as cash flow and project

milestones to ensure that the project is still

on track. These should be available on a

timely basis to enable careful monitoring by

project managers, but also provide sufficient

information to identify any early warning

signs that the project is not going to plan.

Any successfully managed capital project

will contain an element of contingency

costs included as part of the budget to

allow for any future fluctuations in costs or

unexpected delays in construction.

There is a need to ensure sufficient

clarity around all costs before any work

is commenced to help reduce the need

to dip into any contingency budget

and any potential disputes with the

building contractors.

RAISING FINANCE

One of the key considerations for any

capital project is how will the project be

financed – can the project be financed

from existing reserves or from a dedicated

fundraising campaign, or will external

finance be required to pay for part, or all, of

the project costs?

If external finance is required, it’s

worth remembering that there are certain

responsibilities required under the Charities

Act 2011 that the trustees of registered

charities are required to consider. Section

124 of the Act requires charity trustees to

take financial advice before entering into a

commitment such as a bank loan when the

loan is secured on the charity’s assets.

This advice can be undertaken by an

employee or governor of the school, but

the advice must be obtained from a person

who is reasonably believed by the school’s

governors to be qualified with ability and

practical experience of financial matters. The

individual who provides the advice must

also have no financial interest in relation

to the loan on which he or she is providing

advice. Three key issues must be considered

by the advisor:

• Is the loan necessary in order for

the governors to undertake the

capital project?

• Are the terms of the loan reasonable

having regard to the status of the school?

Capital projects

can easily get off

track early in their

lifecycle, which may

result in budgets

being exceeded or

planned completion

dates being missed,

which could then

lead to expensive

and time-consuming

disputes with

building contractors

• The advisor will also need to advise on

the ability of the school to repay the loan

proposed on the terms included within

the loan agreement

The advice provided should be considered

at a board meeting and consideration of

whether the school should proceed with

acquiring the external financing fully

minuted. The minutes should record

clearly agreed actions to enter into the loan

agreement, if that is to be the conclusion of

the discussions from the advice provided.

This will help demonstrate good governance

and appropriateness of the decision based

on the information available at the time.

These are challenging times for schools

and commercial contractors and so

any financial projections should be

appropriately scrutinised and challenged.

Once the project has commenced it will

be imperative that the progress of the

project is carefully monitored to avoid

significant cost overruns and delays in

project completion. n


Finance and Property Deals

PBSA development in

Liverpool marketed for £61m

Blacklight Capital Partners has appointed

international real estate advisor, Savills,

to sell its recently-completed Limelight

student housing scheme in Liverpool.

Offers in excess of £61m, reflecting a net

initial yield (NIY) of 5.75%, are being sought.

The asset is a new, purpose-built property

spanning 162,654sq ft and featuring 535 beds

across two blocks.

The accommodation consists of 79%

clusters and 21% studios with amenities

including a sky lounge with panoramic city

views, cinema and karaoke rooms, a fullyequipped

gym, study zones, social lounges,

and private gated gardens.

Limelight Liverpool is well located in the

Knowledge Quarter, only a four-minute

walk from Liverpool Lime Street station and

roughly equidistant between the two largest

universities in the city, which is home to five

universities in total.

Liverpool has the UK’s 10th-largest full-time

student population, (55,840) with 26,707

students unable to access purpose-built

student accommodation (PBSA).

The property continues to experience strong

demand, with 99% occupancy since fully

opening in September 2024.

Pre-letting momentum also remains strong,

with 61% of beds pre-let for the upcoming

2025/26 academic year.

The scheme offers defensive characteristics,

with 71% of occupants being domestic.

Limelight Liverpool benefits from

incorporating sustainable design principles,

creating energy-efficient accommodation

that contributes to reducing carbon

emissions from construction through to

operational management.

The scheme is equipped with discreetlylocated

solar panels, low-energy lighting

throughout, a Sustainable Urban Drainage

System (SuDS), and a highly-insulated

building fabric.

As a result, it has achieved an EPC rating

of ‘B’, EWS1 A1 rating, and is anticipated to

achieve a BREEAM rating of ‘Excellent’.

Jamie Radcliffe, associate director of Savills

Operational Capital Markets, comments:

“We are delighted to bring this best-in-class

asset to market.

“Liverpool continues to attract exceptional

applicant demand, with rising domestic and

international acceptances outpacing many

other regional cities and cementing the city’s

position as a leading UK higher education hub.

“Liverpool’s PBSA market presents

a compelling investment opportunity,

with demand consistently outpacing

limited supply and exceptionally few

viable schemes progressing through the

development pipeline.

“This scheme offers strong defensive

characteristics, with 71% of occupants being

domestic students.

“Limelight Liverpool also benefits from a

wide variety of room types and price entry

points, supported by an extensive range of

high-quality amenities designed to enhance

the student living experience.

“And it is perfectly positioned to meet the

growing demand, offering investors a rare

chance to secure a high-quality, incomegenerating

asset in one of the UK’s mostdynamic

and resilient student markets.”

Limelight is the second PBSA scheme that

Blacklight has developed in the city, with its

first, the 999-bed Aura, being sold in 2022 to

Tristan Capital Partners for £110m.

A third scheme, also in the Knowledge

Quarter, is currently being progressed.



Closed Swansea day

nursery reopens

Specialist business property adviser,

Christie & Co, has announced the

sale of a closed day nursery setting in

Swansea, South Wales.

The property, which was formerly trading as

a 41-place day nursery between 2009-2023, is

well presented to a good standard, with a large

outdoor play area.

It is located in a prominent position in

Central Business Park in Swansea, which

is well supported by public transport and

local road networks.

Following a sales process with Rachel

Godwin at Christie & Co, a new lease was

purchased by Ty Enfys, an award-winning

day nursery group with one other setting

in Briton Ferry.

Kaela Matthews, owner and manager at Ty

Enfys, said: “We found this unit after an awful

flood in our previous setting where we had to

leave everything behind.

“We have gutted and redecorated every

room at the setting, now to be known as

Ty Enfys Nursery.

Lease agreement accelerates growth plans

Award-winning early years operator,

MiChild, has agreed the lease on the

former Little Angels Nursery premises in

Thornton Cleveleys, Lancashire.

This expansive bungalow property, which

previously operated as a children’s day

nursery, was recently part refurbished to

provide childcare for up to 66 children.

It is situated in a densely-populated borough

on the Fylde Coast, occupying a convenient,

roadside position in an established

residential area.

The owner of the property and now landlord,

Anthony Tasker, had obtained planning

permission for a loft conversion extension

to the building, which will accommodate an

additional playroom, staffroom and toilets.

This offers the new tenant scope to

increase the operating capacity of the

nursery in the future.

Following a sales process with Sofia

Beck at Christie & Co, the vacant premises

has been leased by MiChild, which now

has 14 nursery settings across the North

West of England.

Adam Sage, chief executive at MiChild, said:

“It was obvious from the first time I viewed the

nursery and met with Tony, that this would be

“It benefits from plenty of parking and is

easily accessible and we have really enjoyed

the outdoor environment.

“As a nursery group, we have won

an excellent strategic fit for our other settings

in the nearby area.

“It is a beautiful nursery and provides a

great opportunity in a thriving area and we

have already embarked on an extensive

refurbishment programme and will be ready to

open shortly after Easter.

“Little Thornton is the first new addition to

our group for over four years and represents

our desire to now accelerate our growth

plan and continue to add quality nurseries to

our portfolio.”

Beck added: “Given that this was a

several awards in the past and we hope

to continue our award-winning care from

our new premises.”

The setting was sold for an undisclosed price.

vacant day nursery, we were able to list

it non confidentially, which attracted an

unprecedented level of immediate interest

from the market.

“This highlights the growing demand for

vacant premises that have been, or can be,

converted into nurseries.

“It appears to be a popular choice for

operators who prefer to develop their nursery

organically and align it with their existing

settings or group.”

The vacant day nursery was sold for an

undisclosed price.


£151m green loan secured

against PBSA asset


Nuveen Real Estate, one of the largest

real estate investment managers in

the world with $141bn of assets under

management, has provided a senior term

facility of £151m to urbanest, the leading

central London student accommodation

developer and provider.

The investment facility is secured against

urbanest Battersea, a new operationallystabilised,

purpose-built student

accommodation (PBSA) asset close to the

Battersea Power Station regeneration area in

central London and a stone’s throw from the

new Northern Line extension serving it.

It forms a part of urbanest’s wider 4,645 bed

portfolio in London’s Zone 1.

Having achieved practical completion

ahead of occupation for the new academic

year in September 2024, urbanest

Battersea is pioneering in terms of its

sustainability credentials.

It recently achieved Passivhaus

accreditation, which makes it the largest

Passivhaus building in the UK and the eighth

largest in the world

Rendering conventional heating systems

unnecessary, the Passivhaus low-energy

construction concept makes efficient use

of the sun, internal energy 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.

The building was also delivered to the

Image, AHMM James Santer

BREEAM ‘Outstanding’ sustainability standard.

The property’s location provides residents

easy access to all the amenities of the

Battersea Power Station development, and

the nearby Tube station connects directly

to the multitude of university campuses

across London comfortably within 30

minutes travel time.

The asset comprises 853 beds and

occupancy has been stabilised in the high

90% range in the first academic year since

opening, reflecting a blend of nominations

agreements and direct-let beds.

The student accommodation is split between

three blocks and onsite student amenities

include a gym and bike storage facilities, while

also benefitting from access to shared social

and study spaces, a cinema room, a café, and

an enclosed roof terrace.

Caroline Pellmann, senior director at Nuveen

Real Estate, said: “The ongoing trend of

student population growth, combined with the

structural undersupply of quality PBSA beds,

particularly in central London, continues to

attract investor capital into this sector.

“Despite only opening in September last

year, urbanest Battersea’s occupancy level

demonstrates the demand for high-quality,

well-located student accommodation in

central London.

“This facility provides an excellent

opportunity to add further exposure to

a much-sought-after asset class and

we are proud to work alongside such a

highly-experienced sponsor specialising in

the PSBA space.”

Vicky Skinner, chief financial officer at

urbanest, adds: “We are delighted to partner

with Nuveen Real Estate for the refinancing of

our newest asset, urbanest Battersea.

“The business has pushed sustainability

boundaries far beyond anything seen in

the UK PBSA sector to date and we are

immensely proud to have created a worldclass

sustainable student community

in London where our student residents,

university partners, and our team can thrive.”

ICP Educare buys Oxfordshire Nurseries Group

ICP Educare has bought Oxfordshire

Nurseries’ portfolio in a deal brokered by

Redwoods Dowling Kerr (RDK).

Incorporated in 2004, Oxfordshire Nurseries

Group comprises Culham Science Centre

Nursery and Preschool near Abingdon,

Culham Village Nursery and Preschool,

Hadden Hill Nursery and Preschool near

Didcot, and Wantage Nursery and Preschool

in Wantage town centre.

With a combined capacity for 318 children,

every setting is rated ‘Good’ by Ofsted, and

three of the four nurseries offer opportunities

for capacity expansion.

ICP Educare is an early years platform

backed by specialist education sector investor,

Innervation Capital Partners, which now

operates nine settings.

RDK has previously facilitated the sale

of Poplars Blossoms Nursery School and

Phoenix Park Nursery in Nottingham as well

as Shotley Bridge Nursery School in County

Durham to ICP Educare.

Sarah Ellison, deputy manager of

childcare and education at RDK, said: “This

fantastic group of nurseries has nurtured little

minds for decades, and it received a lot of

buyer interest.

“With our client ready to pass the baton,

we found the ideal match — ready to build

on the group’s founding legacy and take it

to new heights.”

Roxburgh Milkins provided legal advice for

the sellers of Oxfordshire Nurseries.

Co-founder, Jason Milkins, said: “We

always enjoy helping our clients sell a

successful business and this was a great

example, where Oxfordshire Nurseries has

been built up by our client and will now move

on to its next stage of growth under the

new ownership.”



West Midlands sale fuels expansion

Fast-growing early years education

provider, Nursery Elite (Little Nurseries),

has strengthened its footprint in the

West Midlands with the acquisition of

Sunflowers Nurseries.

The purchase of the two-site nursery

business in Birmingham was supported by

full-service law firm, Shakespeare Martineau.

Based in Rugby, Warwickshire, Nursery

Elite now operates seven nurseries across the

region, including Little Memories Day Nursery

and Little Tots Day Nursery in Birmingham.

The group serves more than 800 children

and employs over 150 staff across its sites.

The acquisition was part of a planned

retirement by Sunflowers Nurseries’ longstanding

owners, who are stepping down after

25 years running the business.

Luke Moore, director at Nursery Elite,

said: “As a parent myself, I understand just

how important those early years are — not

only for a child’s development, but for the

family as a whole.

“This is a key part of our long-term growth

strategy and we’re actively exploring further

acquisitions in the region.”

Katie Taken, corporate healthcare partner

at Shakespeare Martineau, added: “We’re

pleased to have supported Nursery Elite on

another strategic acquisition as it continues to

expand in the Midlands.

“Sunflowers Nurseries is a high-quality

provider with an excellent local reputation,

making it a strong addition to the group.”

Millfield Nurseries makes first acquisition

Dolphins Childcare Centre in North

Petherton, Somerset, has been sold

to Millfield Nurseries, marking its first

property acquisition.

Dolphins Childcare Centre is an established

day nursery setting registered to care for up

to 67 children and located on the same site as

North Petherton Community Primary School in

the Somerset town of North Petherton.

The setting has been owned by friends,

Sharon Lawrence and Di Donald, since

2004, but the pair recently decided to sell in

order to retire.

Following a confidential sales process with

Jassi Sunner at Christie & Co, it has been

purchased by Millfield Nurseries, which was

incorporated in 2024 to deliver high-quality early

years education across a number of settings.

Holly Angelinetta, director of enterprises at

Millfield Nurseries, said: “The aim of Millfield

Nurseries is a simple one; to operate a group

of well-run nurseries where we can utilise our

skills and experience, as well as the skills and

expertise of the nursery teams.

“The wellbeing of children and young people

is at the heart of everything we do, and we aim

to provide high-quality childcare in nurturing

environments where every child feels safe,

valued, and inspired to reach their potential.

“By working closely with families and the

local community, we create a supportive space

where children can thrive.

“We were attracted to Dolphins Childcare

Centre as this vision was clearly echoed and we

are very proud that this has become the first site

to join the MNL Group.”

Sunner added: “The business attracted a

number of enquiries, but Sharon and Di were

keen to sell to the right buyer and target a

particular asking price.

“MNL expressed its interest and

impressed both Sharon and Di, and we

quickly agreed a sale.

“MNL will now look to add to its first day

nursery in the wider region and use Dolphins as

a fantastic platform to develop that from.”

Dolphins Childcare Centre was sold for an

undisclosed price.



£25m to improve the learning

environment for ALN students

The Welsh Government has announced a

£25m fund to improve school and college

environments for students with additional

learning needs (ALN).

A £20m investment in schools will create

inclusive learning environments such as quiet

or sensory areas, upgrade facilities to improve

accessibility, and enable schools and other

settings to purchase new equipment.

And all 13 further education (FE) colleges in

the country will benefit from a further £5m for

estates improvements.

Last year the funding supported 249

schools, including the creation of specialist

facilities at Ysgol Craig y Don, a primary

school in Llandudno.

The school received £50,000 to upgrade

changing facilities and create new accessible

toilets, install changing beds for learners who

need assistance with personal care, create a

sensory garden and outdoor play area, and

buy new equipment.

Lynne Neagle, Cabinet Secretary for

Education, recently visited the school to

see the impact of the improvements and

announce this year’s fund. She said: “Every

child deserves the best-possible start in

education and I’m so pleased to see the

impact the new facilities here at Ysgol Craig

y Don are having on, not just learners with

additional learning needs, but also the whole

school community.

“The £20m I’m announcing today will make

a real difference to thousands of pupils with

additional learning needs up and down the

country, making sure they have the facilities

they need to reach their full potential.”

The £20m will be distributed via local

authorities to support mainstream settings.

The fund for improvements to colleges was

announced by Minister for Further and Higher

Education, Vikki Howells, on a visit to Gower

Sites sought for school expansion

College Swansea, which has a dedicated

ALN department.

She said: “The £5m I’m announcing today

will make a real difference to students with

additional learning needs in FE colleges up

and down the country.

“The inclusive learning environment I have

seen here today at Gower College Swansea

demonstrates how important specialist

facilities are in providing a high-quality

education for learners with ALN.

“This funding reinforces our commitment to

making education accessible for all students,

regardless of their learning needs.”

Land equivalent to the size of Windsor

Castle is needed to deliver additional

education space across England,

according to newly-released figures.

LocateED, the Government-owned

education property advisory firm,

has published its latest list of live site

requirements for 2025.

Incorporated in 2016, LocateED was

established to buy and develop sites for the

Government’s Free Schools Programme

and has a framework agreement with the

Department for Education (DfE).

It has individual acquisition budgets to spend

on sites that can deliver 10,000-175,000sq

ft of gross internal floor area on brownfield,

greenfield, and mixed-use sites as well as

in existing buildings that can satisfy size

requirements, making it one of the largest land

purchasers in the UK.

In its May site requirements list, it shows

the most demand is in the North of England

and London, where there are requirements

for 204,000sq ft and 187,000sq ft of

floorspace respectively.

In the North schools are needed in Durham,

East Leeds, and Keighley; while in the capital

land is being sought in central London,

Hammersmith and Fulham, Camden, Canary

Wharf, and Merton.

A further 148,000sq ft of floorspace is

needed in the South of England and 60,000sq

ft in the Midlands and East Anglia, with

operators looking for sites in Crawley, Devon,

Southampton, Nottingham, and Bolsover.

Possible sites could include whole or part

buildings with development or extension

capacity, land and development sites on or off

market, derelict and heritage buildings, and

space on wider developments.



Hannah Haines of Christie & Co provides an overview of the nursery property market

First Education Property

Forum proves a success

Here, we review the inaugural Education Property Forum, held in the West Midlands

May 1 saw the launch of the first

Education Property Forum, a

one-day event bringing investors,

heads of estates, operators, developers, and

product and service suppliers together for a

day of networking and analysis.

Held at The Belfry in Sutton Coldfield,

and co located with the Nursery

Management Today Owners’ Club, the

forum included an agenda of expert-led

sessions covering key topics impacting

education estates.

With a particular focus on the nursery

sector, the five speaker sessions —

chaired by Education Property editor,

Jo Makosinski, featured sector-leading

commentators, including Courteney

Donaldson and Hannah Haines from

Christie & Co, Kieren Cole from

Knight Frank, and Peter Jackson from

Browne Jacobson.

They discussed the current nursery

property market, which has become

increasingly active following the

Government’s expansion of early years

funding and the negative impact of VAT

and National Insurance changes on

smaller operators.

Haines shared the results of Christie &

Co’s research on real estate transactions and

developments within the nursery sector.

MARKET ANALYSIS

And she revealed that declining birth rates,

an increase in the age of first-time mothers,

and families having fewer children meant

the number of 0-4 year olds was forecast to

decrease by more than 4% by 2028.

Since the COVID pandemic, there has

also been increased movement of workingage

women out of London and into the

South of England.

But, despite this changing picture, the

Government’s expansion of early years

funding, and its commitment to creating

an additional 70,000 nursery places, means

the property market is increasingly active,

and competitive.

Haines said: “The value of the nursery

property market was £7bn in 2016 and is

now £10.5bn and this is driving interest.”

Donaldson added: “Nursery operators

are looking much more closely at their

estates and it is not uncommon for the

bigger groups to sell off underperforming

assets. These, for a smaller local operator,

may be a better fit.”



BUYING AND SELLING

And Cole said: “A lot of smaller nursery

operators are exiting the market, due to ill

health, or a change of direction, and there

is scope for others to come in to deliver the

necessary increase in capacity.

“People are also looking to sell because of

tax and National Insurance increases.”

But all speakers agreed that it was vital

for anyone considering selling to make sure

their paperwork is up to scratch.

Cole said: “When I am valuing a nursery,

I expect to see EPCs and accounts. I

want to know why they are selling and

when you are appraising a site you will be

looking at whether it is being utilised to

its full capacity.

“We do notice when an operator has not

invested in their buildings.”

Donaldson added: “Buildings

need to be sustainable, and different

estates perform in different ways for

different operators.

“My advice is to make sure you have

audited accounts. To get the best price you

need to provide the best information.

“Things like planning are critical as

you need to make sure you tick all the

boxes, and that includes keeping up

with redecoration and maintenance of

all buildings.”

In a later session, exploring the early

years funding extension in more detail,

Jackson said that primary schools looking

to launch or expand onsite nurseries would

be looking at the existing estate to see if it

could be utilised.

“What will influence success is how much

space a school has,” he added.

IN COMPETITION

“Where there are falling pupil numbers,

there is more competition between schools

for pupils and those which have a nursery

on site have more chance of getting parents

through the door.

“A lot of schools have extra classrooms

they are not using and for them the

decision will be whether they want to run

the nursery themselves or outsource to

private providers.

“In the first round of capital funding

allocations, 90% of the successful

applications were schools which intended

to run the nursery themselves.”

DESIGN MATTERS

The event also featured two expert panels,

one looking at best practice in the design

of educational buildings, and another

exploring the key challenges facing

estates managers.

On the Architects’ Expert Panel were

Catrina Stewart of Office S&M Architects;

Peter Jackson from Browne Jacobson was among the speakers at the event

Nursery operators are looking much

more closely at their estates and it is not

uncommon for the bigger groups to sell off

underperforming assets. These, for a smaller

local operator, may be a better fit

Chris Bryant of Alma-nac; Christopher

Leese of TG Escapes; Oliver Moore from

Design Engine Architects; and Tom Woods

from Kennedy Woods.

Stewart described the environment as

‘a teacher in its own right’, with architects

needing to design spaces that could

support learning.

She said: “Flexibility is key and so is

involving everyone in the design process

from the very beginning — whether that

is teachers, parents, cleaners, graphic

designers, or estates professionals.”

Bryant added: “Sustainability is crucial,

and that’s not just about reducing carbon,

but enhancing wellbeing within the

built environment.”

HEADS OF ESTATES

In the Heads of Estates Panel debate, Mark

Kirby, head of construction and facilities at

Busy Bees Nurseries; and Stuart Graham,

infrastructure director at Storal, provided

an overview of the challenges they face.

Legislative demands, in particular, were

cited as key, as well as the high cost of the

planning process for developing the estate.

Kirby said: “Many estates people are not

professionals, particularly in small groups,

and there is a cost barrier.

“Planning legislation is a huge issue,

particularly for single operators because

of the amount of money you need to pay

upfront before you can even get to the

delivery stage.

Things like planning are critical as you need

to make sure you tick all the boxes, and that

includes keeping up with redecoration and

maintenance of all buildings



Let’s hope for many

more events to come

and that the forum

can become a voice

for the education

property sector

Christie & Co research was shared with delegates, showing current trends in nursery transactions

It’s about having awareness and doing your due

diligence so you know what you’ve got in terms

of the estate and its condition

speak at the very first forum on early years

funding changes and the likely impact on

the school estate.

“Let’s hope for many more events to come

and that the forum can become a voice for

the education property sector.”

Event organiser, Nexus Media Group,

publisher of Education Property, is planning

two more Education Property Forums

around the country this year.

The next event will be on 8 October

at Savoy Place in London and will be

collocated with the Independent School

Management (ISM) Forum.

There will be a third event at Celtic

Manor in Newport on 5 November. n

“It’s about having awareness and doing

your due diligence so you know what you’ve

got in terms of the estate and its condition.”

Graham added: “Construction costs

more these days and the condition of

properties varies considerably.

“Pre-school rooms take a battering and

you need a clear approach.”

SUPPLIER BENEFIT

Alongside the speaker sessions, the forum

provided a platform for service and product

suppliers and manufacturers to meet with

investors, developers, and owners through a

series of pre-booked meetings.

Attending the event was Jerry Dunham

of Dunhams Washroom Systems.

The company specialises in

washroom panelling and cubicles for

education settings.

Dunham said: “These sort of events are

great for us as you are meeting specifiers and

architects and you are able to explain your

product and why it would be of benefit.

“Having so many meetings in a single day

also cuts down on travel. It is a great way to

maximise your time.”

Commenting on her speaking session,

Haines added: “Data-driven insights

are what I breathe day to day in my role,

so having the opportunity to share my

passions was a joy.”

Jackson added: “I was delighted to

To find out more about how you can attend, or

to express an interest in speaking in one of the

sessions at future events, visit

www.nexusmediagroup.co.uk/events/ or

email joanne.makosinski@nexusgroup.co.uk


Design and Build

Frogston Primary School.

Image, Chris Humphreys Photography

Building the future

of education in

Edinburgh

Even Sorgjerd, a director at Edinburgh-based civil and

structural engineer, Will Rudd (WRD), looks at the wider issues

impacting education developments in Scotland’s capital city

Frogston Primary School.


As Edinburgh continues to grow and

evolve, so too must its educational

infrastructure.

The rapid development of new housing

projects in areas like Granton, Gilmerton,

and South Queensferry highlights a need

for new schools to accommodate families

moving into these vibrant communities.

And, in my role, I am acutely aware of the

challenges and opportunities this presents.

Our mission is to not only meet the

demand for new educational facilities,

but to create schools that serve as

integral, multi-faceted hubs within their

neighbourhoods, all with reduced budgets.

THE ROLE OF SCHOOLS

Primary and secondary schools provide a

sense of identity and belonging, fostering

connections among students, parents,

and educators.

With the concept of ‘Local Living’

neighbourhoods gaining traction, it is

essential that new schools are designed to

be easily accessible and integrated into the

fabric of the community.

This approach ensures that all residents

can benefit from the services and amenities

that schools provide.

NEW VS RETROFIT

One of the critical discussions in the realm

of educational infrastructure is whether to

build new schools from scratch or retrofit

existing buildings.

While refurbishing older buildings

has significant advantages, such as

With the concept of ‘Local Living’

neighbourhoods gaining traction, it is

essential that new schools are designed to be

easily accessible and integrated into the fabric

of the community


Design and Build

limiting embodied carbon, it is becoming

clear that this approach simply isn’t

sufficient in all cases.

School buildings are now being used

as integrated community hubs, and this

requires design that can accommodate a

range of functions and services.

Retrofitting existing structures often

involves significant compromises, whereas

new builds can be purpose designed

to meet the specific needs of modern

educational environments.

The housing crisis in Scotland is a

significant driving factor for new schools.

New large-scale housing developments

springing up across Edinburgh mean

the demand for educational facilities has

never been higher.

However, this issue cannot be

viewed in isolation.

Building 300 homes in a development

without planning for new schools is

counterproductive and places undue pressure

on existing schools that are already at, or

exceeding, capacity.

We must ensure that new developments

are equipped with the necessary educational

infrastructure from the outset.

LEARNING FROM THE PAST

At Will Rudd, our previous work on

Canaan Lane and Frogston primary

schools, two projects located in distinctlydifferent

urban settings in Edinburgh,

exemplifies our commitment to creating

high-quality educational facilities that serve

the needs of growing communities.

The original Frogston Primary School

was designed and completed by WRD in

2021 for the City of Edinburgh Council.

In 2023, we were reappointed to design

and deliver an extension of six additional

classrooms, with completion expected

later this year.

We are working with a fantastic

delivery team, including Atkins Realis;

architect, Holmes Miller; and The

Blackwood Partnership.

The new extension will share

sustainability design credentials with

the wider building, with an increased

level of energy efficiency — a direct

learning from our experience with other

education buildings.

Canaan Lane Primary School opened

in 2022 to help ease overcrowding in

the neighbouring South Morningside

Primary School.

Catering for over 460 pupils, and offering

nursery places, the school combines a newbuild

facility housing the nursery and the

majority of primary school facilities.

And a refurbishment of the existing

Deanbank House, which dates back to

1913, accommodates six primary school

classrooms and associated spaces.

We provided civil and structural

engineering services for the project and

worked closely with architect, Holmes

Miller, and M&E consultant, Blackwood

Partnership, to create the strikinglymodern

school environment, which sits

within the conservation area and has

sustainability at its core.

Sustainability was a critical element to

the entire project and City of Edinburgh

Council was very clear that this should be

an area of particular focus.

Using our expertise, we worked closely

with the wider project team to ensure the

new Canaan Primary School could excel

in its commitment to sustainability and

fit seamlessly into the wider environment

where it is located.

Conversely, and while it won’t fit

everywhere, retrofit played a critical role

in in the creation of the new Canaan Lane

Primary School.

Canaan Lane Primary School

Image, Anastasija Sirokova






Design and Build

Sciennes Primary School Annex


By retaining and refurbishing the existing

Deanbank House, we were immediately

able to reduce our impact on the

surrounding area and minimise the amount

of embodied carbon in the project.

Of course, the building needed to

be improved from an energy efficiency

perspective, but by maintaining and

retrofitting we were able to reduce the

energy required to both demolish and

construct new facilities.

OVERSEAS INSPIRATION

As a Norwegian, I bring a unique

perspective to the table, drawing on

the innovative approaches to education

building seen in my home country.

Norway’s emphasis on sustainability,

flexibility, and community integration

provides valuable lessons that can be

applied to Scotland’s education projects.

For instance, incorporating eco-friendly

designs and materials, creating adaptable

learning environments, and ensuring that

schools are central to their communities

are all strategies that can enhance the

effectiveness and longevity of our

educational infrastructure.

Our work to design the award-winning

Passivhaus extension to Sciennes Primary

School in Marchmont is a crucial step forward

and also demonstrates the specific insight and

expertise we can bring to education projects.

WHAT NEXT?

We know that the City of Edinburgh

Council is committed to delivering new

schools for the city and surrounding area.

And, as we navigate the challenges of

urban growth and the housing crisis, it

is imperative that we adopt a forwardthinking

approach to school design.

By prioritising sustainability, community

integration, and adaptability, we can create

educational spaces that not only meet

the current demand, but also support

the long-term development of vibrant,

cohesive communities.

As Edinburgh embraces new housing

developments, the creation of modern,

sustainable, and community-focused

schools will be key to fostering thriving

neighbourhoods.

And, with our expertise and dedication,

we aim to shape the future of education

in Edinburgh, ensuring that every child

has access to a high-quality learning

environment that supports their growth

and development.

Together, we can build a brighter future

for our city’s children and communities. n

Sciennes Primary School Annex


… as we navigate

the challenges of

urban growth and

the housing crisis,

it is imperative that

we adopt a forwardthinking

approach to

school design


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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 2025

• 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

Inside issue 08, 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

Estates and Facilities Management

An outdoor view can have a positive effect on levels of concentration. Image, The Creative Centre, York St John University, Hufton + Crow

Three strategies for your

campus in challenging

economic times

Jerry Tate, founder and director of Tate + Co Architects,

masterplanners and interior designers, looks at the

different strategies education estates providers can use

to improve their campuses in a difficult financial climate

At Tate+Co we create impactful

learning environments for universities

and independent schools.

On top of this I am also a governor at an

independent school, so I know that these

are challenging economic times for many

education institutions.

This article sets out three strategies

that make sense when you have financial

constraints and want to maximise the

positive impact of your campus and create

the very-best learning environments.

…a key first step we always take when starting

a project is to check if an institution’s campus

is the right size

STRATEGY 1 — MAKE

SURE YOU HAVE THE

RIGHT-SIZED CAMPUS

At Tate+Co a key first step we always take

when starting a project is to check if an

institution’s campus is the right size.

You can check this by

following this approach:

Step One — Measure the area of your

existing estate: This can be achieved

through desktop exercises, physical surveys,

or a mixture of both, and will provide

valuable insights into how your estate is

used and the mixture of different spaces you

currently have.

Step Two — Benchmark your estate:

Armed with a list of areas and overall size,

you can now benchmark your estate against

other similar estates. We often complete a

desktop study of institution’s competitors

to see if they have comparable facilities (you

can do a lot on Google Earth). And there

are spatial benchmarks to check if you have



too much, or too little, space. Below are

some guidelines based on a combination

of our experience, and research by the

Association of University Directors

of Estates (AUDE); the Independent

Schools Bursars Association (ISBA); and

the Department for Education spatial

guidelines (BB103):

Step Three — Develop an aspirational

brief for your institution: An aspirational

brief can be developed through a series

of conversations with all key users and

stakeholders. For a school this could include

teachers, the senior leadership team, pupils,

parents, and local community members.

For a university this could include the

executive office, the estates team, academic

department heads, the Student Union,

local businesses, and community groups.

The outcome of the consultation should

be a shopping list of ideal spaces and areas

that will form the basis for your new estate

masterplan (this also ties in with the second

strategy below by the way).

Step Four — Compare your ideal

spatial requirement with your existing

campus: It might be that you have exactly

the right-sized campus (in which case,

congratulations). But, in our experience,

it is more likely that your campus is either

too big or too small. If it is too small then

you may need to consider expanding. But I

would stress that it is almost always possible

to improve spatial efficiency through

reconfiguration and improving utilisation

rates. The real opportunity, however, comes

if your campus is too big, because then you

can consider leasing or selling parts of it

to release extra capital. This can provide

a financial lifeline or funding for future

development and improvements.

It is important to determine if your campus is the right size

Types of institutions

STRATEGY 2 — FOCUS ON

YOUR STUDENT EXPERIENCE

The second strategy when facing

challenging times is to make sure you

are providing the very-best student

experience, both generally and in specific

learning environments.

For schools or universities this is

definitely not a luxury.

It may seem crass, but in the end your

students are your ‘customers’ and a bad

experience will mean reduced attendance,

applications, and learning outcomes.

Improving the student experience does

not necessarily mean large capital outlays if

you follow these steps:

Step One — Complete a student

survey: Your student body probably knows

what it would like, and what does not work

at the moment on your campus. There are

many different ways to gather information

Estimated

GIA per FTE (m²)

University — Teaching focused, urban 5–7 m² per FTE student

University — General campus-based 7–9 m² per FTE student

University — Researchintensive/STEM-heavy

9–12+ m² per FTE student

BB103 guidance

School — Primary, day only (KS1 & KS2) 7 - 9 m² per pupil 5 - 7 m² per pupil

School — Secondary, day only (KS3,

KS4 & 6th Form)

School — Secondary, day only with

strong arts & sports provision(KS3,

KS4 & 6th Form)

School — Secondary, day & boarding

(KS3, KS4 & 6th Form)

School - Secondary, day & boarding, elite /

highly resourced (KS3, KS4 & 6th Form)

Guidance can help to benchmark the estate

8 - 10 m² per pupil 6 - 7 m² per pupil

10 - 12 m² per pupil

12 - 15 m² per pupil

15+ m² per pupil

on this; as part of a consultation process

we have been involved with online

surveys, physical meetings, social media

campaigns, or specific websites set up

to gather comments. The key step is to

analyse the data once you have it to create

overall themes. For example, your food

and beverage offer on site might not be

up to scratch, but dissatisfaction with this

might be expressed in many different ways,

ranging from wanting to eat off campus, to

straight up complaining about bad food.

Step Two — Complete an ‘experiential

survey’: This is technique which has

been pioneered in the transport and

hospitality sectors, but we are now seeing

it increasingly used in the education sector.

Essentially it is a photographic survey

moving around your campus, following the

route of different types of students, team

members, or visitors. Realistically, you want

to pick a maximum of five different types of

people. By taking photographs at key points

in your ‘journey’ through the site you can

identify when the experience ‘drops’, for

example where there is a particular-lowquality

area, or where the wayfinding is bad.

Step Three — Create a ‘shopping list’

of projects: Using the data gathered from

the first two steps you should be able

to generate a ‘shopping list’ of potential

projects. Our advice here it to limit these to

range of 10-20 projects, and for each one to

write an initial brief and (if applicable) area

schedule. It is worth stressing that a project

could be as simple as redecorating a hallway,

installing a sign, or repairing a floor. At the

same time projects could encompass moresignificant

elements like a new refectory or

renewed/reconfigured teaching stations.

It is good practice to put an estimated cost

against each project or, if you are unsure,

work with a quantity surveyor to help

you produce these.



It is a good idea to get more natural light into buildings. Image Hufton + Crow

Step Four — Pick the ‘low hanging

fruit’: Once you have created your costed

‘shopping list’ you should prioritise the

projects. Normally we find that at least

25% of things which would dramatically

improve the student experience can be

completed within your annual capital and/

or maintenance allowance, so these are the

‘low hanging fruit’. Getting these projects

completed as soon as possible will indicate

to students and staff that your institution

is both healthy and cares about their

learning experience.

STRATEGY 3 — CONNECT

TO NATURE AS

MUCH AS POSSIBLE

The final strategy to consider when you are

operating with limited financial headroom,

is to maximise connections to nature

throughout your campus.

There are clear and proven benefits

to this, for example the University of

Salford’s report Clever Classrooms in 2014

demonstrated that increased ‘naturalness’

in classrooms can promote 16% better

educational outcomes in students at

primary school level.

But achieving a better connection

to nature might be easier than you

think, and you can almost certainly

afford to implement at least one of the

following ideas:

Idea One — Introduce plants into

your campus: Indoor plants can help

with student and staff wellbeing and

concentration, as well as to a certain extent

indoor air quality. The key point with

indoor plants is to specify them carefully.

Generally forest floor plants work best as

these need less daylight and water to survive

and are therefore more robust. Also try to

group plants over your campus rather than

spreading them everywhere as this reduces

the maintenance burden.

Idea Two — Make sure your windows

can open: Pretty much all windows can

open somehow, even if they might be stuck

or need adaption. There are often acoustic

or mechanical ventilation reasons given to

keep windows closed, but an overwhelming

majority of building occupants generally

prefer the idea of natural ventilation. The

ability to open a window can have massive

benefits in terms of giving teachers and

students a feeling of control over their own

learning environment.

Idea Three — Make the most of any

outside spaces: If you have outside spaces

you can dramatically improve them by

thinking about creating a ‘pocket park’.

This can be as simple as introducing potted

plants. Even if people do not often use

outside areas, they can have a real impact on

how an interior space feels.

Idea Four — Paint your spaces to make

then brighter: You can bring daylight

much deeper into a space by repainting

it bright colours. Specifically, there are

now a number of special reflective paints

available like Dulux Light and Space. These

maximise the amount of natural light

throughout an interior, but can also save

you energy, as on average they mean that

artificial lighting is required for 30 minutes

less every day.

Idea Five — Get more daylight into

your spaces: The final, and possibly

most-expensive idea, is to introduce more

daylight into a space by installing additional

windows or rooflights. To really improve

the experience of a space, one should

consider how to create an even spread of

daylight, so ideally you would provide

increased daylight from a different direction

than the existing windows. This might

even be ‘borrowed’ light using an internal

window. Additional windows or rooflights

can also help increase cross natural

ventilation which relates to Idea Two.

In challenging times it is important to make

sure you still create the very-best learning

and collaborative environment for staff

and students, especially in an increasinglycompetitive

world.

The majority of the above strategies

are relatively low cost, but potentially

high impact, in setting a positive tone for

your institution. n

In challenging times it is important to make

sure you still create the very-best learning

and collaborative environment for staff

and students, especially in an increasinglycompetitive

world



FE estates guidance

sets a new direction

New guidance has been issued aimed

at improving the standard of

estate strategies across the further

education (FE) sector.

Issued by the Government, the document

calls for an increased focus on developing

and testing of estates strategies for the

college sector to futureproof buildings and

increase sustainability.

“The condition and functional suitability

of your college estate can have a significant

impact on your students, staff, and overall

effectiveness and sustainability,” it states.

“At the time of passing from local

authority control to their establishment

as independent corporate bodies in 1993,

colleges inherited an extensive portfolio

of properties.

“Many were in a poor state of repair and

some were simply not fit for purpose.”

The guidance says that, since this

incorporation, the curriculum model for FE

has changed significantly, and this process is

likely to continue, or accelerate, in response

to changes in national priorities and skills

needs, advances in digital technologies, and

the challenge of net zero carbon.

“Preparation of an estates strategy

should be an integral part of your strategic

planning process,” it adds.

“It should be informed by your overall

strategic plan as well as a clearly-articulated

and up-to-date curriculum strategy

that outlines current requirements and

a forward view.”

CLEAR OBJECTIVES

When creating a strategic plan, as well as

a review of the condition of estates, the

overall strategy should also include:

• IT and digital infrastructure

• Sustainability

• Finance

• Curriculum

• Teaching and learning

And the document should be reviewed

and refreshed every three years, with each

review taking up to six months to complete.

“An up-to-date estates strategy is

often a condition for capital grant

applications, but this should not be the

sole driver for commissioning an estates

strategy,” it states.

“Rushed strategies, compiled to respond

to a live capital bidding round, risk paying

insufficient attention to identifying and

evaluating robust options.

“In the past, investment has too often

been used to fund sub-optimal projects that

have minimal long-term benefits and fail to

address the most-critical shortcomings in

the college estate.”

MEETING THE STANDARD

Currently, there is no standard specification

for the contents of an estates strategy

and, in practice, the depth and breadth

of documents can vary considerably from

college to college.

However, the new guidance sets out a sixpronged

approach.

• Stage 1: Vision and strategic aims for

your estate. This should provide strategic

direction, guide the completion of your

estates strategy, and inform decisions

about future investment and options for

rationalisation or reconfiguration

• Stage 2: Strategic review of your

current estate. A structured assessment

of the current college estate should

be undertaken to assess how well it is

performing and the extent to which it is

fit for purpose

• Stage 3: Priorities for meeting the needs

of your curriculum. Establish how the

estate can support the requirements

of your curriculum as set out in your

curriculum strategy, as well as to respond

to national and regional skills priorities

• Stage 4: Options generation. Once

the strategic review of your estate and

the statement of priorities has been

completed, the next stage is to develop

a longlist of potential options to address

the priorities and your identified

desired outcomes

• Stage 5: Options evaluation. Carry

out a rational and objective investment

appraisal of each option using an

evidence-based process to reach

conclusions on the preferred option

which aligns with your estates vision and

statement of priority needs

• Stage 6: Recommendations and

action plan. The final stage is to reach

a clear set of conclusions, priorities,

and actions, firming up proposals and

securing approval to proceed with

implementing options. n



Martyn’s Law:

Safety first for schools

As new legislation to prevent the risk of terror attacks

passes into law, Nick Plumb from Netgenium considers

how advanced Internet Protocol (IP) audio speakers

can deliver improved safety and security for schools

In the tragic aftermath of the Manchester

Arena attack, in which 22 people

lost their lives when a lone terrorist

detonated an IED, the then Government

moved to introduce new legislation to

mitigate the risk of future terror attacks in

public places such as schools.

The Terrorism (Protection of Premises)

Act 2025, also known as ‘Martyn’s Law’

in tribute to Martyn Hett, who was killed

in the attack, will require public premises,

where 200 or more individuals may be

present, to have plans in place to keep

people safe in the event of an attack.

Larger premises, and events where 800

or more people will be present, are also

affected by the move and are required

to take the necessary steps to reduce

their vulnerability to acts of terrorism,

such as having CCTV in operation or

carrying out bag searches or vehicle checks

where appropriate.

The impact of ‘Martyn’s Law’ for almost

25,000 schools across England will be

The impact of ‘Martyn’s Law’ for almost 25,000 schools across England

will be significant, with thousands of sites and educational facilities

moving to improve security protocols, implementing robust emergency

procedures to prevent and reduce the harm of terror attacks



significant, with thousands of sites and

educational facilities moving to improve

security protocols, implementing robust

emergency procedures to prevent and

reduce the harm of terror attacks.

And this comes at a time when education

leadership teams face tough financial

constraints while looking to maintain their

ongoing commitment to ensuring pupils are

free to learn and develop in an environment

that remains as safe and secure as possible.

IP AUDIO SPEAKERS

One solution for hard-pressed education

decision-makers is to install the latest in

internet-powered audio speaker systems.

Today’s systems are at the cutting edge

of reliable, efficient, and futureproof

networking solutions, providing a

wide range of security and operational

advantages for staff and leadership teams.

They deliver significant financial benefits

thanks to simplified installation, cabling

routing, and network infrastructure

configuration, while state-of-the-art control

technology offers a whole host of quick and

easy to use functions and features at the

user’s fingertips — all of which are available

and managed from a central point.

A good system can make a huge

difference in ensuring that important

announcements and notifications are heard

clearly throughout the school. However,

not all PA systems are created equal.

Before making a decision about which

PA system to install in your school

district or school, there are a few key

things to consider.

SITE-WIDE COVERAGE

An effective audio speaker system should

be able to reach everyone across the

entire campus.

When evaluating potential systems,

consider the size and layout of your grounds

and make sure that the system is powerful

enough to cover the entire area.

Also, with expert help, consider the

location and positioning of speakers,

ensuring they will be able to reach all areas

including hallways, classrooms, as well as

outdoor spaces and playing fields.

SIMPLE TO USE

The specified system should be easy

for anyone to use, including principals,

administrators, and other members of staff.

Choose a system that is reliable, simple to

operate, and has intuitive interfaces, such

as clearly-labelled buttons and easy-to-use

futureproof software and capabilities.

Can the system send emergency alerts,

schedule bells, and upgrade firmware

through a single dashboard?

VISUAL LINK-UP

Your system is not only an audio system, but

it can also be part of an eye-catching one.

As the visual aspect of an audio speaker

system becomes increasingly apparent,

particularly when it comes to emergency

communication, quick and clear visual

signage can be just as important as clear

audio announcements.

Consider incorporating visual signage

with your PA system vis IP displays,

which can be used to display emergency

messages, school announcements, and other

important information.

This could be particularly useful in

schools where some students may be

non-English speakers or for compliance

for deaf students, where clear visual

messages are needed.

IN AN EMERGENCY…

If an emergency is declared, it is crucial that

the school can be quickly and effectively

locked down — and an IP audio system can

quickly and clearly broadcast emergency

announcements and instructions.

Look for systems that are compatible

with panic buttons and other emergency

notification systems, and allow for easy

switching between pre-recorded emergency

messages and live announcements.

Today’s systems allow for integrated

emergency paging and announcement

functionality.

For example, when a panic button is

pressed, an emergency message will be

immediately broadcasted via the system.

So, having an emergency system

integrated with the audio speaker

system will save precious time in

emergency situations.

THE RIGHT PRICE

Audio speakers are a beneficial investment.

Make sure you consider the whole cost of

the system, including the initial purchase

price, installation costs, and ongoing

maintenance expenses — it’s important

to remember that a high-quality system is

a valuable asset that will serve the school

for many years.

Speakers linked together via a secure

network and connected to a central control

point in the office, where an operator

can implement a partial or full-scale

school lockdown at the touch of a button,

depending on the level of the threat or

violence, are a cost-effective option for

hard-pressed school budgets.

MAKE A DIFFERENCE

IP audio speaker systems can make a huge

difference to school communications,

reaching every corner of the campus to help

keep people safe and secure in the event

of an emergency.

Modern IP technology makes them easy

to use for schools, delivering scalability

and ensuring they can be utilised for other

applications such as public address (PA) or

broadcasting music, while in-built system

scalability can accommodate any expansion

or change in future requirements and

infrastructure.

In short, properly evaluating and

choosing the right system will make

communication more efficient and effective

for everyone in the school. n

IP audio speaker systems can make a

huge difference to school communications,

reaching every corner of the campus to help

keep people safe and secure in the event of

an emergency


Environmental

Glowing first-year results for

Scotland’s first Passivhauscertified

primary school

Riverside Primary School, Scotland’s first Passivhaus-certified primary school,

records outstanding first-year energy performance results

A

first-year assessment of Riverside

Primary School, Scotland’s first

Passivhaus-certified primary school,

has revealed actual energy operational

performance to be significantly below the

primary energy demand target.

With an energy assessment of just 43

kWh/sqm/annum, Riverside is significantly

outperforming the classic Passivhaus target

of 60 kWh/sqm/annum.

Riverside Primary School is part of Perth

& Kinross Council’s capital programme of

school upgrades and improvements through

Hub East Central Scotland Limited.

And Perth & Kinross Council appointed

BakerHicks Motherwell to provide

mechanical and electrical design services

on the project for principal contractor,

Robertson Tayside.

In Scotland, local authorities are required

to pay upfront for the delivery of new

schools, with the Scottish Government

providing funding through the Scottish

Futures Trust (SFT) on an outcomes-based

funding approach over 25 years.

And projects need to meet a clear

delivered energy target of 67kWh/m2/

With an energy assessment of just 43 kWh/

sqm/annum, Riverside is significantly

outperforming the classic Passivhaus target of

60 kWh/sqm/annum

yr for core hour/facilities with energy

performance and outcome monitored at

set intervals.

Where the energy target is not achieved

in full, funding is reduced correspondingly.

SECURING FUNDING

David Coulter, associate engineer and

certified Passivhaus designer at BakerHicks,

said: “Achieving the energy target was

absolutely crucial, both to achieve

Passivhaus accreditation and to ensure SFT

funding for the council.

“When designing the system, the

hot water strategy was one of the main

challenges as we needed to avoid large-scale

energy usage and heat losses.

“We wanted to explore using all-electric

point-of-use solutions that would only

generate energy when required, for example

during break or lunch times.”

Key to this approach was the specification

of Baxi’s Heatrae Sadia point-of-use

electric water heaters.

These can be an efficient solution

to an immediate supply of hot water

for washbasins and kitchen areas in

buildings like schools.


Environmental

And they incorporate anti-legionella

functionality, water pasteurisation, and

anti-tamper design to ensure water is

adequately stored, cycled, and distributed.

Coulter said: “A key benefit

of these water heaters is that

the units are sized, thereby

providing more flexibility

to meet the required

volume. This meant we

could look to design

down to avoid oversizing,

where appropriate and so

ensure the most-efficient

operational performance.”

To achieve Passivhaus

certification, Riverside

Primary School needed to

undergo a rigorous quality

assurance compliance

process to ensure the

targets would be met.

Coulter said: “It was an

exacting process.

“We needed to supply

detailed calculations and evidence

relating to the energy values of the

selected technologies.”

BEST PRACTICE

With the recent report on energy

operational performance demonstrating the

success of the solution, BakerHicks now

uses this design as a template for future

projects, even where Passivhaus standards

are not applied.

Coulter said: “We

are pleased to see these

energy results and

are delighted that the

building is operating far

more efficiently than

initially projected.

“The data shows

significantly-lower

energy consumption,

which demonstrates

the importance of

strong operational

performance and effective

energy management.

“The client team and

end users have adapted

well to the Passivhaus

strategies, learning valuable lessons along

the way and this marks a promising step

forward for future projects and building

The data shows

significantly-lower

energy consumption,

which demonstrates

the importance of

strong operational

performance and

effective energy

management

services solutions.”

The architect, lead consultant, and

Passivhaus designer for the project was

Architype, while FES was the M&E

installing contactor. n

Essex schools make a difference

Southend-on-Sea City Council has

announced the final phase of its Clean Air

for Schools project, with five more schools

joining the initiative this spring.

Cecil Jones Academy, Hamstel Infant and

Junior Schools, Shoeburyness High School,

and Earls Hall Primary School are the latest to

join the initiative.

The aim is to monitor and improve air

quality in and around schools and help

protect children from the harmful effects

of air pollution.

As part of the scheme outdoor air quality

monitors will be installed at each site, along

with indoor monitors in selected classrooms.

These will track particulate matter (PM2.5)

and nitrogen dioxide (NO2), mainly caused by

vehicles, to help identify practical ways to cut

pollution and reduce children’s exposure.

Launched in 2023, and funded by a £256,285

DEFRA grant, the three-year project has

worked with schools located along busy

routes like the A127 and A13, as well as within

local Air Quality Management Areas.

Previous phases have delivered real

improvements, from classroom air purifiers to

a living green wall at St Mary’s Primary School.

This final phase builds on that success.

Councillor Lydia Hyde, cabinet member for

climate, environment and waste, said: “We’ve

seen great progress and students have a

better understanding of what air pollution

is, where it comes from, and how we can

reduce it together.

“Thanks to DEFRA funding, we’ve delivered

a comprehensive package, providing

everything from air purifiers to green walls, to

help schools tackle pollution.

“The Clean Air for Schools project

complements our broader work to cut

emissions in Southend, including the Cough!

Cough! Engine Off! anti-idling campaign.

“These projects are essential to our plans of

improving air quality across the city and create

a healthier future for everyone who lives,

works or studies here.”

Councillor Kevin Robinson, cabinet member

for regeneration, major projects and regulatory

services, added: “Our regulatory services team

has led this programme brilliantly.

“By combining real-time data, school audits,

and targeted campaigns, they’re showing

what can be achieved when councils and

schools work together.”


Environmental

Last year was the wettest year on record

Climate-resilient schools

Hannah Gains, national education manager at

construction firm, Net Zero Buildings, assesses how

educational estates can adapt in an era of increased

climate awareness and extreme weather conditions

With Storms Bert and Darragh

forcing widespread school

closures and climate data

confirming the hottest and wettest year on

record, the urgency for schools to adapt to a

changing climate has never been clearer.

The impact of extreme weather events is

being felt globally, from wildfires to floods,

and education facilities are no exception, as

they must evolve to futureproof their estate

and ensure continuity of education.

Schools’ ageing estates face a variety of

challenges as extreme weather becomes

more frequent and severe.

Strong winds and storms threaten roofs,

trees on site, and other infrastructure.

During winter, snow and ice is also likely

to force closures, particularly in schools

with older boilers or roof leaks.

Closures not only disrupt learning, but

also place significant pressure on estate

managers who juggle reactive repairs with

pro-active planning.

In the UK, two of the most-pressing risks

are flooding and overheating.

Climate models predict that, by 2050,

extreme overheating in schools will increase

fivefold, leading to up to five lost days of

learning every year.

Additionally, heavier rainfall — expected

to increase by 59% in the next five years —

amplifies an already-high risk of flooding.

Closures not only disrupt learning, but also place

significant pressure on estate managers who

juggle reactive repairs with pro-active planning


Environmental

ENSURING RESILIENCE

Education providers must prioritise

resilience to ensure they can continue

to provide high-quality teaching,

regardless of challenges.

Forward-thinking schools are already

incorporating innovative features to boost

climate resilience.

In London, for example, a pilot

programme Climate Resilient Schools

has started to focus on upgrading

vulnerable estates.

These projects include installing

sustainable urban drainage systems such as

rain planters, which capture rainwater from

roofs while enhancing biodiversity.

Thames Water has also partnered with

local schools to address vulnerabilities in

estates, addressing water leaks, installing

rainwater capture systems, and integrating

sustainability into the curriculum to engage

students and teachers.

To begin building resilience, schools must

first assess their current vulnerabilities.

Estate managers play a key role

in evaluating growing risks, such as

proximity to flood zones, the condition of

ageing infrastructure, and susceptibility

to overheating.

Regular assessments are vital, as climaterelated

risks are evolving rapidly.

For example, certain classrooms with a

large number of windows may overheat

in the summer, but equally be too cold

in the winter, which requires targeted

upgrades before this has significant

effects on learning.

MAKING A DIFFERENCE

These seemingly-small upgrades can have

a huge difference on the resilience of a

school estate.

For example, a large number of schools

still have old single-glazed windows, which

can create vulnerabilities.

By upgrading to modern windows,

education providers not only protect

themselves against the weather, but reduce

heat loss, improve sound insulation, and

eliminate condensation, contributing to a

healthier and more-comfortable learning

environment year-round.

A comprehensive approach includes

addressing the short-, medium-, and longterm

vulnerabilities and ensuring that

schools and estate managers are equipped

with the knowledge to adapt to immediate,

and future, challenges.

While large-scale implementation of

climate-resilient technologies is still in

its early stages, pilot programmes offer

valuable lessons.

These initiatives demonstrate the

importance of addressing high-impact

A visual representation of a school integrating sustainable technologies

Minimising the effect of schools on the

environment with renewable energy and

sustainable building materials are critical

components of futureproofing estates

changes, such as flooding and embedding

sustainability into the curriculum, giving

schools examples of how scalable solutions

can be adopted and tailored to their

specific needs.

Minimising the effect of schools on the

environment with renewable energy and

sustainable building materials are critical

components of futureproofing estates.

Incorporating solar panels, rainwater

harvesting, or using alternative construction

methods, such as offsite construction, not

only reduces the carbon footprint of the

estate, but also ensures energy resilience

during potential disruptions.

FUTUREPROOFING

If schools aren’t using renewable energy

or thinking about long-term energy use

as climate targets gets closer, they are not

futureproofing.

These technologies and materials are

essential for aligning with the UK’s net zero

goals and securing the long-term health and

sustainability of education facilities.

However, climate resilience isn’t just

about infrastructure, it’s also about fostering

a culture of sustainability.

It’s important that schools are doing their

bit to encourage behaviour changes that

reduce energy use with simple changes,

such as turning off lights and heating during

weekends and holidays.

Government-backed initiatives like the

Net Zero Accelerator Programme emphasise

accountability and engagement at all levels.

By involving pupils in activities such as

maintaining rain planters or participating in

reducing energy, schools can empower the

next generation to prioritise sustainability

as part of their daily lives.

Programmes like meat-free Mondays and

sustainable building projects further instil

sustainable values in pupils and staff.

In an era of extreme weather, climateresilient

schools are a necessity.

By addressing vulnerabilities, integrating

sustainable technologies, and considering

alternative construction methods, the

education estate can create a robust

environment for pupils to thrive.

With the right education and

partnerships, the education sector can lead

the way for the next generation. n


People

Browne Jacobson appoints

new education lead

Browne Jacobson’s education team in

South West England has a new lead

following an internal promotion.

Victoria Hatton, who is based in the UK and

Ireland law firm’s Exeter office, has stepped up

from senior associate to partner.

She was one of 15 partner and legal director

promotions which came into effect this week

across the firm’s seven offices.

Hatton, who has been practising law for

15 years, has been ranked as a ‘rising star’

in the Legal 500 directory for the South

West since 2021.

Her areas of expertise include academy

projects, governance, and studentrelated

matters.

She said: “Since joining Browne Jacobson in

2013, I have taken great pleasure in becoming

fully immersed within the education sector,

working with school and academy trust clients

in the South West and nationally to identify

solutions to the various hurdles they face.

“In recent times, I have been proud to

support trusts in addressing the growing issue

of parental complaints and unacceptable

parental behaviour by developing a support

pack and training, and the diversity deficit in

school governance in a collaborative project

with the National Governance Association.

“As partner and education lead in the South

West, I look forward to continuing the firm’s

great work in supporting schools, trusts,

and universities to overcome the broad

range of challenges thrown their way and

ensure they’re delivering the best education

outcomes for students.”

Hatton specialises in supporting schools

and trusts on the corporate and governance

Victoria Hatton

aspects of all types of academy projects,

including academy conversions, mergers and

transfers, significant change applications, and

on changes to governance arrangements.

She also advises on a range of studentrelated

matters, including admissions,

exclusions, special educational needs,

discrimination claims, complaints, and

other parent issues.

She has particular experience in supporting

Church of England schools and trusts with

diocesan requirements, having undertaken

in-house secondments with two dioceses in

the South West.

And her active interest in education extends

to holding several volunteer governorship

roles in maintained and academy schools, and

in higher education.

She also currently serves as a member of

the Diocese of Truro’s Board of Education and

as governor at Plymouth Marjon University,

where she is an active member of its

audit committee.

Nick MacKenzie, head of education at

Browne Jacobson, said: “Victoria’s promotion

to partner is thoroughly well deserved,

reflecting the incredible contributions she

has made both to our education practice and

clients over a number of years.

“She has been particularly instrumental

in co-ordinating the past two iterations of

our EdCon annual online conference, which

generates discussion and advice on trending

topics for more than 1,400 school leaders and

staff each year.

“Education is at the core of our firm’s

ambition is to support clients at the forefront

of society’s biggest issues and we strongly

believe that investing in exciting young talent

helps us to deliver on this mission.”

Nigel Lyons, head of Browne Jacobson’s

Exeter office, added: “Since launching in 2012,

our Exeter office has become an established

part of the South West business community

and plays a key role in the firm’s strategy.

“Following a move to larger premises two

years ago, we’re continuing to grow our fullservice

offering to clients across the region.

“We’re very excited about Victoria’s plans

for further growth in the education practice,

which is one of our key sectors alongside

financial services and insurance, government,

health, real estate, and employment.”

Two NEDs appointed to LocatED board

The Secretary of State for Education,

Bridget Phillipson, has announced the

appointment of David Hunter and Simon

Holden to serve on the board of LocatED.

They will serve from 1 April 2025 for a

period of three years, replacing the outgoing

Non-Executive Directors (NEDs), Phil

Ellis and Julian Rudd-Jones, whose tenure

ended on 31 March.

Hunter is director of housing at Clarion

Housing Group and brings extensive

leadership experience in housing and

property management.

And Holden’s career includes various

David Hunter

Simon Holden

leadership positions in NHS organisations

and he is currently non-executive director and

chair of the Audit Committee at Wrightington,

Wigan & Leigh NHS Trust.

LocatED board chair, Mark Prisk, said: “On

behalf of the entire board, I’m delighted to

welcome both David and Simon.

“They both have distinguished careers and

bring with them a wealth of experience and

I look forward to working with them in the

coming months and years.

“I would also like to thank Phil and Julian

for their work over the last eight years,

helping LocatED become the organisation

that it is today. I wish them every success

for the future.”


Keep up to date with all the latest

Education property news.

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Education Property Issue 09 June-July 2025

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