Through our collaboration with Tatweer Buildings Company (TBC) and the Ministry of Education in Saudi Arabia, we have developed a new approach for designing schools for SEND. This initiative forms part of the Ministry of Education’s Schools Programme under Vision 2030 to create inclusive educational environments that meet diverse needs.

Embracing adaptability in SEND school design

Adaptability is the foundation of our design philosophy. SEND schools need to be flexible spaces that can evolve to meet the changing needs of pupils and cohorts. The approach was to follow a simple narrative, to guide the user through the essential steps of creating a building without dictating outcomes. The process is descriptive rather than prescriptive allowing the designer flexibility and autonomy while retaining necessary design priorities.

Our design guide introduces the concept of cluster arrangements, offering investors ‘bite size’ clusters which group key spaces together. It is intended to make the design process more approachable and allows a ‘pick n mix’ approach: easily selecting groups of spaces which suit the pupil track expected to occupy them. By arranging spaces into clusters, schools can balance functionality with flexibility, ensuring adaptable, purpose-built environments that cater to students’ diverse needs.

Furthermore, every potential room in the SEND school has had a bespoke room data sheet. The design guide gives detailed examples of all spaces from specialist hydrotherapy spaces, to rebound therapy rooms, to varying toilet requirements. These sheets offer suggested layouts based on international best practices, but allow designers and clients the freedom to adapt to specific contexts.

Flexibility for clients in SEND school design

One of the greatest strengths of this approach is the flexibility and cost-effective solutions it offers to clients, especially those in the private sector. Clients are empowered to innovate and design SEN schools that meet their specific project needs while still adhering to worldwide best practice, sustainability principles, and local standards, such as Saudi Arabia’s Universal Accessibility Guidelines and Grean Code. This balance between regulatory compliance and creative flexibility enables the creation of bespoke SEND schools tailored to the unique needs of the SEND cohort, staff requirements, and support required for the wider community.

Our collaboration with international experts has been critical in developing this flexible approach. By integrating global best practices with local requirements, we have developed a guide that meets Saudi standards while advancing the design of SEND schools across the region.

Designing with SEND students in mind

Effective SEND school design must be based on a clear understanding of the educational, emotional, and physical needs of its students. A successful SEN school is not just about functionality; it is about creating a supportive environment that enhances the learning experience of every student. We have therefore also provided key SEND guidance on areas such as fire safety, acoustics, zoning, internal environments, and sustainability. 

Furthermore, we have created pupil profiles for each of the identified SEND tracks which help architects understand the varying needs of different student groups. These ‘tracks’ assist designers in creating spaces that support physical, complex, communication, cognitive, sensory, and emotional requirements. This deepened understanding should enable designers to create an environment which not only support the current needs but can adapt over time as students’ needs evolve or cohorts change.

Zoning strategies ensure that learning and support spaces are well-organised, creating clear transitions between areas to enhance both functionality and creating a sense of place for students. Moreover, the guide encourages the creation of inclusive environments that promote independence and social interaction. SEND school design should integrate spaces for both learning, socialising and provide support for the whole family and wider community. This focus on inclusion not only supports students’ academic growth, social and emotional development but also nurtures community acceptance.

Lessons learned and the future of SEND school design

Our experience developing this design guide has reinforced the importance of adaptability, collaboration, and a deep understanding of SEND students’ needs. By working closely with TBC, the MoE and international experts, we have reimagined traditional approaches to SEND school design, creating a flexible framework that aligns with both local regulations and global best practices.

Effective SEND school design must not only address current needs but also anticipate future changes. By creating adaptable, flexible environments, we ensure that schools are equipped to evolve alongside their students’ requirements. Our design guide is a reflection of our commitment to fostering inclusive educational spaces where every student can thrive.

Our work on this SEND design guide has challenged pre-conceptions and long-held beliefs by providing a viable blueprint for change.  Through ArchTams leadership we have provided the framework to provide a better future for some of the most vulnerable in society.   

We look forward to continuing to shape the future of SEND school design, ensuring every student has the opportunity to succeed.

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Sarah Crowley is the client account manager for the UK Department of Education and, as the leader of ArchTam’s School Technical Advisory team, advises internal teams and clients on best practices for delivering new and refurbishment school projects.

Tell us about what inspired you to join the industry

I remember drawing a house when I was a child and it was one with a typical window and door on the ground floor, two windows upstairs and smoke coming out of the chimney. As I drew on the brickwork, stacked one on top of the other, an adult explained to me how and why bricks are coursed and not stacked. It was this moment that sparked my interest in the built environment.

Growing up, I aspired to be an architect. However, my drawing skills didn’t improve from that six-year-old drawing of a house, so studying architecture wasn’t an option. Instead, I studied architectural technology, and ultimately, I realised my interest was for existing buildings. I decided to pursue a second degree in building surveying and was elected to the Royal Institution of Chartered Surveyors in 2007.

When I started my career, there were very few women in construction, particularly in building surveying. This often resulted in gender discrimination, both in career progression and derogatory comments due to being the only woman on site. Thankfully, this is changing both on site and in the workplace. I joined ArchTam as an associate director eight years ago and have been fully supported in my career progression to director and school sector lead and balancing being a mum.

What is your favourite ArchTam project that you’ve worked on and why?

Although I have been lucky enough to work on several great school projects during my time at ArchTam, I have a fond memory of a particular project that showcased the value of teamwork, not only in terms of project outcome but also team morale and wellbeing.

In early 2020, ArchTam was appointed to undertake the RIBA Stage 3 developed design for the UK Department for Education on behalf of Newham Collegiate. The project consisted of the remodelling of two historic listed buildings and the creation of a new teaching wing for the Newham Collegiate Sixth Form Centre. Receiving planning consent for this project was expected to be challenging, so we appointed a local architect who had previous experience with this particular local authority to work alongside our internal multi-disciplinary teams.

Unfortunately, COVID-19 had other plans, and we had to use technology to deliver a fully coordinated Stage 3 design without ever meeting as a team in person. I loved the team spirit. So many different disciplines came together, leaving their egos at the door, to develop the best solutions under new and difficult working conditions. The coordination of mechanical and electrical design was a particular challenge, especially considering the space constraints and requirement for mechanical ventilation over natural. Our structural engineers worked closely with the architects to ensure the maximum use of space while maintaining the structural integrity of the building, and our cost manager challenged each design decision to ensure the project returned value for money.

What made this project special was how the team supported each other through this unprecedented time. Each meeting was an opportunity to check in on each other’s emotional well-being, to share a funny story or a frustration. It helped to break down some of the social isolation that working from home and social bubbles had created.

For me, this project demonstrated teamwork at its absolute best.

Tell us a story of how your work positively impacted the community.

Currently, our school teams are developing two design guides for delivering new mainstream schools and Special Educational Needs (SEN) schools for the Ministry of Education in the Kingdom of Saudi Arabia (KSA), which will positively impact the delivery of schools across the region for generations to come. I am particularly excited about developing the new SEN schools design guide, as it will help support KSA’s vision of providing equal opportunities to educate and care for people with special needs — allowing them to develop skills to reach their full potential. 

In the UK, we have seen central government, private companies, and charities research and develop a set of best practice design standards. It’s extremely rewarding to contribute to this collective effort. We know how great buildings complement the efforts of staff, enabling students to experience the best learning environment and ensuring the most vulnerable have access to education.

 Share a piece of career advice

Your success will depend on your resilience to challenges and your willingness to work hard and develop new skills despite setbacks.

Rather than becoming discouraged, accept the emotions that came with a setback and explore why things went wrong and how you can improve in the future. Career progression is founded on hard work but underpinned by self-belief rather than entitlement. If you can demonstrate your capabilities but are not recognised for them, do not be afraid to move on.  

Learn from a mentor or senior colleagues — chances are they have also experienced the frustration, setbacks or imposter syndrome you are experiencing.  

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