On Monday 17 October, selected pupils from the Valley School joined county councillors and project officers to get up close to the construction of their new school – which is due to be completed in the Autumn term next year (October 2023).

This substantial development forms part of Hertfordshire County Council’s planned investment in SEND, which equates to more than £50m over the next three years.

Cllr Terry Douris, Executive Member for Education, Skills and Lifelong Learning at Hertfordshire County Council, said: “The new building and facilities for this school reflects our commitment to making sure that every child and young person continues to have access to a good school, where they can be supported to achieve their full potential.

“We have used the opportunity of the new build to increase the number of places available, helping us to meet the increasing need for special education in Hertfordshire and make sure that children and young people are receiving the right support, at the right time, in the right place. It’s a fantastic investment for the young people of Hertfordshire and I pay my thanks to everyone who has been involved.”

On the day, six pupils from the school mingled with county councillors who’d had a role in planning and allocating the funding required to invest in Stevenage’s new SEND school, as well as project officers and architects. The children pointed out the foundations of their new classrooms and shared their excitement about their new school.

David Pearce, Headteacher at The Valley School, told those attending the event how the building project has become a source of excitement and inspiration for the children. “The children are watching the time-lapse cameras and looking through the viewing panels, seeing their new school being built. They’re looking forward to November when they’ll be able to see the frame going up and the school taking shape – they’re already talking about where their classrooms will be, and their chance to visit the site and the project team.

“It’s really exciting for the students and the whole of the school community.  As the head teacher it is amazing to be able to complement our high-quality teaching with a learning environment that our young people can really enjoy. It is very special. This is giving the students, teachers and support staff the best of the best and they absolutely deserve it!”

The Valley School buildings had originally been designed to be used by a mainstream secondary school, which then became a SEND school in 1991.

“The current building is coming to the end of its serviceable life, with maintenance costs increasing,” explains Cllr Bob Deering, Cabinet Member for Resources at Hertfordshire County Council. “This is why we took this opportunity to invest in a new purpose-built school suitable for children with SEND which, through its enhanced environmental credentials, will be much more sustainable and efficient to run and maintain in the future.”

In addition to being built according to the latest guidelines from the Department for Education, the new special school also reflects Hertfordshire County Council’s wider commitment to sustainable, responsible growth in Hertfordshire.

Once built, the new school will be net zero carbon in operation, will generate its own electricity onsite and will only use electricity. It will also help to enhance local biodiversity through the installation of bat and bird boxes and green roofs.

The overall presentation of the new, single-storey building will also be more in keeping with the local environment than the existing school. Its green roofs and sunken location in the shallow valley means that the building will blend into its natural surroundings.

The new purpose-built school has been designed through ongoing consultation with teaching staff, to meet the needs of the current Valley School pupils.

During the pandemic, classes had been grouped together in their school years; this was found to be advantageous to supporting the children more closely. This has now become a dominant design feature, with the year group pods situated around two central courtyards – each with their own toilets and areas for group work. There is also a high-ceilinged multi-use space the school can use for sports, dining and drama.

For more information about Hertfordshire County Council’s commitment to invest in special education provision, read the council’s SEND strategy and for information and resources to help you support a child with special educational needs, visit the local offer.

Last year, Manor Green Primary Academy was successful in its bid for funding to convert a yellow school bus into a sensory hub for the school’s stakeholders and local groups.

During his visit the MP met with Manor Green’s new Principal, Victoria Saville, and members of the Focus Trust Central Team. The team informed him that a total of £700,000 had been invested on improving the school environment since 2017.

The school also revealed that work is due to commence during half term holidays on their new Early Years outdoor area funded through the Trust’s School Condition Allocation.

Pupils at the school expressed their concerns to the MP including regarding litter in the local area and the speed of traffic outside school. The School Council handed Mr Gwynne a letter requesting his support with improved signage and ways to encourage passing traffic to abide by the limit outside school.

He was very impressed that the school Eco Squad are committed to keeping the school grounds in excellent condition. Every one of the 402 children attending Manor Green have planted a sapling and a discussion ensued around the lasting legacy and positive environmental impact this will have in the future.

Andrew Gwynne said: “I had a really lovely visit to Manor Green Academy. I was quizzed by the school council on litter, recycling, clean air, tree planting and much more. It was fantastic to see pupils so engaged on such important issues.

“The School Council have also written a letter to me on a range of issues, including the problem of speeding cars outside the school. I’ll be taking this up with Tameside Council and Greater Manchester Police.

“All in all, it was a really productive and fun morning, and it was great to meet the staff and pupils at Manor Green Academy.”

Victoria Saville, Principal at Manor Green Academy, said: “A huge ambition of mine as the new principal at Manor Green is for the school to be known as a great one.

“I look forward to a close working partnership with Mr Gwynne and I thank him for visiting our school today.”

The visit concluded with a rousing rendition of “We’ve got the Power” sung by the school choir who will be performing at the Young Voices event later this month.

Manor Green Academy forms part of the Focus- Trust – a charitable primary schools trust which is based in the North-West of England and West Yorkshire with a vision of providing great schools at the heart of communities where children thrive, achieve and succeed.

Door Group, a unit of ASSA ABLOY Opening Solutions UK & Ireland, is stressing

The Regulatory Reform (Fire Safety) Order 2005 requires schools to undertake risk assessments to identify the general fire precautions needed to safeguard the safety of occupants in case of fire, including their safe means of escape.

Despite this, recent research[1] showed that schools have been hit by 2,300 fires in the last five years, destroying 47 primary and secondary school buildings alone.

Fire doors are one of the most important safety features in a building, and regular product specifications or dedicated fire door inspections are essential to fully ensure health and safety measures are met.

Education buildings can present highly specific requirements for fire doorsets, with particularly varied legislation and building regulations surrounding fire doors in schools.

These doors are subject to extremely high levels of traffic, and subsequently a higher level of misuse and abuse, which can then lead to functional problems resulting in non-compliance.

Brian Sofley, Managing Director of ASSA ABLOY Door Group, explains: “Whilst statutory inspections are being completed for the entire building, the necessary attention to fire door compliance is being overlooked.

“Our team of BRE qualified engineers have found a large percentage of fire doors to be non-compliant when completing a dedicated fire door inspection in schools over the past 3-4 years. For example, in one school, 163 of the 164 fire doors we inspected were not fire compliant.”

The economic and social impact of school fires on staff, pupils, and the local community can be significant, causing financial hardship, emotional trauma, and a delay in learning.

A study[2] found that 17 per cent of schools who had experienced a fire said that it had led to a drop in staff morale, six per cent to a drop in morale amongst pupils and seven per cent said that their fire had led to negative publicity about their school.

Door Group is committed to raising the standard of fire door safety in schools, providing a fully comprehensive inspection which can be carried out every three, four, six or 12 months to suit specific requirements.

Following inspections, Door Group then offer detailed reports containing advice and recommendations on necessary improvements, with the knowledge that identifying any potential issues that could impact safety and product performance can be lifesaving.

If any issues do occur, a tailored repair proposal is issued to include anything from replacement doors to a regular maintenance program. Door Group inspectors are BRE-certified and will ensure that all fire doors inspected meet all necessary standards and regulations.

Brian adds: “An education building should be a safe and secure place for students and staff, to work and learn. Door Group is committed to making schools, colleges and universities across the UK fire protected.

“With regular and thorough inspections, we can ensure the compliance and performance of fire doorsets in an effort to improve overall fire safety in the educational environment, while minimising the risk that learning could be negatively impacted by a fire.”

For more information on ASSA ABLOY Door Group, please visit https://bit.ly/3hVybbC.

[1] https://www.zurich.co.uk/media-centre/more-than-1100-classrooms-gutted-by-school-blazes

[2] National Foundation for Educational Research – The impact of school fires: A study of the wider economic and social impacts on schools and the local community

Children and young people will be able to take part in the debates in school through the Smart School Councils’ Big Debate Club, a model which provides teachers with a range of free classroom and online activities.

The debates will engage students of all ages and abilities with questions and topics about the different elements of the restoration and renewal programme, enabling children to learn more about the Palace of Westminster and express their opinions and perspectives on the importance of the project.

Sarah Johnson, CEO, Houses of Parliament Restoration and Renewal Sponsor Body said: “As we get on with the job of developing the plan to restore the iconic Houses of Parliament, it is important to remember that children and young people are the future custodians of this historic building. I am delighted that we are working with the Smart School Councils charity to hear the views of young people about the restoration and renewal of the Houses of Parliament.”

Schools will be able to upload their responses on a range of aspects of the restoration to the Big Debate Club website and these views will be used to inform the detailed and costed restoration plan which is being developed by the Restoration and Renewal Programme.

A further two Big Debate Club questions exploring the restoration of Parliament in relation to sustainability and accessibility will take place in June 2021. There will be a future series of activities later in 2021.

Schools that sign up to the Big Debate Club will also be provided free continued professional development (CPD) webinars giving an additional layer of support to help teachers to facilitate meaningful classroom discussions on the topic of Restoration and Renewal.

These activities are part of a range of work planned to engage the public across the UK with the Restoration and Renewal Programme.

Schools can participate in the debates for free by visiting https://bigdebateclub.com/

For workplaces and schools, a safe reopening during the ongoing pandemic can only be achieved with a robust risk-reduction strategy that covers all transmission routes. Since one of the primary ways that COVID-19 is spread is through the air by aerosols – airborne liquid particles that may carry infection – keeping these particles out of the nearby air by regularly introducing clean and fresh air into communal spaces (i.e. ventilating) is vital for preventing the spread of disease.

So how do you ventilate spaces effectively? And how do you know if ventilation practices are even working?

The UK Government’s Scientific Advisory Group for Emergencies (SAGE), along with The Chartered Institute of Building Service Engineers (CIBSE) (UK) and the Federation of European Heating, Ventilation and Air Conditioning Associations (REHVA) (Europe), have issued guidelines on how to improve ventilation in rooms. Their advice includes opening windows, ensuring regular breaks for occupants and increasing mechanical ventilation.

All three reports also highlight CO2 monitoring as a key tool for any effective ventilation strategy, both to help improve ventilation and to help assess its efficacy.

Why is CO2 monitoring important?

Feeling that a room has become ‘stuffy’ or feeling drowsy after hours sat in a meeting room are sensations that are familiar to many-and they’re caused by a build-up of CO2.

Just like CO2, aerosols carrying infectious diseases that are exhaled by occupants will linger in the air without sufficient ventilation. The longer that a room is occupied, the greater the volume of infectious aerosols that will build up, and the greater the risk of infection.

It is possible to evaluate the level of ventilation available in a room just by assessing how occupants are feeling. For example, if a person perceives that a room feels ‘stuffy’, they may proceed to open a window to increase air flow rates. However, this method is ultimately reliant on guesswork, and occupants may not be able to detect simply by feeling alone when extra ventilation is needed until it is too late.

Monitoring CO2 levels eliminates guesswork from ventilation assessment and enables a systematic approach to increasing ventilation. By accurately measuring the volume of CO2 in the air, CO2 monitors provide hard evidence of when extra ventilation is needed – which might be a long time before occupants feel that the room could do with some fresh air.

The report from SAGE identifies that CO2 monitoring is particularly important in workplaces and schools, where it is most likely to be an effective indicator of ventilation rates.

In spaces that are used for extended durations by groups, i.e. offices and classrooms, CO2 measurements reflect the air quality with a greater accuracy and give a good indication of ventilation conditions.

By contrast, CO2 monitoring is not as effective at indicating ventilation rates in large volume or low occupancy spaces, where airflow and dispersion of occupants may vary. In these areas, however, SAGE still recommends aiming to keep CO2 levels low (below 800ppm) as a good rule of thumb.

How to improve ventilation with CO2 monitoring

After establishing what ventilation is available in a room, CO2 monitors should be used for two purposes:

• to alert when extra ventilation is needed
• to evaluate the efficacy of ventilation

CO2 monitors should be placed on an inside wall, with sensors facing away from windows or grilles so that the readings are as accurate to the inside conditions as possible. It is also recommended that they are placed in visible positions c. 1.5m off of the ground so that responsible persons can easily act upon their alerts.

Alarms show when extra ventilation is needed

Alarms on CO2 monitors can alert occupants of the immediate need to increase ventilation in a room by signalling that the CO2 concentration has exceeded acceptable levels.

As a visual indicator, CO2 alarms also help to boost awareness of the importance of ventilation. The CIBSE report suggests that involving school pupils in responding to CO2 alerts can help to increase ventilation efficacy by improving awareness.

The reports suggest that alarms should be set to alert when the CO2 concentration measures at or above 1000ppm. If or when an alarm is triggered, action should be taken to immediately increase air flow into the occupied space. Opening high windows is an effective strategy, especially in colder months, as it will sufficiently increase ventilation rates while not significantly lowering room temperature or causing a draught.

For schools with mechanical ventilation systems, the reports recommended maximising fresh air flow at all times.

Take informed action with long-term recorded data

With data loggers, CO2 levels can be recorded over time so that data can be viewed and analysed, and further action taken based on this evidence.

Data from CO2 monitoring should be used to assess whether ventilation measures are taking effect.

Time-stamped data from one room might show that instances of increasing natural ventilation-for example, by opening windows or doors-is effective at lowering CO2 levels. For a different room, with different dimensions and different available ventilation routes, analysis of data may reveal that there is a need to implement more significant measures to fully protect the health of occupants. Rooms which are shown to regularly record above 1500ppm should be identified and prioritised for improvements to ventilation.

A further advantage of monitoring with a CO2 data logger is that long-term recorded data can provide evidence of the need for significant or structural changes to be made, helping to support funding applications.

The Tinytag CO2 data logger

Robust, easy-to-use and quick to deploy, the Tinytag CO2 data logger is a simple and effective solution for indoor air quality monitoring.

Using a self-calibrating non-dispersive infrared sensor (NDIR), the data logger accurately measures and records carbon dioxide concentrations with outstanding long-term stability. The TGE-0010 model measures from 0 to 2000ppm and is ideal for measuring indoor air quality in busy classrooms or offices. A model measuring up to 5000ppm is also available for more specialised applications.

The data logger has an LED on its front which will flash red when an alarm has been triggered, enabling responsive action to high CO2 levels. The data logger can be wall-mounted or placed on surfaces to continuously monitor CO2 concentrations wherever is required. Compact and light-weight, the logger can be situated anywhere where there is a mains supply, and can easily be transferred between different locations for versatile monitoring throughout a building.

Data is offloaded and viewed in user-friendly Tinytag Explorer software, where it can then be exported to third-party programmes in a variety of popular file formats (.xls, .xml, .csv, .txt) for further analysis and presentation.

Gemini Data Loggers also offers a certificated calibration service that is traceable to National Standards. CO2 data loggers can be calibrated prior to shipment, or returned to Gemini at any time for calibration.

While low levels of CO2 are a good indication of effective ventilation, they are not confirmation of low aerosol transmission by themselves. Other transmission factors, including occupant density, occupant duration and the type of activity being performed in a room should also be taken into account when assessing transmission rates. A good COVID-19 risk management strategy should also comprise mitigation efforts for other transmission routes, for example, mask-wearing, social distancing and reducing occupancy time in rooms.

The free special academy will cater for 80 special education needs (SEN) pupils and is being delivered via the Department for Education Framework on behalf of Sheffield City Council.

The site is located in the south east of the city centre, on the grounds of a former special school. The new two-storey facility will be a simple linear block, comprising primary and office accommodation on the ground floor, with secondary provision and further office accommodation at first floor. The hall and dining accommodation, which includes a ‘quiet’ dining area, will be shared by all years and is located close to associated service space and external breakout and sitting areas.

Primary classrooms will be located on the ground floor to enable direct access to the dedicated outside social space. Internally, the primary school is separated from the secondary school through the use of a secure, pass door adjacent to the main entrance. At the heart of the school sits the library, hall and dining where primary, secondary and entrance routes converge.

During the design process, HLM Architects engaged with the school, academy sponsors, planning authority and local community through a series of structured workshops and held a public exhibition to integrate feedback before the submission of planning.

The design of the school is based on sustainability principles. This has included optimising daylight and natural ventilation within teaching spaces to promote a passive, sustainable approach. The site is being developed to enhance its ecological value, retaining mature landscape features, and incorporating sustainable drainage measures such as porous macadam and rainwater attenuation. Wherever possible sustainable or recycled materials have been specified without affecting the schemes durability, such as recycled plastic benches. The school is expected to open in February 2022.

John Gittins, Divisional Director at Tilbury Douglas Construction, said: “We are delighted to be working with HLM Architects to deliver the new Discovery Academy project for the Department for Education. Tilbury Douglas’ appointment to this project is real testament to the expertise within our team and our excellent track record in delivering some of the best education facilities in the UK.”

Nexus MAT Chief Executive Warren Carratt said: “We are beyond excited to be working with the DfE, Sheffield council, HLM and Tilbury Douglas to build or new special academy. We are passionate about bring greater choice and quality of offer to families in Sheffield, and Discovery Academy will make a huge difference to the local SEND landscape. We have been actively engaged with the design process throughout, and the school has been planned with needs of our specific learners in mind”.

AJ Taylor, Associate at HLM Architects, said: “The design of this school has been driven by the creation of a high-quality, personalised provision for pupils with autism-spectrum conditions with related social, emotional and mental health needs, as well as a range of other learning difficulties which will result in a safe and nurturing learning environment.”

Newly refurbished, the science labs allow for easy cleaning between lessons and space for social distancing, adhering to COVID-19 guidelines. Part of the refurbishment work included brand-new benches with wipe-clean laminate surface and a new layout of the lab, enabling greater flexibility to complete group work and giving students the chance to section off into their own bubbles.

Bessie Owen, Head of School, Witchford Village College, said: “Despite the unusual circumstances that 2020 has brought to education, we’ve been working hard behind the scenes to ensure that our students are met with the best possible experience as they continue to integrate into the ‘new normal’ of school life. These refurbishments reflect our new way of teaching and operating and I’m extremely proud of how our site team pulled together to make this possible”.

As well as the project being developed with the school’s safety guidelines in mind, everything has been refurbished to ensure the highest quality learning experience for the students. This has included: new natural daylight LED lighting, which has been built into the ceilings to ensure better lighting conditions for students to focus, new blinds which will allow effective blackout for practical work on topics such as the properties of light, measuring the rate of photosynthesis or flame tests, and new state of the art 86-inch interactive screens to allow all students to proactively follow the lesson and also interact with the boards themselves.

Owen continued: “The science labs have not been refurbished or modernised since the school was built, so it’s been fantastic to see the students making the most out of our new facilities this term. At Witchford Village College we are committed to providing a learning environment in which all of our students have the ability to realise their potential. These new labs will do just that”.

These changes come at an exciting time for Witchford Village College, as the community continues to grow and evolve from its connection to Eastern Learning Alliance. Eastern Learning Alliance is a purposeful family of schools, each with its own distinct identity. Each school within the Trust offers academic rigour, excellent extra-curricular opportunities and values the arts and performing arts. Eastern Learning Alliance and its schools are proudly international and internationally minded, serving a diverse community with a broad, specialist and inclusive provision.

From September 2018, the V&A will work with the following regional partners: the Herbert Art Gallery and Museum in Coventry, Potteries Museum in Stoke-on-Trent, the National Glass Centre in Sunderland, Blackburn Museum and Museums Sheffield. Selected in consultation with the DesignLab Nation partners, the loans will ensure that all visitors to the partner museums have the chance to experience the V&A’s collections in the context of their regional histories.

Grayson Perry said: “A House for Essex was a particularly special and personal project for me, so I’m delighted that a piece of it is travelling up to Blackburn to support the V&A’s DesignLab Nation. There is a very worrying decline in the take-up of creative subjects in state schools. If we care about social mobility, wellbeing and economic growth – and if we want our creative industries to continue to flourish – we urgently need to rebalance our education system so that the arts are valued just as much as other subjects.”

Director of the V&A Tristram Hunt said: “As our creative economy grows, international competition accelerates, and the provision of creative subjects in schools is squeezed, art and design education is needed more than ever. By bringing together local industry, museums and schools, DesignLab Nation will ensure that the V&A works with communities across the country to educate and inspire the artists, innovators and designers of tomorrow.”

DesignLab Nation brings together secondary schools, local museums and locally based industry and designers to inspire and preserve the essential role of Art, Design and Technology education. Young people will be encouraged to make their own contemporary responses to historical processes, and to gain an understanding of how collections from the past can inform new ideas. The programme has been designed to help support the new Design and Technology GSCE and deliver this subject in the most exciting manner possible.