HLM Architects

Special Educational NeedsCaroline Buckingham Director & Head of Education MENA October 2011

Inclusion strategy

Inclusion Strategy

Mainstream v Specialist provision

Supporting needs of children & young people in the mainstream where possible

Building up expertise with special schools based on their particular designation

Focus on need to improve ‘quality, purpose and means of provision’

design drivers

10 design drivers of special educational needs

01 pupil engagement

02 robust masterplanning & landscape

03 joined up thinking – thought leadership

04 challenge space standards

05 old buildings / new spaces

06 pre-engineered and standardisation

07 fit for purpose – not one size fits all

08 space planning & furniture integration

09 working towards zero carbon

10 embrace technology

Inclusion strategy

Inclusion background01 separate

02 campus

03 joined

04 joined with shared facilities

05 totally inclusive

Inclusion sketches

Inclusion strategy

01 separate

01 Ian Mikardo High School60 boys - social emotional & behavioural difficulties

01 separate

01 Ian Mikardo High School60 boys - social emotional & behavioural difficulties

01 separate

01 Ian Mikardo High School60 boys - social emotional & behavioural difficulties

02 campus

02 Wood View Learning Community2000 students - early years, primary, secondary, pupil referral unit, physical disabilities

02 campus

02 Wood View Learning Community2000 students - early years, primary, secondary, pupil referral unit, physical disabilities

02 campus

02 Wood View Learning Community2000 students - early years, primary, secondary, pupil referral unit, physical disabilities

03 joined

03 Newfield & Talbot Schools1200 pupil secondary with profound & multiple learning difficulties PMLD school

secondary school entrance

special school entrance

line dividing schools

03 joined

03 Newfield & Talbot Schools1200 pupil secondary with profound & multiple learning difficulties PMLD school

03 joined

03 Newfield & Talbot Schools1200 pupil secondary with profound & multiple learning difficulties PMLD school

04 joined

04 Penarth Learning Community1400 pupil secondary with moderate learning disabilities MLD, autistic spectrum disorders ASD

Car Park

Main Entrance

Respite Centre

PEDESTRIANS

PEDESTRIANS

MAIN SCHOOL

SEN

04 joined

04 Penarth Learning Community1400 pupil secondary with moderate learning disabilities MLD, autistic spectrum disorders ASD

04 joined

04 Penarth Learning Community1400 pupil secondary with moderate learning disabilities MLD, autistic spectrum disorders ASD

05 totally inclusive

05 Brannel School - Area Resource Base750 secondary pupils with 15 place unit for moderate

learning difficulties MLD and physical disabilities PD

one entrance

area resource base

05 totally inclusive

05 Brannel School - Area Resource Base750 secondary pupils with 15 place unit for moderate

learning difficulties MLD and physical disabilities PD

05 totally inclusive

05 Brannel School - Area Resource Base750 secondary pupils with 15 place unit for moderate

learning difficulties MLD and physical disabilities PD

further information – www.hlmarchitects.com