Updated: 24th February, 2026
Created: 23rd February, 2026
The number of pupils identified with SEND has increased dramatically in recent years. Spending on SEND provision has risen sharply across England.
Expenditure has quadrupled over the last decade, reflecting the increasing scale and complexity of need.
Rising demand and escalating costs underscore the importance of creating environments that work for all learners.
Alongside additional funding for SEND, there is an increasing expectation for SEND pupils to be educated within mainstream provision.
Education leaders and estates teams face the dual challenge of meeting statutory duties and creating environments that improve learning outcomes for pupils with special educational needs and disabilities (SEND).
Research shows that the physical characteristics of classrooms can account for up to 16 % of the variation in pupils’ learning progress, and inclusive environments benefit all learners.
This guide summarises key legal duties and Department for Education (DfE) guidance before setting out design principles informed by best practice and Barker’s project experience.
The Equality Act requires schools to make reasonable adjustments so disabled pupils are not placed at a disadvantage.
Adjustments may include changing policies, providing auxiliary aids and, where possible, altering physical features.
Although schools do not have to redesign every feature, they must anticipate needs and prepare accessibility plans that increase access to premises, information and the curriculum.
Approved Document M (Volume 2) provides guidance on designing buildings that are accessible and usable by everyone, covering entrances, corridors, lifts, sanitary facilities and signage.
Following this guidance ensures compliance with Building Regulations and supports the reasonable adjustments duty.
The SEND Code of Practice emphasises that lessons should remove barriers to achievement so pupils with SEND can study the full curriculum.
Schools must identify when a pupil meets the Equality Act’s definition of disability and consider what adjustments are needed.
Early identification, high‑quality teaching, and regular assessment underpin these duties.
Designing environments for SEND pupils requires navigating a wide body of guidance, standards and lived experience.
There is no single blueprint: each school community has unique needs and must balance statutory requirements with pedagogical, financial and operational considerations.
Barker’s multi-disciplinary team draws on decades of work across mainstream and special schools to distil best practice and adapt it to specific contexts.
The following principles highlight some key aspects of inclusive design;
1. Understand needs through collaboration
Engage early with teachers, pupils and families to map how spaces are used. Experience shows that collaboration with teaching staff influences decisions such as the location of breakout rooms, the choice of decor and the arrangement of heating and lighting.
Understanding individual needs prevents generic “one‑size‑fits‑all” solutions and informs briefs for architects and consultants.
2. Provide variety and flexibility
BB104 highlights that pupils with different needs require specialist spaces – from calming rooms and sensory “dark rooms” to sheltered outdoor areas.
Case studies show that older and younger pupils benefit from separate zones with distinct identities. Flexible layouts using partitions or modular systems allow spaces to be reconfigured as cohorts change.
Some designers recommend partitioning on a regular grid so walls can be moved easily.
3. Control acoustics and sensory stimuli
Noise is a major barrier for neurodivergent pupils. Designers should incorporate acoustic panels and sound‑absorbing materials in classrooms and dining halls, and avoid long echoing corridors. BB93 and BS 8300‑2:2018 specify reverberation times and insulation values.
Light levels, colours and textures also influence sensory processing; muted colour palettes and biophilic elements reduce stress and boost wellbeing.
In corridors and classrooms, avoid bright primary colours, and create a consistent visual language for wayfinding.
4. Design clear routes and predictable layouts
SEND pupils often benefit from linear building formations with minimal indents for safety. Logical sequencing of spaces supports predictable routines and reduces anxiety.
Provide visual cues and signage at transitions and ensure drop‑off and pick‑up areas are carefully planned, as some SEND schools receive dozens of taxis each morning.
When different age groups share a building, maintain sight lines between zones so pupils can gradually familiarise themselves with new areas.
5. Create escape and calm spaces
All SEND schools should provide safe breakout rooms where pupils can regulate emotions during moments of overwhelm.
BB104 emphasises these spaces; structured teaching frameworks such as TEACCH and evidence‑based tools like the ASPECTSS™ index advocate for escape spaces, quiet corners and sensory zoning.
While the details of these models lie beyond this summary, they underline the importance of predictable, low‑stimulus areas.
6. Integrate outdoor and vocational learning
Sheltered and secure outdoor areas provide opportunities for physical activity, horticulture and vocational learning. BB104 calls for outdoor spaces connected to classrooms.
These projects require careful planning for health and safety, accessibility and community engagement.
7. Adopt universal design for all
Inclusive design benefits everyone. The Teacher Handbook: SEND notes that naturalness (light, temperature, air quality), appropriate stimulation and opportunities for personalisation affect all pupils.
Using BS 8300‑2:2018 as a framework helps ensure that entrances, circulation, toilets and signage are accessible to all users.
The Clever Classrooms research demonstrates that investing in well‑designed spaces improves learning for mainstream pupils too. Universal design should therefore be embedded in school estate strategies.
Barker has delivered numerous SEND projects, from classroom extensions and refurbishments to large specialist facilities. Our projects emphasise maximising site potential while respecting budgets and timescales.
For example, the Market Field School extension provided additional classrooms and covered outdoor space without disrupting school operations.
We collaborate closely with clients to develop feasibility studies, engage stakeholders and secure funding.
In addition to architectural services, Barker offers estate strategy planning, cost management, and property compliance advice.
We advocate for evidence‑based design, drawing on research such as the HEAD study and incorporating best‑practice standards like BS 8300‑2:2018.
Our insights on biophilic design, ergonomics, acoustic treatments and clutter‑free layouts demonstrate how thoughtful design can enhance wellbeing and cognition.
We also stay abreast of future DfE frameworks and sustainability requirements, helping schools prepare for carbon‑neutral targets and modern methods of construction.
Designing SEND‑friendly school environments is complex and evolving, but can have a positive impact on learning outcomes for all pupils.
For a tailored discussion about your school estate, contact our specialist team. We offer no‑obligation consultations to help you navigate statutory duties, funding opportunities and design choices.
