Education Property, Issue 6, December 2024-January 2025

2024-JANUARY 2025

DECEMBER

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

WELCOME

A budget of two halves

On 30 October, the new Chancellor, Rachel Reeves, presented the Labour Government’s first Budget since the party came to power.

And it has wide-reaching implications for the education sector.

In early years, she announced an additional £1.8bn to continue the expansion of government-funded childcare, along with £30m for the rollout of free breakfast clubs in thousands of primary schools.

In the schools and SEND sector, she increasing funding for the core schools’ budget by £2.3bn, with £1bn going towards SEND services.

And she pledged an additional £300m for further education to ensure young people are developing the skills they need to succeed.

But there was also a downside, as the promised VAT on private school fees was rubber stamped, along with rises in Capital Gains Tax (CGT), National Insurance, and the National Living Wage, which will all have an impact on the sector moving forward.

Also included in the Budget was an increase in capital spending to improve the estate, including £1.4bn for the School Rebuilding Programme, an increase of £550m on this year; and £2bn into maintenance for schools.

But this has been described as a ‘drop in the ocean’ as the sector grapples with pressing issues such as RAAC and an estimated 24,000 school buildings which are beyond their estimated design life.

In this edition of Education Property you can read about the impact of all these announcements in our Election Special Report (p12), where we speak to experts about the likely impact of the changes.

Elsewhere, in the Design and Build section (p??) we look at how trends and expectations have impacted on the design of student accommodation; and there is a case study on the delivery of a major project at Peter Symonds Sixth Form College in Hampshire. And Environment features include work on Wales’s mostcomprehensive net-zero carbon school refurbishment project; and the latest energy-efficient approaches to design.

You can also read about the recent Education Summit, held in London in October, where key issues facing the education estate were discussed.

Coming up in the first edition of 2025, Education Property will be looking at storage solutions, exploring the growing trend for refurbishment over new-build facilities, and will be focusing on multi-academy trusts, including financial implications and property decision making processes.

Email me, 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 16 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.

Chief executive officer

Alex Dampier

Chief operating officer

Sarah Hyman

Chief marketing officer

Julia Payne

Editor Joanne Makosinski

joanne.makosinski@nexusgroup.co.uk

Reporter and subeditor

Charles Wheeldon

Advertising & event sales director

Caroline Bowern

Business development executive

Kirsty Parks

Publisher Harry Hyman

6-11 News

We round up the latest big stories, including new school projects, a landmark £700m estates overhaul at the University of Warwick, and a new report on why UK

Design and Build

Architects discuss how evolving needs are leading to a rethink of student accommodation design and we explore how a major sixth form development was delivered on time and under budget

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 2024

The views expressed in Healthcare Property are not necessarily those of the editor or publishers.

@edu_prop

24

their reaction to the implications of Labour’s first Budget for the education sector

38

linkedin.com/company/education-property-magazine/

a property adviser, opportunities and challenges are unveiled at a newly-launched LocatED event, and we reveal all the latest property deals

Review

The take-home points from the 2024 Education Summit

42

Environmental

How a net-zero design approach can create uplifting learning spaces, pupils take action through the Zero Carbon Schools initiative, and a Welsh school makes history with redevelopment

50 People

Movers and shakers in the education property sector

Unprecedented investment in university estate

The University of Warwick has unveiled a £700m investment in its West Midlands campus as part of its ambitious Connect Programme.

The cash marks the largest single investment in campus facilities across the university’s 60-year history.

And the unprecedented boost will focus on the Social Sciences and STEM subjects (science, technology, engineering and mathematics) and will facilitate an expansion in interdisciplinary education and research opportunities and new courses in both areas.

It will also support expansion of the university’s purposeful collaboration and partnerships regionally, nationally, and internationally.

INNOVATIVE SPACES

Plans were recently revealed for phase one of the investment, which will see innovative spaces built for new state-of-the-art research and education programmes.

From teaching rooms to laboratories, the facilities will enable the university to build on its innovation and research excellence and enhance the campus experience to create more learning opportunities for undergraduate and postgraduate students.

Professor Stuart Croft, vice-chancellor and president of The University of Warwick, said: “The Connect Programme demonstrates how we are fostering curiosity and creativity and creating a lasting impact for years to come.

“As we enter the first phase of the programme, The University of Warwick is leading the way in advancing STEM education and research to inspire the next generation of innovators.

A BETTER WORLD

“2025 marks 60 years of The University of Warwick and this investment reaffirms our commitment to making a better world together through our research, education, and innovation.

“We are looking forward to further announcements about our Social Sciences Connect Programme later this year.”

ATTRACT AND INSPIRE

For nearly 60 years, the university has led on a vast array of pioneering research, including innovations to save lives through the early detection of skin cancer and dementia, to raising the profile of social isolation and loneliness as a human rights issue.

And the Connect Programme will help to strengthen the economy by creating more than 1,500 construction-related jobs over the lifetime of the project, while also working with business, communities, and local authorities across the West Midlands and nationally to enhance the UK’s knowledge base, skillset, and innovation pedigree.

Richard Parker, Mayor of the West Midlands, said: “Investing in STEM is essential for driving innovation that boosts our economy and creates quality jobs for people across the region.

“Universities like Warwick that invest heavily in research and development and STEM activities are key to achieving this, and their investment will help ensure the West Midlands stays at the forefront of the UK’s innovation and skills-based economy, benefiting both our communities and businesses.”

Professor Mark Williams, academic director for the STEM Connect Programme, added: “Through the STEM Connect Programme, we will firmly maintain The University of Warwick’s position as a global powerhouse for STEM, that will pave the way for groundbreaking research and education.

“The programme will also provide access to stateof-the-art facilities that will deliver both innovation and societal impact.

“We will be creating an environment that will combine excellence with an interdisciplinary culture to create partnerships that will help address the world’s pressing challenges.

“This is a hugely-ambitious project and I am looking forward to working with our colleagues, students, business partners, and the wider community to deliver our vision.”

UK universities retain top global position

UK universities are a top choice for 18% of parents worldwide, HSBC research reveals

New research from HSBC reveals that 18% of parents around the world are considering the UK as a top choice when planning for their child’s overseas education, second only to the US (31%).

The data comes at a time when Scottish universities are seeing a record number of international students enrolling, which shows a rising interest in locations outside of London and England.

And this is expected to drive interest in expanding and upgrading university infrastructure as well as increasing development of purpose-built student accommodation (PBSA).

The Quality of Life report surveyed more than 11,200 affluent respondents in 11 markets around the world and was commissioned to explore the anticipated, or actual, expenses of an overseas education, and to identify the main challenges encountered during the planning and pre-departure stages.

A GROWING MARKET

The number of international students studying overseas is set to grow at an average annual rate of 4.2% by 2030 and UK universities alone are expected to see a 46% uptick in international undergraduate applications by 2026.

HSBC’s data shows that students from Hong Kong, the US, and the UAE make up the majority of the UK’s international student applicant pool, with parents from these markets citing the UK as their preferred destination for their child’s international study.

Commenting on the research findings, Sabine Fichaux, head of international at HSBC UK, said: “It’s clear that parents worldwide view

the UK as a top destination for their children’s higher education — and for good reason.

“Parents are seeking out destinations and universities renowned for academic excellence, as well as opportunities for global exposure, as they look to set their children for success in a job market which is becoming more globalised.

CHAMPIONING ASPIRATIONS

“We understand the power of a global network, because we have one. That’s why we’re committed to championing the international education aspirations of families around the world by providing them with practical and emotional guidance, the right financial products such as pre-departure bank account opening and StudySurance, and our national network of accommodation partners.

“Whether their sights are set on a UK education, or they’re UK based and looking to expand their horizons abroad, we have the support needed to help international students and their parents to navigate an overseas education with clarity and confidence.”

Equally, an international education is an aspiration shared by British parents, with 35% saying they either have a child studying abroad currently or are hoping to send their child overseas for university in the future.

When it comes to ‘where’ UK parents are sending their children overseas for study, the US (31%), EU (28%), and Canada (13%) emerge as the top destinations.

PAYMENT PLANS

HSBC’s study reveals the majority (85%) of UK parents surveyed intend to fund their child’s overseas education, despite only 42% having

an education savings plan in place.

A further 90% of parents admit to lacking confidence in their financial preparedness as an overseas education for their child can cost up to £188,000 — depending on where, and for how long, their child studies abroad — which could represent up to 39% of parents required retirement savings.

Just under half (47%) of UK parents say they would pay for their child’s international education from general savings; two in 10 (20%) would take out a loan, and more than one in 10 (15%) would pay by selling their assets.

On top of expected costs, such as tuition and accommodation, there are additional costs that UK parents are willing to absorb to provide their children with an overseas education. This includes paying for health insurance (33%), paying for flights to visit their child at regular intervals (46%), giving them a separate allowance (43%), and providing them with access to professional financial planning and investing advice (36%).

MAKING A SELECTION

The majority (71%) of UK parents surveyed select a university that offers their child the chance to pursue their passions, and would prioritise an innovative, future-focused programme (65%).

Additionally, 57% of UK parents would pay more for an academic experience that provides their child with opportunities to travel - suggesting international opportunities trumps prestige.

Other top reasons for UK parents considering an overseas education for their child include:

A third (33%) of parents surveyed consider an international education as a way to boost their child’s academic and career advancement; 27% believe it will enhance their child’s future opportunities; and a quarter (25%) believe it will boost their child’s independence and overseas network.

All-through school takes shape

GRAHAM has been appointed by Eastern Quarry Limited (EQL), the entity owned and managed by Henley Camland, a joint venture between Henley Investment Management and Camland Developments, to deliver a major new education hub in Ebbsfleet Garden City, Kent.

The £80m Alkerden Academy will offer more than 2,200 places to primary and secondary school pupils, making it one of the largest education facilities ever to be built in Kent.

Occupying an expansive 11.1-hectare site located in the Whitecliffe Eastern Quarry Development, the development is set to become an all-through school featuring an eight-form entry secondary school up to five storeys tall, and a two-form entry, two-storey primary school.

The campus will also include a community sports hall and sports pitches together with related car parking and access roads. Construction is already underway, with a completion target of July 2026.

To minimise disruption, the project will be carried out in a single phase with the design aligning with the latest sustainability standards

Investment Management, said: “The new Alkerden Academy, a major education hub and community sports facility, is at the heart of our plans for this development.

“We are on site and delivering this allthrough school, putting in place vital infrastructure and amenities to support local residents and new communities that will make Whitecliffe their home.”

Pat O’Hare, regional director at GRAHAM, added: “Alkerden Academy is a key component of the Whitecliffe development, providing significant educational and

facility that not only meets the highest standards of sustainability, but also provides an enriching environment for students and the community.

“This project demonstrates our capability to manage complex developments and we look forward to working closely with Eastern Quarry Limited and the consultancy team to bring this vision to fruition.”

The school is part of the wider Alkerden Village development, which will have approximately 1,700 homes and a market centre, featuring a supermarket and gym.

£10m university revamp completed

Tilbury Douglas has completed construction of the £10m refurbishment of the Grade IIlisted Caedmon Hall at Leeds Beckett University.

The hall, originally built in the early 20th Century, has been sensitively restored and upgraded to accommodate the relocation of the Carnegie School of Education.

The transformation marks an exciting chapter for Leeds Beckett and the Carnegie School of Education, with the project focused on preserving the building’s architectural heritage while creating a state-of-theart environment for teaching, research, and collaboration.

The project included extensive repairs to the building’s external envelope, including roofslates, flashing, and timber elements, alongside masonry and brickwork restoration.

Internally, specialist spaces were created, including a science laboratory, while all mechanical and electrical systems were

replaced with sustainable, modern solutions like air source heat pumps.

The project has targeted a SKA Gold rating, reflecting its commitment to environmentallyresponsible design.

Social value was also at the heart of the refurbishment, with Tilbury Douglas delivering 16 school and college workshops, 10 work experience placements, 370 apprentice weeks, and creating four new jobs.

Additionally, £10,000 was contributed to community groups via the YOR4Good Fund.

Paul Ellenor, regional director for Yorkshire and the North East at Tilbury Douglas, said: “This project represents our

commitment to restoring and modernising historic buildings while ensuring they meet today’s standards of energy efficiency and comfort.”

Phil Shaw, managing director of Building North at Tilbury Douglas, added: “With decades of experience in the higher education sector, we understand the importance of delivering spaces that not only respect their historical significance, but also enhance learning environments.

“Our team’s expertise in heritage restoration and sustainable construction has ensured that Caedmon Hall is ready to serve Leeds Beckett University for many years to come.”

And Andy Allison, acting

director of estates and facilities at Leeds Beckett University, said:

“The refurbishment of Caedmon Hall has provided the Carnegie School of Education with a modern, sustainable space that enhances the student experience while preserving the building’s rich heritage.

“We worked closely with Tilbury Douglas to ensure the design fosters collaboration and innovation, supporting both teaching and research in an inclusive and energyefficient environment.

“This project reflects our commitment to delivering exceptional facilities that inspire our students and staff, now, and in the future.”

McAvoy completes secondary school

Construction of the new Orsett Heath Academy in Essex, which was commissioned by the Secretary of State for Education, has been completed by offsite manufacturer, McAvoy.

The 8,610sq m, three-storey design and build project, which is McAvoy’s largest to date, comprises 209 modules encompassing collaborative breakout areas, a double-height dining area, and a performing arts hub.

McAvoy was also responsible for the extensive hard and soft landscaping, including car and bicycle parking provision, the creation of a new cycle path, new sports playing fields, and the installation of a Multi-Use Games Area (MUGA).

SWIFT DELIVERY

The school was procured through the Department for Education’s (DfE) Mod C framework and was completed over the course of 15 months, one week ahead of schedule.

sector quickly meet growing demand for fitfor-purpose education facilities.

McAvoy was instrumental in the swift delivery of the new 1,200 pupil capacity school for ages 11-16 through close stakeholder collaboration at every stage.

First working with the school and local planning authority, McAvoy then engaged with archaeological specialists to provide advice and excavation of the brownfield site. Manufacturing and groundworks took place concurrently, and installation of the modules was completed during the winter of 2023.

The offsite manufacturing process was not only efficient, but served to avoid delays from weather disruption by having 70% of works, including screed floors, completed at McAvoy’s manufacturing facility.

McAvoy also procured and liaised with utilities providers to manage the installation of the new power substation and water infrastructure for the school.

FLEXIBILITY

To provide flexible delivery, McAvoy hired a local airfield close to the site, which alleviated road delivery restrictions and limited disruption.

Undertaking Considerate Constructors Scheme practices throughout, McAvoy engaged with the local community through regular updates, foodbank donations, local employment, as well as student site visits. McAvoy also installed a four-phase clock on a new plinth to commemorate the school opening.

Gavin Ward, contracts manager at McAvoy, said: “The new Orsett Heath Academy is an exemplary educational institution,

“As our biggest project to date, this scheme also represents the growth and skill of our experienced team to deliver excellent education facilities on complex brownfield sites.

“Throughout the process, McAvoy has managed and delivered solutions to enable the quick and efficient turnaround of the school to all necessary standards and building regulation requirements.

A UNIQUE VISION

“We are thrilled with the final result and positive feedback received from teachers, students, and the local community, who

the-art learning spaces to the expansive sports facilities, reflects our vision to create a nurturing and dynamic environment for our students.

“We are excited to see the positive impact this new school will have on our community and we look forward to watching our students thrive in this exceptional space for years to come.”

And Amy Tait, project director at the Department for Education, said: “Orsett Heath Academy is a fantastic facility and offers excellent learning spaces to support the South West Essex Community Education Trust in continuing to offer high-quality education to their students.

Landmark shared education campus takes shape

Northern Ireland Education Minister, Paul Givan, has marked the beginning of the construction phase of the £375m Strule Shared Education Campus at a celebratory event in Omagh.

The event was attended by local schools as well as wider education, community, and political representatives.

Addressing the event the minister said: “Today, is a very special milestone in the life of Omagh.

“Strule is a vision for the future of education in Northern Ireland — a vision for a truly-high-quality education system for all our young people and today is an opportunity to celebrate all that has been and all that is to come.

“It also marks a touchstone moment in the development of Shared Education for Northern Ireland.

“We all have a collective

responsibility to ensure that shared education can achieve its aims and bring our communities closer together.

“The shared campus here at Omagh will provide a sustainable, long-term model of sharing and collaboration that will prepare our children for the challenges and opportunities of life, work and citizenship in the 21st Century.”

In August the Department of Education in Northern Ireland awarded the construction contract for the campus to Woodvale Lowry Joint Venture Limited.

Once completed, it will be the largest education construction project ever delivered in Northern Ireland and will bring over £1bn of investment to the local economy and create many new jobs across the local area.

The state-of-the-art shared centre of learning will bring together six schools from across

school provision.

Over 4,000 children and young people from all backgrounds will come together on a vibrant and dynamic campus and the schools will work together to provide a shared curriculum and a wide range of extra-curricular activities.

The schools involved are Arvalee School and Resource Centre, Christian Brothers Grammar School, Loreto

Expansion completed ahead of time

Pupils and staff at Woodburn Primary School in Dalkeith are enjoying new state-of-the-art educational facilities after main contractor, Kier, and Midlothian Council completed an £11.4m extension and refurbishment project early.

Opened six weeks ahead of schedule, the 2,262sq m extension and refurbishment increases pupil capacity from a three-stream to a four-stream entry.

The new facility will also be available for community use.

The school has been extended on two storeys to include nine new classrooms and an additional gym hall, while the dining hall and kitchen have been upgraded and extended to accommodate the expansion.

Outdoor improvements feature new play areas and a sensory

Omagh High School, and Sacred Heart College.

Arvalee Special School has already been constructed on the Strule site.

The Strule Main Works Contract includes five school buildings, a shared sports centre, shared education centre, a sports pavilion and associated synthetic pitches, and infrastructure and site development works.

sourced materials, shrubs, and wildflower seeds.

And log seating has been crafted from trees removed during construction, saving 10 tonnes of wood waste from the site for reuse or recycling.

Officially opening the new extension, Midlothian Council leader, Councillor Kelly Parry, said: “It’s great to see the pupils and staff so excited about

could blame them?

“What a wonderful learning environment to help give our children the best start in life while providing excellent facilities for our wider community.”

Headteacher, Joanna Findlay, added: “Having watched the hard work and dedication of the team building our fantastic extension from the ground up, it’s wonderful to see it finished and being

enjoyed by our staff and children.

“We are in the process of planning opportunities for our families and wider community to come and visit our new learning spaces, both indoors and out.

“Going forward, we are excited to build on these successes through utilising our new learning environment in creative and innovative ways.”

And Phil McDowell, regional director for Kier North & Scotland, said: “We are thrilled to see pupils and staff at Woodburn Primary School enjoying their fantastic new facilities.

“Our expertise in design through to completion has enabled us to deliver an outstanding school on behalf of Midlothian Council while being sensitive to, and creative with, the environment around the site.”

Key milestone for university regeneration

Traditional topping-out ceremony held at University of Bristol’s Temple Quarter development

The University of Bristol’s Temple Quarter Enterprise Campus (TQEC), part of one of Europe’s most-ambitious regeneration projects, celebrated a major milestone recently with a traditional topping-out ceremony.

Contractor, Sir Robert McAlpine, hosted the event to mark the completion of the structural framework for the university’s cutting-edge academic building, a centrepiece of the largest urban regeneration in the city’s history.

More than 300 guests were led to the top floor of the building by a piper at the start of the ceremony.

After a symbolic pouring of a final section of concrete to signify the project’s steady progress, and the traditional exchange of tankards in recognition of ‘work well done’, an evergreen bough was nailed to the structure as an auspicious symbol of longevity and good fortune.

INNOVATION HUB

Once completed, the new six-storey, 38,350sq m academic building — the first phase of the TQEC development — will become home to 4,600 students and 650 university staff. The facility will serve as a hub for innovation and entrepreneurship, strengthening connections between the university, businesses, and the community, while driving socio-economic growth in Bristol and

region, but also nationally.

“It is being carefully constructed to meet the needs and nurture the aspirations of our students, staff, and partners across the city and the wider region.

the wider region.

Architects from Feilden Clegg Bradley Studios (FCBStudios), who designed the building; structural and services engineers from Buro Happold; and representatives from project management and cost consultant, AECOM, also attended the event.

The teams worked closely with Sir Robert McAlpine throughout the pre-construction Services Agreement period, providing invaluable support in preconstruction activities and procurement, and have since supported University of Bristol and Sir Robert McAlpine in the construction delivery phase.

A particular point of pride for the team has been the development of innovative, lowcarbon concrete mix designs in collaboration with Buro Happold and supply chain partner, Toureen.

These materials have reduced the carbon impact of the project, delivering a CO2 saving of 2,500 tonnes — far exceeding the industry average.

A LANDMARK DEVELOPMENT

Professor Evelyn Welch MBE, vice-chancellor and president of the University of Bristol, said: “After many years in the planning the biggest innovation footprint ever made in our city is a third of the way there.

“It’s great to see how much progress has been made over the last 18 months on site, with the new building really taking shape before our eyes.

“The Temple Quarter Enterprise Campus will be a major new landmark for Bristol and a real catalyst for innovation, not just for the city and

“It provides outstanding facilities to build on our collective strengths in research, innovation, learning, and societal change.

“By attracting top talent, fostering cuttingedge multidisciplinary research, nurturing start-ups and entrepreneurship, and providing opportunities to work with students and develop talent pipelines, we will attract more international partners to Bristol and help to create a thriving ecosystem that drives economic growth to really compete on the global stage.”

Hector McAlpine, executive partner at Sir Robert McAlpine, added: “Our work to date has put us in the best-possible position to deliver this ground-breaking facility on time, ready to receive the next generation of students.

“In doing so, Temple Quarter has transformed, with this project acting as a catalyst for wider regeneration.

“We are proud to be part of this journey, delivering a legacy through educational programmes, community initiatives and funding, alongside employment opportunities during construction.”

And Mike Keys, partner at FCBStudios, said: “This project represents a huge collaborative effort to deliver an ambitious vision for the future of our client, the University of Bristol.

“It is a privilege to see our designs come to life with craft and dedication from the whole team and to share in the celebration of this milestone achievement.”

The project is expected to be completed in the summer of 2026.

Budget 2024 – Special Report

In this article we look at how the 2024 Budget announcement will impact on all areas of the education sector, in particular what announcements on capital spending mean for the estate

The Chancellor’s announcement of an £11.2bn increase in the Department for Education (DfE) budget has been welcomed by industry leaders.

However, they warn the extra cash for early years services, SEND systems, and further education will largely be negated by the decision to increase employer National Insurance contributions and the rise in the National Living Wage.

In her first Budget as the new Chancellor, Rachel Reeves announced that spending on the education system in England will increase by £11.2bn from 2023/24 levels by 2025/26 — a 3.5% real-terms increase.

Key points of her speech for the education sector included:

• Increasing funding for the core schools’

budget by £2.3bn, increasing per-pupil funding in real terms. £1bn of this funding will go towards supporting the special educational needs and disabilities (SEND) system

• An additional £1.8bn to continue the expansion of government-funded childcare, providing young children with high-quality early education. Along with £30m being provided for the rollout of free breakfast clubs in thousands of primary schools, this will also help parents, and particularly mothers, to stay in, and return to, work

• Providing an additional £300m for further education to ensure young people are developing the skills they need to succeed and taking steps to transform the Apprenticeship Levy into a

Growth and Skills Levy through a £40m investment. This will help to deliver on the commitment to launch shorter and foundation apprenticeships in key sectors Key to the education property sector, and estates managers, was the pledge of £6.7bn in capital funding in 2025/26 for education in England, a real terms increase of 19% from 2024/25. This includes £1.4bn for the School Rebuilding Programme, an increase of £550m on this year.

The settlement also invests over £2bn into maintenance for schools and £950m for skills capital.

Here, we look at some of the key announcements in more detail and speak to industry insiders about the implications for the sector.

Image, Kirsty O’Connor / Treasury. Inset image, Lauren Hurley / DESNZ

Early years

The Budget included investment of an extra £1.8bn into the early years in 2025/26, so the Government will be spending over £8bn in total.

This money will mean the Government can continue the expanded rollout of funded childcare hours for parents of children from nine months old up to three and four year olds.

There is also £15m to begin delivery of 3,000 school-based nurseries, with schools able to bid for up to £150,000 to expand existing nurseries or open new ones.

The money is expected to mean 300 new or expanded nurseries open by September 2025.

Reacting to the announcement, David Eaves, director of childcare and education at Christie & Co, warned that the expected rises in Capital Gains Tax (CGT), National Insurance, and the National Living Wage will hit childcare and education businesses throughout the UK, negating some of the extra cash announced in the Budget.

And it will inevitably lead to nurseries having to increase their fees.

“Against the backdrop of the expansion of funded hours to include children under two years, the announcement that the minimum wage for 18-20 year olds will increase by 16%, the Living Wage for those 21 and over will increase by 6.7%, and apprentice wages by 18% will immediately offset a significant proportion of the benefit afforded by the funded rate being paid by local authorities for those youngest children,” he said.

“Given the number of young and apprentice-age staff employed in day nurseries, these wage rate increases will potentially have a significant impact if these cost increases cannot be passed on through fee increases.

“As with any increase to the National Living Wage, it is not only those lowestpaid members of staff that have to be considered, but also the knock-on effect this has on wage increases for nursery practitioners, room leaders, deputies, and managers to maintain a pay differential reflective of their role and responsibilities.

“In what is becoming a common theme, settings only offering care and education for pre-school-age children will likely be hardest hit as they are unable to benefit from the increased funding provided to younger children.”

Also announced were further changes to employers’ costs through the increase

In what is becoming a common theme, settings only offering care and education for preschool-age children will likely be hardest hit as they are unable to benefit from the increased funding provided to younger children

of employers’ National Insurance (NI) contributions by 1.2% to 15%, while also lowering the threshold at which employers pay NI from £9,100 to £5,000.

Eaves said: “This, coupled with the announced Living Wage changes, represents potentially-significant increases in staffing costs.

“Some relief was offered to the smallest of settings, however, through the increase in the employers’ allowance to £10,500.”

He predicts this ‘game of two halves’ will result in nurseries coming up for sale, adding: “While we saw a surge in transactional activity pre-budget, with operators looking to exit before any announcements that may affect the value of their business, many childcare providers who had been considering delaying exit plans while realising the benefit of the full funding rollout may now look to bring forward their plans due to increasing employment costs and tax reforms eradicating much of the benefit they would have been expecting to see over the next 12-18 months.

“Given the headline rate of CGT is to be increased from 20% to 24% with immediate effect, the next milestone in terms of changes will occur in April 2025 when the Business Asset Disposal Relief (BADR) rate increases from 10% to 14% for the first

£1m of taxable gain, and providers that had been contemplating an exit will clearly have an eye toward this date in order to minimise their tax burden as far as possible.”

And Tom Wallace, deputy head of HR services at UK and Ireland law firm, Browne Jacobson, told Education Property ongoing staffing issues will likely put increased pressure on early years providers: “While schools will welcome the benefits that tripling the free breakfast club rollout will have on parents, this will likely lead to staff resourcing issues at a time when they are already grappling with a recruitment and retention crisis across all roles.”

“Coupled with the headache caused by a rise in employer National Insurance contributions, we may approach a situation in which staff are being asked to work beyond their usual hours on more occasions while at the same time finding their opportunities for pay progression are limited due to the tighter financial constraints engulfing schools.

“Embracing out-of-the-box thinking could help bring small changes that reap big rewards in making the teaching profession more attractive, helping it to compete better against other vocations that may be able to offer higher salaries, better benefits, and greater flexibility.”

Image, Tolmacho from Pixabay

Schools and SEND schools

Funding for schools will rise by £2.3bn next year, Reeves has announced.

£1bn of that funding is for high needs, recognising the immense need in the sector, with the Government continuing to develop plans to transform England’s Special Education Needs and Disabilities (SEND) system and improve outcomes for young people.

This remaining increase to the schools budget will continue to fully fund this summer’s 5.5% pay award for teachers and help cover promised pay awards in 2025/26.

But, despite the investment, there will still be difficult decisions to take on how money is spent right across the public sector, according to sector specialists.

Jon Andrews, head of analysis and director for school system and performance at the Education Policy Institute (EPI), said: “The announcement of a further £2.3bn for the schools’ budget represents a real terms increase of 1.8% and of this £1bn has been earmarked for the high needs budget.

“The Government is right to prioritise funding for special educational needs, but £1bn represents a quarter of the deficits that the National Audit Office estimates that local authorities have accumulated.

“Given the perilous state of local authority budgets, clarity on how that funding will be allocated, or what it is intended for, is now urgently required.

“If the situation for local authorities has not been fundamentally changed, then we still risk services for our most vulnerable being cut.”

Courteney Donaldson, managing director of childcare and education at Christie & Co, agreed, stating: “While a 6% increase, of £1bn, in funding for SEND education will be a welcome easing of pressure, it does not address the deficits of more than £4bn that have built up in

“More detail is needed around this funding commitment in order to fully understand its impact on the SEN space.”

And Laura Thompson, senior associate at Browne Jacobson, said: “It’s refreshing to see SEND placed at the centre of the education agenda, and commanding a significant slice of the core schools budget, given the acute nature of the challenges facing the SEND system.

“Parents, as well as school and local

While the level of funding is significant, it is — unfortunately — only likely to paper over the cracks of a system that requires longerterm investment and, as the NAO report highlighted, requires whole-system reform

authority leaders, will be eager to hear more from the Government about its plans for reform and how it will ensure investment in a system that currently costs £10.7bn a year, as set out in the National Audit Office’s recent report, can be spent better.

“Special school places are at a premium and mainstream schools have been struggling to support pupils with increasingly-complex levels of SEND for far too long.

“It is no coincidence that there has been a 24% increase appeals to the SEND tribunal and a 71% increase in disability discrimination claims in the 2022/2023 academic year, compared to the year before.

“It will be interesting to see how the investment can be realised in ‘real terms’ and whether it will alleviate the pressure on the SEND tribunal.

“While the level of funding is significant, it is — unfortunately — only likely to paper over the cracks of a system that

requires longer-term investment and, as the NAO report highlighted, requires whole-system reform.

“When special schools say they are ‘at capacity’, they mean it.

“DfE guidelines make clear that ‘medical and therapy rooms … are essential to supporting teaching and learning’. But we are increasingly hearing about special schools that have converted every last morsal of space to try to create viable teaching spaces in buildings designed for significantly fewer pupils, which includes spaces such as therapy rooms.

“The signal of prioritisation of the SEND system is a welcome start but, just as the Government is launching a 10-year plan for the NHS next year, it needs to quickly follow up with a plan for reform of the SEND system to make it work better for all stakeholders — as is so desperately required by those most in need.”

Independent schools

To no one’s great surprise, Reeves confirmed Labour’s tax raid on private schools and parents of private school pupils.

She said in her speech: “94% of children in the UK attend state schools.

“To provide the highest quality of support and teaching that they deserve we will introduce VAT on private school fees from January 2025. And we will shortly introduce legislation to remove their business rates relief from April 2025, too.

“We said in our manifesto that these changes, alongside our measures to tackle tax avoidance, would bring in £8.5bn in the final year of the forecast and I can confirm today that they will in fact raise over £9bn.”

Following the announcement, The Independent Schools Council (ISC) has revealed it plans to launch legal action over the decision.

It will be working with human rights barrister, Lord Pannick KC, alongside Paul Luckhurst from Blackstone Chambers and the law firm, Kingsley Napley.

Legal proceedings will begin shortly and the case will centre around breaches of the European Convention on Human Rights and the Human Rights Act 1998.

Julie Robinson, chief executive of the ISC, said: “This is a decision that has not been taken lightly and has been under consideration for many months.

“At all points throughout this debate,

There are ways in which the policy has been implemented that could have been less punitive to independent schools and the families who send their children to such schools

our focus has been on the children in our schools who would be negatively impacted by this policy.

“This focus remains and we will be defending the rights of families who have chosen independent education, but who may no longer be able to do so as a direct result of an unprecedented education tax.”

Robert Lewis, a partner at law firm, Mishcon de Reya, adds: “The fact that the ISC is taking this action is an indication of how problematic this policy is for the independent school sector.

“There are ways in which the policy has been implemented that could have been less punitive to independent schools and the families who send their children to such schools, such as implementing the measure to align with the academic year, or staging the VAT charges over time.

“That said, challenges to primary

legislation are extremely difficult, particularly a Finance Act in relation to a policy that was in the Government’s manifesto and heavily trailed before the election.”

And Courteney Donaldson, managing director of childcare and education at Christie & Co, warned the Government’s decision could lead to an increase in independent school properties coming to the market as they are forced to close.

She said: “The full impact of VAT introduction on enrolment levels will not be fully understood for some time, but to also introduce Business Rates from April 2025 will further squeeze private schools.

“Many providers that had considered delaying exit plans may look to bring forward their plans due to increasing employment costs and tax reforms eradicating much of the benefit they would have been expecting to see.”

Higher and Further Education

The Budget allocated an additional £300m to further education, although Reeves did not set out how the funds are to be distributed.

The Government is also taking steps to transform the Apprenticeship Levy into a more-flexible Growth and Skills Levy by investing £40m to help deliver new foundation and shorter apprenticeships in key sectors.

And there was a £950m injection into skills capital, including £300m of new funding to support colleges to maintain, improve, and ensure suitability of their estate.

Commenting on the news, David Hughes, chief executive of the Association of Colleges, said: “It was good to hear the Chancellor talk about the vital role further education has in the Government’s ambitions and aims.

“It was even better that in a very-tight budget she has announced £300m for further education, £40m from the Growth and Skills Levy, and £950m for skills capital funding.

“These are a good start to turning round 14 years of severe cuts and underinvestment in colleges and they show that the Treasury recognises the need to invest more in FE colleges in order to deliver on the

Image, Marlon Rondal from Pixabay

Government’s missions.

“It gives me hope that there will be a better, longer-term investment plan set out in the spring 2025 spending review to ensure that colleges can thrive and make an even bigger impact in coming years.”

He added: “We have already started detailed conversations with the Department for Education to understand the implications for colleges and will communicate more when we know more.

“An urgent question, however, is whether the National Insurance increase, which we believe will cost colleges around £50m, will be funded in addition to the £300m.”

The Budget lacked any headlinegrabbing announcements about university funding or student finance, leaving many in the sector concerned about continuing financial pressures.

Vivienne Stern MBE, chief executive of Universities UK, said: “The higher education sector is one of the UK’s greatest strengths and a national success story that the Government cannot afford to let slide

into decline.

“Universities are pillars of local communities, creating opportunities people may not otherwise have and injecting billions into local economies.

“We should feel incredibly proud as a country that we have built thriving hubs of research that drive innovation with industry in every part of the UK.

“We’re now at a pivotal moment where if we invest in university teaching and research, we will see the benefit across the economy, communities, and to people’s lives.

“But if universities are neglected in the Budget, we risk sliding into decline with the UK falling behind in an area where today it has a considerable advantage over its global competitors.”

And Nathalie Jacoby-Danesh, partner in the higher education team at Browne Jacobson, said there would likely be more university collaborations to drive research.

She adds: “The Autumn Budget lacked any express, meaningful financial support for higher education, such as direct support

Capital spending

Reeves confirmed there would be more money for crumbling school buildings.

The Department for Education will get £6.7bn in capital funding next year.

Of this, £1.4bn is to deliver on the existing School Rebuilding Programme, which was announced in 2020 and aims to rebuild or refurbish about 500 schools in a decade.

This extra cash also includes £2.1bn for school maintenance — an increase of £300m compared with this year.

But teaching unions have warned that, while extra capital investment is welcome, the rebuilding plan is ‘woefully unambitious’ and the money is not enough to restore the school estate to an acceptable condition.

Academy capital funding consultant, Tim Warneford, said of the extra £300m: “It would be ideal if this is targeted at the Condition Improvement Fund pot, as this has remained static over the past several years and the number of projects funded has been going down.”

And any long-term success will rely on a new public-private model for the delivery of estates improvements, according to Peter Jackson, senior associate at Browne Jacobson.

for struggling institutions, an inflationary rise in tuition fees, or explicit mention of reducing the research funding gap.

“It remains to be seen how any funding envelopes on core research, innovation clusters, further education, and the Growth and Skills Levy may assist universities to balance the books.

“It is clear that institutions must continue their drive to maximise their own assets.

“Success in commercialising research rests upon the development of an innovation lifecycle strategy that is aligned with research strengths, ensures intellectual property is effectively recorded and protected, while keeping an open mind on the best routes to monetising knowledge.

“We also expect closer collaborations between institutions to take place, ranging from shared services to formal mergers.

“We would anticipate institutions to collaborate increasingly in large metropolitan areas or regions across the tertiary sector, or along subject specialism lines.”

Education Property: “A commitment to ramp up the school rebuilding programme will of course be

welcomed by school leaders, who have long been trying to draw attention to the outdated and potentially-dangerous buildings on their sites — an issue that finally came to the fore in the reinforced autoclaved aerated concrete (RAAC) crisis that many believe is just the tip of the iceberg.

“Low confidence within the construction industry, resulting from high inflation and interest rates, has led to delays in getting the programme running at full speed, so extra funding should help ignite greater interest for projects.

Low confidence within the construction industry, resulting from high inflation and interest rates, has led to delays in getting the programme running at full speed, so extra funding should help ignite greater interest for projects

“Whether the funding pledged will be enough to truly address an acute problem remains to be seen, however.

“The last major building programme in education was underpinned by the private finance initiative (PFI), which helped deliver almost 1,000 schools during the 1990s and 2000s.

“PFI was cancelled in 2018 after receiving criticism for issues including perceived poor value for the taxpayer and windfalls for investors that refinanced debt at lower rates following the riskier construction phase.

“But, with the National Audit Office last year identifying 24,000 school buildings as beyond their initial estimated design life, it’s unlikely the state will be able to fund a programme of this scale on its own.

“Therefore, the Government must identify a new private finance model that learns from the mistakes of PFI to ensure the public purse receives better value and control, while remaining attractive to the private sector — and can ultimately help bring our school estates into the 21st Century.”

John Hutton, a former cabinet minister who now chairs the Association of Infrastructure Investors in Public Private Partnerships, added: “The Chancellor’s commitment to public investment in new infrastructure is to be welcomed.

“However, it will be impossible to get the scale of investment needed to get Britain building again without private financing.

“The UK is one of the only countries in the developed world that doesn’t use public private partnerships to build new schools, hospitals, and transport.

“We need a modern partnership between the private and public sectors that addresses the issues of the past if we’re avoid another lost decade of British infrastructure.”

Commenting on the impact on individual sectors, Jennifer Gill, director in the leisure and trade team at Savills, warned that private and independent schools faced tough decisions about their estates.

She said: “The Budget confirmed what we already knew about the introduction of 20% VAT on private school fees, so to

all intents and purposes nothing changed between the Budget and when the first confirmation came during the summer, but the removal of the VAT exemption contributes to an ongoing cocktail of financial challenges facing many private and independent schools.

“As such, we expect to see the number of schools which had already started to examine and get a better understanding of how they use their real estate and what they could do with their buildings and assets through a full estate strategic review to continue.

“We believe there are many schools which can consolidate activities to generate property efficiencies and identify surplus buildings or land which could be used for alternative uses, or to generate extra income from non-education activities, before headteachers or governors need to explore the potential last-resort option of selling assets.

“Ultimately, though, in the schools’ sector, the outcome is likely to be polarisation between the best schools and others: there are many headwinds, but those schools which are well managed with good cost controls and continued investment, even at the smaller end of the sector, are performing well and will continue to attract pupils.”

For these schools, ratable values will also come into play.

Savills’ head of ratings, David Parker, said: “What has been somewhat overlooked in the discourse over VAT on fees is the confirmation of the removal of 80% of Business Rates Relief for private and independent schools which are registered charities.

“Unlike VAT, there is no way to pass this new additional cost on to pupils via fees, so we expect to see more private and independent schools appealing their rateable values.

“This, inadvertently, could open up another issue: if their rateable value is re-examined and found to need to rise to take into consideration previous capital improvements, a school could face an even higher Business Rates bill, resulting in

further financial pressures.

“The risk of under-assessment should be weighed up against the opportunity to correct the detail of the existing valuation, or perhaps even change the method of valuation adopted for a particular school in order to arrive at its level of rateable value.

“To add to this pressure, the Budget has also proposed that any property with a rateable value over £500,000 will, from 1 April 2026, pay an additional supplement to fund relief on smaller retail properties in the high street.

“This may be an inadvertent consequence of a policy to shift the burden onto larger warehouses which participate in online retail deliveries, but it will impact all properties over a certain size.”

For the further education sector, Savills’ director and co-lead of Savills education group, Sadie Janes, told Education Property that the promised funding would not be a long-term solution to the problems it faces with the estate, adding: “The Budget reasserts the Government’s support for skills and has committed to further investment into further education, which includes £300m of new funding to maintain and improve college estates.

“The increase in funding is positive, but this will support current, more-immediate maintenance and condition needs, which will be subject to prioritisation given the likely high demand for it.

“It will fall short of enabling growth for the long term.

“To facilitate skills growth and life-long learning, the further estates sector will need to be further supported to put in place the infrastructure to sustain it.”

But she was more optimistic about the increase in SEND funding, stating: “The announcement of an additional £1bn in funding will be welcomed by providers and local authorities alike.

“This should allow for the provision of extra SEND places and help some education institutions remain stable, although ultimately there is an ever-growing need for more places so additional funding will be required in the future.” n

Decision to delay Procurement Act welcomed

Industry leaders have welcomed the Cabinet Office’s decision to delay implementation of the Act 2023 t to be produced.

The Act, which received royal assent on 26 October 2023, will be delayed from 28 October 2024 to 24 February 2025 to allow the Government to provide a new National Procurement Policy Statement.

Announcing the decision, Georgina Gould, Parliamentary Secretary for the Cabinet Office, said: “Under the Act, the previous administration published a National Procurement Policy Statement to which contracting authorities will have to have regard.

the Act to February 2025 so this work can be completed.

“But this statement does not meet the challenge of applying the full potential of public procurement to deliver value for money, economic growth, and social value.

“I have therefore taken the decision to begin the vital work of producing a new National Procurement Policy Statement that clearly sets out this Government’s priorities for public procurement in support of our missions.

“It is crucial that the new regime in the Act goes live with a bold and ambitious statement that drives delivery of the Government’s missions and, therefore, I am proposing

“I am confident that the extra time to prepare will allow for a more-seamless transition, ensuring a smoother and more-effective implementation process for both contracting authorities and suppliers.”

The Procurement Act 2023 aims to create a simpler and more-transparent regime for public sector procurement that will deliver better value for money and reduce costs for business and the public sector.

It will also act as a framework to drive economic growth and open up public procurement to new entrants such as small businesses and social enterprises.

Welcoming the delay, Louise Bennett, senior associate specialising in public procurement at UK and Ireland law firm,

Browne Jacobson, told Education Property:

“A four-month delay to the implementation of the Act gives much-needed breathing space to public authorities, a large number of which understandably weren’t ready for the significant changes it brings due to the late arrival of statutory guidance.

“This legislation will fundamentally transform how the public sector purchases goods and services, with an overarching principle of ensuring it delivers value for money, maximises public benefit, and acts with integrity throughout a procurement exercise that should also continue to focus on equal treatment to bidders.

“It places a greater emphasis on transparency, supplier performance, and non-financial criteria such as quality, local job creation, and environmental impact.

“This requires public authorities to review procedures and skillsets within their organisation before the Act comes into force, while contract management should be top of the ongoing strategic considerations in order to run smooth procurement exercises.

“They would be wise to use the extra time afforded by the Government to ensure they are up to speed on the new regulations and have everything in place so they are now ready from 24 February next year.”

Guidance for schools expanding nursery provision

Following the Government’s announcement of plans to deliver 3,000 nurseries by upgrading spare spaces in primary schools, ministers have published further details on how operators can bid for capital to fund the work.

According to the guidance, the SchoolBased Nursery Capital Grant is a one-time grant available for eligible state-funded primary-phase schools.

And schools can bid for up to £150,000 of funding to use for capital expenditure to:

• Convert spare space within school buildings into a new nursery

• Expand an existing nursery

The grant cannot be used for any of the following:

• To upgrade existing nursery provision without adding new childcare places

• For new builds on spare land

• For extension projects which do not also include the use of existing spare space in the school building

The grants are the first stage in a long-term commitment to expand school-based nurseries across England.

Applications for funding are open to statefunded primary-phase schools in England that already offer some early education, such as a reception class.

Maintained nursery schools and special schools cannot apply because they do not have spare space created by declining primary school rolls.

They are, however, being encouraged to register their interest to open new nursery places in the future.

This will help inform future development of the programme.

To qualify, projects must meet all the eligibility criteria within the application. This includes securing support from the local authority and obtaining consent from the landlord or relevant freehold landowner, where necessary.

The Government will evaluate applications

that meet the eligibility criteria against the assessment criteria detailed in the School-Based Nursery Capital Grant 2024-2025 guidance.

Any responsible official representing the school, such as a school or multi-academy trust leader, can submit a bid and the bid coordinator must have access to the school‘s DfE Sign-in account to apply for the grant through the online application service.

And all applications, including all supporting documents, must be uploaded via the online application service by midday on 19 December. Schools interested in opening a schoolbased nursery in the future, but which are unable or ineligible to apply in this round, can register your interest online. This includes schools that:

• Do not meet the current eligibility criteria

• Are considering opening a nursery within a more-extended timeframe

• Are facing other challenges at this time which prevent an application being made

Image, Gerd Altmann from Pixabay

Accommodation impacts student choice

New report reveals that accommodation and facilities are key to students’ university choices

Purpose-built student accommodation (PBSA) developments with fast WiFi, 24-hour security, and onsite launderettes are more likely to attract learners, according to a new report.

In partnership with the Universities and Colleges Admissions Service (UCAS), global property consultancy, Knight Frank, has released its annual Student Accommodation Survey — believed to be the biggest survey of university applicants and current university undergraduate and postgraduate students into accommodation choices in the UK.

Now in its fifth year, the survey captures the perspectives of prospective and current

students from across the UK.

And, as universities, developers, and investors navigate rising costs and supply constraints, the report reveals key trends that are reshaping the PBSA sector.

A significant 65% of first-time university applicants said the availability of suitable accommodation influenced their choice of institution.

WIDESPREAD APPEAL

This underscores the importance for developers and operators to ensure adequate, high-quality housing options that appeal to the next generation of students. The report also points out that

Student Accommodation Survey

affordability remains the leading concern, with 69% of students indicating that PBSA offers a more-appealing choice, particularly in light of rising living costs.

Neil Armstrong, joint head of student property at Knight Frank, said: “It’s clear that accommodation plays a critical role in students’ decision-making, both before and during their studies.

“Purpose-built accommodation not only enhances the student experience, but also

Images, Tung Lam & Gerd Altmann from Pixabay

helps students manage their living expenses more effectively, especially as utility costs and rents continue to rise.”

The 2024 findings show a growing preference among students for amenities that deliver tangible benefits.

Fast WiFi, 24-hour security, and onsite laundrettes were ranked as essential features.

Interestingly, the survey also revealed that students are increasingly prioritising wellbeing services over luxury amenities.

MENTAL HEALTH SUPPORT

Some 78% of current students noted that their accommodation provider’s commitment to supporting mental health was important to their housing choice.

Merelina Sykes, joint head of student property at Knight Frank, said: “This year’s survey reinforces the need for student accommodation providers to focus on the essentials that impact students’ day-to-day lives.

“While amenities like cinema rooms and swimming pools are nice-to-haves, students overwhelmingly prefer practical, wellmanaged facilities. This extends to pastoral

support — onsite wellbeing services are increasingly seen as indispensable.”

With rents for PBSA rising by 7.6% in 2024, affordability remains a pressing issue.

The survey revealed that 44% of students said accommodation costs had negatively impacted their university experience.

Furthermore, 88% expressed concerns about rising living costs, with many students seeking additional sources of income or support from parents and guardians to cover their rent and living expenses.

AFFORDABILITY

Katie O’Neill, head of student accommodation research at Knight Frank, who conducted the research, said: “The affordability gap continues to widen, placing additional strain on students and their families.

“For investors, developers, and operators, this means delivering the best-possible value while also adapting to evolving student expectations, particularly around cost and support services.”

As the UK continues to experience a mismatch between the supply of PBSA and student demand, Knight Frank’s report urges universities and the private sector to collaborate more closely on developing new accommodation.

O’Neill said: “Collaboration between the public and private sector will be crucial in planning for growth.

“Universities are at the centre of this as they have the data on the demographics and requirements of projected intakes that will enable conclusions to be made on future requirements.

“Ultimately, at a time where so many universities find themselves in precarious financial positions, insufficient or unsuitable accommodation is a real risk to a university’s reputation.”

The report estimates that by the end of the decade, PBSA will accommodate the majority of second- and third-year students, offering significant opportunities for investors and developers. n

Thriving market for big players and international investors

Simon Woodcock, partner at LAVA Advisory, reveals why the UK education sector presents a compelling opportunity for international investors

The UK education sector has undergone many changes over the years, and that evolution is only accelerating.

What was once a more-traditional, localised space has become an increasinglydynamic market, attracting significant interest from major corporate players and international investors alike.

The convergence of changing government policies, the rise of global education groups, and the introduction of VAT on school fees has primed this sector for transformation.

ON THE UP

The increasing presence of large global education groups, such as Globeducate, Nord Anglia Education, and Cognita, is one of the clearest indicators of the growing commercial interest in the sector.

These conglomerates are expanding their footprint in the UK and internationally, focusing on building networks of premium schools that offer high-quality, Englishstyle education.

Their strategy hinges on consolidating the fragmented private school market

The increasing presence of large global education groups, such as Globeducate, Nord Anglia Education, and Cognita, is one of the clearest indicators of the growing commercial interest in the sector

and delivering a globally-recognised educational experience.

Globeducate, for example, operates over 60 schools across multiple countries, offering a range of models from the International Baccalaureate to the British curriculum.

With its focus on bilingual education and

Global groups can bring best practices from other countries, advanced management expertise, and strong financial backing, which can help raise the standards of schools under their umbrella

preparing students for a globalised world, Globeducate has become a key player in shaping the future of private education.

Its model is built on acquiring reputable schools, enhancing their operations, and benefiting from cross-country synergies in curriculum development and staff training.

Nord Anglia and Cognita follow a similar path, both actively growing their presence in the UK while looking for opportunities to acquire additional schools.

The global nature of these groups also allows them to attract international students, especially those from countries where the British curriculum is particularly highly regarded, like China and the Middle East.

This trend has significant implications for the market.

Global groups can bring best practices from other countries, advanced management expertise, and strong financial backing, which can help raise the standards of schools under their umbrella.

Additionally, by leveraging scale, these groups can mitigate some of the financial pressures posed by the VAT changes, ultimately positioning themselves to dominate the market.

FUELLING GROWTH

While large education groups are making waves, the rise of educational technology is another key driver of change in the education space.

The pandemic accelerated the adoption of digital learning tools, and many schools are now embedding technology as a permanent feature of their teaching models.

While there will always be a need for bricks-and-mortar institutions, platforms that support blended learning, data analytics, and remote teaching are in high demand, not just in the UK, but globally.

This growing reliance on edtech presents a unique opportunity for both corporate investors and private equity firms looking to invest in the education sector.

Tech giants like Google and Microsoft

are already deeply embedded in the K12 system through their cloud-based learning platforms, and we’re now seeing increased interest from venture capital in homegrown edtech startups.

Whether it’s software that helps teachers track student progress, or AI-driven tutoring systems, the potential for growth in this area is enormous.

For investors, edtech offers a way to capitalise on the digital transformation of education.

Schools are increasingly willing to spend on technology that enhances both teaching and operational efficiency, making this a high-growth area that’s attracting international investment.

In fact, UK-based edtech companies are increasingly looking to expand internationally, particularly to emerging markets where access to traditional schooling is limited, but digital infrastructure is growing rapidly.

A MAGNET FOR CAPITAL

The UK education sector has long been desirable for international investors, and this trend shows no signs of slowing down. Whether through direct acquisitions of schools, or strategic partnerships, international capital is flowing into the UK as foreign investors look to tap into the country’s strong reputation for quality education.

Chinese, Middle Eastern, and US investors have been particularly active.

Chinese investors, for instance, are increasingly buying into the private school market, driven by a burgeoning population seeking British-style education.

Similarly, sovereign wealth funds from the Middle East, particularly from Qatar and the UAE, have shown significant interest in acquiring prestigious UK schools or establishing their own institutions.

Much of this international interest stems from the global prestige of the UK’s education system.

British schools are seen as gateways to top universities, making them highly attractive to international families.

This demand, combined with the potential for future growth through new school openings or acquisitions, makes the UK a compelling market for foreign capital.

THE PATH AHEAD

Looking forward, the UK’s education sector is set to undergo a period of significant transformation.

The introduction of VAT on private school fees will likely shake up the market, pushing underperforming institutions out and creating opportunities for larger education groups and investors to step in.

At the same time, the growing presence of global education conglomerates and the rise of edtech are reshaping how education is delivered, while attracting international capital.

For the M&A market, this presents a compelling opportunity to help clients navigate the shifting landscape.

Whether through the acquisition of underperforming schools, partnerships with edtech firms, or strategic alliances with global education groups; the potential for growth and innovation in the education sector is enormous.

With the right guidance and investment, the future of education in the UK looks brighter than ever. n

Whether through direct acquisitions of schools, or strategic partnerships, international capital is flowing into the UK as foreign investors look to tap into the country’s strong reputation for quality education

Property ‘festival’ highlights challenges

Ldrawing around 80 attendees to a day filled with insightful sessions and networking opportunities.

The event, held both virtually and in person, focused on enhancing collaboration, professional growth, and tackling property challenges across the education sector.

The first session on networking and presentation skills was led by LocatED’s chief executive, Lara Newman, emphasising the importance of networking in professional development.

Participants explored effective networking strategies, shared personal tips, and engaged in interactive discussions.

Newman also provided a masterclass on presentation skills, highlighting design tips and delivery.

PROFESSIONAL DEVELOPMENT

In the second session, which featured a panel from the Government D&I Shadow Boad and was led by LocatED’s programme lead for net zero and governance, Nadia Persuad, the importance of genuine career narratives in professional development was explored.

The panellists talked about their unexpected professional journeys and discussed their professional development, obstacles they overcame, and accomplishments.

Other sessions included a panel discussion led by LocatED’s head of net zero and estates efficiency, Will Atlee, on achieving net zero across government property and how to accelerate delivery.

Speakers highlighted the role of

sustainability in government property strategies, emphasising the need to integrate sustainability at the core rather than as an add-on.

DRIVING EFFICIENCY

And they called for a strategy focused on reducing emissions while ensuring efficient use of resources.

They also stressed the need to engage and prepare the next generation for careers in green industries.

Finally, the event was wrapped up by the ‘fishbowl’ panel discussion on best use of assets led by LocatED’s associate director of estates efficiency, Rav Cheema, who highlighted the challenge of dealing with large amounts of unused or obsolete buildings and spaces across the UK, particularly in urban centres.

Key take-home points from the discussion included:

• There is a growing need to retrofit old buildings rather than demolish them as they can play significant roles in revitalising town centres and supporting the evolution of spaces. This includes collaboration between the public and private sectors to make these spaces viable and sustainable

• The challenge lies in raising funds for retrofitting and adapting buildings to modern standards. Traditional models

of leasing and occupation may no longer be fit for purpose and innovative ways of funding and leasing need to be explored, such as engaging public sector involvement and experimenting with new leasing models

• The public sector often plays a crucial role in activating these spaces when the private sector fails to do so

• Engaging local communities is key to the successful reuse of these spaces. Empowering communities to manage and use these buildings can enhance social value. Community interest companies and resident-led boards are ways to involve people directly in managing the assets they use

• For spaces that remain in transition, entrepreneurial approaches are needed. Short-term uses such as pop-up offices, shared workspaces, and flexible leasing models can help mitigate costs and make these spaces more productive in the interim

• It is essential to foster trust and deep engagement with communities when managing assets. Traditional community engagement can be expensive, but the long-term benefits of fostering trust, shared ownership, and collaboration far outweigh the costs. Innovative tools like AI platforms and community review panels can aid in this process n

University appoints property adviser

The University of Warwick Science Park (UWSP) has appointed Carter Jonas as its sole property adviser on its innovation campus across four strategic locations in the West Midlands.

The sites, including the University of Warwick Science Park campus, the Business Innovation Centre in Binley, Warwick Innovation Centre in Warwick, and the Blythe Valley Innovation Centre in Solihull, comprise over 280,000sq ft of lab, office, and workshop space.

The campus provides prospective occupiers with a range of options including flexible starter units to large self-contained spaces up to 20,000sq ft.

The park is already home to over 150 organisations from global occupiers including Bosch, Continental, LG, and TATA Steel, to growing companies from spinouts and SMEs to larger established national operators.

Having launched in 1984, UWSP is marking a significant milestone this year, celebrating 40 years as one of Europe’s leading science parks, pioneering knowledge exchange, and business innovation, and facilitating the growth of techbased businesses in the West Midlands.

Organisations at any of the sites benefit from a dedicated growth support team with experience working with over 2,000 companies to raise money, launch

products and services, improve marketing communications, and deliver bespoke mentoring for growth and start-up companies.

at Carter Jonas, said: “We are excited to be working closely with the University of Warwick Science Park and local and national stakeholders to promote this innovative campus and contribute to the growth of its community.

“The park’s strong connection to the university offers current and potential occupants the opportunity to engage in collaboration, joint research, and access to a skilled talent pool.

“These benefits are complemented by a well-established events programme, which hosted 100 events in the last financial period,

exposure to generate further interest and drive the expansion of UWSP.”

Mark Tock, chief operating officer at the University of Warwick Science Park, added: “We are delighted to partner with Carter Jonas in taking our property and developments to market as we strive to achieve our ambitious 2030 Strategy and beyond.

“At a pivotal point in our 40-year journey, it was important that we appointed the right partners and the combination of proven national, regional, and in particular life science expertise they bring will be an asset as we fill, build, and refurbish the UWSP portfolio to support growth of our innovation community

Property sale sparks school closure

Braeside School in Loughton, Essex, part of The Oak-Tree Group of Schools, is closing next summer after the property owner announced it was selling the site.

Braeside is an all-through independent day school for girls and boys aged from twoand-a-half to 16.

But the site has been earmarked for development, with pupils and staff being transferred to other Oak-Tree Group schools.

The news was revealed in a letter from The Oak-Tree Group of Schools’ group managing principal, Matthew Hagger, to all parents.

The letter stated: “Braeside has been operating in leased premises since the founder placed the site in a trust in 1972.

“When we acquired the Braeside business in September 2015 we were unable to purchase the freehold so we took over the long-standing lease.

“The beneficiaries of the trust decided to sell the premises earlier this year at a price that was significantly out of reach for us.

“I have been liaising with the

purchaser has designated the site for development and the ongoing occupation of Braeside School in the long term is not part of their future plans.

“This means that Braeside School will cease to operate from July 2025, and will close at the end of this academic year. The rest of this academic year will run as

“We are making available places for all Braeside pupils to transfer to the other schools in the Oak-Tree Group and we will be working closely with families to

each of the other schools and so there cannot be a repeat of

“Part of the plan will be to Normanhurst, Oaklands, or Coopersale Hall for those pupils who choose to transfer.

“At Coopersale Hall, phase 2 of the senior building programme should complete by the summer term 2025 and we will be opening our suite of new senior classrooms from September 2025.”

Braeside School, Buckhurst Hill. Image, Oak-Tree Group of Schools, WikiMedia Commons

Closed Kingsthorpe day nursery sold

A vacant day nursery property in Kingsthorpe, Northampton, has been sold for an undisclosed sum in a move to increase early years places in the area.

Formerly a day nursery registered for 32 children, and occupying a prominent elevated position on a corner plot in the Northampton suburb of Kingsthorpe, the property has been purchased by Quentin Wade of The Redbrick Day Nursery, which owns another privatelyrun setting nearby.

Wade said: “We felt it was essential to open another day nursery in the area as the demand for quality childcare has been outstripping supply.

“Families in Kingsthorpe and the surrounding communities deserve accessible, high-quality childcare that supports their children’s growth and development, and The Redbrick Day Nursery will not only help meet this growing demand, but also positively contribute to the local community by creating jobs and providing a nurturing environment for children to thrive.”

The deal was underseen by David Eaves at Christie & Co, who said: “Upon being instructed to market this property for sale, it

I’m delighted that Quentin and the team have been able to open the setting to new families and have been able to expand on the previous capacity by using the property to its

operators having confidence in the current market by bringing a vacant property back into use to satisfy the increasing demand for high-quality childcare and education.”

Multi-million-pound refinancing deal

Utsaha Education, owner of south west London day nursery, Barnes Day Care, has secured a £2.5m commercial mortgage refinance to help spur the ongoing growth of the business.

The move will free up cash it plans to invest back into its child daycare services, and potentially future nursery acquisitions.

Having identified a significant undersupply of high-quality childcare solutions, Utsaha Education was set up in 2022 with Barnes Day Care as its first project.

Providing care for children aged between 10 months and five years old, the nursery has capacity for 30 children and boasts a ‘Good’ rating from Ofsted.

It is situated on the affluent and leafy street of Westmoreland Road in Barnes and, operating from a converted house, the team looks to provide a ‘home away from home’ setting.

Funded by Allica Bank, the

commercial mortgage refinance will allow Utsaha to reduce the size of its debt repayments, which it can then invest back into its services, such as exploring the further use of technology to aid child development or boost service efficiencies.

It is also exploring other potential nursery acquisitions, having purchased Tiggers Nursery in Putney in 2023.

Andrew Pitayanukul, managing director at Utsaha Education,

said: “We’ve found that typically banks can really struggle with understanding nursery businesses, but Allica’s dedicated healthcare team showed the value of having real sector expertise, making the whole process much easier than we’ve experienced elsewhere.

“We’re also incredibly grateful to our broker, Cameron Hayes at Arc & Co, for the considered introduction.”

Brian Bovell, specialist

healthcare relationship manager at Allica Bank, added: “Barnes Day Care is a stellar example of a well-run day nursery, serving a tight-knit community in south west London.

“The Ofsted reports speak for themselves and I am so pleased Allica has been able to support Utsaha Education with this refinance and we hope to continue to help them with whatever comes next!”

And Cameron Hayes, director at Arc & Co, said: “With a people-first approach and clear knowledge of the sector, Allica stood out as the best lender to support Utsaha Education with this refinance.

“Collaboration was absolutely key to getting it over the line.

“It’s fantastic to have played a part in helping support this brilliant community asset in Barnes and we look forward to seeing Utsaha Education leverage their experience and continue to grow.”

Former Chelsea school sold to US group

The educational and charities team and private office of global property consultancy, Knight Frank, have sold 47 Redcliffe Gardens in Chelsea, the former site of Redcliffe Gardens School, for 3.3m.

The school, which closed in 2023, was also known as the old prep school of Harry Potter star, Daniel Radcliffe.

The new buyer, Cresconova Academy, is a global, non-profit online learning platform based in Silicon Valley and founded by Barbara Yu and Yen H. Tai.

They plan to repurpose the location as Cresconova Labs, a pioneering creative learning centre for children aged 8-16.

This first-of-its-kind lab will offer an innovative supplementary curriculum, featuring cutting-edge equipment such as 3D printers, laser cutters, robotics, and AR/VR tools.

The aim is to inspire creativity by encouraging young minds to bring their ideas to life through hands-on projects.

With a multidisciplinary approach that integrates science, technology, engineering, arts, mathematics, geography, and humanities, Cresconova Labs seeks to foster a deep understanding of interconnected concepts.

Sam Van de Velde, an associate in education and charities at Knight Frank, said: “We are thrilled to have secured the sale for Cresconova Academy on behalf of Redcliffe Gardens School.

“This site perfectly suits its innovative vision for education, combining the building’s

established educational heritage with cutting-edge learning concepts and we look forward to seeing how they transform this space to inspire the next generation of young innovators.”

Alex Robinson, an associate in the private office at Knight Frank, added: “Cresconova Academy is an exciting opportunity for the capital’s education platform.

ILG acquires independent school

Inspired Learning Group (ILG) is planning significant investment in infrastructure after acquiring St Francis School in Pewsey, Wiltshire, from the Hayfran Trust.

The school, founded in 1941, caters to pupils aged from three months to 13 years.

And ILG stated it will provide significant investment in the school’s facilities and professional development for its staff following the deal.

ILG operates 25 UK independent schools and nurseries which have more than 3,000 pupils across the UK.

Based in north west London, the company provides business and education consultants and an advisory board for each of its schools.

The school’s head, David Lee, said: “St Francis School proudly boasts a rich history of educating and inspiring children to become confident, compassionate individuals, nurtured within our caring community to realise their full potential.

“Our shared values with Inspired Learning Group make this partnership an ideal match, allowing us to prioritise the wellbeing of our school

“Its prime location in Chelsea provides an ideal setting for its pioneering creative learning centre.

“Its vision will capture the imagination of many and it’s a privilege to have played a part in their pioneering programme.”

The building is currently undergoing refurbishment and is scheduled for completion in early 2025.

community, while continuing to celebrate our unique identity and traditions of academic and pastoral excellence.

“I am genuinely excited to collaborate with the ILG family, whose support will help us fully realise our ambitions for St Francis School and enhance our already outstanding education”

Amit Mehta, chief executive of ILG, added: “We welcome St Francis School into the Inspired Learning Group family and very much look forward to supporting the school in providing a stimulating and highly nurturing education that enables every

pupil to thrive in an ever-changing global environment.

“Through being part of the ILG family, St Francis will benefit from the sharing of best practice and the latest teaching techniques to help deliver the best possible teaching and learning for its pupils.

“St Francis is a wonderful addition to our family of schools, and we look forward to working closely with David and his dedicated team as the school enters an exciting new chapter.”

St Francis will officially become part of ILG on 30 November.

Lease arrangement for London nursery

Christie & Co has announced the sale of Little Angels Nursery in Brixton, South London.

The Ofsted ‘Good’-rated day nursery can accommodate up to 80 children from birth to five years old.

The setting operates from the ground floor of a well-located council property a short distance from Brixton station.

And it has a large outdoor play area that many of the playrooms have free-flow access to.

The setting was established in 1999 and was brought to the market to allow the owner to retire.

Following a confidential sales process with Sophie Willcox at Christie & Co, it has been sold to the London Early Years Foundation (LEYF) Nurseries, which also operates an oversubscribed nursery nearby.

Mike Abbott, director of operations at LEYF, said: “This is an exciting opportunity to expand the LEYF offer very close to our existing nursery, and with the huge added benefit of a wonderful, large garden for all our children to enjoy.

parents and to help us deliver the highestquality learning and education upon which LEYF as a social enterprise prides itself.”

Willcox adds: “This has been a challenging process which highlights how important preparing for a sale can be.

“Dealing with the local authority for leases can add a layer of complexity and time to the process and so it is important to plan ahead when selling.

“I am excited to see what LEYF do with the nursery, and I am sure it will continue to new heights.”

Little Angels was sold for an undisclosed price.

Seven-strong nursery group sold to Kids Planet

Tiptoes Nursery Group, a portfolio of seven day nursery settings located around East Yorkshire, has been sold to Kids Planet Day Nurseries, which now owns 213 settings across the UK.

Originally founded in 2009 by the current owners, Paul and Helen Gilson; Tiptoes is an established day nursery group that has steadily grown in reputation and size to provide high-quality childcare for over 700 children across seven freehold, purposebuilt properties located in West Hull, East Hull, Hessle, Willerby, Sutton, Goole, and Bricknell Avenue.

The former owners embarked on their journey of starting a nursery business with their very young children, Jack and Lucy, who were their first customers, and the inspiration behind their venture.

They nurtured their dream into a thriving group and the decision to sell the business was not an easy one.

But, following a confidential sales process with Nick Brown at Christie & Co, the group has been sold to Kids Planet.

Brown said: “I first met with Paul and Helen in 2016 when they were looking to expand, and we have kept in touch since then.

“It was only this year when they were looking to reassess where they were at that we had a more-indepth look at where the business and the market were in terms of potential value.

“This then triggered a highly-confidential sales process.

“They are a buyer’s dream because they have been super efficient in providing all the information a buyer could want.”

Tiptoes Day Nursery Group was sold for an undisclosed price.

STORAL MAKES LANDMARK ACQUISITION

Midlands-based day nursery group, Children 1st Day Nurseries, has been sold to Storal, with the national group becoming one of the largest and highest-rated in the sector, offering over 5,000 places across 52 nursery settings.

Founded in 1988 by Margaret Mason OBE, Children 1st Day Nurseries is renowned within the sector for providing the highest levels of childcare across 24 settings located in Derbyshire, Leicestershire, Lincolnshire, Nottinghamshire, Staffordshire, and South Yorkshire.

The group also includes a leading training centre in the Midlands and Sheffield. Together, these offer 2,567 childcare places and continue to grow year on year, with a group turnover fast approaching £30m.

Following a sales process with Nick Brown and Courteney Donaldson at Christie & Co, the group has been purchased by Storal.

Margaret Mason OBE, founder and former owner of Children 1st Day Nurseries, said: “I can’t imagine it in better hands.

“It’s been my focus for so many years and I’m delighted that it will continue to flourish under Storal’s management.”

Brown, director and head of brokerage for childcare and education at Christie & Co, added: “It was a privilege to be invited by Margaret and the family to run this once-in-a-lifetime process for one of the most-sought-after groups in the UK.

“A prerequisite for the family during this process was to make sure that the group was passed onto the right people who would continue to build and nurture all of the attributes that Margaret has instilled into her staff and the children over the last 36 years.

“This is the end of an era for the family and, as a broker, I have always dreamed of one day selling this group and we are delighted and very proud to have been able to make this happen.”

Children 1st Day Nurseries was sold for an undisclosed price.

A new generation’s needs are driving student housing design

Renae Mantooth, PhD and research lead for education at HKS; and Jeff Larsen, principal and regional practice director of education at HKS, discuss how evolving student expectations and needs have led to a rethink on the way we design university accommodation

As higher education enrolment rates climb, an urgent need for quality student housing is pervasive on college campuses.

Along with the demand for more oncampus units and beds, learnings from the pandemic have caused universities to understand and prioritise the student experience differently.

HKS education designers have created student housing environments on campuses large and small, resulting in more than 58,000 beds across the United States in an evolving higher education development landscape.

Beyond simply delivering housing units, our teams conduct extensive pre-design and post-occupancy research and engagement

efforts to create design solutions that provide what students really want, and need, in their living environments.

To help us align with university partners on how to centre the student experience and positive outcomes throughout the design process, our team has developed coalition research and a framework that comprises 12 student needs.

BASIC, BUT VITAL

Three of the most-foundational student needs we have identified are privacy, socialisation, and comfort.

These needs might seem basic in nature, but designers must intentionally create diverse spaces to fulfill these needs and contribute to each student’s wellbeing and

sense of belonging.

Our team implements design strategies that range in scale from the individual unit to the larger campus plan, so students can thrive personally and academically in their entire living and learning

By balancing efficiency and affordability with an elevated student experience in our design approach, we seek to create built environment solutions that support students’ varied and overlapping needs including — but certainly not limited to — privacy, socialisation, and comfort.

OPTIONS FOR PRIVACY

Every student arrives on campus with a different perspective on privacy.

Some may come from households where they were the only child, or where they had their own room; while others may come from larger families where they shared bedrooms or lived with intergenerational relatives.

And these prior living environments shape students’ expectations for privacy in their on-campus housing.

Universities and designers have adapted to meet the evolving needs and desires of today’s college students, understanding that providing more privacy in these intimate spaces can be better for students’ holistic wellbeing

Today’s student housing is increasingly designed with apartment and suite arrangements which provide students with more privacy and personal space than traditional residence hall models that feature shared bedrooms and common bathrooms and lounges on every floor.

Universities and designers have adapted to meet the evolving needs and desires of today’s college students, understanding that providing more privacy in these intimate spaces can be better for students’ holistic wellbeing.

However, shared rooms inherently enable socialisation and can lead to many benefits, including decreased isolation and higher retention rates.

For these reasons, we work with universities to balance their offerings.

Through our design research, we’ve learned that privacy isn’t something that can, or should, be limited to the design of bedrooms and bathrooms.

Providing many options for how, and where, students can retreat within the larger campus goes a long way in enhancing their wellbeing, too.

‘ZOOM’

ROOMS

One design strategy our teams have implemented to support privacy in projects such as at the UC San Diego Theatre District Living and Learning Neighborhood (TDLLN) are ‘Zoom’ rooms.

Online and hybrid learning hasn’t gone

away since the COVID-19 pandemic eased, even though many classes are face-to-face for on-campus students.

Students often collaborate with others or connect with professors remotely, and having private spaces in housing buildings for them to do so provides options for virtual, private connections.

At UC Davis’ Shasta and Yosemite Halls, which include a variety of small and mid-size lounge and study areas, our design research revealed that students are using the exterior bridges connecting each building to make private phone calls.

The bridges are conveniently located down the hall from student rooms, and many students said they often stopped on the bridge to finish conversations before returning to the space they share with their roommate.

This example demonstrates that privacy is something students want, and need, and that it can be found in unexpected places.

these shared spaces for increased

utilisation is key.

As we learned in our post-occupancy study, the mere presence of a glass door can signal territoriality, limiting the number of students who use a shared space.

SOCIALISATION

While on-campus living is, by nature, a social experience, meaningful social relationships often take time, effort, and energy for students to develop.

Students have different approaches, expectations, and needs when it comes to making friends. Some move far from home for school and may not know anyone on campus, while others attend a school close to home, where they are more likely to know many fellow classmates.

It’s important for us to tend to varying degrees of social relationships, so we meet all the diverse needs of socialisation — including those that happen online, one on one, or in a group setting.

The intent is to design shared spaces at different scales and for different modes of interactivity that enhance students’ sense of belonging within their greater community

others in their building, or other on-campus residences, and with the entire campus community at large.

And the design of student housing can help foster students’ abilities to forge and maintain bonds with others in ways that work for them.

We’ve learned that it’s important to provide spaces and furnishings that support different modes of gathering.

Common rooms and lounges are a triedand-true type of space in student housing buildings, but one or two areas intended for many different concurrent activities don’t always provide the right options from a socialisation (or studying) standpoint.

Similarly, a student bedroom with only a desk, chair, and bed can’t fully support certain social activities like playing a board game or watching a movie together.

Every floor or wing on a student housing floor makes up a community comprised of residents supported by one resident assistant or advisor.

The floor community is an extension of the more-intimate roommate community, and we have learned the importance of expanding those scales of social networks and supporting them through design.

On a current student housing project in Florida, our design connects pairs of floors with one stairwell and shared amenities.

This design strategy gives students the option to engage with a bigger social

network, in addition to the suitemate and floor community. Providing more connections, while still maintaining the smaller, more-intimate aspects of a floor community provides a range of opportunities for socialisation for students who may want different things in their housing environment.

We have also been strategic about fostering social interactions among students who might not encounter one another daily.

At TDLLN, we applied a concept of ‘functional inconvenience’, where students gather in a central location for key amenities that they infrequently utilise, such as laundry and fitness facilities and a community kitchen.

The intent is to design shared spaces at different scales and for different modes of interactivity that enhance students’ sense of belonging within their greater community.

PROVIDING CHOICE

Comfort is foundational in any living environment — our holistic wellbeing is enhanced when we feel comfortable and at ease in the places where we live.

Just like with privacy and socialisation, comfort is a need that looks and feels different for every student living on campus.

Some students enjoy living environments that are open, where they can easily be surrounded by others and circulate to different spaces, while others gravitate

toward more-private spaces where they can retreat.

In today’s student housing, students and their families can often select from a range of options for suite and room arrangements, making choices based on comfort levels and affordability.

Design strategies that support choices for comfort can be applied throughout student housing and campus environments, not just in bedrooms and suites.

Our research has shown that providing choice and agency in a student housing environment contributes to student comfort.

By designing spaces and incorporating features that provide comfort for students, regardless of their activity, whether it be studying, socialising, or relaxing, we provide more places where students can freely and comfortably live their lives.

Even things as simple as self-operated thermostat and lighting controls can go a long way toward enhancing comfort.

Through planning discussions with school officials and student engagement efforts for a major housing project at UT San Antonio, we learned it is important for us to provide students with choice, to contribute to their overall comfort.

The design includes a variety of unit options that expand the university’s housing portfolio and balance affordability with creating a dynamic, comfortable community for students.

The building’s circulation is designed with single-loaded corridors so neighbours across the hall can’t see into each other’s rooms. This strategy was an intentional move to provide students with that next level of comfort in their living space.

The project also features permeable transition zones between the outdoors and shared amenities on the ground floor that offer a variety of sensory experiences and supply students with options for respite, socialisation, and climatic control.

With flexible lounge seating and varied furniture options throughout, students can customise their shared environments for comfort.

PREPARING FOR THE FUTURE

Successful student housing design prepares young people for different living situations as they continue through their academic life.

While learning to advocate for personal needs is a part of the developmental experience of on-campus living, students who have a built environment that supports them can spend more time focusing on learning and building relationships than seeking places that fulfil their needs. n

Overcoming the challenges of project delivery

We look at how Peter Symonds Sixth Form College delivered a major project close to its originally-planned timescale and below budget, despite the challenges of the COVID-19 pandemic, unexpected discovery of asbestos at the demolition site, and rising inflation

Peter Symonds Sixth Form College in Winchester, Hampshire, is large for a sixth form college, with 25 buildings on its main site and a separate adult and higher education (AHED) centre one mile away.

Since 2003, the number of students attending the college has steadily increased, doubling in the last 20 years and increasing by 447 between 2019-2021 alone.

The campus’s total gross internal floor area before the project was 18,991sq m, which was 3,797sq m below the maximum recommended space under Education and Skills Funding Agency (ESFA) space planning guidance, with a continuing rise in area demography predicted.

In light of this, the college proposed to build a new general purpose education block of two floors and 12 classrooms, with a total floor area of 1,105sq m and a calculated capacity of 672 new students.

This required the demolition of an old block attached to a disused swimming pool.

ESTATES DATA

The land of Peter Symonds College is held by Christes Hospital Trust for the provision of education by the college.

Both the land, and the buildings on it, are vested in the trustees who hold it subject to the trust’s scheme, which is to provide a further education institution.

Any buildings on the land cannot be used for any other purpose other than for the benefit of the college.

The college owns the AHED site which consists of only one building, with a gross internal area of 1,159sq m.

PROJECT SET-UP

The college employed an independent architect, appointed at tender, which also acted as project manager.

They also employed an independent quantity surveyor (QS) and a number of consultants to assist with planning, safety,

electrical, and mechanical engineering.

Funding approval was granted in October 2021, planning was obtained by December 2021, building construction commenced at the beginning of March 2022, and occupation took place in January 2023.

This represented a minor delay to the original programme of four months due to the discovery of asbestos in the small building which required demolition and also the need to decontaminate the site of a closed swimming pool.

However, the construction timeline was relatively efficient and flexible due to the core design being modular.

The project was designed to achieve Building Research Establishment Environmental Assessment Methodology

…the construction timeline was relatively efficient and flexible due to the core design being modular

fairly standard with no requirement for specialist educational facilities. Together with the planned classroom capacity, which was deliberately targeted to be relatively high at 24, this was planned to give good flexibility to reconfigure for changing curriculum requirements in future.

THE PROJECT TEAM

Ascia Construction secured the design and build contract for the development, working with Stride Treglown Architects, Paul Basham Associates, Ridge and Partners LLP, Scott White and Hookins LLP, Ray Jones, and TKLS.

GOVERNANCE

Governors were fully involved in the project from grant application stage, with six separate information points designed into the approval and monitoring process. The following list describes the actions undertaken by the project team and how

on the outline brief and scope of duties. Governors approved the final shortlist of consultants for interviews

• Stage 2: Develop a brief and prepare a feasibility report, including design, programme and cost estimate for approval. Governors approved costs to proceed

• Stage 3: Develop, design, and prepare tender documents, selecting a list of contractors. This enabled governors to approve the list of contractors invited to tender

• Stage 4: Evaluate tenders and award contracts subject to approval. Governors approved contractor appointments

• Stage 5: Construction activities commenced. The governors reviewed the progress reports

• Stage 6: Completion of works and agreement of final accounts. The governors were made aware of any issues

• Stage 7: Facilitate user occupation and resolve snagging issues. The governors

Stage 8: Post completion review of the project. Here the governors undertook a full organisational post project review

A separate committee called the capital project working group was set up to oversee the project with clearly-defined delegated authority and terms of reference.

ACCOMMODATION STRATEGY

The planning process for the project formed part of a renewed estates masterplan. The strategy considers the next 10-15 years of potential redevelopment and adaptation to the college and its environs in order to provide a cohesive vision for the way ahead.

sites and proposes a strategy for future development.

A separate feasibility study was undertaken for the project which included an investment appraisal.

PROJECT BRIEF

The scheme brief was developed by the senior management team (SMT) in conjunction with the project manager architect and with oversight from the outset by the board of governors.

There were no separate legal advisers required for the project.

Since the scheme required no special conditions of planning or contract, the college was able to rely on existing advisers for the minimal input required.

The college’s insurance brokers were kept informed.

SCHEME FUNDING

The project budget was £4.5m, funded 84% by grant and 16% from college reserves.

The cost estimate was provided based on initial estimates provided by construction firms following a comprehensive tender specification exercise.

It was zero-rated for VAT, being for the provision of 16-19 education and housing only grant-funded provision, with the exception of the potential for very-smallscale future evening provision.

The main construction contract was put out to full tender.

Individual professional contracts, such as CDM and BREEAM consultant, were awarded by the project manager in consultation with the director of finance.

PROJECT MANAGEMENT

The project was managed operationally by the college’s finance director and head of estates, working in conjunction with the project manager (architect) and SMT and reporting into the governors’ Policy and Resources Committee.

STAKEHOLDER MANAGEMENT

Since the college site is in the middle of a residential area, a communication plan for engaging with neighbours was arranged early in the process.

Neighbours were invited to a presentation regarding the project at preplanning stage and were involved in the processing of application advice.

Although the masterplan was not required by the council as part of the planning consent, the local council requested this and the college already had a masterplan which was updated for the purposes of future strategy and communication with stakeholders.

The college held a separate meeting with

discuss the masterplan and made changes in response to their feedback.

The updated masterplan was again submitted to the council following full board approval.

As part of planning, the college also employed ecologists to monitor the project site for potential impact on habitat, with no significant impacts reported.

PLANNING APPROVALS

Planning approval had already previously been granted for a similar project which was not taken forward, so was straightforward to obtain within the timescale of four months set out in the project timeline.

CONTRACT AWARD

The contract was awarded via a full tender and managed by a JCT contract, with a contingency of 5%-10% of contract value.

Costs were guaranteed and the main contractor appointment was made by governors in line with the college’s financial regulation requirements.

CONTRACT PERFORMANCE

Any variations to contract timelines or cost were managed by a formal change control process, which was agreed by the operational working group.

The appointed quantity surveyor maintained the log of issues and changes to

contract and shared this regularly with the operational group.

The most-significant change control process related to the main programme delay introduced by the discovery of asbestos and contamination from the closed pool, both of which needed professional removal in the demolition phase.

COST CONTROL

Project costs were monitored by the operational project team and reported to the Policy and Resources Committee.

Every professional consultant and contractor line was monitored individually against budget and all invoices were approved in line with financial regulations and recorded as evidence to support the grant claim.

The actual final project cost was under budget at £4.2m against a budgeted £4.5m, and £200,000 grant funding was not required from DfE due to the underspend.

The underspend was a result of robust financial monitoring and tight budget management, with the estates manager and the director of finance working closely with the main contractor, the principal designer or project manager, quantity surveyor, and the rest of the project team to ensure the spending was on track.

There was a three-way checking process, including sign off by the independent cost consultant or quantity surveyor before releasing any payments.

And the SMT and governors were kept fully informed of budget and payments throughout the course of the project to ensure governance was robust.

RISK MANAGEMENT

A detailed project risk register was produced by the project manager and regularly reviewed by the operational management group in design team meetings.

The college also took out a performance bond against the risk of contractor insolvency, which was funded from the grant.

The project included 10% contingency budget and no cost increases were allowed under the JCT contract, despite inflationary pressures impacting towards the end of the project.

HEALTH AND SAFETY

In addition to the safe removal of asbestos and contamination from the old swimming pool, the safety of the project was ensured by:

• The main entrance to the construction compound employing banks staff to guide heavy traffic

The case is a study of how a sixth form college with a small management team delivered a major project close to its originally planned timescale and below budget…

• Containing the site with secure fencing

• A separate generous area allocated within the secure compound, and in front of the construction site, for deliveries, minimising traffic risk in the main site

SUSTAINABILITY

The building was constructed to BREEAM ‘Excellent’ sustainability standard.

This ambition formed a step towards the college’s £4m wider plan to achieve net-zero carbon, currently set to halve by 2030 and achieve net zero by 2050.

PROJECT HANDOVER

Practical completion was achieved in January 2023.

A potential benefit of employing a separate architect and QS over a designand-build contract was the capacity for fully-independent monitoring of build quality and snagging.

A comprehensive snagging process was conducted by the college’s professional team to ensure an independent evaluation of final output and rectification of any issues.

And £300,000 was set aside from the original budget for fit-out and specification of fixtures.

Operating and maintenance manuals were challenged and updated by the estates manager, who has a background in

engineering and was able to add value in the specification for the operation of building infrastructure.

These manuals have all been stored electronically on a shared drive, so are easily accessible.

LESSONS LEARNED

A key lesson learned from the project, due to having an earlier plan ready to be updated and reused, was to start planning early for future projects to replicate this readiness and seek pre-planning advice as early in the project as possible.

Another learning point was to ensure that the main contractors are aware of potential issues well before engaging electrical and infrastructure subcontractors.

CONCLUSION

The case is a study of how a sixth form college with a small management team delivered a major project close to its originally planned timescale and below budget, despite the additional challenges of the COVID-19 pandemic, unexpected discovery of asbestos at the demolition site, and rising inflation.

While the project was not a complex one in terms of eventual output, successful approaches to the various external challenges encountered may prove useful to similar sixth form colleges, in particular. n

Green shoots of recovery

We look at the key take-home points from the property stream at the 2024 Education Summit, held recently in London

‘Green shoots of recovery’ can be seen across the education property sector, according to speakers at this year’s Education Summit

The event, organised by Education Property owner, Nexus Media Group, and held in London on 18 October, brought together experts from across public and private education, from investors and developers, to architects, contactors, and product and service suppliers.

As well as an exhibition, there were four conference streams — EducationInvestor, Independent School Management, Nursery Management Today (NMT) Owners Club, and Education Property — where speakers provided delegates with information

on the challenges and opportunities facing the sector.

In a keynote speech by Ashwin Assomull of L.E.K Consulting, the sector was said to be coming out of an ‘annus horribilis’, with ‘green shoots of recovery, and then some’.

Assomull said: “Big groups are continuing to invest, but regional chains are getting beefier and building more schools.

“M&A has been very busy and even through COVID big groups were acquiring.”

He said the international student market was particularly vibrant, making up a large part of the UK’s university enrolments.

And he revealed there were opportunities for investors and operators in both the UK and overseas.

Let’s get the basics right first, then design from the inside out. We owe it to all building users to get environments right first time

CHALLENGES AND OPPORTUNITIES

The Education Property stream, chaired by Education Property editor, Jo Makosinski, covered a number of the key challenges facing investors, developers, operators, and estates teams, including carbon reduction efforts, maintenance pressures, and the importance of good design.

Speaking about design best practice, Alex Raher, director of Delve Architects, gave examples of some of the practice’s recent redevelopment projects, highlighting the growing trend of retrofitting existing estates rather than demolishing and building new facilities.

“People think retrofit is costly, but with space at a premium we should be looking a lot more at existing structures,” he said.

Dr Jo Ladds of Noble+Eaton was among the speakers

The annual event brought together leaders from across the education sector

The event was organised by Nexus Media Group

EDUCATION ‘SUPERPOWER’

Dr Jo Ladds, associate education consultant at Noble+Eaton, added: “Education is a superpower and we need to raise the bar in terms of design.

“We now know a lot more about how learning happens and need to maximise the potential — looking at what is possible, rather than the barriers.

“Every aspect of the environment is our curriculum, buildings included, so we need to invest in them

“The UK is falling behind in the rankings and struggling to recruit teachers, and refurbishment is starting to happen to counter this decline.

“50% of senior leaders have carried out significant refurbishment and 44% believe current spaces are limiting learning.”

The session also saw commentary from Chris Kennedy and Tom Woods of Kennedy Woods Architects and Peter Courtney of LSI Architects.

Courtney said: “Let’s get the basics right first, then design from the inside out.

“We owe it to all building users to get environments right first time.”

SMART BUILDINGS

Talk then turned to the need to create SMART buildings which harness digital technology to improve efficiency and promote learning.

Paul Wilson of Provelio and James Clay of Jisc gave an overview of the role technology can play in education estates moving forward.

Clay said: “Universities are complex, like 30 different businesses all sharing a common carpark.

“We are helping them to think about,

It’s about using technology to help us see how much energy we are using and breaking down the data we have about our facilities

not just creating SMART buildings, but intelligent campuses.

“It’s about using technology to help us see how much energy we are using and breaking down the data we have about our facilities.

“There is a real mix of buildings in the sector — some university buildings, for example, are older than the Aztec empire

— and while we may not be able to do everything, it is not impossible.”

Wilson added: “Gathering data and using it effectively is vital to be able to make decisions.

“We find most organisations are data rich, but management poor.

“We need an integrated picture.”

Alex Raher from Delve Architects

The summit also featured a number of exhibition stands

Overall, the condition of the estate has been in decline following underinvestment and we are seeing safety risks, with 700,000 children learning in schools that need to be refurbished

STRUGGLING ESTATES

The massive pressures facing the estate were also highlighted, as speakers addressed issues such as RAAC, backlog maintenance, and poor energy efficiency.

Emma Willson of the National Audit Office (NAO) said its research had revealed that 24,000 buildings are beyond their established initial design life, and there was an £11bn backlog maintenance bill facing the sector.

“Overall, the condition of the estate has been in decline following underinvestment and we are seeing safety risks, with 700,000 children learning in schools that need to be refurbished”, she added.

“The long-term challenge is that sustainability also needs to be thought about and there are real variations in skills and capital in local authorities and schools, as well as a lack of senior engagement.”

Rav Cheema of LocatED added: “The education estate is vast at eight million sq m — double the size of the NHS

“It constitutes a third of public sector estates emissions and the cost of running the estate in increasing, with £1.6bn being spent a year on energy alone.

“We need to look at how we deliver a national programme, but one made up of thousands of small projects, day after day.

“Funding is an issue, but also we need a change of mindset and we need to use data to understand the estate.”

LIFE AFTER PFI

Ioan Davies of DAC Beachcroft; and Matt Reid and Jack Banks of P2G Contract Support, provided delegates with information on preparing for life after PFI.

As many educational operators come close to the end of their PFI contracts, work will need to be carried out to ensure the estate is fit for handover.

Davies said: “IPA guidance is to begin looking at contracts seven years before the expiry of the contracts, but when you start depends on how well they are operating.

“If there are issues, these need to be identified and many people do

terms of utilising private capital to support improvements to the education estate.

“There is a lot of discussion going on about life beyond PFI and it’s about demonstrating the use case for private investment. Has it resulted in better-quality buildings upon end of contract?”

The day ended with an exploration of the carbon net zero challenge and the role of biophilia in education delivery and design.

Speakers included Alex Green of Let’s Go Zero; Andrew Dutton from Arcadis; Ben Lowe of TG Escapes; Suzie Longstaff of London Park Schools; and Professor Derek Clements-Croome of the University of Reading.

Commenting on the event, Ian Koxvold from Supporting Education Group said: “The content was fantastic and the attendees were excellent.

“It was the perfect opportunity to catch up with representatives of most of the commercial education sector in one day.”

Jashan Bahad of Portakabin added: “The line-up of speakers was great, bringing fresh perspectives and inspiring ideas.”

And Holly Bryant of Gerrard Eve said:

Tom Woods and Chris Kennedy from Kennedy Woods Architects

Paul Wilson from Provelio also spoke in the Education Property stream

Rivervale was among the exhibitors

Scan to read now

MISSED AN ISSUE?

Inside issue 03, June-July 2024

• Special report on the latest acoustic treatments to address noise pollution in schools

• Study reveals the impact of lighting on children with special educational needs

• Nurseries launch petition to force government to axe business rates levy

Inside issue 04, August-September 2024

• Low-carbon heating key to providing affordable, safe, and sustainable student accommodation

• How Labour’s victory in the General Election will impact on the education property market

• Discussing the untapped potential of transforming empty commercial premises into early years education settings Scan to read now

Scan to read now

Inside issue 05, October-November 2024

• Designing for expansion — how architects are helping nursery providers scale their businesses across the UK

• The impact of well-designed outdoor play spaces on learning outcomes and pupil wellbeing

• New professional alliance supports education estates managers to meet compliance demands

Net-zero approach creates uplifting teaching spaces

Nadezda Kazakova and Luke Evans discuss LSI Architects’ approach to delivering some of the first ‘net zero carbon in operation’ schools for the Department for Education

Funded under the Department for Education’s (DfE) Schools

Rebuilding Programme, the two recently-completed major ‘net zero carbon in operation’ redevelopments provide stateof-the-art educational facilities at Kineton High School and Hartshill Academy, both located in Warwickshire.

Kineton High School is a mixed comprehensive six-form entry academy school providing secondary education to 1,100 pupils.

As part of the revamp a series of smaller buildings have been replaced by a new three-storey teaching block, which provides general teaching accommodation

alongside a Learning Resource Centre, ICT spaces, and a dedicated study area for sixth form pupils.

Facilities also include a triple-height dining area, main hall, and a drama studio.

A new sports block was completed at an earlier stage in the project, allowing the school to remain operational throughout the redevelopment, and provides a gym, activity studio, and sports hall with associated changing facilities.

A key component of the brief was to support community use of the new sports and main hall facilities, with separate student and visitor entrances, promoting a safe and secure

line which the school can manage throughout the day.

Hartshill Academy is a seven-form entry school located in Nuneaton, Warwickshire, and provides secondary education for 1,050 pupils as part of the Midlands Academies Trust.

Existing teaching facilities have been replaced with a modern three-storey building located towards the front of the school’s campus, which accommodates new general teaching spaces alongside a Learning Resource Centre, main hall, activity hall, and dining hall.

The new building has also improved pupil movement across the site.

MEETING TARGETS

The replacement buildings for the two schools have been designed to achieve Net Zero Carbon in Operation (NZCiO), and with the school estate representing a quarter of public sector carbon emissions, the successful decarbonisation of school buildings is essential to help the UK successfully deliver on its target for a 2050 net-zero carbon economy.

In collaboration with the contractor, Wates Construction, and the project design team, LSI Architects developed and co-ordinated architectural solutions to effectively incorporate net-zero sustainability measures.

The design process of the schools followed the hierarchy of net-zero design principles, which focus on a fabric-first approach to key design decisions, including the massing of the buildings and placement on site to control solar gain, thermal comfort, and heat retention.

ENERGY EFFICIENCY

The teaching spaces are designed to prioritise high levels of natural light and to provide natural cross ventilation, with assisted attenuated airpath units discharging into corridor cross flow

ventilation stacks.

Both buildings benefit from the provision of high-efficiency equipment and services such as Mechanical Ventilation and Heat Recovery (MVHR) systems to ensure a clean, fresh air supply and minimise heat loss in the winter.

The remaining energy is delivered through renewable means with Air Source Heat Pumps (ASHP) offering highperformance, energy-efficient heating.

And any residual energy demand is offset via renewable energy generation featuring a solar PV roof array and ground-level solar canopies.

CONNECTING WITH NATURE

Landscape design was also a key consideration on the projects, with an ambition to create natural green spaces that provide opportunities for students to connect to nature and positively impact their wellbeing.

The inclusion of meadow seeding, SuDS (Sustainable Drainage Systems) pond planting, rain gardens, and extensive bio-solar roof also play a significant role in improving biodiversity on the school sites.

By designing education buildings in this way, we create spaces that are more

efficient, effective, and aligned with modern learning needs.

The holistic approach on these projects has created positive and welcoming environments, improving the day-today experience of staff and students by providing uplifting teaching and learning experiences and therefore promoting longterm sustainability.

Additionally, these buildings will support and strengthen the local community, ensuring the spaces meet broader societal needs, contributing to both environmental sustainability and social wellbeing.

QUALITY SPACES

When discussing NZCiO, the focus is often on improving the sustainability credentials for a project and reducing carbon emissions but, as designers, we feel the principles are as much about the benefits that can be realised in terms of enhancing the quality of educational environments.

This target has the dual benefit of creating efficient and effective buildings while also creating a positive and welcoming environment that contributes to moreuplifting teaching spaces for both staff and students as well as supporting the needs of the local communities.

Taking action

Schools across the country have signed up to this year’s Zero Carbon Schools initiative

More than 140 schools across the country are transforming the way they respond to the climate and nature crisis as a new cohort of pupils joins the Green Schools Project.

The project delivers teacher training sessions and supports schools to reduce their carbon emissions with a focus on the learning opportunities provided by this process.

And this year 143 schools have signed up to the project’s 2024/25 Zero Carbon Schools initiative, including 69 schools

• Learn more about climate change and feel empowered to take action in their school community

• Develop leadership, communication, problem solving, and teamwork skills

• Calculate an estimate of their school’s carbon emissions

• Lead meaningful projects to reduce the school’s carbon footprint

In the first phase of the programme, pupils take part in the ‘Explore’ stage, learning about the causes and impacts of climate change and what everyone can do to

Shackleton Primary School in Bedford, part of the Heart Academies Trust, joined the initiative for the first time last year.

In the ‘explore’ stage pupils learned about the causes and impacts of climate change and discovered inspiring climate changemakers taking action in communities around the world.

During the ‘investigate’ stage they looked at the four carbon emission areas of energy, travel, food, and purchasing; provided data for the Green Schools Project team to enter into its school carbon footprint calculator; and received a poster of their carbon footprint to raise awareness throughout the school community.

In the ‘act’ stage, the pupils led projects to actively reduce the school’s carbon footprint, with two Year 5 classes focusing on reducing emissions from travel and raising awareness of the carbon emissions generated from journeys to and from school.

Working as a team, they then created a ‘green pledge’ for pupils and staff to sign up to promote greener forms of travel.

They also ran a poetry competition for pupils over the summer to further raise awareness.

The programme culminated in the ‘inspire’ stage and a celebration of

The Green Schools Project team! From Left — Zenobia, Bethany, Henry, Nell, Cathy, and Tom

pupils’ achievements. By the end of the programme, pupils saw an improvement in awareness of sustainability issues and the impact they have on the wider community.

• 92% of pupils that participated want to help their school and community to take action about sustainability issues

• 80% said they have taken action on school energy use

• Teachers’ awareness and passion for climate education has grown, feeling inspired to help more pupils become aware of climate issues

• 100% of pupils recommend this programme to other young people, mentioning that they enjoyed learning about climate issues and how to address them

• The benefits of this experience have allowed students to gain a strong grasp of climate issues while also improving their teamwork and communication skills. n

Irish schools win funding

The Irish Republic Minister for Education, Norma Foley, has announced investment of over €450,000 for Education for Sustainable Development (ESD) projects in 105 primary and 84 post-primary schools. Funding of between €1,000€2,500 has been given to schools which successfully proposed their 2024/2025 sustainability projects for funding under the second National Strategy on Education for Sustainable Development (ESD to 2030) Included in the funding is the development of school gardens and outdoor classrooms and learning spaces, forest school projects, harvest festivals, biodiversity projects, training

workshops and teacher CPD, local air quality, weather station and local river monitoring, marine conservation, rainwater harvesting, building a sustainable city through STEM, composting, waste management, and recycling projects.

ESD to 2030 aims to ensure that all learners have the knowledge and skills needed to promote sustainable development.

The strategy has five priority areas: aligning policy, transforming learning environments, building capacity of educators, empowering and mobilising youth, and accelerating local level action.

Foley said: “I am delighted to see so many excellent ESD projects

FUNDING FOR SCHOOLS

Whether schools are taking part in Zero Carbon Schools this year or not, there is plenty of opportunity to take positive action for the climate. The Green Schools Project team has handpicked some of the best resources and opportunities that can be used as stand-alone activities or woven into the Zero Carbon Schools programme.

• Learning through Landscapes: Schools can apply for free outdoor learning training and up to £500 worth of resources including gardening equipment, loose parts for outdoor play, litter picking sets, and more — www.ltl.org.uk/projects/localschool-nature-grants/

• The Royal Society’s Tomorrow’s Climate Scientists: Schools can apply for grants of up to £3,000 to run investigative STEM projects in partnership with STEM professionals from academia or industry. The programme provides an opportunity for students to have a voice in the direction of scientific research around climate change and biodiversity by working with their STEM partner. It also supports students to develop green skills as the UK moves towards a net zero future — https://royalsociety. org/grants/partnership-grants/unique-schemebenefits/tomorrows-climate-scientists/

• OVO Foundation Nature Prize: Let’s Go Zero and Ovo Foundation have teamed up to improve children and young people’s access to nature and biodiversity. The three-year project will award 25 schools a year across the UK a cash prize of £1,000 or £200 for projects that bring their students closer to nature — https://letsgozero.org/our-competitions/

across the country again this year.

“Education for Sustainable Development is a key priority for the department and we are committed to supporting schools to address the transformation needed to make our schools places and spaces for sustainability.

sustainable development and to empower their students to take action.”

The funding can be used by schools to further support ESD projects and/or capacity building of teachers and so implement their Sustainability Policy Statements.

Kinsale Community School received ESD to 2030 funding in 2022. It installed a MyGug biodigester to deal with school food waste.

Welsh school leads the way

The first comprehensive net-zero carbon refurbishment of a school building in Wales is underway.

Pen y Dre High School in Merthyr Tydfil, being delivered by Morgan Sindall, will not only be carbon neutral, but once complete surplus electricity will be supplied to Prince Charles Hospital through the private wire scheme.

Instead of the traditional demolition and build model for creating carbonneutral schools, this project has taken a new approach and will see the existing school building stripped back to its frame and built back up with high-performance, energy-saving materials, power supplies, and

Making our educational estate carbon neutral is a significant step we can take towards our ambition to be a net-zero carbon nation by 2050

SETTING THE BASELINE

Part funded by the Welsh Government’s Sustainable Communities for Learning Programme, which aims to invest in and improve educational facilities,

refurbishments in Wales.

The first project of its kind, it will act as a case study to help inform future Sustainable Communities for Learning Programme projects.

a net-zero carbon nation by 2050, Welsh Government requires all new school and college buildings, major refurbishment, and extension projects to produce zero or negative carbon emissions as part of their operational energy.

Additionally, to support local authorities and colleges in their journey to net-zero carbon, the Government commissioned a baseline assessment of the condition of the education estate in Wales.

An innovative Elemental Building Condition and Carbon Survey included all state-funded schools and further education colleges.

And it will enable local authorities and further education institutions to develop a net-zero carbon route map for each school or college to assist in the decarbonisation of the education estate in Wales.

VALUE FOR MONEY

The survey results will form a high-level proposal on how to achieve a phased value-for-money, low-carbon solution per building to assist delivery partners and provide overarching data to the Welsh Government on the current status of decarbonisation of the education estate.

Cabinet Secretary for Education, Lynne Neagle, said: “Supporting learners to become ethical, informed citizens, who are committed to the sustainability of the planet is a key part of the curriculum and it is vital we set this example through our school and college buildings.

“Making our educational estate carbon neutral is a significant step we can take towards our ambition to be a net-zero

part of our Sustainable Communities for Learning Programme.

“It has been fantastic to see the phased approach and work being done at Pen y Dre High School and it is a positive example of how we can modernise, expand, and decarbonise Welsh schools.”

PARTNERSHIP APPROACH

Sue Walker, director of education at Merthyr Tydfil County Borough Council, added: “The local authority is proud of the refurbishment work that is being undertaken at Pen Y Dre High School.

“Undertaking a project of this kind when the school is still a functioning establishment has been challenging, but it is testament to the school community and contractors working in partnership that has allowed this to happen with the least disruption possible.”

The school was designed by Lawray Architects. The project team also includes Cambria Consulting, WSP, Arda Consulting, and Aecom. n

University turns down the heat

Voltalis’ demand response technology has been implemented in student accommodation on The University of Wales Trinity Saint David’s (UWTSD) historic Lampeter campus as part of efforts to reduce energy consumption and carbon emissions.

One common issue in student halls is energy waste, often caused when occupants open windows instead of adjusting the heating at the source.

And the mix of 200-year-old and newlyconstructed buildings on the university’s Lampeter campus presents additional challenges in decarbonising the wider estate.

As a global leader in demand-side response, Voltalis’ work is helping to address these issues.

The company’s free device connects to existing electric radiators, turning them into ‘smart radiators’ that can be managed through the My Voltalis app.

This enables users to easily optimise energy usage without the need for major infrastructure changes.

The technology also modulates the flow of electricity automatically during peak periods, reducing energy consumption by up to 15%, lowering costs, and cutting carbon emissions — all without compromising student comfort.

The system has now been installed in over 100 rooms at the campus, contributing to the university’s decarbonisation goals.

“Voltalis’ technology effectively makes old traditional radiators smart without replacing the radiator system.

“People think installing smart tech is long, complicated, and expensive, but that doesn’t have to be the case any longer.

“If you can do it on a campus like this, you can do it anywhere.”

A SMART APPROACH

Daniel Priddy, head of sustainability at UWTSD, said: “We’re set to see the benefits, with energy bills going down, progress in our decarbonisation goals, and the integration working seamlessly with

A measure of success

Robert Gordon’s College (RGC) in Aberdeen is working with net zero consultancy, Zero Matters, to carry out a full audit of its emissions.

The independent school is targeting a net-zero future and has commissioned a full carbon footprint of its campus and operations.

The college provides nursery,

primary, and secondary school education and has set its environmental goals and commissioned the carbon footprint ahead of its 275th anniversary next year.

It will work with Zero Matters to carry out the audit and to design a plan for reaching net zero and managing the school’s environmental transformation.

Dr Randall Bowen, managing director of Voltalis UK, added: “As educational institutions face increasing pressure to achieve ambitious decarbonisation targets, we are proud to partner with UWTSD on its path to net zero.

“Together we are demonstrating that innovative solutions can be adopted across universities and other public sector buildings at scale, without the need for major system overhauls.

EMPOWERING STUDENTS

“With the right technology, institutions can not only cut emissions and reduce costs, but also empower students to actively contribute to a sustainable future.”

UWTSD’s partnership with Voltalis aligns with its commitment to sustainability and contributes to the Welsh Government’s goal of achieving net zero by 2050.

RGC leaders said they hope to announce the target date for reaching net zero in the next few months.

Robin Macpherson, head of the college, said the school has always prided itself in ‘breaking new ground’ since its founding to offer education to disadvantaged children.

“I can announce today that

we are now on the journey to becoming a net-zero school,” he added.

“This is both our obligation to society as we tackle climate change together and in keeping with our proud history of offering our pupils and parents a school they can be proud of when they are with us, and for long after they leave us.”

Universities share heat network funding

Three universities are among 33 schemes to benefit from a £2.7m moneypot aimed at optimising heat networks across England and Wales.

The University of Nottingham, University of Worcester, and the University of Exeter will share in the cash, awarded to heat networks in the sixth round of funding allocated under the Government’s Heat Network Efficiency Scheme (HNES).

The revenue funding will support studies to identify issues with unreliable heat networks, which are currently operating at low efficiency levels and causing occasional service interruptions.

At the University of Nottingham, the money will be spend on the University Park campus heat network, while at the University of Worcester it will pay for work to the Edward Elgar district network.

At the University of Exeter, it will help to maximise the potential of the network at the Geoffrey Pope Building.

Minister for Energy Consumers, Miatta

quality service — delivering regular, reliable heating and hot water.

“Today’s £2.7m funding boost will transform 33 old and inefficient heat networks across the country.

“This is part of our wider efforts through the Heat Network Efficiency Scheme — with more projects set to benefit in the near future.”

Louise Singleton, principal consultant at Gemserv, added: “It is great to see HNES continuing to provide vital funding to old, inefficient heat networks across

England and Wales.

“It is particularly encouraging to see applicants being pro-active once receiving the output of their HNES-funded optimisation studies.”

Commenting on its funding of almost £24,000, Jess Tasney, carbon reduction and sustainability manager at the University Of Worcester, said: “The study will give us a set of recommendations of things we can do to improve the efficiency of the heat network, while maintaining the comfort of users of the building.

“We hope to then take the findings and be able to apply them to our other sites and buildings, in order to work towards decarbonising the university.”

The university is currently a key stakeholder in a project to design a detailed plan for a city-wide heat network in Worcester, using the River Severn at its heat source.

Tasney said: “While this project is in its early stages, it demonstrates the importance of optimising smaller networks, such as our Edward Elgar heat network, as a critical step in securing maximum efficiency of regional heat networks providing low-cost, decarbonised heat to a range of customers, many of whom could be university staff and students in their residences, as well as members of our local community.”

Schools cut energy bills by £42,000

Solar panels, batteries, LED lighting, and loft insulation have been fitted at five Powys schools with community centres attached in a bid to make them more sustainable.

The work is expected to deliver combined annual cost savings of around £42,000 and carbon savings estimated at 23 tonnes of CO2e.

The sites benefiting from the schemes developed by Powys County Council’s Property Design Services are:

• Berriew County Primary School and Community Centre

• Newbridge-on-Wye Church in Wales School and Community Hall

• Ysgol Cwm Banwy and Canolfan y Banw in Llangadfan

• Ysgol Glantwymyn and Community Centre (Cemmaes Road)

• Ysgol Dolafon and Bromsgrove Hall in Llanwrtyd Wells

It follows similar improvements made at school and community centre sites in Arddleen, Tregynon, and Llangattock last year. The work has been supported by Assets Collaboration Programme Wales grant funding from the Welsh Government (Ystadau Cymru). Work completed includes:

• 11 kWp solar panels with 11 kWh battery storage, LED light fittings, and 200mm of loft insulation installed at Berriew County Primary School

• 11 kWp solar panels with 11 kWh battery storage, LED light fittings, and 200mm of loft insulation installed at Berriew Community Centre

• 11 kWp solar panels with 11 kWh battery storage, installed at Newbridge-on-Wye Church in Wales School

• 3.69 kWp solar panels with 5.8 kWh battery storage, installed at Newbridge-onWye Community Hall

• 11 kWp solar panels with 11 kWh battery storage, LED light fittings, and 200mm of loft insulation installed at Ysgol Cwm Banwy

• LED light fittings and 200mm of loft insulation installed at Canolfan y Banw

• 11 kWp solar panels with 11 kWh battery storage, LED light fittings, and 200mm of loft insulation installed at Ysgol Glantwymyn

• 11 kWp solar panels with 11 kWh battery storage, LED light fittings, and 200mm of loft insulation installed at Glantwymyn Community Centre

• 11 kWp solar panels with 11 kWh battery storage, LED light fittings, and 200mm of loft insulation installed at Ysgol Dolafon

• LED light fittings and 200mm of loft insulation installed at Bromsgrove Hall

Councillor Jake Berriman, Powys County Council’s cabinet member for a Connected Powys, said: “We are grateful to the Welsh Government for this grant funding, which we anticipate will help the schools and community centres that have benefited to cut their electricity bills by up to a third.

“It is also helping them to cut their carbon footprint and moving us towards our target — set by Welsh Government — to be net zero for greenhouse gas emissions by 2030.

“As a council, we want to support our communities to be more sustainable for future generations as part of our Sustainable Powys approach.”

Jayne Bryant, Cabinet Secretary for Housing and Local Government, added: “The Welsh Government is proud to support sustainable initiatives in Powys through Ystadau Cymru and the Assets Collaboration Programme Wales grant scheme.

“This project is a significant step towards our ambitious goal of achieving net zero by 2030, while also encouraging sustainability for future generations.”

The projects were all delivered by Ian Jones Electrical Contractors of Caersws.

The grant will pay for an optimisation study of the Edward Elgar district heat network

Browne Jacobson appoints HE adviser

Browne Jacobson has strengthened its growing higher education practice by appointing a special adviser with deep experience in the sector.

As the UK and Ireland law firm’s first higher education special adviser, Professor Janice Kay CBE will provide strategic input and support engagement with the higher education sector.

Her experience includes two decades in senior positions at the University of Exeter, including as provost and senior deputy vicechancellor for nine years until August 2023. She was also special adviser to vicechancellor, Professor Lisa Roberts, until July 2024, and earlier this year co-founded Higher Futures, a company that supports universities and sector organisations to deliver in challenging financial circumstances.

Professor Kay said: “This is a hugelyexciting time to be collaborating with Browne Jacobson as the firm seeks to develop its higher education offering, and

when the sector’s requirement for support from its legal advisers will become more important than ever.

“The higher education sector is going through significant challenges right now amid a broad range of external headwinds, making it vital for universities to identify the right strategy to address these and be in a position to deliver on their objectives.

“I will look to use my experience of working inside the sector over the past 20 years to offer strategic advice and counsel, which will help to ensure the firm’s expertise is aligned to have the greatest impact in supporting the higher education sector.”

Browne Jacobson’s sector-leading education practice supports higher education institutions, research bodies, schools, academy trusts, local authorities, education charities, and executive government on a full range of services.

The higher education team supports senior leadership, management, and in-house legal teams at higher education institutions with strategic decision-making and risk

management, as well as advising on matters such as equality and discrimination, student welfare, disciplinary, and regulatory.

Bettina Rigg, head of higher education at Browne Jacobson, said: “Bringing Janice on board as a strategic adviser and ambassador is a fantastic addition to our growing higher education team and we are excited about the role she can play as we continue to offer a wide range of trusted, practical legal solutions to universities.

“Calling on 20 years experience in senior roles at a Russell Group university, she can provide a unique insight into the sector’s inner workings, additional strategic input to our engagement with the higher education sector, and assist in developing new partnerships between universities and our wider client base.

“Higher education is at the forefront of society’s biggest issues and, as it undergoes rapid change in the legal, regulatory, and commercial landscape, we look forward to supporting institutions to deliver excellence in their regions, nationally and globally.”

JPG Group names new managing director

Engineering Consultancy, JPG Group, has appointed David Allwood as managing director of the business.

Allwood has been a director with JPG since 2018 and takes over the role from Chris Harding, who moves to a consultancy role after nearly 15 years managing the business.

Harding said: “Independence is one of the key drivers for the JPG team and it has been a great pleasure to guide the business to this next step in our internal succession planning.

“David has a wealth of industry experience and knows the business well and I am delighted to offer him my personal congratulations and to wish him every success

for the future.”

A chartered structural engineer with over 25 years experience within the construction and commercial property sector, Allwood joined JPG as project engineer in 2007.

He has progressed a high-achieving career within the business that includes setting up the Midlands office. He also gained significant international experience in the Middle East region, where he lived and worked to establish the JPG office in The Sultanate of Oman as country manager.

Allwood is highly experienced with a proven track record in the delivery of complex schemes from conception, including education projects.

He said: “JPG has a proud heritage which spans nearly 40 years and I am thrilled to take

up this new role, leading JPG into the next exciting chapter in our history.

“We have a fantastic business, and our can-do approach places us at the forefront in developing the built environment nationwide. I look forward to supporting the team on our continued successes.”

Established in 1988, JPG currently employs 45 people within its Leeds and Birmingham locations and provides civil and structural engineering consultancy services for clients throughout the UK.

It covers all major development sectors, with expertise in every aspect of civil and structural engineering from initial site investigation to detailed civil and structural engineering design and construction support.

CHRISTIE & CO GROWS CAPITAL MARKETS TEAM

Christie & Co has announced the appointment of Beth Newman as senior surveyor for capital markets.

The role has been created following the appointment of Michael Hodges as managing director of capital markets in June as part of the company’s strategy to increase activity and build its profile within this area.

Newman has joined Christie & Co from Avison Young where she was part of the capital markets team based in Manchester, focusing on both acquisitions and disposals of investment property, in addition to providing investment advice to a range of clients.

Her role also included undertaking due diligence for large institutional transactions.

In her new role she will be working with Hodges across all Christie & Co’s sectors on a

national basis across the various regions.

She said: “I am excited to be joining Christie & Co who are a clear market leader across the childcare, healthcare, hotel, leisure, medical, and specialist retail sectors.

“Many investors are now looking to actively target the alternative asset classes which reflects Christie & Co’s core business.

“I look forward to working with the Christie & Co team as we expand our capital markets proposition.”