At the recent Education Estates 2025 conference, I was proud to join Euan Leslie, Programme Manager for our partners Surrey County Council as we presented their ambitious and highly successful strategy for expanding Special Educational Needs and Disabilities (SEND)...
For students with Social, Emotional, and Mental Health (SEMH) needs, the right environment can make a world of difference. In an ideal setting, buildings are a key part of the therapeutic process, shaping behaviour, supporting emotional regulation, and helping...
The physical design of learning environments plays a significant role in supporting students with diverse needs, particularly those who are neurodivergent, including individuals with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and...
At TG Escapes, we believe that every child deserves a space designed with them in mind. Our team has years of experience delivering bespoke, eco-friendly buildings to schools across the UK, with a focus on SEND and SEMH facilities. Whether supporting pupils with...
At a Glance The Equality Act 2010 and SEND Code of Practice provide the statutory foundation; Building Bulletins 103, 104, and 93 offer non-statutory but essential design guidance BB104 defines four types of SEND provision (Special Schools, Alternative Provision,...
While some children with complex needs benefit most from education within a specialist school, many SEND students can and do thrive in mainstream settings, allowing them to develop alongside their peers. As the number of SEND students grows, there is increasing...
