08 Dec 2025
By Chris Carr, Associate Workplace Consultant, Space Solutions
Slimmed down from two days to one, Learning Places Scotland 2025 still packed a punch. As both exhibitors and attendees, we had the opportunity to engage with the programme, which had plenty for those with an interest in the education sector to take away. The theme of the conference was maximising user experience across the learning estate, with reference to inclusive design and integrating natural environments.
Sensory Inclusive Design
Stephen Long (SFT) opened the presentations and straight out of the blocks came up with an eye-watering statistic – 40% of children in Scottish schools come with additional support needs (ASN) and this was the driver behind a programme of engagement that will soon result in a guidance document on Sensory Inclusive Learning Environments (it should be available before the end of the calendar year). 600+ people were engaged with – from teachers to learners to support groups and beyond – all feeding in their experience and expertise.
Stephen discussed sensory differences and how these can, in the most extreme cases, result in pupils not wanting to come to school. Some points were probably new to quite a few attendees, but the underlying message was that with an awareness and an understanding of the issues, we can create environments that enhance the user experience.
Joining Stephen was Jean Hewitt (Buro Happold) whom I’ve heard speak before, on the same subject – PAS 6463 (Design for the Mind. Neurodiversity & the Built Environment, 2022). Jean did mention that time constraints during the creation of the document meant that it didn’t go into as much detail on educational spaces as she would have liked, but the document is still a powerful and useful resource (to be updated in 2026). Her key takeaway was the 3Cs – Clarity about the space (there should be no surprises), Choice (give people opportunity to amend or adjust spaces), and provide environments that offer Calm.
Sustainable Estate: Rethinking What’s Already There
Eleanor Magennis (Glasgow School of Art) chaired this session with two very impressive presentations.
James Nelmes (Bennetts) gave us the story behind the award-winning Edinburgh Futures Institute project – “a unique building, a unique project”. The loose brief was to bring people together, which was the opposite purpose of the original building (it being a hospital). In 2015 when the project started, the building had lain empty for 9 years and had been significantly altered over the years. Much needed conservation works and climate change adaptation measures plus increasing the available space by 50% (including a new underground multi-function event space the university didn’t know they needed) have resulted in a building that shows what can be done with heritage buildings (albeit one where you have a healthy budget).
Karl Brown & Andrew Scott (HLM) presented a data-driven methodology and placemaking led approach that has been used successfully on different university estates to show the potential for estate rationalisation. With data (supplied by the client), discoveries gained during campus walkrounds and engagement with a cross section of stakeholders, their goal was to map opportunities and propose change priorities – their approach was to “be provocative” early in the process. Through benchmarking against other appropriate campuses, they could show the scale of the issues and opportunities, with 20-30% reduction in space being typically achievable.
During the Q&A, the issue of change management was raised, with the ‘answer’ being to talk with stakeholders and, if appropriate, show end users precedent projects as part of study trips (as HLM did when working with the University of Glasgow). Eleanor mentioned that on one project, buying staff a nice coffee machine helped smooth the change process.
Sustainable Estate: Smarter, Smaller Estates
Chaired by Steven Anderson (SFT) this session featured colleagues from the Department for Education (DfE) with whom the SFT have had regular contact over the years, discussing solutions to common challenges. For the SFT, the potential for more standardisation in school design (incl. MMC) was an interesting idea to pursue, the result (hopefully) being more schools built quicker.
Crawford Wright and Ian Naylor (both DfE) discussed “Platform, Standardisation & Nature”. Even in complex projects with many competing issues, the child is always at the centre of the strategy. Using lots of post occupancy data and with a strong evidence base, the DfE’s GenZero project looked at the standardisation of all space types using a 3.6m x 7.8m planning grid and a kit of parts, and MMC methodologies (using good old Scottish timber). Of equal interest to DfE is the outdoor environment, the GenZero project looking at external landscaping also, embracing the idea that external areas help to create a sense of place. They acknowledged that getting parity between indoors and outdoors can be a challenge, but adding biophilia into landscapes as nature first adaptations can be a low-cost option (and have measurable benefits).
Jane O’Leary (Tilbury Douglas) discussed their work delivering the award-winning St Mary’s School, Derby – the UK’s first biophilic public school. The school consists of 5 separate, single-storey buildings linked by a covered walkway. As part of the wider delivery project, a PhD study was carried out on the completed school, with the children asked for their likes and dislikes. The children loved the greater choice the new school grounds provided, especially the spaces where they can find the peace and tranquility. They were not so keen on the covered walkway, which they felt to be quite dark, having no roof lights.
Inclusive Estate: Two Approaches to School Design
Continuing with the Scotland – England theme, this session was a panel discussion involving Claire Barton (Haverstock – England) and Jennifer Freeman (NORR – Scotland). The discussion was moderated by Claire Jackson (Galliford Try).
A high-level summary of the discussion seems to be that the DfE process has more strict guidelines and allows for less briefing time (which is possible since it’s a simpler process), whereas projects delivered in Scotland have more flexibility and allow more time for brief development. Jennifer stated that efficiencies can be delivered through sharing developed space typologies, but there is still a need to have extensive engagement as every project is a unique journey and POE evidence shows you can’t rush the early RIBA stages. In terms of sustainability, the stricter DfE guidance is to the advantage of projects in England, but Claire stated it is still up to the project team as to how they meet sustainability targets. Jennfier mentioned investigating low tech opportunities to deliver sustainability but stated that there does need to be a holistic approach to sustainability with the end user experience always in mind.
What are the future trends? Jennifer stated that she’d like to see mainstream schools being more inclusive (with good progress being made), and some of NORR’s most successful projects have involved joint campuses including ASN provision. Claire also highlighted that SEND schools are already very progressive, and as had been shown (especially during COVID), these facilities are fundamentally important to families and communities. Making school therapy spaces available throughout the year would be a good move.
Where projects are being delivered on existing sites, Claire mentioned that some children might not get to experience the finished school due to progressing on. If that’s the case, some early wins (e.g., a new playground space?) might be a positive move. Above all, lots of communication during phased projects is needed and for contractors, engaging with the children will be a win-win.
Inclusive Estate: What Pupils Really Think
The final session of the day included a presentation by UWS PhD researcher Harriet MacLachlainn on the physical school environment and pupils’ mental health and well-being. Some of the pupils gave their perspectives on their own schools. They were very passionate and very erudite. All I will say is that an average school in 2025 – not just the buildings but the support given to pupils – is light years ahead of where they were when I was in school. That’s certainly a good thing and maybe the study should acknowledge how far we’ve come as well as what still needs to happen.
Key takeaways from Learning Places Scotland Conference 2025
