The upcoming construction framework

With a large portion of the school estate in poor condition, the Department for Education’s upcoming Construction Framework 25 could mark a turning point for the design and quality of school buildings. Architect Rachel Moulton hopes the framework mandates greater inclusivity, sustainability and wellbeing for every new project

Our state school estate in England is in poor condition and in need of significant investment, impacting on the physical safety of users, and compromising the teaching and learning experience. This year we see the introduction of a new design and construction framework from the Department for Education (DfE). Could this signal a change in design standards, and the creation of a new benchmark for inclusivity in the education sector?

According to 2023 data from the National Audit Office, many schools are dealing with outdated facilities and poorly maintained infrastructure, with insufficient funding to modernise or carry out necessary repairs. The same report highlights that more than 700,000 pupils are being taught in schools that the DfE or responsible bodies consider in need of major refurbishment or rebuilding. This is an ongoing issue today, and one that is adding to the mounting pressures on school leaders. Students and teachers deserve better from their educational environments. 

A new framework 

The education design and construction sector which serves the state sector is currently in a transition period where we await the new Construction Framework 25 (CF25) from the DfE, replacing the soon to expire Construction Framework 21. The new framework is set to be in place for a minimum of six years, bringing with it new and updated value banding. As part of the new framework, the DfE is also due to issue a new specification for its projects. 

As specialist education architects we have many hopes for the new specification for facilitating greater design quality. The previous Spec21 brought great new sustainability deliverables, with all new schools requiring to be Net Zero Carbon in Operation (NZCiO). We expect this to continue in the new specification, alongside more elements of inclusive design and biophilia, both of which bring measurable improvements to educational attainment and wellbeing.

The new CF25 framework will provide the DfE with the procurement route for the majority of large capital works for education facilities across England. It will mostly service the School Rebuilding Programme, which carries out major rebuilding and refurbishment projects at schools and sixth-form colleges, with prioritisation according to condition. There are also two other funds accessible to schools: the Condition Improvement Fund (CIF), an annual bidding fund for small trusts, standalone academies, voluntary aided schools and sixth-form colleges to support essential maintenance projects and issues which could lead to imminent school closure; and the School Condition Allocations (SCA), an annual funding given to larger bodies, such as multi-academy trusts and local authorities, to invest in condition priorities across their school estates. 

An opportunity for change 

The new CF25 framework should provide great opportunities for schools due for construction work to improve their learning spaces, but it should also raise the bar, setting a new standard for the future of school buildings, and driving educational learning environments and school campuses forward over the coming decades – sending out a clear message that in the 21st century we need to provide schools that build belonging, and are accessible to all.

Incorporating inclusive design can take many forms, from ensuring spaces are physically accessible, to ensuring that they support neurodiversity. It can also bring many benefits to the operation of a school, including increased learning attainment and improved behavioural outcomes, often with small design changes making a large impact on the school experience.

Inclusive design requires the buy-in of all design and construction disciplines throughout the tender process. With construction frameworks, this tender process involves multiple stages. These include the full assessment of school sites, looking at building condition and suitability and inclusive design and learner needs, and engagement with local authority planning officers, the local and school community, and the expertise that lies within the DfE. To optimise outcomes for the school and its community, each stage, from survey, to feasibility study, control option, and contractor team appointment, requires a detailed and considered approach. 

At HKS we engage in this process alongside professional colleagues from a variety of disciplines, speaking with the students, staff, and the wider school community to help us to gain an understanding of how the school operates, and how each group uses different learning environments and facilities. 

Incorporating inclusive design

The good news is that inclusive design can already be seamlessly incorporated into school construction projects. Some of the key considerations that can make a difference to the user experience include creating access to – or a view out to – nature, to improve mental wellbeing, increase creative thinking, and assist with student respite. Similarly, bringing natural materials and finishes into learning environments is proven to increase positivity, productivity, and performance.  

Entrance and circulation areas are also important. Corridors can be intimidating and over sensory spaces in schools, especially during class changeovers. Introducing wider dimensions can increase personal space and 
reduce overwhelm, aiding the smooth running of the school day, and proving out-of-classroom behaviour, especially in secondary settings.  

F Increasing daylight is another way to reduce stress levels, as well as helping to increase physical activity and increase sleep quality and duration out of school, creating a direct impact on learning attainment. Increased daylighting can be supported by well-designed artificial lighting, with the correct levels to assist with concentration and wellbeing. The elimination of flickering lights is another key factor in reducing stress and sensory overload.

Acoustics are also vital to an inclusive environment, with improved speech intelligibility and perception aiding concentration and improving reading development. Sensory control can also bring benefits, allowing teachers to set the room to suit their student cohort. Sensory control can range from individual room controls, to incorporating different areas and environments in a classroom. This might include the provision of a calm space for learners to concentrate or re-regulate, and space for exertion, ideally via direct access to an outdoor space.

It should come as a relief to school leaders that there are many changes that can be implemented by a school with no planned construction works, which will also help to bring schools in line with this renewed focus on inclusivity and wellbeing. Introducing plants to classrooms for example is a quick and simple way of bringing a calm feel to the classroom and improving air quality. Selecting wall colours that are calm and do not divert attention can also assist pupils with concentration, along with the reduction of in-classroom stimuli – relocating bolder ‘work-proud’ displays to the back of classrooms, or bringing these into communal spaces, for the wider school community.

Looking ahead 

Overall, for schools to be fit for teaching in 2026 and beyond, our education estate needs to evolve with changing pupil needs, and new frameworks should always be firmly rooted in the very latest research and evidence into young people’s mental health and wellbeing, and regenerative principles. These should consider both the requirements of the digital generation, and the changes in pedagogy that new technology brings with it. We hope that CF25 and the new government specification provide a good example of these principles to help shape our future schools for the better, creating accessible environments where everyone can achieve their best. 

Rachel Moulton is regional practice director for education and life science at HKS.