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some form of visual contact will
be needed, for example a vision panel in the door. Many support spaces
can overlap with other small spaces such as quiet spaces or offices,
given appropriate furniture, but some are too specialised to have
an alternative function. For example, the spaces in a learning support
centre (a self-contained suite of rooms, supporting pupils with emotional
and behavioural difficulties) are unlikely to be used for other purposes.
Increased inclusion will result in a greater need for specially furnished
and equipped therapy rooms. These range from a space for visiting
physiotherapists to work with individual pupils to sensory rooms of
varying kinds. With pupils spending part of their time learning off site the need for a support base at the ‘home’ school where pupils can meet tutors and access resources may be considered. Refer to Building Bulletin 94 for further guidance on designing for inclusion. |
2A.5 SOCIAL & MOVEMENT SPACES > entrance areas > circulation routes > house bases > eating places > social bases > recreation areas > community rooms •
Attractive social and recreational spaces can improve staff and
pupil morale. This
range of spaces includes places for meetings, eating and socialising
for pupils, staff and the community. They are sometimes defined
as 'non-learning' spaces but as learning becomes more flexible in
the future, the difference between learning and non-learning spaces
will become less distinct. There will also be external recreation
spaces, these are dealt with below. These spaces also help inclusion in the broadest sense by providing places for 'escape' and greater independence. |
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