Ness McBurney, Subject Lead for Design and Technology (DT) at Clare Mount Specialist Sports College, discusses the changes the school made to its provision.

Our school had been situated in an old ‘secondary modern’ building for many years, which, like many old school buildings of its time, was in a state of disrepair and no longer fit for purpose to meet the changing needs of its students and a growing SEND provision. 

The school’s population was rapidly increasing, in line with the demand for SEND specialist places both locally and nationally, and many lessons were being taught in portacabins outside of the main school building, which was not ideal. 

The Local Authority secured a new building for the school to move to. I had the privilege of being able to plan the Design and Technology provision from scratch, taking into account the needs of our growing population of autistic students and their wide variety of needs and abilities.

A new building for a new SEND provision

The new building used to be a secondary mainstream school, which had closed four years previously and needed considerable work done before we could move in. 

However, two specialist classrooms would be available in the building. I worked closely with the architect to redesign the DT area, repurpose some of the equipment, secure a budget for new items and make it a place to develop the DT curriculum. 

Moving from a small room into two large redesigned areas enabled me to use my knowledge of DT, paired with my understanding of meeting the needs of our students, to create an amazing state-of-the-art learning environment that our students could engage with and really develop their skills and understanding of the subject.

As part of the school’s accreditation through the National Autistic Society, we developed ‘Learning Walls’ in each of our teaching classrooms. These were wooden cupboards and storage spaces, all located at the front of the classroom, covering the wall where the interactive board was placed. It enabled all the resources to be hidden and created a clutter-free teaching environment, enabling students to focus with as little distraction as possible in their environment. 

A DT classroom needs a lot of storage space for tools and equipment, and I wanted to mirror the rest of the school by using the same ‘Learning Wall’ system. This consistency of provision in the physical environment was important for our students to help reduce anxiety when transitioning from one specialist classroom to another. The environment immediately became familiar and safe, meaning it not only minimised distractions, which was the primary motivation but also supported emotional regulation, enhancing learning.

We replicated the wood finish of the storage across the whole room to create a neutral sensory environment. However, we did alter the workbench tops for the machines to hardwood to minimise vibration, which had been an issue in the old DT room and can often be a barrier for autistic students. 

Sensory processing difficulties around noise mean that often loud equipment can create an environment where students are distracted from using tools, sometimes even to the point of being actively distressed by the noise, which can hugely affect participation and learning without support. 

Creating a safe, calm and settled learning environment means minimising risks for our students, and evaluating risks for our students involves a different perspective from that of a mainstream setting. For example, challenges with executive function, which influences problem-solving, can mean our students may try to move machinery when working rather than moving the materials they are working with. 

We installed extra guards and clamps with the specialist machinery, which includes cut-off switches if the machinery is moved from where the safety features are situated. Designing the room from scratch meant we could install electrical sockets in the ceiling so wires could drop down to the equipment, taking away trip hazards from the classroom.

Seeing success for students 

The new workshops have been highly successful, enabling us to build students’ skills and knowledge on accredited courses in Key Stage 4.  We successfully transitioned all students into the new rooms. During the first year on-site, the students have already completed a wide and varied selection of new projects, developing skills and knowledge of machines and materials. 

There are workshops that all of our students can access, which would not have been possible in the old setting. We already have Year Seven students who are competent at using fret saws because the clamps and guards make them very safe for our students. They also loved learning how to set up and use our bench drills. 

Our students can be extremely anxious with noise, but fitting the hardwood worktop has really reduced the noise. They do have the option of wearing ear defenders, but only one or two students do.  

We have a GCSE course in place for our Key Stage 4 students who choose it as an option, and the subject is growing in popularity following the successful setting up of the new areas. 

This September, we have introduced a construction course for sixth formers, developing skills in bricklaying, paving and joinery, which is only possible because of the new environment. It has encouraged the students to participate in design and technology activities and succeed in their accredited courses. We have sixth-form students keen to move on to college courses in DT and related subjects, enhancing their employability and life skills through their involvement in this subject.