One of the privileges of our work at Metric is visiting an extraordinary range of schools. In a single term, we might step into a tiny rural primary with mixed-year classes, a highly resourced independent or international school, or a specialist setting supporting some of the most vulnerable young people in society. And we see mainstream schools struggling to meet increasingly diverse needs with increasingly limited budgets. So, with the latest Schools White Paper highlighting in-school inclusion hubs, it feels timely to reflect on what we’ve learned about creating spaces that genuinely support children with SEND. You can read about some of the design details I’ve previously created for SEND settings by clicking the button below.

One person who left a lasting impression was Annabel Bates, then CEO of Unlocking Potential when they were founding Corner School in Wembley, a therapeutic school for children with complex social, emotional and mental health needs. “We should be creating the nicest environments for those who face the greatest challenges and have the furthest to travel in their learning,” she told us. “Spaces that nurture them and show them they are valued.” She described how thoughtfully designed environments — and giving students shared responsibility for them — led behavioural incidents to “drop through the floor.” In schools filled with pot plants, pianos and artwork — environments that felt more like homes than institutions — the difference, she said, was extraordinary.

Inspiration has come from smaller gestures too. At a primary school in Swindon, a Cocker Spaniel named Charlie transformed the atmosphere. In a Special School in Dursley, the headteacher reflected that even when children were overwhelmed by “red mist,” they would never harm the school dog; the animal’s calm presence diffused tension instantly. Research is beginning to evidence what many schools intuitively feel. At the University of Lincoln, Professor Kerstin Meints is exploring the impact of dogs in educational settings [Lincoln Education Assistance Dogs - LEAD], building on the work of Jenny Duckworth, founder of The Dog Mentor, who describes her rescue dog as the “key lever" for making a difference.

Our commitment to inclusive design continues to deepen. As an Advisory Board member of British International School Ukraine, I’ve been involved in developing a recovery toolkit to support students navigating life and learning in a country at war. Researching that led me to Latymer Community Arts Therapy [LCAT], founded in the shadow of Grenfell, where creative therapies support children through trauma.

Whether in Ukraine, London or rural England, these experiences reinforce a simple truth: thoughtfully designed, humane spaces can remove barriers to learning. They signal dignity, safety and belonging, and that matters for every child.

See the Lord Wandsworth College case study by clicking the button below.

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