Local Authorities are turning to AWW for our expertise and proven track record in SEN design.

We have recently been commissioned by Bristol City Council (BCC), Bath & North-East Somerset (BANES), and North Somerset Council (NSC) to lead the design of five new Special Educational Needs (SEN) projects from concept stage.

This marks a significant milestone and reflects the trust we’ve built with local authorities in the region.

Trusted to Lead from Concept

We approach each project with the understanding that no single design fits all, especially when designing spaces for children with a wide range of complex needs, which is why councils are not only asking AWW to deliver projects, but they’re inviting us to shape the vision from the outset.

From the very beginning, we work closely with schools, councils and key users to understand the specific needs of the children and the environments that will best support them. To ensure no detail is overlooked we develop a tailored engagement plan that brings together all stakeholders for a series of focused workshops, centred on key design elements. By building robust partnerships from day one, we’re able to foster a collaborative and coordinated design process that truly reflects the needs of every user.

Versatility Across Project Types

The five new projects cover a diverse mix of briefs - from the development of an entirely new school, a new pupil referral unit, the expansion of current SEN bases, and the integration of specialist SEN hubs within existing school environments. Each scheme presents its own unique challenges, and taken together, they demonstrate the trust in AWW’s flexibility, creativity and deep understanding of the sector.

Experience That Builds Trust

We have earned this trust through years of experience delivering high quality SEN projects including:

- Polden Bower School
- Selworthy School
- Fairmead School
- Briarwood Secondary Nexus Building and Post 16 Centre
- Claremont SEN Hydrotherapy Pool

We’ve worked closely with therapy specialists to design inclusive, therapeutic environments that support students with a range of sensory, cognitive, physical and behavioural needs.

At Polden Bower, a colour-based wayfinding strategy was developed to aid navigation. Classrooms were designed to be fully adaptable with integrated transfer hoists allowing pupils to move freely without reliance on wheelchairs or frames. The school also features a large therapy pool and expansive sensory environments.

Similarly, at Selworthy School’s Hazelbrook Campus, we created a setting for 80–100 non-ambulant pupils with physical and learning difficulties. The scheme includes sensory gardens, therapy rooms, specialist teaching spaces and outdoor areas designed to support both educational and therapeutic development.

Projects such as the Claremont SEN Hydrotherapy Pool have further strengthened our collaboration with specialist consultants. Designed for secondary aged pupils with severe learning difficulties, the pool environment integrates natural daylight, sensory lighting, and assisted transfer systems to create a calming, spa-like experience. Demonstrating how we successfully ensure therapeutic and sensory needs are fully embedded into the design process.

Several of these schemes were originally led by the team at Hatcher Prichard Architects, who joined AWW in September 2024, with Simon Hatcher appointed as Director to head up our Education portfolio. Since then, their specialist knowledge and experience has continued to grow our SEN work. Just as importantly, these projects have reinforced our trusted relationships with local councils - partnerships built on shared ambition and consistent delivery.

“We’re proud to be involved at the very first stages of design. Every SEN project is different, and that’s why early collaboration is so important. This helps us understand the specific needs of each school and deliver designs that make a meaningful impact”

Looking Ahead

Each project brings its own challenges and opportunities, helping us to continue to learn, to refine our approach and strengthen our understanding of inclusive design. Collectively, we hope these projects will reflect the value of early collaboration between councils, schools and designers in creating environments where every learner can thrive.

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