In light of the National Audit Office report into the condition of school buildings which found 700,000 pupils attending schools in need of major rebuilding or refurbishment, BESA has commissioned a special survey into the condition of more than 900 schools. 

Today’s new report brings together key voices from across the sector to issue a clarion call for a new funding settlement to enable schools to modernise their estates and facilities. 

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Commenting on the report, BESA’s Director General, Caroline Wright said:  

A good education is built on strong foundations: the workforce, the classroom and the supplies. No one element lives in isolation of the other. It’s well documented, that the quality and condition of a working environment has a strong influence on your wellbeing as a member of staff or the attention of a pupil. 

Well provisioned facilities are not just conductive to better learning, in some subjects they are fundamental to the delivery of lessons. However, our report finds that pupils are continuing to learn in facilities which are outdated and, in the worst of cases, having a direct consequence on the quality of teaching and learning.  

This report demonstrates the need for urgent reinvestment in our school’s estates and facilities. At its current rate, the entire schools’ estate would take over 400 years to rebuild. This is simply not good enough when a school building is typically built to last around 70 years.  

We call on all major parties to commit to an urgent reinvestment in our schools estate and give teachers and pupils the world class facilities that they deserve. 

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Key findings from the report include:

STEM

• 71% of schools reported the provision of IT and Computer Equipment as inadequate. With 28% indicating that this was having an impact on teaching and learning.
• 82% of science teachers are concerned about the level of investment in STEM facilities.
• 1/3 of schools report that the current level of investment in STEM facilities is harming learning outcomes

Commenting on the findings the Association of Science Education said:

“A lack of investment in science facilities will directly and negatively impact the effectiveness of science teaching and learning. It raises direct questions about students’ ability to access hands-on learning experiences and high-quality practical science education.

This research suggests that these benchmarks are not being met in schools across the country and as such paints a bleak picture for the future of science education in the UK.”

Music, Art & Design, and Design Technology

• 41% of schools have inadequate music facilities.
• 40% of schools have inadequate Art & Design facilities
• 51% of schools’ electronic workshops are in a poor state of repair.
• 51% of schools said that current investment in Design & Technology facilities is negatively affecting outcomes for students.

Commenting on the findings the National Society for Education in Art & Design said:

Art and design teachers are known for being creative and resourceful, but there are limits to what can be done safely and to a high standard if the resources are not there. Across the UK darkrooms, kilns, printing presses are being de-commissioned because there is no budget to maintain them.

Music Mark said:

High quality facilities are an essential part of any child’s music education, they create space for children and young people to create, experience, and be transformed. The National Plan for Music Education sets out a vision for the power of music to change lives, where “Music must not be the preserve of the privileged few”

Physical Education

• 48% of schools describe their netball courts and indoor gymnasiums as in a poor state of repair
• Over 56% of schools that need swimming facilities do not have access to one (including shared access)
• 53% of schools say that current levels of investment in PE facilities is having a negative effect on outcomes for students.

Commenting on the findings Ali Oliver MBE from the Youth Sport Trust said:

Every child has the right to be physically active and we believe schools are uniquely placed to provide opportunities to all children, including through PE and school sport. However, as this report shows, nearly 60% of schools agree or strongly agree that the current level of investment in PE facilities at their school is insufficient and may lead to significant challenges in the future.

IT

• 30% of schools do not have enough internet connected devices and say that this is having an impact on teaching and learning.
• The reliability of internet connections appears to be improving, with just 8.8% of schools describing their connection as ‘not reliable’
• Differences between the reliability of internet between Urban and Rural schools appears to be narrowing, though a higher proportion of Rural schools still describe their internet as less reliable than Urban.

Commenting on the findings, Gavin Hawkins of NAACE said:

The findings of the BESA “State of the Estate” report paints a mixed picture regarding IT infrastructure in schools and the reliability and access to digital devices and connectivity.

The findings pose some challenging questions for schools regarding the effectiveness of connectivity, the availability of devices and the need for specialist computer labs.

Classrooms, Teaching and Learning Spaces

• Air Conditioning continues to be a facility that many schools do not have the facility for. Our focus groups unearthed that this was a real problem schools were having to deal with.
• 1 in 4 schools describe the condition of classroom computers or tablets as poor.
• Nearly 30% of schools have issues with heating their classrooms, describing the quality of current heating infrastructure as ‘Poor’

Communal Spaces, Safeguarding and Transport

• 56% of schools say that they need but do not have outdoor sheltered areas. Outdoor Sheltered areas are essential to enabling schools to deliver lessons outside of the classroom.

SEND

• There is an underserved need for adapted physical education facilities within schools. Over 80% of schools surveyed saying they need the facility but don’t have it.
• There was also a need for over half of schools to have specialised classrooms and therapy rooms for children with SEND.
• Very few schools described any of their SEND facilities as “well resourced” with less than 20% of schools indicating that their facilities for SEND were in a good state of repair.

BESA members can download the full report here.

Non-BESA members can download the report here. 

Please direct any press enquiries to peter@besa.org.uk