“Outdated” facilities in schools are having “direct consequences” on teaching and learning, a survey has found.
Teachers were particularly concerned about inadequate resources for science and pupils with special educational needs and disabilities (SEND), especially in secondary schools.
Problems with facilities for art, music and PE were also flagged in the survey by the British Educational Suppliers Association (BESA) of around 900 schools.
Paul Whiteman, general secretary of the NAHT school leaders’ union, said: “We know from our members that more than a decade of underinvestment has left schools struggling with outdated and inadequate facilities, and that many are in a state of disrepair.
“As this report shows, this means schools having to teach in facilities that are not fit for purpose. We are concerned about the impact this has on children’s education - in particular for pupils with exams this year.”
The report comes after the National Audit Office found last summer that 700,000 pupils were learning in buildings in need of major rebuilding or refurbishment.
Hands-on learning taking a hit
A third of schools surveyed by BESA said current investment in science, technology, engineering and mathematics (Stem) facilities is harming learning outcomes.
Additionally, 71 per cent of schools reported IT and computer provision for Stem is inadequate.
The Association of Science Education said the findings raise “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,” the association added.
‘Poor’ heating
Nearly 30 per cent of schools reported issues with heating their classrooms and described the quality of their heating infrastructure as “poor”.
Only 20 per cent reported they had adequate or good air conditioning facilities.
Around a fifth said they had poor catering facilities.
More than half of respondents reported they were in need of an outdoor sheltered area but did not have one.
‘Serious’ lack of devices
Nearly a third of respondents said a lack of devices was a serious issue and limited the ability to use technology for teaching and learning.
There were more positive findings on internet connection, with the majority describing school wi-fi as reliable - but there continues to be a divide between rural and urban schools.
Julie McCulloch, director of policy at the Association of School and College Leaders, said: “This report provides yet more evidence of the results of the government’s neglect of the school estate over the past 14 years.”
She added that “catastrophic underinvestment” in the school estate “has led to a situation in which many school buildings are in a poor state of repair, let alone being updated and modernised” and called for this to be addressed in the spring Budget.
Concern over SEND space
Less than 20 per cent of schools indicated their SEND facilities were in a good state of repair.
Most schools reported that they want specialist classrooms or therapy rooms for pupils with SEND, but do not have them.
A majority of schools responding (80 per cent) said they needed adapted PE facilities for children with SEND, but did not have them. Of those that did have adapted PE facilities, 64 per cent said they were under-resourced.
“It is well-known that the SEND provision in mainstream schools is under extreme pressure. The lack of facilities clearly being a contributing factor,” the report says.
“Even those schools in the fortunate position of having dedicated facilities are reporting a poor state of repair,” it adds.
Darkrooms and kilns ‘decommissioned’ due to budgets
Schools also reported problems with facilities for creative subjects like art, music and design.
Of the respondents, 41 per cent of schools said they had inadequate music facilities, and 40 per cent said they had inadequate art and design facilities.
More than half of schools responding for design and technology and PE said a lack of investment in facilities is affecting learning outcomes.
A spokesperson for the National Society for Education in Art and Design said there are limits to what teachers can do “if the resources are not there”.
They added: “Across the UK, darkrooms, kilns and printing presses are being decommissioned because there is no budget to maintain them.”
The DfE has been contacted for comment.
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