Hayden Todd, associate director at property consultant, Aitchison Raffety, considers planning strategies for independent schools

Independent schools have long played a pivotal role in the education sector and often become an important part of local communities. However, as they face a series of unprecedented economic challenges, a closer examination of operational requirements is becoming increasingly necessary, which can have implications for the social, built, and natural environments where they are situated.

Navigating a complex planning system

To navigate these economic hurdles, many schools will need to streamline their operations, which may result in surplus assets being sold or repurposed to raise much-needed capital.

When considering development options, it is essential to take a strategic approach, as the planning system can be complex – particularly for schools, which are frequently affected by a wider range of planning constraints that need to be carefully assessed on a case-by-case basis.

Community facility/social infrastructure

Schools and their associated buildings are generally considered to constitute community facilities.

Councils often have local policies that seek to prevent valued community facilities from being lost or repurposed.

These policies can present significant challenges for schools looking to optimise development potential and need to be carefully considered at an early stage to understand their implications and the best strategy for proceeding through the planning system.

Independent schools are frequently located in historic settings, which can introduce additional layers of complexity to the planning process

Councils often require any applications to change the use of buildings, which fall under the broad category of community facilities, to first demonstrate that they are surplus to local requirements before they will issue permission for alternative use, such as residential.

In some cases, this may involve having to market the property for a set period to determine if there’s any demand for a similar type of community use in that location.

Historic and protected environments

Independent schools are frequently located in historic settings, which can introduce additional layers of complexity to the planning process.

The development potential of these buildings and grounds can be influenced by the historical significance of the site and how the new development would respond to the local context.

Schools looking to redevelop in such settings must carefully evaluate the potential implications to ensure that any proposed development preserves the heritage asset’s significance. This may limit the available options.

Not all buildings and sites will be suitable for residential development.

Open space and fields

In some cases, independent schools may consider utilising parts of their grounds for residential development to generate capital. This option needs to consider local land designations, particularly in rural areas.

The loss or relocation of any playing fields would also need to satisfy Sport England requirements

Evolving planning system

The planning system has recently undergone significant changes, including the introduction of the new ‘grey belt’ category.

These changes could potentially unlock development opportunities for sites that might have previously been deemed unsuitable for residential or commercial development.

However, these changes also bring new challenges, and professional planning advice will be crucial in helping independent schools to navigate the planning system.

Enhancing facilities

While many schools are exploring ways to generate capital through their estates, others may be investigating enhancing their facilities to remain competitive and attract more families.

Recent changes to VAT regulations may provide an incentive for schools to invest in upgrading their facilities, as they may now be able to reclaim VAT on capital projects.

Independent schools may consider utilising parts of their grounds for residential development to generate capital. This option needs to consider local land designations, particularly in rural areas

Similar to releasing surplus assets, these projects will need to consider carefully local requirements and designations.

Changes to the planning system may help simplify some of these projects, particularly on sites previously constrained by green belt designations.

Maximising revenue with facility hire

For some schools, hiring out facilities can provide additional revenue streams. This strategy can often be implemented without the need for planning permission, depending on the nature of the facility and its use.

However, it is always advisable to check with the local planning authority or planning consultant to ensure compliance with any necessary approvals.

Conclusion

Development and changes to the use of school buildings and property can be complex and subject to a wide range of planning constraints.

Whether schools are looking to enhance their facilities, repurpose assets, or navigate various policy constraints, careful planning and professional advice will be key to achieving their objectives.

Recent changes to VAT regulations may provide an incentive for schools to invest in upgrading their facilities, as they may now be able to reclaim VAT on capital projects