Scoping a Listed Building Consent Order for Schools in England to adapt to climate change

This is a contract result notice, not an open opportunity. Details from the official award data.

To help address the climate change challenge, Historic England wishes to explore the feasibility of a potential LBCO for schools.

The LBCO will focus on works aimed to mitigate or adapt to the climate crisis.

This involves works to improve the energy and carbon efficiency and climate resilience of buildings.

A LBCO for listed schools in England could simplify and streamline the process for schools covered by the Order to carry out appropriate works without needing to apply for LBC.

This will also make it easier for eligible schools to take advantage of the government and other funding to decarbonise faster and cheaper, while preserving their special interest.

MHCLG is the lead government Department responsible for drafting Orders.

Historic England's aim is to understand and develop advice on the scope of and potential for a future LBCO, should MHCLG wish to develop one.

At this stage, we want to understand the feasibility of an LBCO for schools by analysing an initial sample across 3-4 local authorities, and a specific typology - Victorian and Edwardian board schools.

There are over 5,000 listed school buildings in England, a significant part of our historic environment.

Historic England believes that these can be successfully refurbished, rather than being lost to educational use altogether.

This approach means that the inspiring surroundings offered by historic school buildings are not denied to future generations of students.

Retrofitting and refurbishing historic school buildings can be less disruptive and more cost- and time-effective in comparison with the alternatives and can reuse finite resources in the interests of sustainability and value for money.

The 1870 Education Act established publicly funded non-denominational state schools, called board schools.

These tend to be of a consistent typology which would lend themselves well to scope of this research.

School boards used local architects and often developed families of buildings with a particular character resulting in a degree of consistency in their special interest.

The designs of E R Robson in London, and of Martin and Chamberlain in Birmingham, for example, are typical and their significance is well understood.

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