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Developing a method for obtaining pupil insight for Building in Use reviews

Lookup NU author(s): Dr Pamela Woolner, Dr Ahmed KharrufaORCiD, Dr Denise LengyelORCiD, Dr Alison Whelan



This is the final published version of a report published in its final definitive form in 2024. For re-use rights please refer to the publishers terms and conditions.


This report details exploratory research undertaken by Newcastle University from November 2022 to May 2023. The aim of this exploratory project was to develop, trial and evaluate approaches to providing indications of how outdoor space is being perceived, used and valued by students in four schools – to ascertain which approach (or approaches) may be best suited for use as part of Building in Use (BiU) reviews.The report details the three digital methods tested, as well as the enablers and barriers encountered while using them.The digital tools developed can be used individually to obtain limited data, but a combination of several methods is most and can be combined with information from the BiU site visit and staff survey in providing an overall BiU assessment. However, there are barriers to this including financial outlay, support from schools, and the time and effort required to create the data collection tools, even with the templates and prototypes that we detail in the report.We recommend initial discussions between the BiU technical adviser (TA) and school about tools, so that these can be chosen to fit with school procedures, especially relating to online access, and also fulfil particular needs of a specific BiU review. This would form part of a developed relationship between TA and school, beyond the existing one of schools accommodating data collection using pre-specified methods, which would also include feedback from the TA to the school.

Publication metadata

Author(s): Woolner P, Kharrufa A, Lengyel D, Whelan A, Clements K

Series Editor(s): Department for Education

Publication type: Report

Publication status: Published

Series Title:

Year: 2024

Print publication date: 29/02/2024

Online publication date: 29/02/2024

Acceptance date: 01/02/2024

Place Published: London: DfE