This not simply about comfort: very high temperatures make it harder for children to concentrate, learn and thrive. During the most extreme heatwaves, schools across the country – including Fielding – have had to take mitigations such as shortened days.

The issue at Fielding is overheating, not a lack of ventilation or insulation. Specialist engineers confirmed that the main cause is solar gain: large areas of glazing and rooflights, particularly on south and south‑east facing first‑floor classrooms, allow the sun’s energy to enter buildings and become trapped inside.

Working with parents and experts

I am grateful to parent Will Hurst, who used his professional expertise in architecture and construction journalism to help us make the right connections. Through Will, we were introduced to Inside Outside Engineering, a practice currently researching practical ways to reduce overheating without relying on air conditioning.

This was important. While air conditioning can cool buildings, it is energy‑intensive, expensive to run, and not aligned with our values around sustainability or climate responsibility. Instead, we have focused on solutions that prevent heat getting in in the first place.

What the survey found

Inside Outside Engineering carried out a detailed overheating assessment of the school last summer. Their report confirmed that:

• Rooflights are acting as “solar collectors”, bringing large amounts of heat into classrooms
• Internal blinds reduce glare but do not stop heat building up
• External shading is far more effective than internal measures
• Lightweight external mesh or louvres can dramatically cut solar gain while still allowing daylight and ventilation

Phase 1: Targeted external shading

Governors have agreed to begin with a first phase of works targeting the hottest areas of the school, so that we can monitor impact carefully before deciding on any wider rollout.

During May half‑term, external shading will be installed to the large rooflights and windows serving:

• Year 4 classrooms, 4P and 4S
• Year 5 classroom, 5F
• The adjacent SENDCo office and Year 4-5 corridor

These spaces were consistently identified as the hottest, due to their position on the first floor with south or south‑east facing windows and/or large rooflights.

This approach allows us to:

• Take decisive action where need is greatest
• Use capital funding responsibly
• Measure actual temperature reductions before committing to further phases

Funding and community support

The total cost of Phase 1 is being supported by school capital funding, with a very generous £10,000 contribution from the PTFA. We are extremely grateful for this support, which is making a real, practical difference to children’s learning conditions.

What happens next?

After installation, we will monitor internal temperatures during warm weather and evaluate the impact. Governors will then consider extending external shading to other parts of the school, guided by evidence and affordability.

This is a long‑term issue, and there is no single quick fix. However, by working collaboratively with parents, governors and specialist engineers, we are taking thoughtful, sustainable steps that prioritise pupils’ wellbeing now and into the future.

Peter Dunmall