DfE believes that poor quality school buildings have a negative impact in important ways, including by reducing pupil attainment levels and teacher retention. Stakeholders across the sector also emphasise how buildings being too hot or cold, insufficient ventilation, and disruption caused by parts of a school being unusable, can adversely affect pupils’ experience, especially those struggling academically or those with special educational needs and disabilities. In its written submission, the Confederation of School Trusts stated that its members were clear about the direct impact of building condition on educational provision, particularly where the condition is poor. One of its members explained that “a well-presented, clean environment allows people to feel safe and cared for; a positive environment aids the teaching and learning experience.” By contrast, one of its smaller trusts described a school going through two winters relying on plug-in heaters due to the failure of the boiler and a lack of success in applying for maintenance and repair funding. The Confederation also explained how less substantial issues can still cause signification disruption, such as activities needing to be relocated due to leaking roofs, and rooms with extensive glazing being too hot in summer and expensive to heat in winter.41