Planning school noticeboards and whiteboards
Noticeboards retain prepared material; whiteboards support writing that changes during use. Schools often need both, but their positions and accessories should reflect different jobs. Start with the intended audience and activity, then plan the wall space, viewing distance, updating responsibility and care required for each surface.
Separate display from working space
List what needs to remain visible and what will change during a lesson. A timetable, source photograph or completed example may belong on a noticeboard. A developing calculation, pupil explanation or temporary list may need a writing surface. Giving these functions their own space prevents a lesson demonstration from covering information pupils still need.
Map the room from the learners’ positions. Check sightlines around furniture and the place where an adult will stand. A large board cannot compensate for a poor viewing angle or a layout that requires pupils to look past the presenter to read a key instruction.
Choose surfaces through a practical trial
Compare usable dimensions, attachment methods and cleaning requirements. Confirm separately whether a writing board is magnetic and whether a noticeboard accepts the fasteners you intend to use. Avoid choosing accessories from appearance alone: markers, erasers, pins and backing materials must suit their surfaces.
For a science enquiry, place reference images on a noticeboard and use the adjacent whiteboard for predictions. After the activity, replace the predictions with a short explanation while retaining the source images. This arrangement makes the purpose of each surface clear and reduces the temptation to crowd all information into one display.
Plan the whole installation and upkeep
Have the premises team review wall construction, fixings and the suitability of the location. Include display materials in the relevant fire-risk assessment rather than judging the empty board alone. Keep controls, switches and access points usable after the installation.
Allocate storage for accessories and name the person responsible for each permanent display. Agree how frequently dated notices are removed and writing surfaces are cleaned. During a termly room review, ask whether the board is helping pupils use information independently or has simply become a place where material accumulates. Move or simplify content when the answer is unclear.
Action checklist
- List permanent information and temporary working tasks.
- Check views from actual pupil seating positions.
- Confirm surface and accessory compatibility.
- Assign cleaning and display-review responsibilities.
Common questions
Is a combined board always the best use of space?
It can help where both functions are small, but check whether each section has enough usable area. Two appropriately placed surfaces may work better for a large class.
Sources and scope
Source titles are provided for reference. Check the current original guidance and your school's circumstances before making a policy or compliance decision.
- Schools Direct editorial — Original school resource planning guidance and worked examples. Checked 1 November 2026.
- Home Office — Fire safety risk assessment: educational premises. Checked 1 November 2026.