A landmark home in Wednesbury built over 25 years using salvaged materials from across the region could be converted into a special needs school.

The four-bed Round House in Reservoir Passage, a stone’s throw from Wednesbury town centre, which comes with a tennis court, swimming pool and its own windmill, could be converted into a school for children with social, emotional, and mental health issues and learning difficulties.

The hilltop home, which was put on the market for offers more than £1 million, took more than 25 years to build, beginning in the 1980s, and was constructed using salvaged and recycled materials from old houses, schools, factories and churches across the West Midlands including bricks, steel joints, iron pillars and heavy stone lifted in by crane. 

The landmark site was recently sold by owner Matthew Humphries following the death of his parents David and Elizabeth who were part of four generations to run the family demolition business since 1919.

The planning application by Birmingham-based Spring Hill High School said the main roundhouse would have enough space for between 25 and 30 children. 

A one-bed lodge would be used as a training flat with the garage partially demolished to make way for a car park. The rest of the garage would be used for art and design technology with the one-acre site’s landmark windmill converted into a school library.

A statement included with the application said: “The school operates for students who are unable to access learning in small groups and whose conditions include social, emotional and mental health issues in addition to learning difficulties. 

“The group size consists of no more than five students. 

Small group learning enables students to develop trust in the staff and each other so that the behaviours that are preventing their progress in learning are diminished and more positive behaviours are practiced. 

“There is always a safe space for students to withdraw to. This space can be accessed when the student feels that they need time outside of their group, for example, due to their own sensory needs, or when staff believe that their behaviour is impacting on the learning of others.”