Schools For The Future

schools for the future
schools for the
future
designing
school grounds
designing school grounds

21
ISBN 0-11-271182-0
www.tso.co.uk 9 780112 711827

Acknowledgements
Authors
Anita Foster
Sonia Percival
Barbara Chillman
Mary Jackson
Julie Mountain
Gary Burn all from Learning through Landscapes
Penny Martin Grounds for Learning
Guy Walters Aedas Landscape and Environment
Felicity Robinson Landscapes Naturally
Additional contributions
Joan Wood Consultant
Ken Davies former Chief Executive, Learning through Landscapes
Shirley Turner Childrens Services Department, Hampshire County Council
Alison Toner Services for School, Coventry City Council
Jane Hunter Hampshire Schools Landscape Project, Hampshire County Council
Mike Tones Inspection and Advisory Service, Co Durham
INSITE Environments Landscape Architects
Lyster, Grillet & Harding Architects
Nicola Marray-Woods Visual Artist
Arts Desire Artists
Jo Linney Artist
Bella DArcy Garden Designer
Val Foster Editor
Schools
Special thanks go to the following schools who provided examples of good school grounds design and development:
Alphington Combined School, Devon Iona School, Nottingham
Argyle Primary School, London John F Kennedy School, Hertfordshire
Bispham Drive Junior School, Nottingham Leesland Infant School, Gosport
Brighstone C of E Primary School, Isle of Wight Lee Manor Primary School, London
Brixham C of E Infant School, Devon Lewis Girls School, Caerphilly
Bowhill Primary School, Devon Marion Richardson Primary School, London
Cardinal Wiseman School, Coventry Millbrook Community School, Hampshire
Carlton Primary School, London Mountain Ash Comprehensive School, Rhondda Cynon Taff
Catton Grove Middle School, Norwich Notley High School, Essex
Chadsgrove School,Worcestershire Nottingham High School for Girls, Nottingham
Chesham High School, Buckinghamshire Oasis Nursery, London
Chulmleigh Infants and Primary School, Devon Palatine School,West Sussex
Colstons Primary School, Bristol Park Community School, Hampshire
Conningham Sure Start Pencalenick School, Cornwall
Coombes Infant School, Berks Pennington Junior School, Hampshire
Cotgrove Primary School, Nottingham Perranporth Primary School, Cornwall
Grangehurst Primary School, Coventry Queen Anne High School, Dunfermline
Cowick First School, Devon Ravenstone Primary School, London
Crispin School, Somerset Royston High School, South Yorkshire
Derwentwater Primary School, London St Cecilias Secondary School, London
Dr Challoners Grammar School, Buckinghamshire St Ives Infant School, Cornwall
Earlham Early Years Centre, Norfolk St John & St James Primary School, London
Ellen Wilkinson High School for Girls, London St Marys C of E Primary School, London
Esh Winning Primary School, County Durham South Camden Community School, London
Ethelred Nursery School, London Sunningdale School,Tyne & Wear
Exmouth Community College, Devon Sydney Russell School, Essex
Falconers Hill Infant School, Northamptonshire Sydney Smith School, Hull
Gascoigne Primary School, Essex Thomas Bullock Primary School, Suffolk
Gosforth East Middle School,Tyne & Wear Walton Leigh School, Surrey
Hadley Learning Community,Telford The Warriner School, Oxfordshire
Hampton College, Peterborough Westerhope Junior School, Newcastle-upon-Tyne
Hintlesham and Chatisham VC Primary School, Suffolk Whitsun Garden project
Holyport Manor School, Berkshire Whitton School, Middlesex
Horndon on the Hill C of E Primary School, Essex Wingate Nursery School, County Durham
Howard Junior School, Norfolk
Thanks also go to the thousands of schools who have worked with Learning through Landscapes
to develop and demonstrate good practice in school grounds design, use and management.
schools for the
future
designing
school grounds
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N5430712 09/06 C10 348361
foreword
I am very pleased to be introducing this This is a wonderful opportunity to The DfES is pleased to have worked in
guide. School grounds are potentially as improve school grounds as well as partnership with Learning through
important to the education and overall school buildings. 63% of the whole Landscapes on this publication and
well-being of our children as are schools estate is land rather than very much appreciates the work they
school buildings, and they are often an buildings, but often the potential of the continue to do particularly the
under-used and under-regarded asset. school grounds is not fully considered support they provide to schools to
This guide encourages schools to and developed.The 2005 House of help them make the most of their
consider how best to use their grounds Commons Education and Skills school grounds.
for the educational, recreational and Committee report, Education
social needs of their pupils. It gives Outside the Classroom concluded
encouraging practical case studies of that school grounds are a vital
where schools have transformed their resource for learning and that
environment and brought new learning capital projects [should] devote
and excitement for their children, as much attention to the outdoor
staff and the wider community. classroom as to the innovative
design of buildings and indoor space.
Capital funding for all schools has risen When imaginatively developed, Jim Knight, Minister of State for
sharply over the past few years, and we school grounds can contribute to Schools and 14-19 Learners
are currently in an unprecedented period curriculum teaching and learning,
of opportunity and large-scale investment and to better recreational and social Department for Education and Skills
in education from which all schools can interaction of their pupils. As well as
benefit. Every school gets substantial contributing strongly to childrens
money each year for its own investment understanding of green issues, they
needs, and further money goes to can make a positive impact on the
authorities who prioritise it to school sustainability of the schools and their
needs. In addition, two key programmes locality. They can also encourage
are aimed at modernising schools for the children to take part in a range of
needs of the 21st century: physical activities, which contribute so
much to their health and well-being.
Building Schools for the Future
(BSF) remodelling or renewing Integrated thinking and design
all secondary schools in England are crucial to the successful
in 15 waves of investment development of schools buildings
starting in 2005-06, and; and outside spaces to achieve these
the Primary Capital Strategy aims.This design guide shows,
additional capital investment, starting through a number of live examples,
with 150 million in 2008-09 and how well-designed, well-used and
rising to 500 million by 2009-10, well-maintained school grounds can
to support a programme to renew provide a wonderful resource that
at least half of all primary schools can benefit staff, pupils and the
over the next 15 years or so. wider community.
foreword 1
Contents
about this guide 4
Who is it for? 4
How it works 5
introduction 7
section one: developing school grounds the process 11
Common issues and considerations 12
Developing existing school grounds 20
Developing grounds for new schools 30
Case study: Leesland Infant School, Gosport 38
section two: designing and building 45
Common design issues 46
Designing and building for learning and teaching 54
An alternative teaching space 54
Specialist features 60
Experiential learning 62
Designing and building for healthy lifestyles 64
Physical activity and active play 64
Emotional well-being 67
Growing food 68
Safety, risk and challenge 70
Designing and building for positive behaviour 72
Reducing opportunities for conflict 72
Developing environments conducive to social interaction 74
Reducing damage and opportunities for theft 76
Surveillance, supervision and capable guardians 76
Designing and building for community use and development 78
Safe child-focused environment 78
Focus for community action 78
A centrally-valued community resource 80
Designing and building for sustainable outcomes 84
Sustainable design and management 84
Conserving and enhancing nature 86
Experimenting with innovative sustainable techniques 87
Working together and belonging 88
Embedding 89
Designing and building for different sectors and needs 90
Early years 90
Primary 93
Secondary 94
Special Educational Needs 96
section three: supporting school grounds development 99
Who can help? 100
Funding 105
Accessing funds 108
section four: further information 111
Left Glossary of terms 112
Mulgrave Primary Text references and information sources 115
School, Greenwich Further reading 117
contents 3
about For pupils and staff
The most successful and sustainable school grounds projects fully involve staff and
pupils from across the school. As the real clients of any improvements to the
this school grounds, pupils and staff need to have an active role in the development
of their outdoor spaces from surveying what already exists and how people
feel about it, through the development and implementation of the strategic
(or master) plan, to the ongoing development, management and use of the space.
guide By taking part, pupils and staff have a sense of ownership and empowerment.
For headteachers, governing bodies and those providing

extended services
Headteachers and governing bodies have clear visions for their schools future,
This guide is full of information, in terms both of teaching and ethos. Well-designed and -managed school grounds
guidance and ideas to inspire the have a key role to play in their achievement major building works are an
best possible designs for school opportunity to enhance and realise the schools vision, particularly with an
grounds, as well as examples of integrated approach to designing the indoor and outdoor spaces. But many
schools that have used the improvements can be achieved without large-scale, high-cost developments.
development of their grounds to This guide has guidance and examples from all points on the investment scale.
enhance the formal, informal and
hidden curricula.
For local authorities and dioceses
The local authority (LA) can play a vital role in school grounds development,
particularly in the context of new-build schools.The LA ensures that each
Who is it for? school addresses the needs highlighted in the Asset Management Plan (AMP),
as well as wider local strategies in areas such as inclusion, current or future
Its for everyone involved in specialisms, leisure and sports provision and other extended schools facilities.
developing school grounds Well-designed, -used and -managed school grounds have the potential to
teachers, headteachers and contribute to LA improvement targets set out in a range of strategies, including
governing bodies, local authorities, those for biodiversity, transport, and crime and disorder.The LA can provide
architects, dioceses and sponsors. specialist advice and support on aspects such as design and health and safety.
Its particularly relevant to people
who make decisions about capital
For landscape architects, architects and other building professionals
and revenue spending, want to
increase the educational Integrated thinking is fundamental to good design, build, use and management
opportunities offered by schools, of schools, with the indoor and outdoor spaces treated as a continuum.
or are involved in designing Designers and contractors have specific skills that can complement those of
school sites. educationalists, and a collaborative approach to school grounds design can bring
outstanding results.Their expertise can ensure high-quality design, which will
Considering all users at the outset
make a real difference to learning and childrens experiences.There will be
will ensure the grounds benefit the
increasing opportunities for teams to develop their educational expertise, as
wider community.
well as consultative and participative skills.This is especially true for medium-sized
and smaller firms, which can contribute local knowledge and experience to
enhance their communities.
4 designing school grounds

How it works Developing school grounds the process
one
section
This guide has been designed Guidance on the process of creating or improving school grounds,
so that users can dip into the divided into three parts:
sections that interest them, rather Issues common to existing and new-build sites: preparing the
than necessarily reading from brief, design quality indicators and participation
start to finish.
Developing existing school grounds: a four-step process of
It considers all school sectors change, which can be applied to existing sites and communities
early years, primary, secondary
Developing grounds for new schools: different kinds of sites,
and Special Educational Needs
the design process as it applies to new sites
looking at the development of
existing spaces as well as new
build and remodelled schools, Designing and building
two
section
and including individual
perspectives of each sector. How school grounds can benefit staff, pupils and the wider
Examples from recent school community, and how to design to maximise that benefit.This section
grounds development projects introduces common design issues, and is then organised by themes:
are used to highlight ideas to Learning and teaching: the formal, informal and hidden curricula,
consider in designing and building including play
outside spaces for schools. Healthy lifestyles: exercise, emotional well-being and growing
Although the use and food; balancing safety, risk and challenge
management of school grounds Positive behaviour: how design can influence behaviour
are not discussed in detail,
Community use and development: the role of schools as a focus
they are critical to the long-term
for community activity
success of school grounds and
something you will need to Sustainable outcomes: how school grounds design can embrace
think about at all stages of the sustainability and provide opportunities for understanding
design process. Different sectors: specific considerations for early years, primary,
Its not a technical guide the secondary and special school pupils
reference section signposts you
to further, specific information.
Supporting school grounds development
three
section
There are four main sections,

outlined in the box on the right. Who can help: where to go for practical help and advice
Funding: sources of available funding and how to access them,
including developing a fund-raising strategy
Further information
four
section
Glossary
Text references and information sources: reference details,
publications, websites and organisations providing information
about this guide 5

introduction
The importance of School grounds can play a significant
school grounds role in delivering these outcomes,
The framework document Every Child providing safe, stimulating
Matters2 aims to ensure that every environments where children and
child and young person has the young people can learn, explore,
opportunity to fulfil their potential. play and grow, regardless of their
educational needs.
It identifies five overarching outcomes
that all Government departments As a society, we recognise that our
with a vested interest in childrens young people are being offered ever
development should be working fewer opportunities for safe,
towards.These are: challenging, active and collaborative
be healthy play. Lack of these opportunities can
lead to health issues, apathy, social
be safe
and behavioural issues. School grounds
enjoy and achieve can help raise achievement and
make a positive contribution self-esteem, improve behaviour and
health, and help children and young
achieve economic well-being.
people develop a wide range of skills.
Left
Coleshill Heath
Primary School,
Solihull
introduction 7
School grounds can be designed, built As well as playing a crucial role in School grounds that are interesting
and developed over time to enrich delivering the formal curriculum, and safe will encourage secondary-age
teaching and learning across the whole including much of PE, school grounds pupils to stay on site at break times.
curriculum. Childrens learning can be should be designed to address both Sheltered or semi-sheltered areas can
enhanced outside they find lessons the informal curriculum (social use of be used as eating areas, when the
outdoors more relaxed, interesting the grounds at breaktime and during weather allows, to promote the
and easier to understand, and they the extended day) and the hidden take-up of healthy school meals.
think their teachers are friendlier curriculum (the messages and
outdoors.Teachers report that the meanings children receive indirectly). School grounds are also a national
grounds provide access to resources The grounds provide wonderful environmental resource, integral to
not available in a classroom and opportunities for children and young the delivery of many of a local
opportunities to use different teaching people to take an active part in authoritys wider environmental
styles. Making more use of school developing and managing their and social strategies.They provide
grounds can also foster stronger school environment.Through simple opportunities for children not only
relationships between staff and pupils, outdoor improvement projects they to implement elements of these
and between pupils themselves, can learn new skills, understand the strategies, but also to learn about
leading to significant improvements in value of team-working, assess needs, key issues and re-connect with the
behaviour, attitudes to learning and make decisions on priorities and natural environment.
attainment levels. manage projects.

Integrated thinking and design Working together
A whole-school approach is essential Educationalists and children should be
to the design and development of fully involved in the design process,
school buildings and grounds. Simple actively participating both in the
ideas such as linking dining areas with creation (or transformation) and the
the outdoor space, bearing in mind maintenance of their learning
supervision, can increase flexibility and environment. Architects, landscape
make spaces more enjoyable to use; architects and support professionals
factoring in vehicle access and pupil must become hands-on facilitators and
movement patterns at different times leaders of thoughtful and relevant
of day can make the space safer and change or must work with those
more effective. who are and can.
Schools and local authorities should This can be more problematic than
look holistically at capital funding, using a prescriptive process for design
considering the whole site and not and build but the results from involving
just the buildings. Working closely with pupils can be wonderful and provide
professional experts, they need to real benefits to the school.
embrace a philosophy of organic
growth within an often rigid design
and build process, supporting the
continued and phased development
of the grounds in the medium- and
long-term.
introduction 9
section one
developing
school grounds
the process
Common issues
and considerations
School grounds have historically been The whole school site School buildings need to be
the last aspect of school design to be The development of the school complete on the day of opening,
thought of and the first element to be buildings and grounds should always whereas in order to get the most
cut when budgets are strained. be planned together even building out of the school grounds its
refurbishment schemes can provide important to leave opportunities
But they can have a dramatic impact opportunities to add or rationalise for development by the school.
on improving learning, promoting outdoor spaces. In practice its often
positive behaviour, encouraging better the building that takes priority but The grounds are a dynamic
concentration in lessons and designing the school before fully environment which will change
developing a healthier generation understanding the site and what it has over time to respond to the needs
through a variety of active play. to offer can lead to inefficiencies in the of the school and its community.
design process and compromises in They must provide flexible
The design process depends on a opportunities for ongoing formal
the layout as well as in future
number of factors, particularly whether and informal curricular use. In this
sustainable use and maintenance.
existing or new-build school grounds way the changing needs and
are being developed. Some basic There are differences between character of the school community
principles apply to both.This section developing buildings and developing can be accommodated, maintaining
looks at the common issues and school grounds: the school as a living part of the
then concentrates specifically on community it serves.
Whereas building requirements are
the two situations.
usually clearly set down in detail,
Preparing the brief
the brief for the grounds seldom
Its worth spending time developing
extends beyond a page or two of
a strong external brief. If the local
generic aspirations. Indeed, for a
authority has developed a planning
grounds project at an existing
brief for the site, this can often be a
school, there may be no formal
good starting point for site layout.
brief at all.

Right Far right
This multi-functional A disused swimming
space, with easy pool and changing
access from each rooms transformed
end, includes an into an indoor
amphitheatre as an teaching/performance
outdoor teaching and space, linked to the
performance space, main school building
and a solar-powered by an outdoor
fountain a teaching amphitheatre.
and aesthetic feature.
Points to consider:
A school grounds brief should be LANDSCAPE OBJECTIVES EDUCATIONAL OBJECTIVES
developed by a landscape architect
Create a landscape Allow children to participate
in conjunction with parents, pupils
setting suitable for school
and staff at the school. Provide outdoor teaching
and community
Pupils working with adults to make spaces that are sheltered,
decisions about their grounds Meet educational and safe and secure
witness citizenship in action. social needs
Young people gain a sense of Lay out space and facilities for
belonging and understand the roles Provide a safe, diverse and all forms of play
they can play in the wider community. stimulating environment
Stimulate creativity
Briefing should happen in Accommodate a range of
conjunction with local planning activities/opportunities Contribute to pupils health
officers and, where possible, involve and well-being
local community councils and Build in flexibility to
accommodate Create places where nature
community groups.
change/development may thrive
The brief needs to include the
objectives of the design against Design buildings and grounds Celebrate diversity
which a scheme can be tested. as one entity
The objectives on the right are Encourage responsibility
a useful model for an outdoor Balance design, management and through citizenship
space brief. use against aesthetic, functional
Provide opportunities for
For most projects it is usually and financial considerations
enriching the curriculum
appropriate to have a performance
Ensure environmental fit
brief but for PFI schemes its Provide sports facilities of
advisable to add specific lists of what Incorporate sustainability within a suitable standard
is to be provided in the school the design, eg for surface water
grounds.The external space is in Be located at the heart of
treatment, and cut and fill where
effect a large classroom and the community
physically possible
therefore should be given the same
level of detail in its specification.

creativity diversity
Design Quality Indicators Project management

The Design Quality Indicator (DQI) The most successful school grounds
for Schools3 can be used at the development projects are led by a
briefing stage to help raise aspirations steering group with specific devolved
and manage expectations of all roles and responsibilities.
stakeholder groups involved in the This helps to ensure that the project
project (see box opposite). meets the needs of the users, is
sustainable in the longer term, and
makes best use of all available skills
and experience.
The make-up of this group depends
on a number of factors:
- whether the project is part of
a new-build or an existing site
- the project scope
- the time and resources available.
The group may include pupils,
teaching and other school staff,
community members (such as
parents), governors and design or
school grounds professionals, each
involved to a greater or lesser
degree at different stages.

curriculum health and well-being
DQI FOR SCHOOLS
The schools version of the Design The DQI for Schools can also be used The DQI for Schools is intended
Quality Indicator (DQI) differs as part of an ongoing evaluation for the for use at all three stages on
from the Construction Industry buildings and grounds in the longer term. Building Schools for the Future
Councils (CIC) generic DQI in This is particularly important for the projects from Wave 2 onwards,
that it uses language thats more outside space, which needs to evolve and its use will be encouraged on
tailored to school users and over a longer period of time to ensure all other schools projects costing
introduces attributes of the it realises its full potential and continues 1m or more. But as a design,
building and school grounds that to meet the needs of the school. monitoring and evaluation tool
are specific to schools: for outside spaces, the DQI for
The questionnaires ask respondents Schools can be applied to any
At mid-design stage, its used
to focus on three separate aspects of school grounds development,
to check how the design is
school grounds design: both for existing spaces and
progressing, and to measure
against the original aspirations. Is there adequate space to allow new sites.
When the building has been for all the functions required for
www.dqi.org.uk/schools
completed for a year or more, good school grounds, both now
its used as a post-occupancy and in the future?
evaluation tool. The information Does the design of the
gathered at this stage informs grounds provide for the whole
the client and the design team of the formal and informal
about how the building and curriculum?
school grounds are performing
and can be fed back into Do the grounds meet basic
the briefing stage for the requirements for childrens health,
next project. safety and welfare while still
being stimulating?

Left Below
Working with a In this entrance,
landscape architect is pupils helped create
a valuable experience a memory wall
for children allowing comprising past
them to question or and present
even challenge ideas. student-named
bricks and resin
memory blocks.
Consultation and participation

The needs of all stakeholders using the
outside space pupils, teachers, other
school staff and the local community
should be fundamental to its design.
And knowing when to involve them is
crucial to the success of the project.
They should be fully consulted at all
stages of the process, not only to
clarify needs but also to identify
solutions. School grounds designed
without full understanding of these
users needs wont maximise their
potential and will often be found
wanting. Its also important to think
about the ongoing use and
management of the site.4
There are various approaches to

encouraging stakeholders to take
part, depending on the circumstances
of each school. See pages 20-27 for
more details.

Participation can be through the Actively involving pupils can improve Design and Technology practical
taught curriculum or through extra- their self-confidence as well as experience of designing and making
curricular structures such as school developing subject-specific and wider skills. One school grounds project
councils.The latter approach can help skills. For example: carried out through the Design and
to support the development of PSHE and Citizenship skills of Technology curriculum, helped
participatory skills among staff and consultation, collaboration, problem students gain an understanding of
pupils it fits very closely with solving and decision making are the things that happen when you
Citizenship initiatives.The curriculum- central to school grounds projects. design things, as well as first-hand
based model supports developments Most importantly the students experience of time scheduling, seeing
within particular curriculum subjects learned they can work as a team. machines, learning about industrial
and their associated teaching and A lot of kids dont like teamwork safety and planning. Head of
learning practices, but it does require theres too much rivalry. Secondary Design and Technology.
some flexibility around curriculum teacher. Working together on a Vocational and applied courses
planning. Further information and shared project leads to closer in secondary schools the
guidance is available from Learning relationships between children and grounds can be used to provide
through Landscapes. adults. As soon as we were given the a real context for students and
opportunity to talk to each other we at the same time bring about
The learning opportunities that
realised we all wanted the same thing. improvements such as environmental
participation provides help to ensure
Teachers and pupils started discussing features, seating areas or gardens
that changes made truly meet the
the ways forward and how to make that benefit the whole school.
needs of the school and it means
decisions and plans. Primary pupil.
that all pupils feel a sense of inclusion.
It also engenders a sense of
ownership, which wouldnt occur if a
solution were imposed upon them
and it makes children more likely to
respect their environment.

Pupil participation
Pupils can participate in a number of
ways. At this primary school Year 6
pupils created mood boards as
inspiration for their new garden.
They then created their own designs,
which were displayed. Questionnaire
cards were designed for feedback,
and elements of all the designs were
incorporated into a formal design.
A range of school policies supported
the development.

Right
Pupils can carry
out much of the
information gathering
on all aspects of
the site.
Developing existing
school grounds
Planning to make changes Where are we now? How do we feel about the grounds?
There are many ways of approaching Key information to be collected at this By asking people to think about the
school grounds development at an stage includes: physical aspects of the grounds and
existing school by implementing a how they use them, youre
long-term school development or What physical features are in the encouraging them to think about
strategy plan for the site in stages, for school grounds now? how they feel about them. What kinds
example; using available funds to make As well as a physical survey of the site, of emotional response do people
small improvements across the whole you need to gather information on have, both positive and negative?
site; or concentrating on one area in legal, technical and financial or policy
order to make a big impact which issues that may affect the changes All members of the school community
may well inspire further efforts. you want to make. For example, you will have valuable insights into how the
need to confirm who owns the land, grounds are used.There are various
Whatever the approach, whether there are any restrictions ways of collecting information from
improvements should be made on its use, who is responsible for different groups its very important
within the framework of a whole-site maintenance, and where services such to devise an approach that will work
strategy plan.This will help to ensure as electricity, gas, water or telephones for the school. Information gathering
that any changes are sustainable and are located above and below ground. can be done gradually, perhaps
dont create future conflict of use. through lessons or after-school clubs,
How do we use the grounds now? or be concentrated into a short
There are different models of the What activities take place in the period to maintain momentum and
design process but all include grounds before school, during break keep interest levels high.
surveying the site, researching needs, and lunchtimes and after school? How
designing changes, and implementation. do different groups use the grounds
This is summarised in the diagram and how do they influence each other?
opposite5 which illustrates the How are the grounds managed? Who
Learning through Landscapes uses the grounds out of school hours?
process of change.

The Learning through Landscapes process of change
By the end of this stage you should have

a vision plan showing what you would like
to achieve; how you would like your
grounds to function; and how you would
like to be able to use them.
Where do we want to be?

By the end of this What would we like to be able By the end of
stage you should to do in the school grounds? this stage you
have a good Developing a vision for our should have
knowledge of: school grounds detailed plans
the existing layout for the immediate
and features of changes you
your school Where are we now? How can we hope to make.
grounds; how Involvement get there? You should
What do we
the grounds are also have
have? Communication Solving problems
maintained and considered the
whether they are How do we use Developing
Funding maintenance
in good condition; the grounds? detailed design
implications.
how the grounds How do we feel Maintenance
are used and about the grounds? A step-by-step
viewed by the action plan setting
whole school out targets and
Making the changes responsibilities
community; and
any technical and Implementing plans will help keep
legal constraints Celebrating our achievements your project
that exist. on track.
Maintaining our new grounds
Using the new facilities
By the end of this stage you should have

improved your grounds, and be ready to
think about future projects.

Left Below
A courtyard space and right
for redevelopment, Children and young
and pupils ideas. people have lots of
ideas about their
grounds and how
they would like them
to be used.
Where do we want to be? creating learning opportunities This consultation can result in a vision
To guide the development, its crucial for pupils throughout the process plan that will:
to identify what it needs to achieve, of change define the shape and sizes of the
such as: making the school site more different spaces
enhancing teaching and learning welcoming and accessible for the identify existing or potential uses,
by creating new facilities and local community. users and possible improvements
inspirational learning environments
Asking What do we want to do in indicate major features, for example
providing for the needs of all large areas of planting, main routes
the grounds? or How would we like
children, including those with through and access points
to use the grounds? rather than
SEN and disability
What would we like to have? will give an overview, with the flexibility
improving how pupils and staff feel focus discussion on the real needs of to evolve over time.
about their daily workplace the school rather than generating a
wish list of features. Its often at this stage that schools turn
to professional designers to help them
develop their plans.

Pupil participation
Children at this primary
school wanted to create
a small garden to
highlight the signpost.
They decided to plant
butterfly-friendly plants,
making the garden
butterfly shaped. They
came up with a range
of designs, looking at
symmetrical patterns.

Right
Pupils enjoy being
involved in the
construction work.
How can we get there? Once the areas for development

For every need identified there have been identified, they need to
may be several solutions. As well be explored in more detail,
as physical improvements, changes either all together, or in phases,
may also need to be made to the taking into account:
management and maintenance of the cost
site, along with specialist training for
space requirements
teachers and supervisory staff.
Changes that can be made without materials and where to get them
major physical upheaval or large how to build/create the feature
funding implications can often bring
who might help
rich rewards in the early stages
of a project. how the new spaces will be used
and maintained in the long-term6.
The further information section gives

potential sources of information for
these details.

Pupil participation
Older children worked with the
younger ones to help develop plans
for their playground at this primary
school. Staff, parents, governors and
the local community were also invited
to feed in ideas. To create a new
climbing structure, children visited an
outdoor centre for ideas, and then
created images and models before the
final structure was built.

Left To keep childrens enthusiasm,
Secondary
technology students the project needs to be
worked with
professional plan-build-plan-build-plan-build
playground designers
to design bespoke so that they can see something
seating and activity growing and developing
equipment for
the grounds. You need an interim physical
reality so the kids have faith that
somethings going to happen.
Deputy Headteacher, Hampshire
Making it happen What happens afterwards? Our school grounds project has
Pupils, parents or other volunteers The work doesnt stop once the tangibly increased pride in the
are often keen to help create features. improvements have been carried out:
A skills audit will help to identify the
school environment and been
Celebrate tell the media, have a
resources available and ensure that launch event, recognise the
responsible for an enduring
you can make judicious use of the achievements of the pupils involved, feel-good factor. It has raised
professionals involved. Some of the show your gratitude to everyone expectations and been the
work may not be suitable for active who helped with the project.
involvement of children but its still catalyst for an avalanche of
Maintain the new grounds make
important to keep them informed, ideas and inspirational projects
sure that the project will continue to
perhaps by watching and recording for self-help improvement.
be successful in the long term.
work in progress, or inviting
Use the new facilities do staff The spin-off effects on learning
contractors to come and talk
about the project. need training to help them make the for marginal students has been
most of the outdoor environment? massive, and committed students
It may also be necessary to involve
Evaluate how well have the became even more committed.
contractors either as part of an
objectives been met? Reflect on
existing relationship, or by bringing Headteacher, Devon
what has been learned. In other
in specialists.
words, ask again
Where are we now?

Its unlikely that the grounds are now
perfect and they certainly wont stay
perfect for ever. School grounds
improvements should be a continuous
cycle to ensure that they will suit the
needs of future generations of pupils.

Developing an existing space
Pupils at this junior school worked Right Far right
After watching the An area was created
with an artist-in-residence to develop wildlife the pupils for temporary art.
their magical sensory garden, an area created their own
Below right
full of artwork, scents, texture, colour birdbaths from scrap.
The children worked
and gentle sounds. After consultation, Below in small groups to
The spiral trough will paint the mural.
priorities were agreed and all children be planted with a
in the school participated in at least range of sensory
plants.
one aspect of the garden at all stages
of the project. They were able to
record their thoughts and ideas in a
communal ideas and progress book.

Developing grounds
for new schools
A key difference between new and Choosing sites Points to consider:
existing schools is the make up of the Brownfield sites Access for pupils and staff
school communities and how they Schools often need to be redeveloped
Fire assembly areas and pick-up
can take part in the school grounds on their existing site because of
and drop-off points, which may
development process. urban constraints and community
be part of the construction site
requirements but there are
You can read more about the process advantages to this: Maintenance of utilities
of preparation and implementation serving the school
The existing school population and
in a school capital project in the
the surrounding community are Long diversions to create
Making It Happen chapter of
already familiar with the location safe distance from new
Transforming Schools: an inspirational
and how to access it. construction areas
guide to remodelling secondary schools.7
Planning restrictions are usually less If existing sports pitches have to be
onerous than on a greenfield site. built on, the topsoil should be stored
in accordance with BS4498 to
Existing roads and services may not
protect the soil structure for future
need much upgrading if the school
use. Poor soil structure is the
roll remains constant.
largest contributory factor towards
It may be possible to retain elements playing fields being out of use.
of school grounds already developed Decanting during the development
by the school, along with the sense process offers advantages over the
of place they provide.This option is tandem build, freeing up the master
often available to merging schools, planning process.
in which case a special effort should
be made to ensure the school can
embrace its new identity.
The main difficulty with developing

an existing site is that the school
must continue to function during
the construction of the new buildings
and grounds.

Right Below
A new schools This well-used
courtyard became an courtyard is at the
integral, safe play area centre of new and
animated with existing buildings.
sculptures.
Far right
Improving an existing
courtyard was part
of a whole-school
remodelling project.
Greenfield sites Points to consider:

The challenge in building new schools Think about the needs of the
on greenfield sites is to ensure that wider community and potential
the school is at the heart of the opportunities for enhanced facilities.
community. Greenfield sites are usually
If new housing is being encouraged,
either publicly owned land, such as
the school grounds design must
parks, or land at the edge of a
ensure that access arrangements are
community where new housing
flexible enough to account for this.
development is either restricted
or encouraged. Schools sited next to new housing
often need additional planting to
enhance the boundary, which can
affect available play space.
Its worth negotiating whether any
such buffer zones can be developed
for access as additional learning or
play space.

Merging schools
A primary school in Devon had developed very Below left Below
Pupils were asked to Pupils were asked
successful school grounds over a number of years draw what they to vote on their
before they joined another on a new site. The staff would like to see favourite areas
and pupils at both schools wanted to ensure that through the windows of the grounds.
of their new school. The response from
the new grounds were just as well designed and each year group was
used, and that all pupils had an opportunity recorded separately.
to make their mark. Pupils were consulted Foundation stage
on what they liked and valued about Year 2
their old grounds, and which elements
Year 3
they would like incorporated into the
new. This was done in a number of
ways with all year groups.

Consultation and participation Merging schools The merger of different age schools,
for new-build schools Where two separate schools or two such as infant and junior, will involve
Although its more difficult than in parts of a school are being merged slightly different issues from the
existing schools, the need to consult onto a single site, the new school merger of similar-age schools.
and participate with the existing or grounds can be a way of keeping the Outdoor provision needs to be
new school communities is just as best of each and helping to forge a of similar quality and, if possible,
critical. How this is achieved depends new, strong, single identity. quantity, whether older children are
on individual circumstances and moving to the younger site, or vice
each situation is unique. Points to consider: versa.This will avoid resentment and
Cultural aspects of the two ensure that all pupils have a sense
Points to consider:
communities can be represented of place and safety.
A brand new school built from
on the new site through the The new school will need to create
scratch means that there may be
selection of plants, the designs of its own unique identity and the
no school community in place,
paving, or the creation of details grounds should provide a space
although a headteacher or chair of
on fences and panels that can be in which to do this.
governors may have been appointed.
used throughout the site. It helps to identify and protect a
Consultation can still take place with
appointed individuals, community Staff and pupils could start budget that the new headteacher
groups and future pupils. identifying these at their existing can use to develop the grounds.
sites at the early stages of planning
The holistic approach is just as
the new school.
important its vital that the whole
site be considered from an Both communities need to be
educational as well as a landscape involved on an equal footing to
point of view (see OBJECTIVES on identify any new needs that the site
page 13) as this may affect the will be expected to meet and to
orientation and location of the ensure that these are factored into
buildings and spaces within the site. any landscape and building planning.
The space designed should be

flexible, allowing for future
development by the incoming
school community.

Landscape architects
As part of a PFI bid for a new Below left Below
A whole-site plan Each outside
learning community, landscape sets the design classroom has an
architects provided proposals for in context and individual, secure,
new facilities to include a childrens illustrates the outdoor space with
seamless integration hard area and lawn.
centre, primary and secondary of the building Soft landscaping and
schools, and a special school, along and landscape. planting provide
enclosure and
with community learning, arts and Bottom left
opportunities for
The proposed
sports facilities. building fits within the
sensory experiences.
sloping topography
and creates
interlinked spaces for
multiple uses.

The design process for new Site investigation Analysing needs
build school sites The site investigation should be A full understanding of the landscape
Developing the school grounds is carried out in accordance with and educational needs is crucial before
a complex process and requires a BS5930, which clearly sets out the the site structure can be worked out.
team of integrated skills its detail required. The designing and building section of
important that the interplay between Physical site opportunities and this guide outlines some of the key
architect, landscape architect and constraints, linked with planning themes that should be considered.
engineer is fluid and that everyone and transportation requirements,
has a clear understanding of their Developing site structure
will form the basis of the initial
roles and responsibilities. The site structure will be largely
zoning diagram.
defined by buildings and routes.
Points to consider: Educational needs and building
You will need to know exactly
layout opportunities overlaid on
Cost how the outside space will be
the site will further crystallise the
Space requirements used and its relationship to the
masterplan or strategy plan.
buildings before starting to
Materials and where to get them At an early stage its advisable develop the site structure.
How to build/create the feature to check title plans for the site.
Its also worth considering a site
Who might help Whilst the local authority may own
security plan.
adjacent land, easements need to be
How the feature will be used and
understood prior to detail design.
maintained in the long term.
Read more about relevant issues in

the designing and building section.

Left
Access to buildings
should also be
considered. Wide
doors and a gentle
slope ensure quick
and easy access for
all staff and pupils.
Roads and access

SPORTS FACILITIES Roads and access requirements can take
up a large amount of the site, reducing
Playing fields can be particularly Dont miss the opportunity to available play, sports and learning space.
difficult to locate on a site because provide for summer sports
of their size. jump pits and throwing circles Points to consider:
are economical considering A rigorous Green Travel Plan can
Points to consider: the benefit they can offer. significantly reduce the most area-
The range and frequency of And if you can provide a hungry needs of pupil pick-up and
PE and sports activities. double football pitch, a full drop-off.
The balance between grass and range of athletics can also be
Designing bus drop-off areas that can
synthetic pitches on heavy soil accommodated. A synthetic
be closed to vehicles through the
the cost of providing grass cricket wicket between the
school day can allow for additional
pitches can outweigh the benefit, pitches will add another sport
playground space during this time and
so a synthetic pitch may be the opportunity to the curriculum
additional parking for community
better option. without much call for
activities in the evening.
additional space.
If youre considering all-weather There may need to be off-site road
pitches, you need to understand It may be appropriate to make
works to bring adjacent roads up to
the sports to be played this can provision for after-hours users by
standard to accommodate the school
affect the type of surface including floodlighting to increase
traffic and to slow traffic down
material specified. the time they can be available.
outside the school gates.
(This would be subject to
planning permission and would
need a costed ongoing
management plan to cover the
additional use of the site.)
Theres further information in the

DfES publication Inspirational Design
for PE and Sport Spaces.8

AT A GLANCE
Integrate the design of

buildings and grounds
Consider both landscape
and educational objectives
within a brief
Use DQIs for development
and evaluation
Tailor the design process to
suit the school community for
long-term success
Even the smallest changes of level Planting
Plan for and encourage full
across the site have repercussions in Once a landscape structure has been
participation of the existing or
the design of exterior spaces. decided upon, long-term structural
new school community
As a general rule, you should provide planting can be considered.With a good
landscape structure, change within the Make sure formal, informal
for emergency access paths, allowing
site can be dynamic and ongoing, and hidden curricular needs
access to one third of the perimeter
creating contrasting spaces of varying are met
of the school building.
sizes and qualities, to suit different users. Ensure the adaptability of the
Cherry picker access also needs to be
outdoor space and design
provided for windows and gutters to Points to consider: for its continued development
be maintained.This neednt be
Long-term planting needs to be and evolution
traditional hard surface reinforced
done before building work starts to Allocate finance to the
grass will suffice.
give the site the added benefit of medium- and long-term
several months growing time while development of the
the building work takes place. outside space
Structural planting can provide: Plan for the use, management
- a softer, more defined edge to and maintenance of the site
the perimeter and spaces
- a shelter belt to reduce Consider access and security
heating costs of the site
- a sound barrier to reduce Make sure theres a strong
road noise site structure
- hedges and/or trees to break up The support and resources
windswept playing fields and to draw upon will depend
establish a sense of landscape upon what stage the new-build
appropriate to young people. is at. Theres further
information in the who can
help? and reference sections.

Leesland Infant School worked in partnership with a landscape architect, The process was invaluable as we
adopting a process which proved very effective in managing changes to the site. gained a thorough understanding
This case study illustrates some of the process principles covered in of the whole site and the needs of
section one of this book, along with some of the themes that schools need the children before developing our
to consider in the design and use of their grounds (see section two).
ideas with expert guidance.
Jane McDowell, Headteacher

Case study:
Leesland Infant School, Gosport
The new main gate Quiet/imaginative play area
The process
Leesland Infant School has 250 pupils who advocated a whole-site integrated Leesland Infant School was guided
and is in a small, restricted site in a approach, it embarked on a process of through a well-established set of steps
residential, urban area.The site is consultation, planning, designing and to help ensure the school grounds
dominated by a large red brick Victorian construction. A strategy for the grounds development was completed in a
building.To the front was an all tarmac was developed in partnership with a thorough and sustainable way.
playground, to the back an early years dedicated local authority team, the
area, and to the side a staff/visitor car Hampshire Schools Landscape This process is described
park and a further tarmac area Programme (HSLP), before the school further in the developing school
designated as a no go area for pupils. moved on to make changes within their grounds section.
grounds. HSLP use a detailed planning
When the school decided it was and designing process, which can be
time to make improvements to its seen on the opposite page. A landscape
outdoor space it focused initially on architect from the team worked closely
the development of a single area. with the school throughout the process.
After discussions with other schools

Evaluation Reviewing
(Document) (Annual/five year)
Using and
Feedback Exploring options
managing
(Residency) (Zoning activities)
(Monitoring)
Information Whole Grounds Making change

Implementing
gathering site planning strategy (Construction
change
(Activities) and design document /management)
Identifying
Developing detail
projects
(Design/management
(Action planning
/use plans)
and prioritising) Engaging others
(Design/project
briefs)
The staff car park before it was converted
Where are we now?

By the end of this stage the school The playground: The staff car park:
wanted to have a thorough a tarmac-covered space with limited stopping the use of a set of double
understanding of: play opportunities, favouring more doors out of the hall due to health
the existing layout and features of boisterous types of play and safety concerns
the grounds on a cold, windy part of the site bounded by a relatively recent
the condition and suitability of the next to a noisy main road and single-storey extension used by
current provision relatively busy public footpath the reception classes with a key
any technical or legal constraints. entrance into the car park not
separated from public areas by
used because of health and
railings only
The school set up a working party safety concerns
involving representatives from across the overshadowed by an imposing
used by parents, pupils and siblings
school community, especially the children, Victorian building, out of scale
to access the early years classrooms
and set about gathering information with infant children.
in a warm, sheltered spot next to a
about the existing site issues.Two spaces
quiet traffic-free lane.
were identified as having particular
problems: the playground and the car park.
case study: Leesland Infant School 39
Amphitheatre/assembly space
A whole-site strategy
Developed in partnership with the
school and HSLP, the whole-site
strategy identified the need to explore
opportunities for:
Relocating the car park to the
neighbouring junior school or
elsewhere on the site
Redesigning the released, sheltered
area to provide:
- a play space to include
PE and active play area Quiet/imaginative play area opportunities for imaginative
and quiet play
Where do we want to be? - a teaching space that would
exploit the links with the hall
By the end of this stage the school A landscape architect from HSLP - an outdoor area for events,
wanted a vision plan showing: worked for several days alongside assemblies, outdoor eating and
what it would like to achieve representatives from the whole school waiting parents
community to gather feedback from
how the grounds should function - a safe access route to early
these consultations. HSLP then
years classrooms
how the spaces would relate to produced an evaluation report and,
each other and be used. working in partnership with the Utilising the no go area, made safe
school, used this information to by new arrangements, for play
A whole range of groups, including
develop a whole-site strategy. Redefining use of the existing front
the children, representing all aspects
play space for boisterous, active play
of the schools different functions,
and games.
worked to produce a set of summaries
outlining what they would like to be
able to do in their grounds and how
the different spaces would function.

Key :
Create new boundary

Entrance/parent waiting area Play potential of cubby hole
using the re-sited shed
Possible focal point (eg Build on popularity of particular

Play bays focusing on
sculpture/sign near front features and areas eg certain
different activities
entrance) trees, bushes, popular corners
Remove existing wooden fence Corner area could be developed

Existing wall to form
to extend active play area to as story-telling area opportunity
hand-ball wall
boundary of car park to involve an artist/craft person
Potential and feasibility of a Develop the existing school

Consider provision of covered
new door linking the library to entrance within this area as
areas for sand and water play
the remodelled outside space a second main entrance
The whole site plan identifying new

zones and areas for development
Active play area
How can we get there?

By the end of this stage the school Quiet imaginative play area Frontage an attractive school
wanted to have: a sheltered space on the site of the frontage to Whitworth Road.
detailed plans of the existing car park, to provide a more Entrance/parent waiting area
immediate changes appropriate place for quiet and an attractive/welcoming
imaginative play.The entrance would entrance/waiting area.
a step-by-step action plan setting
then be safe to use as a second
out targets and responsibilities. Side area a secure space that can
main access to the school.
be used as an outdoor area by the
Using a series of design/project briefs Semi-active and imaginative play adjacent classrooms for sand and
developed through the partnership, an area for specific playtime activities. water play.
the landscape architect generated PE and active play an area of open The garden for early years provision,
plans with the following zones: tarmac primarily for PE activities and as an outdoor classroom and for
active play. imaginative/quiet play.

Making the changes
By the end of this stage the school During the final phase, the
wanted to have implemented the construction of the garden,
changes and be ready to think about the school had meetings with the
future projects. Hampshire Gardens Trust to
explore how they could develop
The work ongoing support in the form of a
The work was divided into Friends of group.
four phases:
Phase 1 The car park was relocated The school views the development
to the adjacent junior school.This and use of its outdoor space as an
enabled the former car park to be on-going process, regularly reviewing
developed as quiet and semi-active play its provision and searching for new
areas that included a stage, amphitheatre ways to make best use of the grounds.
and raised imaginative play area. The school has explored the potential
of an arts project working with an
Phases 2 and 3 The development of
artist within the garden. It also hopes
the PE and active play area, along with
to work with organisations such as the
the frontage and parents waiting areas.
BTCV and the local Wildlife Trust to
Phase 4 The construction of the enrich the habitats within the nature
garden area. area. Contacts such as these are
available through the Hampshire
Using and managing
School Grounds Advisers Forum.
Throughout this process the school
established links with numerous The long-term commitment the
partners to ensure they made best school has made to develop its
use of available expertise.The school grounds has led it to look for
tapped into a range of support that opportunities to work in new and
Hampshire brings together through its creative ways.
School Grounds Advisers Forum
www.hants.gov.uk/environment
/schoolgroundsadvisers
case study: Leesland Infant School 43

section two
This section looks first at some common design issues that

affect all school grounds developments. Thats followed by a
look at some of the themes that schools and designers need to
address and how school grounds can support each one,
together with an explanation of the relating design issues.
designing
and building
Common
design issues
Central to designing and building Individual school sites need individual

school grounds is the need to instil solutions schools and their
ownership and respect among communities are unique and should
children and young people, the key be the source for design inspiration.
community stakeholders for this space. But there are some key design
Designers and teaching staff need to principles that need to be considered
use their skills to ensure full for any school:
participation, from the concept stage inspiration and variety
through creation to the ongoing
choice and versatility
maintenance and development
beyond.This takes time, which should access
be factored into the design process. the natural environment
See the developing school grounds
management and maintenance
section for more information.
security and safety.
In all cases, spatial relationships are

crucial. Access, circulation and
structural elements should be designed
to bring spaces and features together.

Right Below
Using colour and Standing stones
texture and and dry stone
incorporating pupils walling transform this
artwork helps to much-used courtyard
reflect the ethos of and reflect the local
the school and create sense of place.
a sense of place.
Far right
Attractive landscaping
can create a more
positive and
welcoming
atmosphere.
Inspiration and variety Points to consider:

Schools are ultimately places for A positive, welcoming and inspiring
learning, and theres a need to sense of place should be created
understand the core ethos of learning for everyone, which reflects and
to make school environments work. contributes to a schools identity.
As well as the formal and informal
Users should feel nurtured and
curricula, all schools have a hidden
motivated to learn and teach
curriculum all those messages given
experiences outside the classroom
out by the feel of a place where
can affect levels of concentration
children grow and develop.This is their
and well-being inside.
environment, a reflection of how
others view and value them, and an School grounds should:
opportunity to provide many - reflect the ethos and culture of the
enhancing, health-giving experiences. school through colour, texture,
materials and shapes
Place making is one of - reflect local distinctiveness
the best ways to promote - use child-led ideas, graphics
positive behaviour and improve and colours
school grounds. - create comfortable, safe,
welcoming, inspiring spaces
Felicity Robinson,
- be integrated with the buildings
School Grounds Facilitator,
on the site
Landscapes Naturally
- be creative in the location
and type of boundaries and
space dividers.
Schools choosing to specialise in
one or more subjects may wish
their school grounds to contribute
to the specialism ethos.

Far left Left
This versatile space Equipment, planting,
accommodates large surfacing and low
audiences for level fencing are used
performances but can to define, divide and
be used for classes link spaces.
and smaller groups.
Choice and versatility Place making and demands for a All children including those with
A school is a community of varied landscape mean that space special needs should be able to
individuals and a place for social needs to be well defined. access all parts of the site.
interaction, where large groups Boundaries and space dividers There needs to be safe access for
can be accommodated but where dont need to be conventional delivery and maintenance vehicles,
each pupil can find personal space they could act as balancing beams, dropping off points for buses and
if they need to. temporary screens, movable cars, and routes and facilities for
seating, playground markings, pedestrians and cyclists.
Outdoor spaces need to support a
or flower tubs, for example. Careful location of delivery areas can
variety of activities as well as the
different needs of individual pupils. Textures and colours help to define mean no need for additional roads.
spaces too. Car parking is always an issue.
Points to consider: Ideally, cars should be located off-site
Access
Designers need to create a varied but very often thats not possible.
Access and circulation should be
school grounds landscape that offers Car parking needs to be where it
carefully considered in terms of
flexibility, with any feature having a doesnt interfere with breaktime
efficiency, security and safety and
number of potential uses, some of activities or movement around the
the grounds zoned by their activity,
which can overlap: school and is sited with health and
clearly defining different uses.
- quiet space for sitting and talking safety in mind. Screening with a
with friends Points to consider: hedge or fence will prevent
accidental damage to vehicles.
- space away from others that can Routes around the school will
still be supervised dictate flow of people and vehicles. The design should be linked to
the School Traffic Plan.
- large open space for running and Easy access to the outdoors makes
active play it easier for teachers to use the
- enclosed secret space for hiding outside more.
- spaces with potential for The width and location of doorways

imagination and den building and the size and surfacing of
footpaths should reflect the volume
- gathering places and seating places
of people using them at any time.
- sheltered places
- opportunities for community use.

Right Below
Designs should Understanding and
complement school planning access
travel plans and and movement
provide routes and patterns of a site
facilities for cyclists is fundamental to
and pedestrians. good design.
Far right
Hard and soft
landscaping create
clear waymarking
and provide a
welcoming approach
to this entrance.

Left
and below
A combination
of nature and
man-made structures,
temporary or
permanent, provide
shelter and shade.
The natural environment

Existing topography, vegetation,
habitats and soil type, as well as
related ecological processes, all
influence the design and use of the
school grounds. Its important to be
sensitive to this and to work with it.
For instance some mature trees may
have preservation orders on them -
any rebuilding of school grounds will
need to bear this in mind.
Theres more information in the

section on designing and building for
sustainable outcomes, and the DfES
publications: Sustainable schools
design primer and Design of sustainable
schools case studies 9.

Right Below
Soft landscaping Involvement of
such as wooded pupils in maintenance
boundaries and can help deliver the
willow sculptures curriculum and
can be practical and encourage a sense
aesthetic, providing of ownership.
habitat and enclosure.
Points to consider:
Its important to understand the
micro-climates on the site, and how
these affect use and behaviour.
Additional shade and shelter from
sun, rain, wind and noise can be
provided in various ways: natural or
man-made (or a combination of
both), permanent or temporary.
They may already exist from
trees and buildings but the situation
will change through the day and
by the seasons.
Soft landscaping is much valued
and can be functional as well
as aesthetic.
Trees and other plants are invaluable
attractive, fun to plant and care for,
enhancing curriculum opportunities.
Bear in mind health and safety
consider choice, location and height
of plants so theres no unnecessary
risk to pupils and potential
damage is limited.

Left Below
Temporary Lack of thought
structures can for the use and
also provide great maintenance of this
sensory experiences. area soon resulted
in a badly worn
patch due to people
cutting across.
Management and maintenance Points to consider:

Considering and planning for the use, Schools may want to use
management and maintenance of the maintenance of part of the grounds
site as an integral part of the design as a learning experience for pupils.
is crucial to the long-term success This can be made easier by careful
and sustainability of the grounds. positioning of outdoor taps, for
This includes ensuring that: example, or creating raised beds
teaching outside is written into for easy access for all.
schemes of work Longevity and robustness of
maintenance plans are properly outcomes, materials and equipment
written and updated need to be taken into account.
provision for outdoor play is written They wont only impact on the
into play and behaviour policies management and maintenance
of the site, but will also have
school grounds feature in
financial implications.
development plans.

Right
and below
Security features
such as fencing,
window grilles and
gates dont have
to be prison-like,
and can be a way
of exhibiting
pupils creativity.
Security and safety Points to consider:

How the security of the school is A welcoming entrance that responds
handled is very important high to the street with an above-basic
unsympathetic galvanised fences across fence will reflect the importance of
the face of the school are liable to the school in the community.
create a negative attitude in all who
Courtyards can provide surveillance
enter.Yet the security and safety of the
black spots, which in turn make ideal
site and its users is paramount.
break-in points they are best when
Guidance is available from local Police
they can be secured so the school
Architectural Liaison Officers and can
can leave their more valuable items
be found in Secured by Design10.
such as artwork and furniture out
The safety of children within the at all times.
grounds also needs to be balanced Surveillance and supervision from
with the value of risk taking. See the staff in and out of school hours
designing and building for healthy should be factored in and how
lifestyles section for more information. the space is managed.
A place with plenty of lively Theres further information in the

activity, with the involvement of designing and building for positive
play facilitators and/or sports behaviour section.
trainers, offers positive supervision
through involvement rather than
focusing on the more negative
control of behaviour.

Designing and building for
learning and teaching
An alternative
teaching space
School grounds can provide an Outdoors, children continue to learn Creating practical outdoor
enormously valuable resource for through listening and looking but there teaching spaces
learning and teaching for any are also many potential opportunities Some schools develop spaces where a
subject, at short notice and for little to take part in hands-on learning.The whole class can join together. Many
or no cost. So its vitally important outdoors can have several advantages teachers value this type of space so
that their capacity to support for practical learning theres more that they can gather their pupils in one
curriculum delivery and opportunities space; noise and mess are often seen place for whole-class presentation or
for learning through play are as less serious issues; and children discussion. It also provides a focus for
considered in their design. can try out real activities. Its often pupils and somewhere equipment can
when some of these learning styles be left for them to collect. Spaces for
The new Manifesto for Education are combined during first-hand smaller groups can be equally valuable.
Outside the Classroom11 will bring experiences that the best learning
together many different interests takes place, because all the senses Points to consider:
to promote its value, including are being used. Factor in the practicalities of taking
school grounds. classes outside, with spaces for
The school grounds can benefit different sizes of groups, creating
To help staff get the most out of their learning and teaching in three key places for sitting and writing, or
grounds for teaching and play, ways, by providing: providing storage spaces so that
designers need to talk with them
an alternative to an internal equipment is easily accessible.
about their needs, how they use the
teaching space Include sensible risk management,
grounds now and how they might use
them in the future. Exploring the specialist facilities that it is so that learning and teaching can
national curriculum12 and QCA13 or difficult/impossible to provide take place outside the classroom.
school Schemes of Work will help inside a building
designers and teachers see the scope an environment for
of possibilities for lessons outside. experiential learning.
Children learn in different ways. Some

learn best through seeing or hearing
but many, particularly boys and some
pupils with special needs, learn best
through doing.

Right Below
This seating is This seat and
specifically designed surrounding area are
for young children. for a story-teller
and audience.
Far right
This amphitheatre
accommodates
large audiences
for performances
or whole classes
for lessons.
Spaces need to be:

- near enough to the school to use
easily but far enough away not to
disturb other classes
- next to a feature that is frequently
studied (eg a pond)
- providing shade and shelter at
different times of year
- fulfilling a particular use
(eg story-telling)
- appropriate for the age of pupils
they need to accommodate
- clearly defined
- for a whole class or
smaller numbers.
The topography of the site can be
used to good effect and even
determine the design of seating
for example, an amphitheatre-style
area in a sloping site.
If the seats have no shelter, the
school could make their own
cushions to use even when the
seats are damp.
Trees can be a focal point for
seating as they provide natural
shade they can also be a good
basis for tree houses.
section two: designing and building for learning and teaching 55

Far left Below
Ponds are good This yellow
for learning planting bed
about science sparks inspiration.
and inspiring.
Left
A crows nest seating
area a starting
point for story-telling
and literacy work.
Using the grounds to inspire Points to consider:

While the grounds can be a wonderful Given the sense of open space
location to teach in, they can also invariably conveyed by sports
become an inspiration for different pitches, emphasis elsewhere can be
lessons. Even the most barren grounds on varying degrees of enclosure.
demonstrate seasonal change but
An amphitheatre, glade, dell or
grounds with a variety of elements
outdoor room can provide complete
such as a range of colours, textures,
visual barriers, filtered glimpses and
foliage, habitats, spaces, micro-climates
open views these offer great
and topography can be used as a
potential for separation between
basis for many more starting points
active pursuits (such as ball games
for lessons.
or chasing), passive group activities
(such as chatting), and passive
activities for individuals (such as
reading or reflecting).
The ways these spaces are linked is
equally important in extending the
range of educational opportunities.

Right
Children developing
their creative skills.
Below
Seeing birds and
wildlife is more
memorable
than studying them
in a book.

Far left Below
Covered space Particular attention
outside these was given at this
classrooms allows primary school to
year-long use. how classes could
access the outdoors.
Left
Specialised play
equipment
accommodates
wheelchair access;
standard equipment
may also be suitable
for special needs.

Right
and below
Existing buildings
can make good
equipment stores
and (right)
smaller containers
strategically placed
provide easy access.
Access Points to consider:

Easy access to the outdoors from the All children in the school need to be
classroom enables teachers to use the able to access the resources in the
outside as often as possible. For the grounds.This doesnt mean there
early years sector, free flow between shouldnt be an element of challenge
inside and out is essential. But even in getting to or using places or
for older pupils, direct access to the features.Theres information about
outside from their classrooms means access for pupils with special needs
that more frequent use of the in the designing and building for
outdoors is more likely. different sectors and needs part
of this section.
Theres a wide range of play
equipment for children with physical
disabilities, including swings and
roundabouts for those using
wheelchairs and tactile elements
for those with visual impairment.
But dont overlook more standard
equipment or the creation of
bespoke elements designed to meet
the specific needs of pupils.
Equipment should be stored where
its easily accessible, possibly next to
where its most often used, and it
must be secure especially where
other people use the site (whether
officially or unofficially).

Below
This secondary
school maths maze
was designed to
be used in lessons
as well as at
break times.
Specialist facilities
Physical education
Much of the PE and school sports
(PESS) curriculum is taught outside,
and the space it needs should be
factored in when the outdoors is
being developed. Along with
games and athletics, Outdoor and
Adventurous Activities is the topic
most likely to be taken outside.
Points to consider:
PESS facilities provided at school-
only level can be enhanced to
provide local club-level provision
which can potentially provide third
party revenue to cover their
additional cost and at the same
time integrate the school more
closely into the community.
Developments should be made
in conjunction with the local
authority sports strategy and can
be supported by school sports
coordinators.
These coordinators also play an
important role in developing
out-of-hours opportunities, and
in linking schools to local clubs.

Right
A polytunnel used
where horticulture
skills are taught.
Below
Wind chimes and
other outdoor
musical instruments
add a new dimension
to lessons.
There are likely to be many areas

of the grounds that can also be
used for other activities without
restricting use for PESS these
should be taken into account at
the briefing stage.
Other curriculum-related
features
Some schools may need curriculum-
specific features such as:
horticulture: polytunnels, raised
beds, growing areas
agriculture: areas for
livestock and hard landscaped
construction features
arts and music: musical instruments,
a performance area
maths and science: a maths maze, a
wind turbine, a dipping platform14.

Left Below
This willow maze Well-designed
provides active, quiet spaces, with
or imaginative play permanent or
experiences. temporary
equipment, provide
endless play
opportunities.
Experiential learning
Learning through play Small mobile pieces of play
Play is an important part of pupils equipment will need to be stored
learning and development experience when theyre not in use.
at school. Its the way young children In all schools there will be
learn in particular, but its crucial for concerns about pupils safety.
all age groups.Through play, children These do need to be taken into
learn about themselves, others and account but shouldnt prevent
the world around them.They learn pupils adventurous and creative
through experimenting, taking risks, play. A thorough risk assessment
undertaking challenges and finding out needs to be carried out to ensure
where their limits lie. And they need that play is challenging without
to be given opportunities to stretch being unnecessarily dangerous.
themselves within a safe environment
Playground markings and murals can
such as the school grounds.
also support play. While standard
An enriched play environment can
elements can be bought, pupils may
be achieved by providing a variety
also design their own, trialling them
of opportunities.15
in chalk first.
Points to consider: Friendship stops or buddy benches
Play equipment needs to be and/or playground squads can help
suitable for the age using it, robust manage playtimes in primary
enough to withstand constant use schools. Friendship stops can be
(and possibly some unauthorised designed specifically for an individual
use) and it shouldnt restrict school and their location and
childrens imaginations. design should be decided in
discussion with pupils and staff.
Play equipment thats versatile and
can be adapted by the user is the
most useful.

AT A GLANCE
PRACTICAL OUTDOOR SPECIFIC

TEACHING SPACE CURRICULUM-RELATED
Create well-defined,
FEATURES INCLUDE:
appropriately-sized Polytunnel
outdoor classrooms Raised beds
Consider places for whole Livestock pens
classes (approx 30) and
Maths maze or trail
smaller groups
Woodland trail
Consider access, location
from classroom, logistics of Musical instruments
Real project scenario
using the space Wind turbine
The real-life design process can
develop skills in devising solutions, Consider storage and pick-up Pond dipping platform
thinking creatively, solving problems places for equipment needed Performance area
and working as a team. All these are Make use of existing features like Story-telling circle
key in developing sustainable practice. trees and slopes
Hoops
See the section on developing school Design in seating, shelter
grounds for more information. Nets
and shade
Wall targets
Design in focus and features
Floor markings
PLAY
Create versatile,
adaptable spaces
Consider criteria for an
enriched play environment
Build integrated
indoor/outdoor spaces
Allow for experimentation,
imagination and challenge
Balance safety and challenge
Consider special
educational needs

healthy lifestyles
Physical activity and

active play
Well-designed and -managed school From a health perspective16, children Daily routine and school ethos
grounds can benefit children and and young people should take part Physical activity should be seen in
young people in four key ways, by: in one hour of at least moderate its widest sense and integrated into
providing opportunities for physical intensity physical activity every day. the daily life of the school.
activity and active play In addition schools need to provide at Grounds designed to allow easy
least two hours of high quality PE and access and a stimulating environment
contributing to emotional well-being
school sport each week for all their will encourage lessons to be taken
providing opportunities to grow and pupils.They should also consider the outside, increasing pupils activity.
learn about food contribution that they need to make
There needs to be a range of
integrating safety, risk and challenge to the long-term ambition of four
physical activity opportunities for all
into school grounds. hours of sport per week for all
ages, levels and genders, and all
pupils17. Physical activity improves
Its important to consider how time should have equal opportunity to
concentration, enhances academic
spent in the grounds will be managed take part.This doesnt mean that
performance, develops skills and
and how this will work with the the whole space should be active
attitudes, improves self-esteem and
design of the site. Children could be at all times.
promotes lifelong participation in
involved in rule-making, potentially physical activity. Schools have an Well-thought-out and well-placed
through curriculum work, and have a important role to play in helping to space definers, which themselves
role in designing site notices. increase levels of physical activity may be useful pieces of equipment,
through the formal and informal ensure that robust games dont
curriculum and the grounds provide take over the whole area.
a safe opportunity to take part.

Right
and below
Playground markings
prompt active and
imaginative play,
and problem solving.
School grounds features Play equipment needs to be suitable

and equipment for the age using it, robust and
School grounds designs should versatile. See designing and building
incorporate features to promote for learning and teaching for further
active play, such as traversing information on play.
walls, playground markings and Site features and materials not
fixed play equipment. designed specifically for play can still
Storage for temporary equipment provide opportunities for exercise,
is also important. play and aesthetic improvements,
Features such as ball walls and though they come with their own
markings can be used during risks and challenges. For example,
curriculum and non-curriculum time. loose logs, railway sleepers, tyres and
rocks can provide informal seating
Energising colours and patterns can
areas and valuable balancing
enhance and define areas of activity.
activities, especially suitable for
New equipment must meet the children with some specific learning
relevant British and European difficulties.These all need to be
standards for equipment design cleaned thoroughly and potential
and the need for impact-absorbing, hazards removed.
or safety surfaces.18, 19
Equipment should be located in
more than one area if possible to
avoid a honeypot effect.
section two: designing and building for healthy lifestyles 65

Left Below
Fixed play equipment Where space is
encourages individual limited, traversing
and collaborative walls develop
physical play. upper body strength
and add colour
and interest to
a plain wall.

Right
and below
In a range of spaces
pupils have choices
and opportunities to
interact and behave
in a variety of ways.
Emotional
well-being
Many factors contribute to the Points to consider:
emotional well-being of children Grounds need to be designed so
and young people. But the impact that pupils develop a positive
of the local environment shouldnt relationship with certain spaces at
be underestimated. certain times and develop a sense
of place. For example, a place:
Providing choice
An outdoor space should provide a - to sit quietly on your own or with
range of opportunities for different friends, to read, chat or simply
types of behaviour. watch the world go by
- to play and use your imagination
The use of colour, textures, details
- to run around and play games
and soft planting, particularly sensory
and sport
plants, can create calm atmospheres.
This provides children with the - to hide and make a den
opportunity to choose quiet - to perform
reflection and to relax and can be
- to enjoy your break-time snack
a favourite with teachers working
with small groups. - thats dry, shaded and sheltered
- that is safe.

Far left Below
Storage is vital Pupils can be
but sheds neednt involved at all stages
be boring. of garden design.
Left
Raised beds make
good use of the
perimeter area.
Growing food
Through growing and nurturing plants
and animals, children also learn
practical and social skills and improve
their physical well-being.They begin to
understand where their food comes
from and the interdependence of
people, plants and animals.
Growing food in the school grounds is

also a valuable way of supporting the
concept of healthy eating. Growing
food links to a range of curriculum
areas and can lead to the achievement
of vocational qualifications.
Points to consider:
Plants can be grown irrespective
of space in plots, raised beds
and containers.
Many schools also have greenhouses
and polytunnels.
Whatever the space available, when
youre deciding where to grow food,
you need to take into account:
- micro-climate ideally a sunny
area thats reasonably sheltered
from strong winds
- water ensure good access to
water and adequate drainage

Far left
Herbs grown in cut-
off plastic bottles on
a pergola make good
use of limited space.
Left
Creative containers
add interest to
planting space.
- contents consider a specific plot

for food crops or mix with a shrub GROWING SCHOOLS
or flower border PROGRAMME 20
- orientation plots should run
This programme aims to support Many schools that have developed
north to south, allowing maximum
and encourage schools to use the gardens or keep animals at school
sunlight on all plants through the
outdoor classroom as a resource use them as a resource to teach
day, planting in rows east to west
for all curriculum subjects, for pupils other curriculum subjects such as
- access consider width and of all ages and abilities. Using school Maths (weighing a sheep,
surfacing for paths surrounding grounds for learning and growing is or calculating the milk intake of
plots and raised beds in particular an important strand of Growing lambs), Design and Technology
to ensure access for all pupils Schools.The programme also (making carts to transport
and necessary equipment promotes field studies and visits to pumpkins from the pumpkin patch
- maintenance consider how farms, country estates, botanical to the classroom or cooking
the space will be managed and gardens and national parks. pancakes made with eggs laid by
maintained during school holidays, the school hens).The DfES Five
The most obvious subjects include Year Strategy for Children and
for example whether direct
Science KS1 to 4 Life processes Learners encourages teachers to
access will be required.
and living things; Geography KS1 to make learning more flexible and
When youre choosing plants, you 3 Knowledge and understanding imaginative, and make better use
need to think about: of environmental change and of out-of-classroom opportunities.
- growing and harvesting time, sustainable development; It also suggests that schools
and how these link with term and Citizenship KS3 Environmental should become environmentally
holiday dates Projects. But all subjects can be sustainable, with a school garden
- use of drought-tolerant plants enriched by using the outdoors to or other means for children to
give pupils experiential learning explore the natural world.
- amount of maintenance required
opportunities.
- how the products could be used
- sensory aspects, such as colour,
texture, scent.

Right Far right
Learning about the Textured surfacing
Great Fire of London can add interest but
in a practical way also remember safety!
taught these primary
school children about
fire safety.
Safety, risk and

challenge
Designing out danger Ponds Designing in challenge and
Health and safety (H&S) in school Ponds are very useful for teaching risk taking
grounds is a major consideration for all science and water safety and are Well-designed and challenging school
sites. Appropriate risk and challenge are popular features in grounds. Raised grounds, graduated to cater for
necessary and should be managed in a ponds work well as part of a larger appropriate levels of ability, can offer
way that minimises danger. Learning to habitat area with year-round access. a safer environment than a boring,
manage risk is a vital aspect of a childs flat, unstimulating site. In a challenging
development and a degree of Good design, along with effective environment, children will be able to
challenge allows them to recognise and management and maintenance, is test their abilities, learn from their
take acceptable risks. But you will need to essential to prevent unnecessary risks. mistakes and stretch themselves
identify potentially dangerous situations Design and locate the pond to further to develop their physical and
so that unnecessary risk can be designed be obvious. mental skills.
out.Two examples are described below. Make sure edges are sloping and
Points to consider:
well defined.
Textured surfacing Risk management should be discussed
Textured surfaces can add visual Provide a suitable area, such as a
at an early stage of the project.
interest and texture but can also be deck, for dipping.
Each school has a member of staff
a trip hazard. Locate the pond where children
responsible for health and safety as
Think about how the surface will be cannot reach it without supervision,
part of their health and safety (H&S)
used, how often and by whom. such as in a courtyard or fenced
policy, which should include both
area. Fencing should be robust
Textured surfacing should be used to outdoor and indoor environments.
and secure.
highlight areas but not used in areas In most cases the ultimate
of high traffic. Cover the pond with steel
responsibility lies with the local
mesh if children have access
Textured surfacing can also be used authority, which publishes its own
without supervision.
to reduce risk. For example, it can H&S policy that local schools need
be used to create rumble strips on to follow.
pathways where young children Theres no standard policy for
use wheeled toys.These can act H&S for all schools in the UK,
as environmental alerts to the although schools as workplaces
children to take care and watch are subject to the Health and Safety
out for pedestrians. at Work Act 197421.

Right
Involving AT A GLANCE
pupils in
determining
risk and
encouraging PRINCIPLES MORE IDEAS
solutions can
lead to increased PHYSICAL ACTIVITY AND
understanding ACTIVE FEATURES
and a safer ACTIVE PLAY
environment. Traversing walls
Provide a variety of active play
Playground markings
opportunity grading physical
challenge, making attractive to Fixed play equipment
different users Temporary play equipment
Avoid honeypot locations Ball walls
Zone and define the space Balancing beams
You can get further advice and for active play Fitness trails
information from the Health and
Logs stepping stones
Safety Executive and organisations EMOTIONAL WELL-BEING
such as the Royal Society for the
Respect the need for WELL FEATURES
Prevention of Accidents (RoSPA)
personal space, and cater
and the National Playing Fields Shelters
for the different spaces and
Association (NPFA). Sensory gardens and
opportunities children need
for social interaction peace gardens
Site assessments
Create stillness and calm Quiet seating areas
Site assessments at the start and
throughout the design and build of the make use of colour, Water features
development are essential to identify texture, planting
current and potential risks. Existing GROWING FEATURES
sites can provide vital information that GROWING FOOD Vegetable plots, raised beds
can be used to develop either the Use the right locations pots and containers
same site or new ones. Staff and pupil and orientation for Greenhouse
knowledge, accident records and good growing
community opinions should all inform Polytunnel
the design process. HEALTH AND SAFETY Herb garden
Kitchen garden
Create a challenging but
safe environment Orchard
Chicken coop
RISK AND CHALLENGE
Build in shade and shelter
Make use of safety surfacing

positive behaviour
Reducing opportunities
for conflict
Place making is one of the best ways Research23 shows that the design of Movement generators, routes, nodes
to promote positive behaviour and school grounds can subtly influence and congestion points all need to be
improve school grounds. It involves the attitudes and behaviour of children identified for a clear idea of flows of
creating places that promote a sense and young people, with benefits in four people during the daily pattern of
of ownership, respect and key areas: school activity. Conflict often arises at
responsibility places where activity is reducing opportunities for conflict these points and young people feel
appropriate to the location, reducing intimidated.
developing environments conducive
the risk of aggression, boredom,
to social interaction
conflict and damage. crowded people push
reducing damage, and opportunities
lots of people try to get by
Behaviour is influenced by a range of for theft
interlinked design and management get pushed and hurt dark
facilitating surveillance/supervision
decisions. Each site has its own unique
and capable guardians. narrow and squashy
solutions but a common important congestion dirty fights
factor is the initial involvement of
students in a community safety and
and crowding cant see
behaviour audit. Professionals skilled in through yuk loud
site analysis and working closely with
young people to ensure full
Year 7 and 11 pupils
participation can help to reduce
costs associated with site damage by
identifying and preventing potential
risks. Indeed, Crime Prevention
Through Environmental Design
(CPTED) principles applied to school
sites have shown how important it is
to involve young people in site risk
assessment.22

Right Far right
Seating at entrances New paving, lighting
or along narrow and bright walls have
routes can provoke improved this former
conflict between trouble spot.
those gathering
Below
and those
Traffic calming a
passing through.
cobble rumble strip
along a nursery path.
Points to consider:
Places should be designed with well-
defined routes, spaces and entrances
that provide for convenient movement,
with areas where pupils can gather
without intimidating others.
Young people have a habit of
gathering around doorways and to
an extent this needs to be catered
for, so as not to impede access and
provoke aggression.
Avoid seating perches and litter traps
along routes and provide seating
where its appropriate.
Paths need to be wide enough to
allow for the fact that children and
young people tend to move around
in wide groups.
Paved corners (rather than right
angles with trip rails) can reduce
jostling at junctions and minimise the
damage caused by corner cutting.
Its best to reduce congestion
around PE equipment or playprop
stores open up these entrances
and use wide double doors.
Ensure that there are at least two exits
to any enclosure in shelters, gazebos,
fenced climbing frames for instance
or a very wide entrance, to avoid
anyone being trapped or intimidated.
section two: designing and building for positive behaviour 73
Below Bottom
Territoriality can Letting students
be positive with manipulate loose
sufficient places for structures such as
pupils to gather. benches promotes
positive behaviour.
Developing environments
conducive to social interaction
Structure and zoning A variety of types of place can help to
The definition and structure of a place promote social interaction places for
is important. Appropriate activities large groups, more intimate places
within these places need to be clear, where small groups can chat, places
whether they are ball games, climbing, where individuals can be miserable if
sitting or exploring. Sites that are more they want to or places to have a
legible, with well-defined routes, a headache in peace. Primary child.
sense of place and a clear purpose,
and where adjacent uses dont Micro-climate
clash, reduce the risk of conflicts The influence of micro-climate on
between users. behaviour can sometimes be
underestimated. Its easier to relax
The adoption of spaces by year groups in sheltered, warmer places in cold
can be a cause of conflict but are weather and shady places in
inevitable and often necessary.The warm weather.
needs of different groups can be met Wide open expanses and windswept
by providing sufficient, well-designed spaces encourage chasing games;
gathering spaces for all groups. If there other types of space should also
are not enough spaces, older or be on offer.
dominant children will adopt them,
Consider the orientation of shelters,
inducing tensions and hierarchies.
the degree of enclosure of places,
The type of places often identified as protection from the prevailing wind
worrying for young people are places and eddying currents around buildings.
where theres little definition of place
or activity bleak desolate
boring no teachers fights bullies
Year 7 and 11 pupils with
purposeless roaming around the
site more apparent at breaktimes.

Right Far right
This seating has Well-designed social
different levels to seating is important
accommodate at any age, promoting
students need to be positive behaviour.
up high and in
informal groups.
Design grain, colour and mood Zoning is a good way to ensure that
Colour, texture and pattern can be quiet areas are undisturbed. Sensory Zoneparcs is a programme
used to define areas and promote noise such as water can be calming which aims to transform
particular types of activity. and can also act as white noise to traditionally uninspiring primary
Calming colours, relaxed patterns, mask unwanted sound.Vision is a school playgrounds into vibrant,
sensory details and finger mazes help factor if you cant see the noise exciting and welcoming spaces for
to promote reflective activity, and fine- generator, such as the street, its children. Playgrounds are zoned
grain detail is appropriate in these perceived impact is reduced. into three distinct areas using:
spaces, where it can be appreciated. Places with good views of other the Red Zone for traditional,
Conversely, energising colours can activities allow children to be part of active sports
distinguish the more active areas. something without taking part. Many the Blue Zone, a multi-activity
feel more comfortable being up area for children to play alone,
Points to consider: high and with their backs protected, in pairs, in groups or in teams
Zoning can make a significant for solitary or group viewing of
the Yellow Zone, a quiet area
contribution in otherwise bleak, activities. Children often like to sit on
where children can read or
expansive, multi-purpose the back of benches for this reason,
play board games.
playground spaces and can help so design to allow for this preference.
define the structure. Children and young people often like Combined with careful
Zone boundaries need not be fences. to be able to have a degree of control management, the playgrounds
They can be surface paving changes, over their spaces. Rearranging the have resulted in increased
texture, colour, signage, planting, furniture can sometimes be enough to activity and enjoyment among
temporary or modular barriers. help define a sense of place, or create children. Further details about
Good design is crucial to ensuring a vantage point/spectator position. the joint Youth Sport Trust/
that access, circulation and structural Experimental layouts can be very Nike/DfES programme are set
elements of the landscape work to helpful to assess configurations that out in a DfES booklet Primary
bring all the spaces together. best encourage positive behaviours. Playground Development.
These can be monitored through Copies of the document can be
Zoning by activity rather than by
observation, time-lapse filming, obtained from DfES publications
age can be very useful, especially in
vox pops, and focus groups and at dfes@prolog.uk.com quoting
primary schools, with a continuum
the results incorporated in new reference PE/ZP.
of active to passive being the ideal
in most circumstances. permanent designs.

Right
A survey by
primary pupils
of current
activities and
safety issues.
Reducing damage Surveillance, supervision

and opportunities for theft and capable guardians
Ownership, respect Secure storage Supervision (which is overt) and
Involvement in design and ongoing Storage units can be crime generators surveillance (which is more subtle
decisions, modelling the use of spaces but are essential in grounds, especially and less obvious) should each be
in the curriculum, and regular child-accessible stores for PESS considered in the design of an
opportunities to make your mark, equipment and play props. outdoor space. Both can have a
or as one Year 6 pupil put it, leaving a significant influence on the success
present for the next group of children, Points to consider: of a site and both can be considered
are all features of developments with Storage units can have slatted open capable guardians by children and
less subsequent damage. fronts so that intruders can see young people.
theres nothing to interest them
Points to consider: and that they are not worth Points to consider:
Young people need to be involved breaking into. Photo surveys by young people have
in the design phases and the Where secure storage is required highlighted locations where the
ongoing management and the Crime Prevention Design students identified a lack of
maintenance, through work-related Adviser or Architectural Liaison surveillance or eyes on the scene.
learning and/or club-based Officer can advise on units with a These include hidden corners and
activities. See the design section Secured by Design rating. inactive edges, which can often be
for more details. addressed through integrated design
Casual damage can be caused by The glossary has further information. of the indoor and outdoor spaces.
normal behaviour if the facilities Many areas can be classic inactive
arent sufficiently robust and edges for example, the blank walls
designed with their use in mind. of large buildings such as sports halls,
Wilful damage can be reduced even though there are windows.This
if theres greater variety in is sometimes because the windows
the activities on offer to are relatively high, above bench
reduce boredom. height, and dont afford a good view
of the outside. Where possible, the
Very quick repairs and graffiti
building design should avoid large,
removal demonstrate zero tolerance
blank walls next to activity areas.
and prevent a decline towards
further damage.

dead-end-dangerous
AT A GLANCE
hiding places out of bounds
no teachers around not
REDUCING OPPORTUNITIES REDUCING DAMAGE AND
monitored people in
FOR CONFLICT OPPORTUNITIES FOR THEFT
classrooms, but no-one would
Consider movement patterns Ensure full participation
hear you lots of messing to encourage ownership
Reduce congestion points
around people try to stop and respect
Provide appropriate
you wasps! seating locations Provide for a variety of activities
to reduce boredom
Year 7 pupils Use wide paved paths
Design for robustness
Avoid right-angled corners
Repair quickly to
Open up entrances and use
The site layout should maximise minimise vandalism
wide double doors
opportunities for natural Provide secure storage
surveillance, making positive use DEVELOPING ENVIRONMENTS
of overlooking, interaction and CONDUCIVE TO SURVEILLANCE/SUPERVISION
encounters with staff and SOCIAL INTERACTION Maximise opportunities for
other students. natural surveillance from within
Create a sense of place
Staff rooms and offices should be as well as outside buildings
Provide a variety of spaces
positioned if possible where they Avoid hidden corners and
for different group sizes,
can have a surveillance function. inactive edges
ages and activities
Spaces and buildings beyond Consider use and
Clearly define spaces
the school site, such as adjacent perception of CCTV
roads, footpaths, properties and Use alternatives to
other buildings, may also fixed barriers
influence surveillance. Use colours, textures and
Recessed doorways need visibility patterns to suit the activity
splays and mirrors can help to Provide vantage points
provide visual access to difficult places. Use experimental layouts
Children put faith in CCTV but are Design for the micro-climate
sometimes unaware that its usually
only passively monitored.

community use and development
Safe child-focused Focus for

environment community action
The extended schools approach Children and young people need the Adults as community
strengthens the role schools can play opportunity and facilities to enjoy stakeholders
in providing access to wider services recreational activities and informal There are a number of potential
and activities to meet the needs of learning within their communities. opportunities for parents and other
their pupils, families and the wider School grounds can support a number adults to benefit directly from school
community, including: of before- and after-school activities, grounds developments, both through
a range of interesting activities including after-school clubs and sports the development process as well as
before- and after-school and during clubs. Schools may have specialist the final product, including:
the school holidays facilities to share with neighbouring involvement in the development,
schools, such as a sensory garden or a management and maintenance
8am-6pm year-round childcare
climbing wall. Garden creation projects of the site
parenting support including could take place in school holidays.
family learning activities access to improved facilities
Designing school grounds with and for benefiting from focused projects
specialist support services
communities will help to support such as nature conservation,
community use of school facilities children and young people of all ages. horticulture and art
such as sport, art and ICT. The particular needs of babies and
gaining valuable skills and knowledge
very young children need to be
School grounds have a vital role to play through voluntary work or training.
considered where childrens centres
in this provision in that they can provide:
are located on primary school sites.
a safe, child-focused and welcoming Children with disabilities and special
environment that caters for the needs and those who may be visiting
needs of all children unfamiliar school sites will also have
a focus for community action specific requirements that need to be
a centrally-valued factored into design, particularly
community resource. around access.

Right Below
A great place to Local employees
meet and discuss are often keen to
school grounds get involved.
developments.
To help with this its worth developing Points to consider:

a whole-school policy for community Potential users of the site should be
partnerships and use of the site, helped to understand the schools
negotiating a general agreed code values and priorities in providing for
of conduct for all users and formal childrens needs.
access agreements for specific groups,
Any specific activities should be
which could include a trial period,
negotiated and agreed by the school,
and should be closely monitored
based on an assessment of local
and periodically reviewed.
resources available and accessibility
The agreements should identify:
of facilities.
the separate groups involved
Caretakers and other site
the specific nature of the use of the supervisors are the gatekeepers of
site, including timings for when the the school facilities, of even greater
activities begin and end importance when a school develops
a clear understanding of the roles its role in the community they
and responsibilities of the users, must be consulted and involved in
including any financial provision or the formulation and implementation
legal implications of any code of conduct or
consideration of ongoing access agreements.
management and maintenance A project like developing school
penalties for not abiding by grounds can bring parents together,
the agreement. both through their involvement in
the process and their use of the site.
This could perhaps be the first
step towards PTA (Parent
Teachers Association) membership,
or eventually becoming a
school governor.
section two: designing and building for community use and development 79
Far left Left
A social gathering An external
after a busy days amphitheatre on a
gardening helps sloping site links to
create a sense of the assembly and
community belonging. dining halls.
A centrally-valued
community resource
School grounds improvement All schools are different, each reflecting
projects can be a catalyst for uniting their communities. Linked to creating
Involving adults in design disparate elements around an identity and sense of place, school
and development a common cause, prompting grounds designs should reflect the
As members of the school community, relationships to develop and cultural diversity of those using the
adults can add value to school communities to strengthen. school space. Spaces can be created to
grounds developments, whether they support activities that might take place
Valuable community links can be
have children at the school or not. out of school hours sheltered
forged by drawing on individuals
For example: seating areas, for instance, gathering
expertise, linking local businesses
Consulting with the community together to provide additional places and spaces outdoors for classes
and incorporating their needs into investment and enlisting volunteers such as yoga or Tai Chi.
the site design can: to carry out practical work.
The Extended Schools programme
- provide valuable opportunities The skills and experience gained encourages schools to form
to strengthen partnerships with by working on school grounds partnerships with other agencies and
stakeholders such as local sports improvement projects could even organisations. A range of partnerships
clubs and community agencies contribute towards vocational can be considered in the design
(as long as these needs education for various members process and final outcome. Some of
complement those of the of the community. the most common activities are
children), increasing a sense of
described opposite.
ownership and belonging
- help to secure valuable investment
for the site and raise significant
revenue to offset the additional
management and maintenance
costs associated with the
extended use of the site.

Right Far right
Pupils artwork can This community
reflect local heritage orchard provides
and community. practical and
educational
opportunities.
Work-related learning Community sports Community arts

For older students and other adults in Local sports clubs provide Community arts programmes involving
the community, there is great potential opportunities for community artists in residence could be used to
to work with organisations and partnerships, which can be supported work with children and young people
initiatives in the community and begin by school sports coordinators they in after-school clubs to create
to understand how professionals work. have, as a key work area, building and installations and pieces of art that
Projects can: supporting school-club links and engage childrens imaginations, reflect
encourage links with local colleges, developing out-of-hours opportunities. the context of the site, improve the
businesses and voluntary groups as Local sports clubs, after-school clubs aesthetics of the site and provide a
sources of expertise and support and summer play schemes may be tangible sense of achievement for
able to part-fund improvements as those involved.
be the focus for schools working
well as contribute to the structured
as clusters, either informally or
management and use of these facilities
as federations
through organised coaching sessions
include secondary students working and other supervision.These key
with primary schools to help them stakeholders should be included in
improve their grounds. any consultation on developing
school grounds.
The regional offices of Sport

England (www.sportengland.org)
and the Youth Sport Trust
(www.youthsporttrust.org) can
offer valuable support.
Left Right
Parents learn how Working with a local
to explore the artist on a community
local habitat and arts programme
identify wildlife. engages children
and adults.
Below
A welcoming space
where parents can
meet and talk while
dropping off and
collecting children.

AT A GLANCE
SAFE CHILD-FOCUSED CENTRALLY-VALUED

ENVIRONMENT RESOURCE
Consider informal play and Use the local context and
recreational spaces add value to this open
Consider extra-curricular space resource
activities and their audiences Investigate opportunities for
eg youth organisations like pupils to work with local
Guides, youth clubs, professionals and organisations
toddler groups Establish links with other
Consider other community links schools and colleges
Growing into a wider
and partners at school
community resource
School grounds are part of our
COMMUNITY ACTION
open space resource and as such
they can contribute wildlife, landscape, Consider multi-purpose
recreational and play value. recreational spaces
The grounds can offer community Work with partnerships in
value in other ways, including providing the sports, arts, and other
recycling facilities, youth club areas or specialist areas
local produce areas. Designing to Use local expertise, especially
improve these values will add to find out about parents skills
community resources and potentially
Consider practical working
help meet other targets set in locally
parties, social gatherings
devised plans of action.
and celebrations
Groups and organisations, such as local Look at inter-generational
sports clubs, local authority staff, learning
church groups, youth organisations Set up community-use
such as Scouts and Guides, charities, agreements
local interest groups and parent and
Identify management and
toddler groups, can support and
maintenance tasks
help to make these improvements
happen by working directly with
children before and after school.
They should be involved as community
stakeholders within the design process.
There are useful references listed in

the information sources on page 116.
sustainable outcomes
Sustainable design
and management
Sustainability is a key concept for this School grounds can offer outstanding What we choose to build and how we
century and has come to mean learning experiences when theyre do it has a significant impact on
different things to different people. designed and used following sustainability.The construction of
sustainable development principles: features outside must follow the same
A widely-used and accepted definition principles being adopted by architects
adopting sustainable design and
of sustainable development is and building industries.
management practice
development which meets the
needs of the present without conserving and enhancing nature Points to consider:
compromising the ability of future experimenting with innovative Design for minimum
generations to meet their own sustainable techniques environmental impact.
needs.24 Its essentially about joining
working together and belonging Re-use materials on site and
up our thinking on environmental,
embedding into the curriculum source recycled materials.
social and economic factors.
and school culture. Construct with minimum
The new DfES Sustainable Schools energy use.
website (www.teachernet.gov.uk A whole-school approach will look at
culture and ethos, how the curriculum Design and build for the
/sustainableschools), launched in
supports sustainability, how the conservation of water resources.
June 2006, provides:
campus reflects a sustainable ethos Use locally-sourced materials and
information
and how the wider community local contractors.
interactive tools to use to progress contributes to sustainability. Respect locally-distinctive crafts
whole school sustainability
and skills.
case studies
Maximise the positive capacity of the
resources natural environment, including light,
sources of advice and support. shade, ventilation and micro-climate.
Design in an integrated and
holistic way.
Make optimal use of green
technologies, such as renewable
energy and reed bed filtration.

Creating and linking
habitats, and planning
for their management,
ensures better
space for wildlife,
and good learning
opportunities.
Wildlife garden: work to be carried out gradually by pupils, teachers, parents and
others over the summer and autumn and beyond.
Future possibilities: timber decking extending over the edge of the pond or a bridge across it,
to allow better access to the deep part of the pond for pond-dipping. Identification boards,
nest boxes, bat boxes, hyberniculum, hide, squirrel-proof bird feeders.
section two: designing and building for sustainable outcomes 85

Far left Middle left
Wildflower Bird-feeding stations,
boundaries provide hedgehog houses,
a wildlife habitat bee and bat boxes
and also add colour their location is
and interest. important.
Left
Spaces throughout
the grounds can build
up nectar sources for
bees and butterflies.
Conserving and
enhancing nature
Include ongoing maintenance in School grounds can provide diverse Local wildlife advice should guide
project management systems to habitats for plants and animals, even the types of new habitat creation in
ensure long-term quality. in the smallest of sites its even school grounds, according to whats
Build in responsibility for the design possible to create a nature reserve. most appropriate.
and its implementation to create Before anything else is done in the The choice of plants to use and the
ownership and understanding. grounds there needs to be a habitat, method used to create the habitat
vegetation and wildlife survey. are crucial to success. When youre
Its worth setting up a school
Strong bold elements can be included creating new wildlife habitat its good
grounds project group, school
in new designs, which both conserve practice to use lists of local plants
council or steering group to help
and enhance this biodiversity. and to echo naturally occurring
establish a sustainable management
process across the whole school. groups of plants.
Points to consider:
Whole-site developments can be Provide an opportunity to
Existing habitat features such as
expensive but worth every penny. investigate natural succession in
hedgerows, grassland, woodlands and
undisturbed areas, as well as
Its crucial to plan over the individual trees can be enhanced
designing places where wildlife
long-term so that unexpected through positive management and
can be allowed to have sanctuary.
opportunities can be taken additions. New habitats can
In larger school grounds this is very
advantage of in a sustainable way, be created the type will be
possible and can add significantly
in keeping with the overall design. influenced by local conditions.
to biodiversity.
Local Biodiversity Action Plans25
High-quality items and outcomes last
provide information on local habitats Organic and locally-produced fruit
longer and remain in good condition.
and individual species with their and vegetables from schools are
Finances need to be planned conservation priorities. adding to the local food movement
to allow for the continued and and our renewed connection with
Areas of perennial rye grass can be
sustainable evolution of the local environment and heritage.
transformed into meadow habitat
outside space.
either on a large scale or as borders
adjacent to other habitats such as
hedges, through meadow creation
using seed, seed mats or plug
planting. Its important to plan how
these are going to be maintained.

Right Below
Using childrens Sedum roofs on
artwork in signage outdoor buildings
and other features add vegetation,
adds a creative touch. improve insulation
and demonstrate
new design ideas.
Experimenting with
innovative sustainable
techniques
Learning about environmental
management and sustainability is
crucial to our future thinking and
requires hands-on opportunities.
Points to consider:
School grounds can provide
opportunities to:
- devise and build technological
solutions for developing alternative
energy systems
- experiment and build with
recycled materials
- use organic products and practise
organic gardening.
By providing good facilities such as
secure cycle sheds and well-designed
access routes, school grounds can
also promote sustainable transport
cycling and walking and should be
a consideration within School
Travel Plans26.
A life-cycle analysis of materials used,
with cost benefit analysis, could be
an integral part of the design brief,
offering many opportunities to learn
about sustainability issues.

Left Below
Interlinked features This primary schools
and spaces work bird hide takes
well for teaching advantage of fields
and building a sense and hedgerows
of place. beyond the school
boundary, linking in
to newly diversified
meadowland and
incorporating
teaching elements.
Working together
and belonging
Changes and developments in school
PLANNING FOR THE FUTURE ground have significant potential for
CLIMATE CHANGE becoming models of sustainability,
laying the foundations for a
Climate change can no longer sustainable mindset.
be ignored and should be
considered in all school grounds Active participation grows a culture of
decisions. This means: positive thinking and self value, and will
Planning for a drier help to ensure that the development
climate, hotter summers process itself is sustainable, with
and potentially wetter ownership and responsibility being
warmer winters. passed among pupils and staff.
The ethos of providing time and space
Using plants that best
for creativity and innovation permeates
suit these conditions
the schools curriculum and its culture.
drought-resistant (often
Outdoor spaces are a valuable
low-maintenance).
opportunity for inspiration.
Thinking about water table
changes and how to innovate Points to consider:
to help collect much-needed Designing for sustainability should
water for growing plants. reflect local distinctiveness.This could
Planning bog gardens and translate into the materials used,
ponds to take advantage of the themes developed, the dominant
retaining water. shapes and designs.
Using sheltered south facing Use the new design to
walls for Mediterranean-type enhance a sense of belonging
vegetation. to the community.

AT A GLANCE
PRINCIPLES WORKING TOGETHER
DESIGN AND MANAGEMENT Reflect cultural diversity and

school identity
Use environmental principles
Respect and build on
Recycle and re-use local distinctiveness
Source ethical materials Plan in community involvement
Use local contractors
and designers EMBEDDING
Embedding
Work to environmental Create practical outdoor teaching
Sustainability within a school will attributes spaces read more in the
mean that the outdoor space is a Make use of existing groups, designing and building for
rich and unbeatable curriculum such as school councils, learning and teaching section
resource. Embedding the use of or set up specific teams, Write school policies and
the outdoor space into the schools such as a school grounds schemes of work relating to
curriculum, into development plans, steering or management group school grounds
schemes of work and daily use will Implement a project
ensure the space is continuously management system MORE IDEAS
used, developed, adapted and
Set aside budget SUSTAINABLE PRACTICE
maintained. See the designing
for teaching and learning section Consider quality of materials
Solar panels
for more information. Wind turbines
CONSERVING AND
ENHANCING NATURE Reed bed filtration
Carry out wildlife surveys Permaculture
Plan in habitat management Shelter belts
Consider habitat creation and Use of grey water
enhancement including wildlife Roof gardens
strips and borders
Energy coppice
Allow succession
Cycling facilities
Make habitat connections and
Compost bins
adopt less intensive regimes,
Water butts
such as grass mowing
Drought-resistant planting
Set up larger sanctuaries
if possible Traditional crafts, such as
hedge laying

different sectors and needs
Early years
The general themes considered in Designing outdoor spaces for very children; they are, after all, the experts
the previous pages apply to all sites. young children requires a different in their own environment. Several
But different educational sectors also approach than for older children, not approaches have been developed with
have specific needs that need to be least because the curriculum guidance young children in mind30, including
considered when the outdoor space for the Foundation Stage explicitly using props to encourage dialogue,
is being designed. Where a site is used sets out childrens entitlement to and taking photographs or otherwise
by several age groups, its important outdoor play27. marking out special places.
to consider how these disparate
needs can be integrated. Research over many years has shown Points to consider:
that young children need movement There should be a balance of hard
and activity28 to help them make the and soft landscaping, including hard
neural connections that allow the surfaces, grass, planting, trees, sand
brain to learn. In the main, children and safer surfacing.
learn by doing this is especially true
Managed risk and challenge are vital
for boys. A well-designed outdoor
to young childrens development.
space can not only cater for this type
The space should allow children to
of learning, but will also allow children
safely challenge themselves, to
to engage in quiet, reflective play and
grow and to experiment.This
many other activities, without
neednt necessarily mean fixed
compromising others enjoyment
climbing equipment. Simple
of the space.
structures to allow activities such
Every early years setting is unique, as stepping, balancing and climbing
with its own special space, staff, are equally valuable.
children and parents. But some rules
of thumb can be applied to the design
of outdoor spaces29 for these settings,
as long as they are used in the context
of each settings specific needs. Its
perfectly possible for very young
children to participate in the decision-
making process as with older

Right Far right
Awnings, shutters and and below
blinds allow A flexible and
transitional space to imaginative
be open or enclosed. approach makes
even small spaces
continually interesting.
Shelter and shade are important In a school situation, the relationship

created through planting or fixed between outdoor spaces used by
features such as playhouses, for early years and those used by older
example. Providing some means of children may be important in terms
attaching a temporary shelter to an of integration and transition.
external wall can make a space Avoiding duplication of resources
more adaptable such as fixing and ensuring safety of all children is
hooks for fastening a sail, or building also important.
a pergola that could be draped Security and access need to be
with fabric. considered when an appropriate
A transitional space should be space is being identified.
provided next to the exit to the For example, parents, often with
outdoors, to allow children (and prams, will want to wait close by
adults) to see the outdoors and the when theyre collecting children.
activities taking place there before Its important that some space
making decisions about joining in. remain free of features or planned
In many settings this space is activities. Exploration is key to young
covered, thereby extending the childrens learning outdoors and a
indoors whilst providing shelter high-quality space will include plenty
and fresh air. of opportunities for children to
Changes in topography and levels, invent their own play, using found
a variety of textures, colours and or supplied resources.
shapes, all contribute to a successful Staff will want to adapt the space
outdoor play space. to suit current or future themes,
If outdoor space isnt currently or to build upon and extend
accessible, there may need to be a childrens current interests.
review of the arrangement of
outdoor and indoor spaces so that
early years can occupy an internal
space with direct access to outside.
section two: designing and building for different sectors and needs 91
Left Below
Childrens The children helped
artwork adds design and create
interest and colour. this environmental
artwork and
will learn about
photosynthesis as
the grass returns
to green.

Right
and below
Using features in
the school grounds
to explain maths
concepts in
a practical,
meaningful way.
Primary
Successful primary school playgrounds Points to consider:
cater for childrens play needs by age, Appeal to childrens intellect
gender and individual preference and sense of fun with features
but this can be a challenging task. designed to stimulate their senses
At 5 years old, a childs outdoor play and encourage physical and
needs are very different from those of mental exploration.
an 11 year old. Formal curriculum
Have a variety of seating options
requirements also make demands on
in several areas, in different
the space. See section two, developing
arrangements and locations to
school grounds, for more insight.
allow a range of social and teaching
School grounds development projects groupings to take place.
in primary schools lend themselves to Ongoing management policies
an holistic approach because many of should encourage and allow
the activities associated with change pupils and staff to adapt the space
can be linked to the curriculum. and its uses to suit current and
Whats more, children are still very future priorities.
interested in play and feel a close
Open-ended playground markings
bond with their school.
allow a wide variety of uses but
dont dominate the space.
Involving primary school pupils is
generally a simpler task than at Opportunities for physical activity,
secondary level or with very young both formal (PESS, sports clubs)
children they are old enough to and informal (active play), should
begin to understand more be given appropriate space so
sophisticated planning concepts, that children can develop and
yet young enough to be enthusiastic extend skills.
and motivated about the project. Community use should build upon
and strengthen the schools position
at the heart of the community.
Left By providing spaces for students
Play is as important
for older pupils as it to sit, chat and eat their lunch,
is for younger.
there are now more visible role-
Below
A wind turbine and models of good behaviour, which
solar-powered river
system provide has had a socialising effect.
practical learning
opportunities. Deputy Headteacher,
secondary school
Secondary
Research31 by the National Foundation Citizenship in action
for Educational Research and Learning The process of planning developments
through Landscapes shows that: to the school grounds provides real
The nature and quality of the experience of citizenship skills. Read
outdoor school environment more in section one. Links can also be
matters deeply to students of made across the curriculum through
secondary school age. student involvement in researching and
designing changes, gathering opinions
There are educational, social,
and managing budgets.
aesthetic, environmental and
community arguments for improving Meeting the needs of the
secondary school grounds. 14-19 curriculum
The process of helping to plan School grounds can be a useful
and implement school grounds resource for delivering vocational
improvements can be deeply courses as part of the 14-19
beneficial in terms of student curriculum. On-site practical work for
learning and self-confidence, NVQs and BTECs in subjects such as
and staff development. Horticulture or Land and Environment
provide valuable learning experiences
A better outdoor school
for students and improve the
environment can lead to positive
grounds for the whole school. It may
changes in students attitudes and
also be possible to transfer tasks to
new resources for curriculum
students as part of their coursework.
teaching and learning.
Promoting positive behaviour
School grounds development
and well-being
projects can provide great
The poor behaviour at breaktime that
opportunities for secondary
concerns many secondary schools is
schools and their pupils, including:
often due to a lack of recreational and
social opportunities and the territorial
conflicts generated by inadequate
school grounds design.

Right Far right
Students learn Sitting in a
about horticulture circle makes
and develop conversation
business skills in easier.
the allotments and
market gardens
within these
school grounds.
Points to consider: Physical activity secondary school Grounds designed for informal use
Socialising important for all young grounds often cater only for these need to reflect the age
people, and one way that they play, traditional sports, such as football range of the pupils.The older
a need often overlooked at and basketball. Exploring the students may lean towards a more
secondary level. In many secondary activities that students choose to adult campus style environment,
schools theres a lack of comfortable, take part in outside school may while children who have just arrived
well-designed spaces for socialising help to identify changes that can from primary school may want a
and eating outdoors, spaces that are be made to the school grounds to safer more contained space,
sheltered and fully furnished with encourage more active lifestyles. where they can play.
features such as seating that young Its important that such changes are Girls and boys are likely to have
people say they most need. designed to be suitable for this disparate needs as well as
Providing such spaces designed age group activity trails can be individual preferences for activities,
specifically to meet the needs of popular with teenagers, for example, there may be differences in the
young people can improve but not if they are too small and sizes of social groups that will need
breaktime behaviour and discourage insufficiently challenging. to be reflected in the arrangement
students from leaving the school The needs of different groups of seating.
during lunchtime, thus avoiding a playtime is fun in primary schools
source of conflict with the local but Year 7 pupils leave a school
community. It can also provide environment in July which supports
outdoor teaching areas and spaces and encourages fun and go to
to meet or gather at the start or another in September where theres
end of the school day.These social often little to do during breaktimes
spaces need to support different age except hang around and try to
groups and genders. keep out of trouble. More often
than not teenage pupils see play
as being childish, although sports
are deemed acceptable.
Left Below
Planters enable The detailed design
those with mobility of ordinary features
problems to can make a significant
tend plants. difference such as
the sensory tiles on
this gate.
Bottom
A sensory pergola
encourages pupils to
use all their senses.
Special
Educational Needs
It is important to consider the needs Its vital when youre developing
of all children in the design of school existing grounds to look at current use
grounds and to ensure that provision and talk to staff and pupils about
is made to cater for children with potential future use to find out the
disabilities and Special Educational particular needs of the school.
Needs, taking account of the varying
needs pupils may have. Theres specific information and
guidance for special school grounds
This applies to all school sites, whether development in Building Bulletin 7732
mainstream, special or campus sites, and Grounds for Sharing33.
where special schools or units share
facilities with a mainstream school. Points to consider:
Access There are likely to be
Special schools cater for pupils with pupils with specific access
behavioural problems, physical requirements in most special
difficulties, learning difficulties or a schools. Some will use wheelchairs;
mixture of needs. Some specialise in others will be semi-ambulant; others
catering for children with specific visually impaired. Each of these has
needs, such as those with an autistic particular access needs, the solutions
spectrum disorder or sensory to which provide opportunities
impairment.The age range of special to develop skills and increase
schools can be much wider than in the confidence in pupils. All pupils
mainstream, and some schools are need to be able to access as
residential. Some share their outside much of the grounds as possible,
space, so consideration should be although some areas may provide
given to the similar and contrasting more of a challenge for pupils to
needs of the different user groups. reach and use:
Features and activities designed for
pupils with special educational needs,
such as sensory gardens, can be just as
valuable to pupils who dont have
these needs.

Right Below
Social areas are Many pupils with
particularly important special needs
for children enjoy physical
with special aspects of learning
educational needs. and develop
transferable skills.
Far right
Gardening is known
to have valuable
therapeutic qualities.
- sports courts and their Social skills there may be a wide

surroundings may need adapting range of social needs to be met
to allow for variations of rules. within one school. Different styles
There should also be other and sizes of social spaces can cater
non-sporting elements that for different abilities, preferences and
challenge and stretch pupils ages. Play can also help with the
physically, such as pathways with development of social skills and
different surfaces or obstacle and there needs to be provision for
adventure courses creative, cognitive, physical and
- a number of pupils may need social play within the grounds.
regular physiotherapy and creating Learning outdoors many
secluded and sheltered spaces for children with special needs benefit
this would enable them to come from learning through doing.
outside more often. Providing them with opportunities
Sensory experiences many special to undertake practical activities
schools have a sensory room inside, outside can be of particular benefit
elements of which could be and teachers often say that many
developed further in the grounds. pupils thrive when lessons are
A separate sensory area might be taken outside.
provided outside but sensory Preparing for life outside school
elements can also be built into the for children with special needs,
overall design of the grounds such preparing for life outside school
as paths with different textures, is a vital part of their schooling.
planting with changing colours or This might include specialist work
scents, tactile signage, moving skills as well as general social,
sculptures or musical elements. educational and mobility skills.
Horticulture and construction skills
are among those regularly taught
and these can be supported by
appropriate provision in the grounds.
section three
supporting
school grounds
development
Left
School staff
sharing ideas with
the designer.
Below
School grounds
professionals
attending further
training with Learning
through Landscapes.
Who can help?

Why get help to develop What type of support
the grounds? is available?
Having specialist skills support will help Learning through Landscapes (LTL),
schools make informed decisions the national school grounds charity,
about their outdoor spaces, offering has coined the phrase school grounds
perspectives that are likely to add professional to help identify individuals
value to the schools planning for and organisations with appropriate
outdoor learning and play. From a knowledge and skills and the
design professionals point of view, capacity to support schools in the
schools themselves the pupils, staff development of their grounds.
and wider community can offer LTL operates an accredited training
critical information and unique insights and facilitation scheme, supported
into the potential of school grounds. by professional membership to
And thats vital for successful design. school grounds professionals
throughout the country.

Right Below
Preparatory work Carefully designed
carried out by shady pathway
students and at a Cornish
their surveyor. primary school.
Far right
Volunteers work
with pupils to build
a new pathway.
Points to consider: Volunteer teams are often available

The term school grounds through, for example, British Trust for
professional encompasses a diverse Conservation Volunteers (BTCV)
range of occupations, including and Groundwork. Sport England
design professionals, educators and the Youth Sports Trust provide
and workers in the play sector. valuable advice on school sport. See
the where to find external support
Very often, a school grounds
section at the end of this chapter.
professional has a number of skills
for example, a bespoke play To get the best from a school
equipment supplier might also be grounds professional, the whole
a sculptor, or a landscape architect school community must be ready
might also provide specialist to get properly involved in the
training or facilitation, or be a debate and decision making. Before
project manager. external experts are invited in, its
important that the real experts
As well as professional support,
the schools stakeholders are
schools should always look to
aware of whats happening.
their school community and beyond
for skilled and unskilled help. Once the need for a particular skill
A skills audit of the parents may has been established, its helpful to
well identify potential volunteers set broad targets or performance
(or professionals who might be indicators for the outcomes of the
contracted) to work on the project. piece of work, such as successful
implementation, regular use, or
Smaller scale projects often rely on
increased learning opportunities.
parents and the community to carry
out the work for example clearing,
digging, planting, making, painting
playground markings or perhaps
producing informal seating or
landscape features.

WHAT COULD THEY HELP WITH?
Very likely to be able to help
May be able to help
Policies and management

Surfaces and features
Project management
Labour/construction
Construction advice
Curriculum support
Sustainability issues
Using the grounds
Design issues
Participation
Fundraising
Equipment
Materials
Planning
Planting
Landscape architect

Garden designer

Design Surveyor

Artist/sculptor

Contractor

Trainer

WHO CAN HELP?
Educators
Facilitator

Wildlife adviser

Environmental
/sustainability adviser
Play consultant

Play Playworker

Playground
equipment supplier
Fundraiser

Other Project manager

Parents
/community
What sort of help is needed? Educators (trainers or facilitators) Choosing a school grounds
The earlier section on developing can help teaching and non- professional: questions to ask
school grounds should help schools teaching staff consider the formal, Do we feel we could get on with
establish what they need in terms of informal and hidden curriculum this person? Do they appreciate and
the use, design and management of implications of improvements to the understand the ethos of the school?
their school grounds.This will make it school grounds, offering on-site Are they listening carefully and
easier to decide on the sort of support to help schools make the respecting opinions? Can they apply
external support they need. Some most of their grounds for learning their knowledge and skills to the
general examples are outlined below and teaching, for play and for specific situation?
specific needs should be talked through informal or extra-curricular use. What are the expected outcomes
with professionals before agreeing a Playworkers its worth schools for this piece of work? Should there
contract with them.The relevance of considering bringing in a playworker be performance indicators or other
support will also depend on the scope or consultant to provide a specialist measurement tools? How will the
of the development, such as whether perspective on informal or work be monitored and evaluated?
its an existing or new site. extra-curricular use of the grounds What comeback will there be if the
especially important for extended outcomes are not satisfactory?
Points to consider:
schools. A play consultant may offer What experience of working with
When youre using volunteer or play training for staff or work directly children of the relevant ages does
unskilled labour to complete a with children and could help with this school grounds professional
project on school grounds, make creating and implementing have? How will they ensure the
sure they adhere to health and playground or behaviour children are able to participate
safety regulations. management policies. meaningfully? Can they provide
Carry out a risk assessment of Community members (including references or names of schools they
each task, ensure volunteers are parents) not only are there often have previously worked with?
fully briefed, and supervise the specialist skills available; but using Do they charge for their services?
task throughout. volunteers rather than paid labour If so, how much? A daily rate or
See designing and building for healthy can make the difference between a fixed fee? How frequently will
lifestyles for more information about being able to implement a project they invoice?
risk and challenge, and risk assessments. in full and having to cut corners.
Remember that volunteer labour
Adding value can usually be included as a gift
School grounds professionals can add in kind on grant and award
enormous value to a school grounds application forms.
project in a number of ways:
Fundraisers or project managers
Design professionals are experts come from various backgrounds and
in their field. But theres more to are likely to have many other skills
design than simply creating a solution such as landscape design or
to meet a brief. A good designer will environmental management.
create a unique and interesting space,
which challenges and entices its
users and provides logical circulation
and communication systems.

Where to find external support Groundwork UK Royal Society for the Prevention of
These are just some of the www.groundwork.org.uk Accidents (RoSPA)
organisations that may be able to Groundwork operates a network of www.rospa.org.uk
provide help and support for a school trusts around the country and may be A national organisation aiming to
grounds development. Its also worth able to provide professional services campaign for change, influence opinion,
scanning local directories. to schools that want to improve their contribute to debate and educate and
grounds, including using volunteer inform. RoSPA is actively involved in
Learning through Landscapes (LTL) teams to implement projects. the promotion and the prevention of
www.ltl.org.uk accidents in all areas of life at work,
LTL operates a members advice Growing Schools in the home, and on the roads, in
line, where members can discuss www.teachernet.gov.uk/growingschools schools, at leisure and on (or near) water.
school grounds improvements and Growing Schools encourages schools See website or call 0121 248 2000.
be put in touch with school to use the outdoors as a resource
grounds professionals in their area, across the curriculum for pupils of Society of Garden Designers
many of whom are accredited by all ages and abilities.The website is www.sgd.org.uk
LTL as trainers or facilitators. designed to provide a one-stop-shop,
These professionals are supported by with a huge directory of resources, Sport England
a tailored professional membership case studies, research and sources www.sportengland.org
package. LTL also provides training and of support. Sport England deliver the Governments
has a range of publications relating to sporting objectives.They provide
the design, use and management of The Landscape Institute valuable guidance documents and
school grounds. A Who Can Help? www.l-i.org.uk support through their regional offices.
advice sheet is also available, with case Lists all registered landscape architects.
Thrive
studies and examples of good practice.
Local authorities www.thrive.org.uk
Arts Council of England Local authorities usually employ Thrive is a national charity whose aim
www.arts.org.uk landscape architects and surveyors is to enable positive change in the lives
The Arts Council has regional offices, and whilst every local authority is of disabled and disadvantaged people
which can help with local artists. different, these professionals are likely through the use of gardening and
to be found within a department horticulture.Thrive offers training and
Axis such as Environment, Planning, resources and can help schools ensure
www.axisartists.org.uk Property Services, Estates, Leisure that pupils with special needs can make
An arts organisation listing artists in Services or Regeneration. the most of school grounds.
a searchable database.
National Playing Fields Association Wildlife Trusts
BTCV (NPFA) www.wildlifetrusts.org
www.btcv.org.uk www.npfa.org The network of Wildlife Trusts runs
A number of local BTCV offices The national organisation with specific reserves and offers educational support
provide a specialised support service responsibility for acquiring, protecting to schools.They will be an important
for schools that want to undertake and improving playing fields and port of call for advice for many projects.
conservation projects. playgrounds. See website or
call 020 7833 5360 (Head Office). Youth Sport Trust
www.youthsporttrust.org
RICS The Youth Sport Trust works with a
www.rics.org.uk range of partners to deliver high quality
Look for a surveyor on their website. PE and sport to all young people,
104 designing school grounds regardless of ability.Their TOP programmes
support toddlers to 18 year olds.
Funding
This section looks at the funding thats Points to consider: Some funding is intended particularly
available for school grounds projects, Investment in school grounds can be for schools, while some is aimed at
giving some general advice on how to prioritised from capital or revenue community groups the
create a fundraising strategy and make funding programmes where schools Neighbourhood Renewal Fund34 for
an effective application for bidding pots. and authorities have autonomy on instance where you will need to
their allocations. identify the benefits of the project to
Sources of funding the local community. Some funds can
There are many sources of funding Where special funding is available,
be used for both buildings and
for school grounds development, theres considerable variation in the
grounds, while others are specific to
some from the Government, some complexity of application processes
external spaces.
from charities and some from the and the requirements of the
private sector. funding bodies.
Government funding
Information about local government Local authorities have autonomy on In 2007-08, a typical secondary
funding is on the websites of the the use of these major funding school will receive 113,000 and a
Department for Communities programmes schools can apply to typical primary school, 34,000. See
and Local Government (DCLG)35 them for funding. www.teachernet.gov.uk/schoolscapital
and of local authorities. Local authorities may also have
Many local authorities have additional capital funds, including
external funding officers who can from planning gains or asset disposal.
offer advice and guidance. Arrangements for accessing these
All local authorities receive substantial funds vary locally.
capital funding allocated by formula Every school also receives direct
according to relative need to funding Devolved Formula Capital
address their local schools investment (DFC) which is allocated on a
needs as prioritised through their per-school and per-pupil formula.
Asset Management Plans (AMP). Schools have autonomy on the use
These funding programmes include: of DFC but are expected to invest
- modernisation allocated in the priorities of the local AMP
according to relative building need in consultation with the LEA.This
funding can be rolled over for up to
- basic need to support the
three years to allow larger projects
provision of statutory school places
to be tackled, and can also be used
- school access to support as matched funding or joined up
provision to meet the with funding contributions from local
requirements of the Disability authorities or other sources.
Discrimination Act 1995.

Government funding continued
There are also a number of The Academies programme: enables Specialist Schools: a one-off capital
funding streams specifically related sponsors from the private, faith and grant (which has to be match
to Government initiatives. voluntary sectors to replace failing funded) available to secondary
The key current funding programmes schools with new all-ability schools when they are awarded
can be used for both buildings and secondary schools whose running specialist status. Schools have to
school grounds. costs are met by the state. See demonstrate how the wider
www.standards.dfes.gov.uk/academies community and non-specialist
Building Schools for the Future: schools might benefit from
The Targeted Capital Fund (TCF):
aims to renew all secondary access to the new provision.
supports worthwhile strategic
schools in England in 15 waves. See www.standards.dfes.gov.uk
projects that meet ministerial
All authorities will benefit by 2011 /specialistschools/
priorities and which might not
from inclusion in the programme,
otherwise be funded. Authorities Extended Schools: to support,
or from an early offer which will
are invited to apply for funding for example, breakfast clubs, family
renew their neediest secondary
every two years. See learning and adult education.
school. See www.bsf.gov.uk
www.teachernet.gov.uk/schoolscapital See www.teachernet.gov.uk
Primary funding: additional capital /wholeschool/extendedschools
investment available from 2008-09 Some of these services may
to rebuild, refurbish or upgrade all also be provided by Childrens
primary schools to offer 21st- Centres on school sites. See
century learning environments. See www.surestart.gov.uk
www.teachernet.gov.uk/schoolscapital
Lottery funding
A wide range of projects based on Pros Cons

good causes, including arts, heritage, variety of pots of money available which stream should you
sport and community, are funded apply for?
large sums available
through the various strands of the
regional officers to aid process overall pot getting smaller
national lottery.Theres information
charitable status not increased competition for funds
about each of these sources,
always essential lengthy application process
including case studies about
successful applications, at mostly good guidance notes, pre- application forms can be
www.lotterygoodcauses.org.uk application forms and consultation prescriptive and limiting
few deadlines jargon, replication and hoops!
transparent and accessible often requires match funding
quick, easy access for smaller sums wont fund core costs

Grant-making trusts
There are around 8,500 grant- Pros Cons

making trusts offering funding in lots of money available often very specific criteria
the UK. But 90% of the funding is
specific geographical areas some dont fully list criteria
granted by the top 100 of these.
ability to build a relationship lack of feedback
Depending on the scale of the
often no set application form driven by interests of
project, it may be worth investing
not as bureaucratic trustees/board
in one of the many searchable
databases, available on CD-ROM long-term funding possible can be hidden/hard to find
or online, that list charitable trusts. funding for less topical causes often like to fund outcomes,
Alternatively, local authority funding publicity not usually required * not costs
advice workers may provide access
to similar search facilities, as well
as guidance on applications and
strategies. Other sources of funding
information are provided by
organisations such as the Directory
of Social Change, the Charities Aid
Foundation and the Charities
Information Bureau. * This may be considered a con depending on circumstance
Other sources
The private sector also often provides NGOs also administer programmes, Schools can often get help in kind,
funding, or contributions in kind, on a often with funding attached, on behalf most usually in terms of free advice
local, regional or national scale. of the Government, the lottery and and time from parents, though
These funds may be available grant-making trusts. sometimes materials and use of
directly or through partner Income can also be generated from equipment may be available.
non-governmental organisations other users, and this can help to Schools cant borrow without
(NGOs), such as Learning pay for ongoing development, the express permission of the
through Landscapes, as part of a management and maintenance costs. Secretary of State, and guidance
managed programme. Schools can raise money locally, is available through
There may be publicity or branding perhaps with the help of bodies such www.teachernet.gov.uk
requirements associated with such as the Parent Teacher Association. /schoolscapital
funding, depending on the level of However, guidance includes strict
Parent contacts can often be very
company support, and this should terms and conditions, and in
useful in approaching local charities.
be taken into consideration. practice this permission has never
been given.

Accessing funds
Creating a fundraising strategy Sources of larger amounts of Funding applications
A focused strategy, aligned closely funding may require applicants to Too many bidders fall at the first
with the aims and objectives of the have charitable status, a constitution hurdle through not reading application
overall project, will help the project and stated aims and objectives. information properly or by failing to
management team to think of creative The Charity Commission for provide the information requested
ways to access a wide range of funding England and Wales36 supplies so its important to allow plenty of
sources and avoid being funding led. guidance on registering as a charity time to prepare funding applications.
Its worth thinking about whether the as well as a sample constitution and
local community can make use of the other useful documents. Feedback from major funders
planned features or facilities this is suggests that many bids are rejected
Fundraising efforts should be
likely to appeal to many funders. because they:
prioritised to raise money for the
things that are needed first the dont align elements of their
Points to consider: proposal with the funders aims
timetable needs to be geared to
An effective fundraising the response time of each fail to explain the need for their
strategy should: fundraising method. project and how this was identified
- determine the projects likely Volunteer labour should be costed dont answer all the questions on
funding needs into the overall project budget the form
- plan how these will be met the Annual Survey of Hours and fail to meet the funders deadline
- identify sustainable sources of Earnings (ASHE)37, available from the
submit illegible/poorly
income for the continued Office of National Statistics, is a
written applications
management and maintenance useful tool for calculating the value
of the labour and skills offered. do not include requested documents
of the development.
(such as proof of charitable status,
Dividing the overall grounds annual report or accounts)
development plan into a series of
provide an inadequate budget with
projects that can be undertaken
unrealistic costings.
individually or batched together for
larger funding applications will allow
the most flexibility within the
fundraising strategy.
Generally, the larger the grant, the
more complex and demanding the
application process is.There may also
be greater demands on monitoring
and evaluation of process, outcomes
and outputs.

AT A GLANCE
Points to consider: The cost of fundraising

Projects with a defined start and Weigh the cost of applying to Assembling the funding for an
end, clearly identified needs and particular funding sources against investment project may be
measurable outcomes are likely to the benefit that will be received if complex and time-consuming
be the most attractive to funders. youre successful: Schools with investment
Donations can mostly be used in projects for their grounds
Being able to demonstrate a good
any way and seldom require any should look first to their
track record is also useful for
form-filling, monitoring or DFC, and then to their
securing larger awards for bigger
evaluation just thanks. local authority
projects later.
Applying for statutory funding If these sources do not meet
When youre making individual
requires a far greater investment in their needs, they will need to
requests to local organisations and
terms of the application process, consider whether the shortfall
businesses, consider the project from
monitoring and evaluation. is most likely to be met from
their perspective and adjust the
local fundraising, or from
approach accordingly. Grant-making trusts can fit anywhere
application to a funding body
- What is it about the project and its along this scale theres such
or from both
aims that will appeal to them? variation in their requirements.
As a rule of thumb, the
- How will supporting the cause There may be other implications
fewer the sources of funding,
actually benefit them as a funder? of applying to particular
the easier to manage,
funding sources:
When you receive support: as some sources may be
- Will a relationship with the conditional on assembling
- acknowledge it
funder affect the overall aims of the whole package
- tell them about local the project?
ownership created Its also generally best if the
- Is it desirable to be associated school can show its putting in
- keep them informed of the with this particular funder? some of its own money or
progress of the project.
- Will establishing a relationship locally-raised contributions
They may provide repeat or
with a funder limit the ability to
continued funding.
apply to others who may be
seen as competition?

section four
further
information
Glossary of terms
Asset Management Plan (AMP) BS5930 DfES
The LEAs strategic assessment to British Standard Code of Practice Department for Education and Skills.
identify the building work needed in for Site Investigations (1999). DH
schools to address deficiencies in Further information is Department of Health.
condition, suitability and sufficiency. at British Standards Online.
Early years
For guidance see www.bsonline.bsi-global.com
Children between the ages of 0 and 5.
www.teachernet.gov.uk/amps BTEC Within this the Foundation Stage is the
Biodiversity Business and Technology Education curriculum for children between the
Number and variety of living organisms; Council. Courses that develop a broad ages of 3 and 5. Early years settings in
includes genetic diversity, species range of skills in job-related areas. receipt of the nursery grant follow
diversity, and ecological diversity. Building Bulletins the Foundation Stage Curriculum.The
Biodiversity Action Plan (BAP) Priced publications, available from The DfES guidance, Birth to Three Matters,
A plan that sets objectives and actions Stationery Office, produced by the addresses the development and
for the improvement and protection DfES to give design guidance for a education of very young children
of biodiversity, with measurable targets. wide variety of curriculum subjects, from birth to 3.
BAPs can be national, regional or local. building issues and types of school Easements
Brief provision. Some key bulletins are listed Voluntary agreements in which a
A brief is a structured document in further reading. property owner agrees to certain
identifying and itemising the clients Building Schools for the Future (BSF) restrictions, protections, or activities.
needs produced at key points in a A Government programme set up Easements are legally recognised, are
project.This is a formal document. to deliver new and refurbished generally held by a not-for-profit
A strategic brief sets out the vision secondary schools over the next organisation, and may be established
for the schools future and the 15 years, using a mixture of PFI and for an agreed-upon period of time
needs and priorities of all the key conventional funding with private or in perpetuity.
stakeholders, to inform the overall sector involvement. Eco-schools
masterplan of the school. A project Capital costs An international programme which
brief sets out more detail for each The costs of acquiring or enhancing provides a simple framework
project or phase of the overall plan. assets such as buildings, equipments or enabling schools to analyse operations
Brownfield Site grounds.They can include the cost of and become more sustainable.
Land previously developed for urban, site preparation and clearance, Pupil involvement is key, and the
industrial, military or infrastructure construction and installation, and programme aims to help children
purposes or which has been damaged professional fees. become more effective citizens
by previous use. Community Partnerships by encouraging them to take
BS4428 Partnerships with community agencies responsibility for the future
British Standard Code of Practice which are used to identify genuine of their own environment.
for Landscape Operations (1989). needs, provide mentorship, and contribute See www.eco-schools.org.uk or
Theres further information at assets towards completing a project. In call ENCAMS on 01942 612621.
British Standards Online. a successful partnership, all sides will
www.bsonline.bsi-global.com give to, and benefit from, the project.

Extended Schools Hidden Curriculum National Healthy Schools Standard
An extended school is one that provides The semiotics of the school Funded by the DfES and DH, the
a range of activities and services, often environment how the place feels, National Healthy Schools Programme
beyond the school day, to help meet what messages the place gives to encourages schools to take a whole
the needs of its pupils, their families those who use it. school approach to the health and
and the wider community. Across the Inactive edges well-being of its pupils and staff.
country many schools are already The blank walls of buildings where Schools are assessed against a range of
providing extended services, which could there are no windows, no doors, no criteria aiming to achieve the National
for example include adult education, activity going on, and limited or no Healthy Schools Standard. See
study support, ICT facilities and casual surveillance from any www.wiredforhealth.gov.uk
community sports programmes. See overlooking windows. NVQ
www.teachernet.gov.uk/extendedschools National Vocational Qualification,
Informal Curriculum
Formal Curriculum The learning and development awarded for competent performance
The National Curriculum and Foundation opportunities available to children and in work-based activities.
Stage requirements containing specific young people outside of the formal Private Finance Initiative (PFI)
attainment targets and learning goals.The curriculum delivery. Many of these A system for providing capital assets
formal curriculum may be organised and opportunities occur at break times, for the provision of public services.
delivered via discrete subject areas or lunchtime and before and after school. Typically, the private sector designs,
through a cross-curricular approach. builds and maintains schools and
Learning through Landscapes (LTL)
Friendship stops, buddy benches and The national school grounds associated capital assets and then
playground squads organisation providing training, operates those to sell services to the
Help to create a caring ethos within resources and support to all those public sector ie the local authority or
the grounds by providing places involved in the design, use and the school governors.
where pupils can go to find others to management of school grounds. Public Private Partnership (PPP)
play or spend time with. Playground LTL also develops programmes and A variation of privatisation in which
Squads are teams of pupils who help undertakes research that advances elements of a service previously run
support adults on duty and pupils understanding of related issues for all solely by the public sector (eg the
during breaktimes. sectors. See www.ltl.org.uk or call local authority) are provided through a
Greenfield Site 01962 845811. partnership between the Government
Land previously in agriculture or non- Masterplan (see Strategy Plan) and one or more private sector
urban/industrial use or which has not A plan representing all ideas for future companies. Unlike a full privatisation
been damaged by a previous use. development on one site.This will be a scheme, in which the new venture is
visual representation and there may be expected to function like any other
written explanatory notes. Commonly private business, the Government
used by planners and designers. continues to participate in some way.

Safe Routes to Schools School Travel Plan Strategy Plan
A national programme which A document produced by a school in An overall, spatial plan which sets out
encourages children to walk or cycle conjunction with the local authority, feasible and agreed proposals for
to school, by improving the safety of encompassing all issues relevant to buildings, spaces, movement and land
pedestrian and cycle routes. See journeys to and from school, and use in a school. Also referred to as a
www.saferoutestoschools.org.uk including concerns about health and master, concept or vision plan, a
or call Sustrans on 0117 915 0100. safety, and proposals for ways to make strategy plan for the school grounds
School Council improvements. Grants are available allows for change and evolution of the
A democratically-elected group of from the DfES/DfT to help state outside spaces over time.
students who represent their peers schools fund measures identified Sustainable Development
and enable pupils to become partners within their Travel Plans. Details are Development which meets the needs
in their own education, making a available from local authority school of the present without compromising
positive contribution to the school travel advisers. the ability of future generations to
environment and ethos. Further Secured by Design meet their own needs.
information from School Councils UK UK Police initiative supporting the 14-19 Agenda
at www.schoolcouncils.org principles of designing-out crime The Government strategy to reform
or call 0845 456 9428. by use of effective crime prevention learning for 14- to 19-year olds,
School Grounds and security standards for a range including an increased emphasis on
Professionals/Practitioners of applications, including in schools. personalised learning, the quality of the
Individuals and organisations with Secured by Design supports one vocational offer and learning about the
appropriate knowledge and skills, of the Governments key planning world of work.The strategy was
and the capacity to support schools objectives the creation of secure, published in 14-19: Opportunity and
in the design, use and management quality places where people Excellence in 2003.
of their grounds. want to live and work. See
www.securedbydesign.com
School Sports Coordinators
Part of a Government initiative
designed to raise standards in
schools through improved and
coordinated delivery of PE and Sport.
The coordinators work with School
Sports Partnerships to bring together
individual schools, and with the wider
community, including local sports clubs.

DfES publications available from
Text references and www.teachernet.gov.uk/publications
or call 0845 60 222 60
information sources
Foreword Designing and building Designing and building for
1 Education Outside the Classroom: 9 Sustainable schools design primer, healthy lifestyles
2005 House of Commons Education Design of sustainable schools case 16 Health Education Authority 1998.
and Skills Committee report. studies, due for publication 2006. 17 National PE, School Sport and
ISBN 0215021908 www.teachernet.gov.uk Club Links Strategy, 2002.
/sustainabledesign www.teachernet.gov.uk/pe
Introduction
10 Secured by Design. 18 BS EN 1176 Playground
2 The Children Act 2004: Every Child www.securedbydesign.com Equipment requirements for the
Matters, Change for Children,
design, manufacture and installation
HM Government. Designing and building for
of playground equipment, available
www.everychildmatters.gov.uk learning and teaching
from The Stationery Office
11 DfES Manifesto for Education www.tso.org.uk
Developing school grounds
Outside the Classroom,
the process 19 BS EN 1177 Impact Absorbing
consultation launched Nov 2005,
3 DQI for Schools. Surfacing specifies requirements
publication due autumn 2006.
www.dqi.org.uk/schools for surfacing to be used in childrens
www.dfes.gov.uk/consultations
playgrounds and the methodology
4 Participation is actively promoted 12 National Curriculum: for its testing, available from The
through Citizenship Education, Key Stages 1 & 2 Stationery Office www.tso.org.uk
Education for Sustainable ISBN 0-11-370066-0;
Development, Agenda 21, 20 Growing Schools Programme,
Key Stages 3 & 4
Every Child Matters and the Aims to support and encourage
ISBN 0-11-370067-9.
United Nations Convention schools to think creatively about
Available online at www.nc.uk.net
on the Rights of the Child. how they develop and use their
13 QCA schemes of work. school grounds as a teaching
5 Workout: Secondary School www.qca.org.uk/8992 and learning resource to deliver
Grounds Toolkit, Learning through www.standards.dfes.gov.uk the national curriculum.
Landscapes 2005. /schemes3 www.teachernet.gov.uk
ISBN 1-872865-33-X
14 In the School Grounds series. /growingschools
6 RIBA work stages. www.riba.org Includes Arts, English, Geography, 21 Health and Safety at Work
7 Transforming Schools: Mathematics, History, PSHE, Act 1974, available online at
an inspirational guide to remodelling PE, Science, available from www.hse.gov.uk
secondary schools, DfES 2004. Southgate publishers.
See also:
DfES ref 1140-2004 www.southgatepublishers.co.uk
Royal Society for the Prevention
8 DfES Schools for the Future: 15 Best Play What Play Provision
of Accidents. www.rospa.org.uk
Inspirational Design for PE & should do for children, published
Sport Spaces, DfES 2005. by the National Playing Fields National Playing Fields Association.
DfES ref 2064-2005DOC-EN Association March 2000. www.npfa.org
ISBN 094608533 National Healthy Schools.
www.wiredforhealth.gov.uk
Eco-schools.
www.eco-schools.org.uk

Designing and building for Designing and building for 31 Grounds for Improvement: Final
positive behaviour sustainable outcomes Report into the Secondary Action
22 Special Places; Special People the 24 Sustainable Development. Research Programme, Mark
hidden curriculum of school grounds, www.sustainable- Rickinson, National Foundation for
Wendy Titman, Learning through development.gov.uk Educational Research, and Learning
Landscapes/WWF-UK 1994. through Landscapes October
25 Local Biodiversity Action Plans.
ISBN 0-947613-48-X 2004. www.ltl.org.uk
www.ukbap.org.uk
23 Learning from Past Mistakes, Workout: Secondary School Grounds
26 School Travel Plans,
research into school grounds Toolkit, Learning through Landscapes
further information available
design and its influence on student 2005. ISBN 1-872865-33-X
from www.dft.gov.uk or via
behaviour, Oxford Brookes Local Authorities. 32 DfES Building Bulletin 77: Designing
University Post Graduate for Pupils with Special Educational
Safe Routes to Schools.
Advanced Certificate in Needs and Disabilities in Schools
www.saferoutestoschools.org.uk
Environmental Design and Crime (revised), due for publication 2006.
Prevention 2004 Felicity Robinson, Designing and building for 33 Grounds for Sharing A guide to
Landscapes Naturally. different sectors and needs developing special school sites,
27 Curriculum guidance for the Jane Stoneham 1996.
Foundation Stage, QCA 2000 ISBN 1-872865-23-2
community use and development
Being involved in school design, 28 Exercising Muscles and Minds Supporting school grounds
CABE 2004, available free in by Marjorie Ouvry, National development who can help
Adobe Acrobat format from Childrens Bureau 2003.
Details of organisations offering help and
www.cabe.org.uk/publications ISBN 1-9047870-1-0
support can be found within this section.
Building Learning Communities 29 Outdoor play in the early years:
Making it happen,The Community management and innovation Funding
Schools Network 2000. by Helen Bilton 1998. 34 Neighbourhood Renewal Fund.
ISBN 1-853469-52-1 www.neighbourhood.gov.uk
Extended Schools providing
opportunities and services for all, 30 Listening to young children: 35 Department for Communities
DfES 2005. www.teachernet.gov.uk the Mosaic Approach and Local Government (DCLG).
/wholeschool/extendedschools/ by Alison Clark and Peter Moss, www.dclg.gov.uk
National Childrens Bureau 2001.
DfES Schools for the Future: 36 Charity Commission for England and
ISBN 1-900990-62-8
Designing schools for Wales. www.charity-commission.gov.uk
extended services, DfES 2006. See also:
37 Annual Survey of Hours and
ISBN 1-84478-739-7 Creating a Space to Grow, Earnings from the Office of National
Learning through Landscapes, by Statistics. www.statistics.gov.uk
Gail Ryder-Richardson 2005.
See also:
ISBN 1-84312-304-5
Directory of Social Change.
Early Years Toolkit, Learning through
www.dsc.org.uk
Landscapes, publication due 2006.
The Charities Aid Foundation.
Primary School Toolkit, Learning
www.cafonline.org
through Landscapes 2000.
ISBN 1-872865-29-1 The Charities Information Bureau.
www.cibfunding.org.uk
Further reading
General Statutory requirements
The following DfES Building Bulletins The Education (School Premises)
give good guidance on the generic Regulations 1999, Part V, section 24
processes and needs of school (available from The Stationery Office),
grounds design: requires that a school shall provide
BB71 Outdoor Classroom (1999) playing fields for pupils who have
ISBN 0-11-271061-1 attained the age of 8 years, other
than a pupil referral unit.The minimum
BB83 Schools Environmental
area of team game playing fields for
Assessment Method
schools is given in Schedule 2 of the
ISBN 0-11-270920-6
regulations. Protection of school
BB85 Schools Grounds: a Guide playing fields is covered by Section
to Good Practice (1997) 77 of the School Standards &
ISBN 0-11-270990-7 Framework Act 1998.
BB87 Guidelines for Environmental There are a number of additional
Design of Schools (2003) publications related to the design, use
2nd edition available to download and management of school grounds.
on www.teachernet.gov.uk For further information contact
/schoolbuildings Learning through Landscapes
BB98 Briefing Framework for or go to www.ltl.org.uk
Secondary School Projects (2004)
ISBN 0-11-271152-9
BB99 Briefing Framework for
Primary School Projects (2006)
and relating to crime prevention
in schools:
BB69 Crime Prevention in
Schools: Specification, Installation
and Maintenance of Intruder
Alarm Systems
ISBN 0-11-270677-0
All Building Bulletins are available from

The Stationery Office www.tso.org.uk

schools for the future
schools for the
future
designing
school grounds
designing school grounds

21
ISBN 0-11-271182-0
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For headteachers, governing bodies and those providing

4 designing school grounds

There are four main sections,

about this guide 5

8 designing school grounds

12 designing school grounds

section one: developing school grounds the process 13

Design Quality Indicators Project management

14 designing school grounds

DQI FOR SCHOOLS

section one: developing school grounds the process 15

Consultation and participation

There are various approaches to

16 designing school grounds

section one: developing school grounds the process 17

18 designing school grounds

20 designing school grounds

By the end of this stage you should have

Where do we want to be?

By the end of this stage you should have

section one: developing school grounds the process 21

22 designing school grounds

24 designing school grounds

How can we get there? Once the areas for development

The further information section gives

section one: developing school grounds the process 25

26 designing school grounds

Deputy Headteacher, Hampshire

Where are we now?

section one: developing school grounds the process 27

28 designing school grounds

The main difficulty with developing

30 designing school grounds

Greenfield sites Points to consider:

section one: developing school grounds the process 31

32 designing school grounds

The space designed should be

section one: developing school grounds the process 33

34 designing school grounds

Read more about relevant issues in

section one: developing school grounds the process 35

Roads and access

Theres further information in the

36 designing school grounds

Integrate the design of

section one: developing school grounds the process 37

Jane McDowell, Headteacher

The new main gate Quiet/imaginative play area

38 designing school grounds

Information Whole Grounds Making change

The staff car park before it was converted

Where are we now?

40 designing school grounds