Professional Documents
Culture Documents
future
designing
school grounds
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
London:TSO
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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.
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.
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
Further information
four
section
Glossary
Text references and information sources: reference details,
publications, websites and organisations providing information
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.
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.
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.
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?
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.
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.
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
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
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.
designing
and building
Common
design issues
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.
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.
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.
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.
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.
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.
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.
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.
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
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
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.
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.
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.
section two: designing and building for community use and development 81
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.
section two: designing and building for community use and development 83
Designing and building for
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.
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.
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.
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.
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.
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
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.
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.
section two: designing and building for different sectors and needs 93
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.
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.
section two: designing and building for different sectors and needs 95
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.
section two: designing and building for different sectors and needs 97
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.
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
102 designing school grounds
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.
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.
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
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.
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.
future
designing
school grounds