Exploring the role of outdoor spaces in educational establishments and how they can provide opportunities for learning and enhance wellbeing

It’s a well-documented, well-researched fact that play areas enrich the lives of children.

And their decline over recent years is one of the reasons for the growing physical and mental health issues among young people in our communities.

So, while the design of educational buildings rightly attracts much interest, so too should the design of the outside spaces within these estates.

Barry Leahey MBE, president of Playdale Playgrounds and an education play expert, told Education Property: “Outside space, and play areas, in particular, are crucial for the health and socialisation of our children.

“But the number of new housing developments near parks has shrunk by 40% in recent years, meaning many children’s primary access to a play area is through school.

“Play areas improve the motor skills of children, teach them to socialise with others, rise to new challenges, and keep them physically active – something which has never been more important, with 234 of every 1,000 children aged 10-11 now obese in the UK.”

Fred Mow, design manager at Community Playthings, added: “Children have a right to learn and play outdoors. It is good for social and emotional wellbeing and confidence building and provides more-organic opportunities for children to navigate risk and build risk assessment skills.”

However, many outdoor spaces within schools are underutilised and underdeveloped – often flat, boring spaces which rely on fixed structures, with little opportunity for different types of play or learning.

Engaged and stimulated

Mow said: “We need children to be outdoors and be engaged outdoors.

“Outdoor art, construction, and woodwork provide stimulating activities within the environment that engage children for significant lengths of time.

“We also need to provide more loose parts, giving the opportunity for children to be creative and engage in open-ended play.

“Schools can provide a mix of activities: blocks, water play, dramatic play, balance and gross motor skills (pushing, pulling, lifting), and they must give teachers the room, and permission, to help children engage in different types of play.”

Climbing frames, for example, test the motor functions of children, teaching them about their limits and aiding their ability to properly manage risk.

And enclosed slides can help children conquer their anxieties around dark, enclosed spaces – rewarding them with an exhilarating activity that builds confidence; while seesaws teach collaborative play.

For pupils with special education needs and disabilities (SEND), in particular, play areas are a critical learning tool.

A spokesman for ESP Play said: “Creating a playground where children of all abilities can play and learn together is vital for schools that want to be inclusive.

Reaping the benefits

“When looking to make improvements to your outdoor spaces, it’s important to choose SEND playground equipment that caters for a range of different pupils’ needs, so that every child is able to take part in play and reap the many benefits it offers.

“Equipment like nest swings, wheelchair-accessible picnic tables, sensory forest huts, wheelchair-accessible mud kitchens, Braille alphabet boards, wheelchair-accessible swings, and outdoor percussion instruments ensure that children with special educational needs and disabilities have the same opportunities to play, learn, and grow as their peers.”

Sustainability is also key to design, with natural materials better for the environment and a learning tool to teach children about the need to care for the planet.

Mow explains: “There is demand for tidy, sustainable, natural, and durable outdoor products which support creativity and construction without cluttering and degrading the outdoor space.

“We encourage settings to nurture whatever natural assets they have – like grass, mud, and puddles – and to keep as many natural elements as possible.

“Astroturf is the habitat for nothing. It is better to get crates and loose parts that can be moved around – and get planting!”

Leahey adds: “Play areas that are built to last and made from recyclable materials that can be replenished, are the key to making play areas more sustainable.

“Materials such as sustainably-sourced timber can take plenty of wear and tear and won’t rust like old-fashioned, mass-produced products which can become a health risk.”

And safety must be paramount when designing educational play and learning areas.

Leahey explains: “Children pushing their physical capabilities is what playgrounds are all about, but children should never fall or trip due to faulty or unsafe equipment.

“This is why play equipment should be properly scoped for its recommended age range and proper surfacing should be chosen to soften falls.

Safe spaces

“Some floor surfaces used in play areas, such as wood chips, are not appropriate for wheelchair users and those with mobility issues who struggle on uneven terrain. This is just one example of the many considerations when designing a safe outdoor space that is also accessible.”

To address these safety concerns, manufacturers have refined their design processes in recent years.

Leahey said: “Safety innovations have continued, as well as the development of new play equipment which better fits the needs of children which require further accessibility.

“New standards have also been published to ensure the safety of all children using play equipment and we believe all play equipment must be independently tested by the British Standards Institution or TUV to ensure safety.”

Offering advice to specifiers, Mow said: “It is important to provide a range of different kinds of play opportunities, especially for open-ended play, and make the area as natural as possible.

“Schools should consider partnering with someone with expertise in designing outdoor spaces and should look for products that are designed to endure outdoors and not become unsafe through rapid deterioration.”