External spaces

Creating safe and inclusive spaces

External spaces

During the knowledge forum sessions it became evident that the external spaces are just as critical as the internal spaces with both needing to be considered in parallel, together with the overall space that has been allowed for the development.
Providing safe, inclusive areas for learning and play is essential.Research has shown these areas should also create interest for learners, whilst neat adjustments such as looping cycle and scooter tracks can provide continuous use when compared to cycling on a rectangle playground area.

Over the pages, questions are posed in a checklist format, based on the research suggestions that highlight areas that can be considered before, and during, the progression of your design.

Vehicle drop off and parking

Student arrival and departure times are notoriously busy, with large volumes of traffic needing to be organised.

It is worth considering the following questions to ensure you are providing adequate space and access for all the vehicles travelling to your school:

Have you considered the amount and type of vehicles that need to drop off and pick up students?

How many mini bus/taxi bays will you need so they are able to wait safely whilst dropping/picking up?

Have you considered dual use of these spaces for play (for example 'road safety training' or cycle areas during the day)?

Will this area be able to double up as visitor parking during the day?

Have you thought about the importance of ensuring vehicles are stacked efficiently so they don't block access routes or the main road that the site is on?

What is the staff/pupil ratio likely to be so that you can use this to calculate the parking need for staff in your car park?

When taxis and mini buses are dropping off/picking - how do you ensure this does not block the car park for staff/visitor parking?

What emergency access is needed at all times?

Research during the knowledge forums has shown that by ensuring vehicles are adequately stacked, off the main road, the school doesn't strain relations with the neighbouring community.

Fencing and site security strategy

During the research and feedback sessions, it has become clear that fencing and security are considered in a careful balance.

Whilst it is important to ensure pupils can remain safe, it is of equal importance that the security measures don't go too far. When designing your strategy, you could consider the following:

Where will your secure line be placed?

What fence height will be needed to ensure pupils cannot climb over the fence to escape?

How will you avoid creating a 'prison' look, but maintain the correct balance of segregation and inclusion?

Have you visited other schools to see which fencing types have worked well?

Which gates and locking mechanisms to prevent learners opening do you need to install?

When designing your external spaces, what clear lines of sight will staff need to enabler wider supervision?

How will you balance social interaction with time-out spaces in the external areas?

How will fencing be designed around trees so that you are avoiding these as climbing features?

Landscaping and material choice

The choice of materials and design for external spaces centred around how we can create interest, but also safe, accessible and maintainable areas for the users. Making sure these spaces are carefully considered in sensory terms (positive and negative) is crucial.

Some of the questions that are worth posing in your design development include:

How can you create interesting varying surface to create interest and learning?

Which surface treatments are needed to cater for the different accessibility needs, as well as ongoing maintenance and cleaning?

Have you considered how materials act as sensory distractions and whether they will be positive or negative for the learners?

Have you checked which plants and ground materials are safe for learners (some plants are poisonous and bark is often a material which students will eat)?

Which trees have you considered planting - consider if these will become a troublesome climbing frame in time?

How will gravel behave as a choice and is it safe for learners or wheelchair users?

Is there an opportunity for horticultural areas such as raised garden beds for non-ambulant users?

have you considered the installation of external taps for horticultural areas?

Should the horticultural area becomes a segregated and dedicated space for a 'school club' or such like?

Play equipment and cycle tracks

It can be a large investment to bring in the necessary play equipment, and thinking about this in budgetary terms is key during inception stages.

Consider the following questions when thinking about how to maximise your opportunity with play:

What range of play spaces will you need to create for the different ages in your cohort?

Will you need to segregate or zone these different spaces to help with supervision?

Have you asked other schools about what equipment works best for their students?

Have you considered dedicated cycle tracks? Our experience has shown they maintain interest and even help students learn to cycle better!

Is there any legacy equipment available at your current school that could be brought across and installed?

Would you consider looking at charitable fund-raising to help purchase equipment where budget doesn't meet requirements?

If budget doesn't allow, could the infrastructure be added now and the equipment can come later?

Canopies and lighting

Making sure the external spaces are safe and accessible at all times is key. This is especially true in the darker winter months.

The research and feedback suggest that during your design development, you could consider the following questions:

What canopies do you need to ensure there is access to the external areas from classrooms, even during wet weather?

In hot and cold weather, what canopies can you use to ensure there are covered areas for young people who struggle to regulate body temperature so they can still experience the outside?

Will you use independent canopies in the play spaces, or canopies attached the the classroom exits?

What external lighting will be needed to help illuminate areas after dark, if any?

What lighting is needed in the car park to help staff leaving at night or early in the morning?

How is external lighting controlled to avoid light pollution to the neighbours, yet safe access/egress in the darker months?