Resources

Dr Tim Rudd, Futurelab

The full version of this handbook is available to download in pdf format - see box below. On this page you'll find the introduction.

Introduction: about this handbook

The audience

This handbook is aimed primarily at education leaders involved in the redesign of educational learning spaces, through initiatives such as the Primary Capital Programme (PCP) and other learning space design initiatives. It will, however, be of relevance to those involved in other sectors, including those embarking on the Building Schools for the Future (BSF) programme.

Why outdoor spaces?

Capital investment programmes such as BSF and PCP are huge in their scope and scale, and therefore we have chosen to focus specifically on the redesign aspects of outdoor spaces, as there is not room to cover the vast and varied elements of redesign within a single handbook. Other than such practical considerations, given that we are at the beginning of the Primary Capital Programme, it seemed timely to produce a handbook as a tool for rethinking the use of outdoor spaces for a broad range of possible learning and play opportunities and purposes aimed primarily at the primary sector. It is easy to overlook the potential of outdoor spaces for the improved well-being, health and welfare of children when the major emphasis is on the design of buildings. However, outdoor space is a vital element contributing to any child’s development and educational experiences, and should therefore not be overlooked or undervalued, given the range of other key initiatives aimed at developing more opportunities for play, exercise and learning beyond the classroom.

This publication also attempts to highlight the potential links between capital investment programmes and a range of other initiatives and policies seeking to promote play and outdoor learning for young children. From the ‘Learning Outside the Classroom Manifesto’[1] and subsequent play strategy[2], through to the United Nations Convention of the Rights of the Child (Article 31)[3], and the plethora of policies, organisations and initiatives that support the right for children to play, there is a clear call and need to provide places other than the classroom for learning and play in order to offer children more direct experience with the outside world. This may include learning away from the school, in parks, forests, in local community spaces, which allow a whole set of different relationships and experiences to flourish.

It could mean focusing on providing greater continuity between learning outdoors and what happens indoors and in the curriculum, or it could mean focusing on redeveloping an underutilised and inappropriate space so that it is more stimulating and desirable.

The need to join up policies and initiatives

Furthermore, this handbook also attempts to illustrate the need to approach redesign not as a separate entity, but as a vehicle to drive forward and mobilise some of the broader overarching educational priorities, such as Every Child Matters and the Children’s Plan, and aspects of the educational transformation agenda, embedded within concepts such as personalisation. In short, this handbook attempts to give some indications of how capital investment programmes, and the processes they involve, might be used as a vehicle for modelling wider educational change and improvement. The transformational potential of large capital investment programmes will not be achieved unless they are informed by and linked to these wider agendas.

Finally, this handbook identifies the opportunities that are presented for involving children and young people as co-designers in the process of redesign, not only identifying the learning opportunities that are presented but also highlighting that failure to engage them in the process is less likely to produce feeling of ownership of any space and therefore undermining the sustainability of the project.

The aims and outline of this handbook

This handbook is not, however, a ‘how to’ manual, or an attempt to present a set of rigid guidelines or recommendations. There is a vast array of specific needs, visions, aims and local contexts that will mediate the precise way outdoor play and learning spaces are utilised and configured. Rather it is an attempt to inspire, provoke thinking, offer a range of links, examples and ideas that encourage the reimagining of outdoor learning and play spaces, rather than to merely reproduce newer versions of what has gone before. It urges those involved in redesign to be innovative, radical, pioneering and to rethink the possibilities offered by this once-in-a-generation opportunity to help reshape and improve the broad educational experience for all young people.

Section 2 looks at some of the links between capital investment programmes and broader educational policies and wider initiatives, and suggests they should be better aligned. Section 3 offers some insight as to how and why we should think differently about design. Section 4 looks at the importance of, and opportunities for co-design, and highlights some of the benefits and examples of good practice. Section 5 highlights the importance of play in both policy and children’s development and highlights a range of other initiatives and organisations that can offer advice and support. Section 6 offers examples of other outdoor and non-school learning spaces in order to promote more lateral thinking about the approach, relationships and opportunities for developing spaces both within and beyond the formal school boundaries. Section 7 explores the potential of a range of new technologies to enhance outdoor play and learning spaces; and Section 8 looks at the issues surrounding sustainable designs. Each section offers a number of further resources, links and reading materials to give a deeper insight into the specific issues raised.

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