Embracing the outdoors with all-weather learning spaces

Every square centimetre of your school grounds is important.

With rolls growing and space increasingly at a premium, it makes sense to move some learning activities into outdoor spaces.

Read the latest print edition of School News online HERE.

More than just a place to gather for lunch when it’s raining, outdoor spaces in schools can become dynamic outdoor classrooms. Whether it’s for messy play, learning experiences like caring for vegetable gardens and composting, or as an all-weather alternative to four-walled classrooms, outdoor learning spaces can be a key asset for your school.

Designing your outdoor space

Much like indoor spaces, the design of your outdoor areas will depend on their intended use. Consider if the space needs to be flexible to accommodate a range of group sizes and activities, or if it will be for one specific purpose.

From here, you can think about the types of shade solutions, flooring, and outdoor furniture that will be needed in the space. To keep the space looking good for years to come, choose items that are manufactured to withstand outdoor conditions.

To be effective learning and break out spaces, outdoor areas must be accessible to all students and staff. Wide, even, clear paths will make it easier for people with mobility considerations to enjoy your outdoor spaces.

There may be outdoor spaces in your school that are currently underutilised, due to a lack of shade or appropriate amenities. Upgrading these spaces can transform them into well-used areas.

Katrina Evans from Archgola said with the development of new classrooms, the need for shade and weather protection has become a crucial part of school planning.

Common locations for canopies in schools, Ms Evans highlighted, include: “Shade for classrooms—extending covered areas in front of classrooms provides much-needed sun protection, particularly in the summer months and wet weather protection throughout the year.

“Walkways—providing coverage between classrooms and other key school buildings ensures students and teachers stay dry in wet conditions.

“Staffroom extension—overflowing staff rooms are a common problem. Extending outdoors allows for the staff to spread out and have a sheltered space to share.”

Ms Evans said that no two schools are the same, and the structures chosen need to align with the project   requirements and building type. “Fortunately, canopies can be individually customised so schools can create outdoor spaces that seamlessly integrate with their existing infrastructure while providing optimal coverage.

“For example, straight canopies work well for shorter spans, making them ideal for long walkways or for mounting on the front of classrooms. Whereas arched canopies allow for wider spans of up to 6.5 metres with fewer posts, making them better suited for building-mounted installations.”

Furniture and floor coverings can be similarly designed to suit the space. Concrete, soft fall rubber, or natural coverings like mulch can be used for flooring; outdoor tables and chairs are available in a range of materials including timber and aluminium.

“Schools that invest in canopies not only create safer and more comfortable environments for students but also future proof their outdoor spaces for years to come. For example, schools can integrate rainwater collection systems into their canopies, promoting eco-friendly initiatives and water conservation efforts,” Ms Evans said.

Balancing aesthetics and practicality

Adding new or refurbing existing outdoor areas can present some challenges. Matching new shade structures and outdoor furnishings to existing infrastructure will take careful planning.

Nick Suckling from Shade Systems said good shade design in schools needs to do more than just block the sun—it should also enhance the look and feel of the space. “With the right approach, shade structures can complement existing buildings and landscaping, helping to create a cohesive and welcoming environment. Whether it’s using colour to reflect school branding or designing shapes that add interest to open areas, there are plenty of ways to make shade both practical and visually appealing.”

It’s also important to tailor shade solutions to suit each area of your school. “Not every part of a school requires the same kind of shade,” Mr Suckling said. “Play areas, outdoor classrooms, walkways, and seating zones all have different functions, and shade solutions should reflect those uses.

“Open, breathable designs work well in spaces where airflow is important, while more enclosed structures suit learning or dining zones where comfort and concentration are the priority. Importantly, in high-exposure areas like playgrounds, well-designed shade not only improves usability—it also quietly supports sun safety by reducing UV exposure without relying solely on hats or sunscreen.”

Mr Suckling explained that with thoughtful planning, shade structures can help transform school grounds into flexible, all-weather environments. “A shaded area can easily shift from a quiet reading corner in the morning to an active play zone or a place for school gatherings in the afternoon. The more adaptable the design, the greater the value schools can derive from their outdoor spaces—rain, shine, or anything in between. And with New Zealand’s intense sun, providing consistent and passive protection for children becomes an integral part of thoughtful design.”

The importance of connecting with nature

It’s recommended that children have at least three hours of time outside each day, to ensure adequate vitamin D exposure, and to enjoy fresh air. Students spend much of their time during the day at school, which means they need to spend some of the school day outside.

Moving lessons outside will help students get their needed time outdoors. Adding natural materials like wooden bench seats, grassed areas, rock walls and garden beds can help students connect with nature.

Lara Croll from Playscape said schools are bringing learning outdoors for a reason. “Learning in a natural setting can improve children’s concentration levels and can help create a calming environment that promotes relaxation. It can help support our tamariki’s mental and emotional wellbeing as well as their engagement with learning.”

Ms Croll said the type of natural elements used in outdoor spaces may depend on the amount of maintenance a school is wanting to have, where materials will be used, and their intended purpose. “For example if it is a high traffic area, a staggered boardwalk may be more suitable than stepping stones through a garden that has loose material being kicked around by little feet.

“A school may want no treated timber, but then they need to be prepared to replace elements over time as they will deteriorate faster than a treated product.

“How the elements interact with the space should be considered, for example is it a high wind zone, or how does water travel through the site. Or it may depend on the age of students that are using the area. Will river stones, for example, become a throwing hazard?”

Spaces like vegetable gardens, fish ponds, and native species areas can provide valuable learning opportunities for students.

“We absolutely recommend getting children involved in the care and management of the outdoor spaces, to foster care for their outdoor spaces,” Ms Croll said. “Tamariki will be less likely to, for example, trample through the garden when playing if they have taken the time to weed around those precious plants and water them to help them grow. David Attenbourogh said, ‘If children don’t grow up knowing about nature, they won’t understand it. And if they don’t understand it, they won’t protect it’.”