1. What is outdoor learning?

Outdoor learning encompasses a range of educational experiences based on active learning in outdoor settings.

School grounds, gardens, public parks and the surrounding area are more than places to relocate everyday classroom activities. They become resources for observing, experimenting, moving, collaborating and learning.

Outdoor learning can include a wide variety of activities:

• Sensory experiences and nature observation;
• Free play and imaginative play;
• Movement trails and activities that develop motor skills;
• Creative workshops and hands-on activities;
• Learning gardens and small environmental projects;
• Science and maths activities;
• Reading, storytelling and conversation;
• Citizenship education and exploring the local area;
• Cooperative activities and opportunities to socialise;
• Road safety activity courses.

The key is not simply to “be outside”, but to use the outdoor environment with a clear educational purpose.

Indoor and outdoor spaces therefore complement each other: ideas introduced in the classroom can be explored in the garden, while discoveries made outdoors can be developed further and reflected on back in class.

2. Why create outdoor learning spaces?

A well-organised outdoor space expands learning opportunities while complementing the classroom. It offers a more dynamic setting where children can learn through movement, first-hand experience and interaction with others.

Encouraging movement and motor development

Running, crawling through a tunnel, balancing, navigating a small obstacle or rearranging an activity course all help children develop:

• Coordination;
• Balance;
• Spatial awareness;
• Body control;
• Awareness of their own movements;
• Confidence in their abilities.

Outdoor physical activities also offer scope for a wider and more varied range of experiences than those possible indoors.

Stimulating curiosity and active learning

Outdoors, children can observe real-world phenomena, ask questions, make comparisons and test their ideas first-hand.

Leaves, water, sand, soil, shadows, surfaces, shapes and seasonal changes become readily available learning resources.

Children do more than take in information: they actively build knowledge through experience.

Supporting independence and decision-making

When a space offers varied activities in clearly identifiable areas, children can choose where to go, who to play with and how to use the resources they find.

This freedom, supported by guidance, helps strengthen:

• Personal initiative;
• The ability to make choices;
• A sense of responsibility;
• Creativity;
• Problem-solving skills;
• Awareness of their own limits.

Improving social interaction and collaboration

Group games, construction activities, activity courses and imaginative play require children to share space, take turns, agree on rules and find solutions together.

The outdoor environment can become a valuable setting for developing social skills, where children learn to communicate, collaborate and resolve minor conflicts.

Promoting wellbeing and a connection with nature

Outdoor play and learning provide more opportunities for movement and interaction with natural elements.

When regularly incorporated into educational planning, these experiences can contribute to children’s physical, emotional and social wellbeing.

3. How to design an outdoor learning space

There is no single layout that suits every school, nursery or local authority. The design should start with the characteristics of the space and the needs of the people who will use it.

1. Assess the setting

Before choosing play equipment and furniture, consider:

• The available space and the shape of the area;
• The age and approximate number of users;
• The type and frequency of planned activities;
• Exposure to sun, wind and rain;
• Ground conditions;
• Water drainage;
• Access points and circulation routes;
• How easily adults can supervise children;
• Existing trees, slopes, walls or other features;
• The need to define boundaries or protect particular areas;
• Available storage for portable equipment.

This assessment helps avoid unsuitable purchases and makes it possible to use even small spaces effectively.

2. Define the educational goals

Before designing the space, it is important to decide which experiences you want to encourage.
Will the space focus mainly on movement, imaginative play, nature observation or group activities? Will it be used by a single age group or by children of different ages?
Setting clear goals helps allocate the budget effectively and create a cohesive environment, avoiding a collection of unrelated play equipment and resources.

3. Divide the space into clearly identifiable areas

Organising the space into activity zones makes it easier to manage different activities at the same time.

These areas do not necessarily need fixed barriers between them. Changes in surfacing, furniture, colours, storage units or modular elements can help children recognise the purpose of each zone.

It is important to:

• Keep routes clear and easy to navigate;
• Avoid hazardous crossing points;
• Separate quiet activities from active play;
• Give adults a clear view across the space;
• Leave some open spaces that can be adapted for different uses.

4. Develop the project in stages

An outdoor learning project can be developed gradually.

You can begin with a few priority areas and add more equipment over time. Modular play equipment, elements that can be combined and replaceable components make it easier to expand the space without redesigning the entire area.

This approach also allows you to spread the investment over time and assess how the space is actually used.

5. Involve the people who use the space

Early years practitioners, teachers, technical staff and children can all offer valuable insights.

Consulting them helps identify everyday needs that a simple site plan cannot reveal, such as:

• Underused areas;
• Difficulties with supervision;
• Access issues;
• Tidying and storage needs;
• Activities that require more space;
• Resources that need to be moved frequently.

Involving users also strengthens their sense of belonging and encourages more thoughtful use of the space.

4. Key activity areas to include

An engaging outdoor learning space should offer varied experiences, with opportunities for both active play and quiet moments.

Movement and motor skills area

This area can include:

• Tunnels;
• Hoops;
• Cones;
• Hurdles;
• Bases;
• Poles;
• Balance equipment;
• Modular activity courses.

This equipment helps develop coordination, spatial awareness, agility and body control.

Modular activity courses allow activities to be changed regularly and adapted to the age and abilities of the group.

Imaginative play area

Playhouses, modular play structures, play train carriages and small play settings encourage imagination, language development and cooperation.

The same piece of equipment can become:

• A hideaway;
• A shop;
• A station;
• A ship;
• A castle;
• A home;
• Part of a story invented by the children.

The freedom to use the same play equipment in different ways adds to the educational value of the space.

Nature and exploration area

Sand and water trays, containers, observation tables, small growing areas and collections of natural objects allow children to experiment with water, sand, soil, leaves and seeds.

This area can support science, sensory exploration and creative activities.

Choose materials that are easy to clean and establish a clear system for tidying up.

Creative and hands-on activity area

Durable tables and seating provide a setting for:

• Drawing;
• Modelling and sensory play;
• Construction activities;
• Activities with natural materials;
• Simple experiments;
• Group workshops.

A canopy or shaded area makes the space more comfortable during warmer months and protects materials while activities are taking place.

Quiet area for reading and listening

Not all children seek the same level of stimulation.

A cosy area away from running routes can provide a space to:

• Read;
• Observe;
• Talk;
• Listen to a story;
• Relax;
• Take a break.

Including a quiet area makes the environment more balanced and inclusive.

Play equipment should be chosen according to its educational purpose and how it will actually be used, as well as its appearance.

For schools, nurseries and public spaces, prioritise products that are:

• Suitable for the intended age group;
• Designed for frequent or intensive use;
• Compliant with applicable standards;
• Made from non-toxic materials;
• Easy to clean;
• Weather-resistant;
• Free from sharp edges or hazardous parts;
• Easy to inspect and maintain;
• Modular, adaptable or expandable;
• Supported by readily available spare parts;
• Supplied with clear instructions.

Variety is another essential consideration.

A space consisting solely of equipment for physical activities may offer little appeal to children who prefer quieter activities. Conversely, a space that is too static limits opportunities for movement.

The most effective design creates a balance between:

• Active play;
• Exploration;
• Creativity;
• Social interaction;
• Free play;
• Quiet moments.

6. Safety, compliance and risk management

Safety in a public learning space should be considered from the earliest design stages.

It involves more than the individual product: its location, ground conditions, spacing, maintenance and how it is used all matter.

Identifying the appropriate standard

Not all equipment falls into the same category. Depending on its intended use and characteristics, different standards may apply, including:

• UNI EN 1176, for playground equipment and surfacing;
• UNI EN 1177, for impact-attenuating playground surfacing and determining the critical fall height;
• UNI EN 71, for toy safety.

The applicable standard must be checked against the specific product and type of installation.

When purchasing equipment, request:

• Technical data sheets;
• Certifications;
• Assembly instructions;
• Guidance on use;
• Maintenance information;
• Details of the product’s intended use.

Products intended for domestic use should not be treated as equivalent to solutions designed for schools, nurseries or public spaces.

Consider the whole area

Safety does not depend solely on equipment certification.

Check the following:

• Safety clearances;
• Fall zones;
• Equipment stability;
• Type of surfacing;
• Absence of obstructions;
• Layout of access points;
• Suitable fencing;
• Ease of supervision;
• Separation of activities that could interfere with one another.

Even safe equipment can present problems if installed in an unsuitable location.

Schedule regular inspections

A space that is safe when it opens must remain safe over time.

Establish a plan that includes:

• Frequent visual checks;
• Functional inspections;
• Regular cleaning;
• Scheduled maintenance;
• Records of inspections and maintenance work;
• Prompt replacement of damaged parts.

Compliance with standards does not replace sound design and management. Certification, installation, inspection and maintenance all complement one another.

7. Materials, durability and maintenance

7. Materials, durability and maintenance

In schools and public spaces, materials are exposed to intensive use, frequent cleaning and changing weather conditions.

Choosing solely on purchase price can lead to higher running costs in the years that follow.

When comparing different options, consider:

• UV resistance;
• Resistance to rain and moisture;
• Performance under temperature fluctuations;
• Colour retention over time;
• Ease of cleaning and sanitising;
• The ability to replace individual components;
• Availability of spare parts;
• Ease of assembly and disassembly;
• Options for reconfiguring the play equipment;
• Weight and ease of handling;
• Expected lifespan in relation to frequency of use.

High-quality modular plastic equipment can offer several practical benefits.

It is washable, does not splinter and can be easier to move. When designed for both settings, it can also be used indoors and outdoors.

Each item should always be assessed according to its specific characteristics and intended use.

8. Inclusion and accessibility

An inclusive space does not have to be a separate area reserved for particular children.

It is an environment where people with different abilities, ages, interests and ways of participating can share meaningful experiences.

To encourage broader participation, include:

• Accessible routes;
• Even surfaces;
• Sufficiently wide pathways;
• Activities accessible at different heights;
• Sensory and hands-on experiences;
• Play opportunities that do not depend on a single specific skill;
• Quiet areas for those who need less stimulation;
• Options to participate while standing or seated;
• Activities that can be completed with adult support;
• A layout that is easy to understand.

Inclusion improves when each area offers several ways to play and engage.

A tunnel, for example, can be crawled through, explored, used as a hideaway or incorporated into a story.

A movement course can offer different levels of difficulty, allowing each child to participate according to their abilities while remaining part of the group.

9. Outdoor learning throughout the seasons

Outdoor learning should not be limited to spring or warmer days.

With appropriate planning, it can become a regular practice, adapting the timing and activities to seasonal conditions.

Useful measures include:

• Providing shaded areas;
• Creating places to rest;
• Choosing surfaces that allow effective drainage;
• Providing protected storage containers for resources;
• Using equipment designed to withstand outdoor conditions;
• Planning shorter activities on cold days;
• Observing seasonal changes and using them as learning opportunities;
• Choosing modular equipment that can be moved indoors.

Some large play structures and motor skills equipment designed for both indoor and outdoor use can be placed outside during spring and summer, then moved into covered spaces during autumn and winter.

This flexibility helps make the most of the investment throughout the year, provided that handling, assembly and storage follow the manufacturer’s instructions.

10. Common mistakes to avoid

Buying equipment before having a plan

Adding equipment without an overall plan can create spaces that are impractical, difficult to supervise or focused too heavily on a single type of activity.

Before purchasing, define the goals, intended users, activity areas and how the space will be managed.

Filling all the available space

Children also need open areas to run, invent games and rearrange their surroundings.

An effective learning space does not have to be filled with equipment.

Choosing products intended for domestic use

Schools and parks need equipment suitable for frequent use by groups of children.

Check:

• Intended use;
• Durability;
• Technical documentation;
• Certifications;
• Compliance with the relevant standards.

Overlooking shade, drainage and storage

These features directly affect how easily the space can be used throughout the year and how long the materials will last.

An area exposed to full sun, prone to standing water or lacking storage containers for tidying up will be more difficult to use.

Failing to plan for maintenance

Even the most durable product needs regular inspection and care.

The availability of spare parts and the ability to replace individual components are important factors when assessing the long-term cost of the investment.

Confusing beneficial risk-taking with avoidable hazards

Experimenting, tackling an appropriate obstacle and learning to judge their own abilities are all part of children’s development.

This differs from exposing children to hazards they cannot recognise or that are not properly controlled, such as those caused by incorrect installation, damaged parts or unsuitable materials.

11. How to make your project a lasting investment

For schools and local authorities, the value of an outdoor space depends on more than the amount of equipment purchased.

It depends above all on:

• How often it is used;
• The variety of activities it supports;
• Its adaptability;
• The durability of the equipment;
• Ease of maintenance;
• The ability to replace or add components.

A well-considered investment takes the entire lifecycle of the space into account:

1. Assessing needs;
2. Designing the activity areas;
3. Choosing suitable products with supporting documentation;
4. Ensuring correct installation;
5. Organising activities;
6. Carrying out inspections and maintenance;
7. Allowing for future expansion or reconfiguration.

From this perspective, modularity, durability, ease of cleaning and spare parts availability become financial considerations as well as practical ones.

They help keep the space functional for longer and allow it to evolve as educational needs change.

12. Frequently asked questions about outdoor learning

• What is outdoor learning?

Outdoor learning is an educational approach that uses outdoor settings as places for active learning. It includes physical, sensory, scientific, creative and social experiences, as well as opportunities to explore the local area.

• What is the difference between outdoor learning and outdoor break time?

Break time mainly gives children opportunities to rest, play and move. Outdoor learning deliberately incorporates the outdoor environment into the learning process, with activities and goals linked to educational planning.

• Do you need a large garden for outdoor learning?

No. Even a small school yard can become a learning space when organised effectively. Portable and modular elements help adapt the area to the planned activities.

• What activities can take place outdoors?

Activities can include motor skills courses, nature observation, gardening, pouring and filling activities, reading, imaginative play, road safety activities, art workshops, experiments and cooperative games.

• What equipment is best suited to schools and nurseries?

Prioritise age-appropriate equipment designed for frequent use, easy to clean and supplied with the necessary documentation. Modular designs and replaceable components help the space adapt over time.

• Can the same play equipment be used indoors and outdoors?

This depends on the product’s characteristics. Some modular play equipment and motor skills resources are designed for both settings and can be moved seasonally. Always check the intended use and the manufacturer’s instructions.

• Which standards should outdoor play equipment meet?

The applicable standard depends on the product’s classification and intended use. UNI EN 1176 is commonly relevant to playground equipment, while UNI EN 1177 covers impact-attenuating surfacing. The UNI EN 71 series applies to toys. The correct application must be checked for each specific case.

• How can you make an outdoor space inclusive?

Provide clearly identifiable access points, even pathways, activities at different heights, sensory experiences, quiet areas and equipment that can be used in different ways. The aim is to offer multiple ways to participate within the same environment.

• How do you keep an outdoor learning area safe?

Frequent visual checks, functional inspections, cleaning, scheduled maintenance and prompt replacement of worn parts are essential. The manufacturer’s instructions should be incorporated into the area’s management plan.

• Can the space be developed in stages?

Yes. A modular design allows you to begin with priority areas and expand later, keeping play equipment, routes and activities working together as a coherent whole.

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Design an outdoor space that meets your needs

Every school, nursery and public space has its own characteristics and requirements.

Creating a safe, practical learning environment involves more than choosing individual products. It requires considering the available space, children’s ages, educational goals, intensity of use and long-term management together.

Italveneta Didattica designs and manufactures play equipment, motor skills equipment and modular solutions in Italy for schools, nurseries and public spaces, with particular attention to safety, durability, maintenance and continuity between indoor and outdoor environments.

Would you like to transform your school grounds or green space into a safe, engaging learning environment designed to last?

Contact Italveneta Didattica and design your outdoor space with us.