Map the courtyard before selecting equipment

Keep entrances, emergency access, classroom doors and everyday crossing routes visible on the plan. Identify where children queue, run or wait for collection. These observations help place equipment without turning a circulation area into a play bottleneck.

Where several age groups share a courtyard, explain when and how they use it. Separate activity zones may be more useful than one large structure intended to suit everyone.

Balance movement, exploration and quieter play

Climbing, sliding and balance activities can be combined with opportunities for imaginative play. For early years settings, the choice of height, access and activity needs particular attention. Equipment suitability must be checked for each model and user group.

Discuss participation needs with the school team at the briefing stage. Access to the area and opportunities to play together need to be assessed in the complete design; a material or a single feature does not make a whole playground accessible.

Give maintenance a practical owner

Agree who checks the equipment, records findings and arranges repairs. Product identification, assembly documents and an inspection plan make this task easier. Timber, connections, moving components and surfacing all need periodic attention.

The installation programme should allow for site preparation and checks before pupils use the area. School holidays may provide a useful window, but the confirmed schedule depends on production, delivery and site readiness.

Information for a school proposal

Share the courtyard dimensions, pupil age groups, approximate numbers using the space at once, photographs and any existing equipment. Mention whether the school is adding a new zone or replacing part of the courtyard so that we can define a realistic scope.

Related planning guides