Reception Class – Under Sea Cave

Big , wet and messy! Just what they all really enjoy! As part of their “under the sea” theme we made a big dark den, and painted the inside black. Some children just had to get the paint in their hair, and some parents were not amused, although the learning points were well explained! The children thoroughly enjoyed the construction, planning which big bits of cardboard should be used, using duct tape to fix them, waterproofing it with a shower curtain, painting the inside and outside, then making “seaweed” around the entrance as a finishing touch. It has survived several week of rain and still looks good!

The Underwater Cave
Emerging through the seaweed
Now that’s what I call messy

A planted roof for a bird table

A relatively simple adaptation to a bird table to make an upstand can give you the opportunity to plant the roof. You need a water retaining mat and an ‘off cut’ of Sedum roof ‘turf’… (if you can get it! ) otherwise you can just plant the Sedum yourself! Children can help you do this, measuring the timber edges, learning to use a saw, screwdriver etc. as well as doing the planting. Happy birds.

Fulham – Early Years outdoors

“The new design has made a significant impact on the quality of activity in both zones. The quieter activities are not disrupted now by bikes and fast play. The children are more engrossed in group work without disturbance.”

Engaging Children In Design – Loose Parts used in school grounds design projects

“Felicity really helped us all to understand the practical implications of the decisions we were making through a hands-on and engaging process.” – Deputy Head

Loose parts can be used very effectively to engage children and staff in school grounds design projects, both as a problem-solving tool and as a way to find out the key needs of the children.

Children in playground Children in a small group
Using loose parts to set up experimental zones in large-scale design projects.

In one major re-design project at a primary school, loose parts were used for an ‘experimental playground’ day where all the children and staff were involved in a complete re-imagining of play and playtimes during morning break and lunchtime. The children were asked to use any of the resources to play. A wide range of non-specific loose parts were used (such as boxes, tubes, mobile frames, chairs, stage blocks, rugs, carpet tiles, tyres etc) as well as fabrics, props, books, games mats etc…Sufficient for the whole school at lunch break!

Carpet tube archway
Loose parts used as construction resources to ‘problem solve” and design small-scale interventions. Here, carpet tubes were used to make a threshold archway to define the entrance to a quieter playground zone.

No other prompts were given, but careful observation and conversations with the children aimed to find out what sort of places they needed in this hitherto barren featureless tarmac play space. Territoriality was frequently observed, and the creation of quiet chat spots, or group gathering places (with associated imaginative play) along with physical challenges etc. From this and further engagement with children and staff the KPIs for the re-design were established, (within which regular loose parts play could also be provided of course) At a later date the principle zones of the design itself were also mapped out for a week (see photos) so the school could get a feel for the spaces created before committing to major changes.

Planning markers on the ground
Using PE cones and hazard tape used to plan, imagine, discuss and make decisions about paths and new features in a woodland garden.

Grils planning new play structure
Planning a new play structure, how much space will it take up? How many children can play on it? Lots to think about, measure and discuss…

In smaller projects loose parts are also frequently used as ‘problem solving’ resources, where children experiment with ideas, and test solutions to issues they have identified in their playgrounds. For example, in one school a quiet area was anything but quiet! Children used it as a ‘had’ home base disrupting any chat or other social play that was going on there. Experimenting with loose parts led the children to the solution of creating some boundaries to the place, and a variety of ways to access the space that slowed children down and were also fun, (such as a stile). This is just one example of many.

Yr 5 water workshop Yr 5 water workshopThe problem here was water flooding into the school building, so the task was to experiment with ideas for how to prevent this. Much wet fun was had by all, lots of cooperation and team working took place, a bit of science was learned too! Result! Wet one side and dry on the other (almost)


To develop your outdoor learning and school grounds get in touch
with Felicity on 07968 771582 or email

Liss – Den building, fund raising and and parental engagement

“Felicity combines all the creative skills and innovation of a landscape architect with a really deep and instinctive understanding of how children interact physically, intellectually, emotionally and spiritually with the natural world.”

What went well

I personally appreciated the time and attention which Felicity invested at the start in observing and talking to the children in order to understand the patterns of their play and their ideas for the outdoor classroom project.

She was very quick to develop an intuitive feel for the values and learning culture of our school and to translate our vision for outdoor learning into something tangible and achievable within a limited budget.


Felicity shared photographs and sketches from other school outdoor learning projects in order to help us discard the things we didn’t want and to identify our “must haves”. Through this process, we were able to create our own personalised “mood board” from which she helped us to achieve something of real originality and lasting value Active pupil involvement was central to the whole project – not just in the planning and designing but also in the construction Felicity quickly achieved a genuine sense of community engagement by involving parents and all members of staff, including Support staff, Lunchtime Assistants and the Site Manager. She worked inclusively with everyone and her practical, well organised approach facilitated positive outcomes for all.

Felicity managed the whole process of tendering to architects and contractors on our behalf and provided us with helpful guidance and unbiased advice throughout. She was also instrumental in bidding for and securing Lottery funding for the project.


I particularly valued Felicity’s educational expertise and the importance she placed on enhancing the quality of young children’s learning experiences in the outdoors in order to impact upon their overall sense of well-being and enjoyment

Felicity maintained an active interest and involvement in the project throughout and she was always quick to respond to any questions or concerns. When snags arose with the contractors, Felicity was proactive in helping us to resolve them.

I have thought long and hard about the “even better if…” but I can’t think of anything which could have been improved in the context of the remit we gave you. With regard to how I would describe your role to another Headteacher – the thing I would want to emphasise is that you combine all the creative skills and innovation of a landscape architect with a really deep and instinctive understanding of how children interact physically, intellectually, emotionally and spiritually with the natural world. The best teachers are able to see the world through a child’s eyes – and this was the reason I wanted you to lead our outdoor classroom project.


Den Building Zone – The impact of the project

Our Den-building “village” was completed at the end of September 2014 and we held a series of den-building workshops for children and their parents early in November, which included construction skills, team-work and risk management. Since then the “village” has been in regular use by children in all Year groups at playtimes and as part of their daily curriculum and it has already impacted positively on many different aspects of our school life:

  • Positive, supportive relationships between older and younger children based on trust, mutual respect and shared enjoyment
  • Improved standards of behaviour at playtimes, particularly among those children with social and behavioural needs
  • Improved quality of play and social interaction at lunchtimes
  • Increased levels of motivation, independence and resilience amongst pupils of all ages
  • Increased levels of focus and engagement among boys
  • Raised levels of self-esteem and self-confidence for vulnerable groups
  • Higher percentage of children regularly engaged in gross motor activity
  • Enhanced outdoor learning opportunities linked to Science and Technology curriculum
  • “Hard to reach” parents taking a more active role in school life
  • Higher percentage of fathers volunteering in school
  • Positive feedback from prospective parents and visitors to the school

Teresa Offer.
Liss Infants School

To develop your outdoor learning and school grounds get in touch
with Felicity on 07968 771582 or email

Brackenbury Primary. ‘Chatterboxes’ – A case study in curriculum delivery through grounds development

“When children are involved it helps to engage all the school community – parents and teachers are more aware of the details of a project because of what they see the children do. ” – Headteacher

Identifying problems, designing solutions, safe use of wood carving tools, 2D and 3D shape recognition, social and emotional development, habitats and plants, microclimates, insulation, and more… Learning outdoors to deliver a ‘real world’ project engaged the children enthusiastically. “We are one of the luckiest schools on the planet.” said a Year 4 pupil.

Using Lego for problem solving Wood carving with Felicity
Using Lego for problem solving – Wood carving with Felicity


This grounds development, at a London Primary school, was delivered through the active involvement of Year 3 and Year 4 classes in the design and implementation of the project. The grounds required a “Master Plan’ for development over several years, as the funds available were small. The school was very keen to ensure that they spent the money wisely and within the context of an overview of the long term so each small project fitted into a coherent plan.

Inspecting the sedum before installation Testing wind protection ideas
Inspecting the sedum before installation – Testing wind protection ideas


Landscapes Naturally worked with the whole school community to develop the brief and generate a shared understanding of their aims and aspirations for outdoor learning and play. Agreeing priorities for first stage delivery involved a good degree of debate!

Children in school council were also involved in identifying key issues and opportunities in the grounds, and were actively involved in developing solutions, such as wind protection planting around the stage, as well as new fencing to improve the functionality of this place.

Year 3 and Yr4 were key classes involved in curriculum linked tasks that contributed to the implementation of the scheme.

Green roof shelter Shady chatterboxes on a sunny day
Green roof shelter – Shady chatterboxes on a sunny day


“I am sure you will all agree this is an exciting and wonderful experience where learning becomes fun”…So began a speech by one of the children when they spoke at the ‘opening’ event to celebrate the completion of planters, mini forest, stage, shade, & play resources. These quotes from the children’s presentations at the event illustrate the difference it has made to the children involved in the project. “It’s fun learning outside’ “We can eat what we grow for healthy snacks’ ‘The wood carving for the stage area was hard and fun’ “Now we have more places to chat together’

Staff have been delighted with the outcomes of the project the ‘ownership’ of the children, and the changes to play and behavior at break times now that there are a variety of quieter areas for social and imaginative play.

Finished chatterboxes stage and plants Carved posts ready for installation
Finished chatterboxes stage and plants – Carved posts ready for installation

An evaluation conversation with Head and Deputy Head at Brackenbury Primary school, 2015

A long term supportive relationship over several years has guided some significant changes in the playground. Here’s what they said about Felicity Robinson, Landscapes Naturally.

What do you value about the support I give to your projects?
An expert’s eye! Whilst we will have a clear idea of what we want to achieve with a space (the need it will fill, for example) we don’t always have the skills or knowledge to design it in detail to maximise the impact on pupils. Having worked with lots of other schools, your experiences of things that have worked (or not!) help us to reach final decisions. This may include planting, materials, communicating with parents – any of the far-reaching implications of project design and management. Not least, helping with the applications for grants.

I have worked with you over a number of years, what has been the impact on the children, over time, of the changes we have made to the playground?
The biggest impact is that our playground is used more for outdoor learning by teachers and pupils. The changes have made it more interesting and interactive for pupils. The focus has been on creating attractive, durable, versatile areas that can be used for both independent play (such as at breaktimes) and for adult-led activities (such as when a teacher takes a class outside for their lesson). The children have also been consulted and involved at different stages and therefore feel an ‘ownership’ of the changes.

How would you describe what I do, to other schools?
Creative, practical design and engaging the children in outdoor learning. You listen to what the school’s needs are and help them to implement projects that will develop their playgrounds.

To what extent has the engagement of the children been a useful addition to the process?
When children are involved it helps to engage all the school community – parents and teachers are more aware of the details of a project because of what they see the children do. ‘Pupil voice’ is very important to us as a school, so involving them in the consultation and design stages are a way of reinforcing the message that this is a community school where all opinions are valued. The wood carving workshops were fantastic because we have pupils playing on and around equipment being able to say “I made that!”

Staff quotes

To develop your outdoor learning and school grounds get in touch
with Felicity on 07968 771582 or email

Nature Lab Scientist in Residence project

“This project was particularly successful in its impact on the children’s learning” Leesa Shoonerman” – Headteacher


The purpose of the project was to engage a class of children in a hands-on project to turn an unused, forgotten space into an outdoor Nature Lab for cross curricular use that would benefit the whole school. We were keen to involve the children at all stages of the project including site surveying, assessment, identification of issues and generation of solutions.

For the project to be successful it was essential that the children also took an active part in decision making and practical tasks to transform the space – after all this was their project!


The budget for the whole project was £10,000 – this was to include the workshop fees, materials and bought in labour for some small elements of the scheme that required it.

Landscapes Naturally’s role was to lead and support the key teaching staff, team teaching as far as possible. We devised the lesson plans in full consultation with staff, set up and ran the sessions (team teaching as appropriate) and helped to provide the resources to deliver each lesson.

Every fortnight was “Nature Lab Wednesday” and this soon became a day that the children looked forward to immensely and over the duration of the project we built up a close working relationship.



Throughout the project they learnt key aspects of science, numeracy and learning skills. Things like…

  • Vocabulary and concepts – use of materials, rocks, erosion, changing state of materials (making concrete), layers in soil, rainbows and the refraction of light, indigo, violet, colour mixing, camouflage, food web/chain, friction and much more!
  • Skill development – problem solving, evaluation, negotiation, measuring, decision making, use of tools etc…


But don’t take our word for it, here is a selection of comments from Year 6 (spelling has been altered):

“I enjoyed experimenting things outside. It is lots of fun and it is exciting.”

“I learnt that every action has a reaction. It was fun because it was very exciting. The only thing I didn’t like was the smell!” (Vinegar)

“I leant about forces, and I liked the bottle races.”

“It was very fun and I want to do it again.”

To develop your outdoor learning and school grounds get in touch
with Felicity on 07968 771582 or email

From Design to Reality Case Study


The project (which ran over 1.5 years) was to develop the long term Master Plan for the school site and to deliver phase 1. The key to success here was a school that is committed to using the whole process of “design & build” to engage the staff and children and to deliver hands-on practical and purposeful learning embedded within the curriculum.


Surveying , assessment and measuring


“It is amazing how everything she does with the children is part of the real design. She is taking the children’s ideas, really studies them and makes them into proper professional plans. I think it is very very good.” SMT comment quoted from Creative Partnerships Evaluation.

Many schools have a clear “wish list” already but most also need some additional support to explore new ideas, and to discuss the implications for how the site is used, (play and learning), maintained and managed. This project engaged the whole school community to develop the long term Master Plan through a series of workshops, modelling and experimental sessions. Phase 1 (prioritised democratically by the children) was to design and build the adventure/physical challenge area.

The photos give you a flavour of the work undertaken..and the quotes give feedback on the impact of this work.


Design and Experimentation


Building (thanks Touchwood!!)


“This whole project has exceeded my expectations. We wanted the children to have a voice , but they have had much more than that. Felicity has engaged them in the whole process, from site analysis, needs assessment and design, so they, and the staff too, now have a better understanding of “place” and the benefits of questioning and experimenting before making design decisions.”


Enjoying the finished adventure & den area

“The result is a purposeful, rich learning and play environment that we are continuing to develop. We have not had the grounds done TO us but WITH us and this process has made us work collaboratively, governors, staff, children, parents together.”

“It’s been brilliant working with Felicity because she has the knowledge to design and build outdoor spaces but also she takes the children along with her making them part of the whole process from designing to building. That’s a rare skill; it brings the children at the heart of the work.”

“For more about this story please click the “Model for Success!” article.

To develop your outdoor learning and school grounds get in touch
with Felicity on 07968 771582 or email

Modelling ideas and PSHE Case Study

“Felicity understands how children learn” – Senior LEA Learning and Teaching advisor


Schools often identify issues in their grounds, from playtime behaviour problems, “quiet areas” that are not quiet, football dominating the playground, the need for shade/shelter etc. Landscapes Naturally can help you develop solutions to issues, layouts and designs using modelling to make the process easier and more inclusive.



Children and staff together develop and test ideas in a fun outdoor workshop supported by Landscapes Naturally, an experienced landscape architect. The budget for this can range from a few hundred pounds for one day advice and workshop with school council, to a series of workshops over a longer time scale involving all teaching/support staff, children and the whole school community.

Children of all ages use a wide range of materials provided by Landscapes Naturally, and gleaned from the school site, to address a specific need, or discuss experiences that are missing in their play and learning environment and start to develop ideas to making changes to their site. Every workshop is recorded with a photo story and/or video to contribute to the next steps in the decision making process, which Landscapes Naturally also supports, as required.


Experience to date shows that SMT members praise the process for its creativity in engaging the school community, the children have fun and the staff feel listened to and valued. Specific curriculum content is often included in the workshops, planned in advance with class teachers.

Using modelling is an effective vehicle for encouraging verbal expression of ideas and opinions – from design solutions to PSHE and SEAL applications. Whatever the scale of your project this approach gives you inspiring ideas and solutions to fit your budget.

“Felicity encourages co-construction of learning… there is always some flexibility if a child spots something of interest she will follow their lead” – Evaluation – Creative Partnerships

To develop your outdoor learning and school grounds get in touch
with Felicity on 07968 771582 or email

No pond… no problem!

“This was fun – the water looked like wobbly jelly.” – Year 4


Water has a fascination for most people, and is a great hands-on learning resource, but not every school, wants, or has the resources, to manage a pond all year round.



Landscapes Naturally can run spring/summer workshops in your school bringing a natural water and wildlife environment to your grounds for a few days for your children to explore. The costs range form a one day workshop (a few hundred pounds) to a longer series of supported workshops over several days or a week so all children can take advantage of the temporary installation.

Wildlife investigation, identification, classification, solar power fountains, gravity fountains, rainbows, reflection, DT (shadufs and water screws etc.) or large scale temporary water feature e.g for testing sails as part of air resistance studies… whatever your thoughts we can tailor the workshop to meet your specific curriculum requirements and AT1. From large to small scale ponds we have the resources to support your children’s learning.


Children and staff find water projects irresistible. The project can also be used to experiment with the idea of a permanent wild life pond or water feature for longer term implementation, which Landscapes Naturally can also help you design and deliver.

“I found some water snails.” – Yr5

To develop your outdoor learning and school grounds get in touch
with Felicity on 07968 771582 or email