The area outside the primary classroom is already much used as an extension to the class base and there have been exciting uses made of primary school grounds for learning, whether as planted areas or large scale learning experiences. At secondary level this area of experience has been neglected with the possible exception of using external hard-surfaced areas for some practical work.
Whatever the age group, it is useful to provide some areas that are sheltered from the weather. Security must also be considered, particularly for the under fives.

Sports facilities
Minimum areas for playing fields on which team games can take place are set out in the Education (School Premises) Regulations (1999). Areas are based on the numbers of pupils at the school and their ages, but only apply to schools which have pupils over the age of eight. Where playing fields are grassed, they must be capable of sustaining at least seven hours a week of games. Some types of all-weather surfaces, such as hard porous, synthetic and polymeric surfaces, can be counted as twice their actual area for the purposes of the regulations.
A school of the future may have more generous provision to encourage greater participation in sport at all ages and to cater for increased out of hours and community use. Both grassed and hard surfaced areas are needed to ensure a range of skills can be developed. Playing fields must be able to sustain the impact of much more than seven hours a week usage if they are to benefit participants of all ages. This points to an increasing provision of all-weather pitches and running tracks, matched where appropriate with floodlighting

(see Building Bulletin 85 for information on the sizes of pitches and tracks). Provision for the performing arts may also be considered as a part of the school landscape. This could also function as a social space.

Recreation areas
Recreation areas are an important part of any school. In urban areas, the school grounds may be a pupil's main experience of outside space. These areas should be attractively designed and full of variety of space. Some people will want quiet enclosed places for contemplation or talking with friends. Some will want open spaces where they can run about or play team games. Outside areas can also provide alternative places to eat in fine weather. Pupils with SEN have particular access and sensory needs (see Building Bulletin 94). There should be some shelter from the weather.

In the future schools may have more generous playing-field provision to encourage participation across a range of users