Sturt street children’s centre | Outdoor learning sreas

Concept design report

January 2015
 JPE Design Studio would like to
acknowledge the collaborative group
who guided the development of the
concept design for the Sturt Street
preschool outdoor learning zone.

Site leader, Ann-Marie Shin and the

educators (both preschool, children’s
centre, primary school, and OSHC)
and parent representatives involved
in the workshops, and Community
Development Coordinator, Kat Ochan.

Prepared for

2 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

1.0 Introduction
2.0 The Site
4.0 Issues and Opportunities
3.0 Consultation Process and Findings
5.0 Key Design Principles
6.0 Concept Design
7.0 Next Steps

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 3

 Introduction
“Research across the world supports the view that outdoor play is
fundamental to childhood. Opportunities for outdoor play and immersion
in nature are essential to the health and wellbeing of children, helping
them to develop to their full potential.

Further research evidence demonstrates that well designed outdoor

areas not only connect children with the natural world but support
learning and development.” (taken from the ‘Project Initiation Document’ PID)

In 2014 JPE Design Studio was engaged to undertake the analysis, consultation, design and delivery of
5 selected DECD preschools, as part of a larger government initiative. Following the 2013 report “Re-
imagining Childhood – The inspiration of Reggio Emilia principles in South Australia” prepared by Thinker
In Residence, Carla Rinaldi the Government of South Australia committed in March 2014 to provide more
opportunities for children to learn and connect with nature and the outdoors. The delivery of new Nature
Play based outdoor learning areas in preschools is an important step in providing these opportunities.
Five sites were selected as the ‘concept leaders’ of this new focus on outdoor play and learning. These five
sites have also been selected to champion the exploration and demonstration of key principles and values
of the following initiatives;
Madge Sexton Kindergarten, Reggio Emilia
Melaleuca Park Kindergarten, Better Together and Schools as Community Hubs
Campbelltown Preschool, Children’s Voice
Sturt Street Children’s Centre, Schools as Community Hubs
Wandana Child Parent Centre, Involve Me
The project objectives which have been set to guide the focus and direction of the outdoor learning areas
are listed below;
1. Demonstrate the principles and values of authentic engagement with children,
families and the local community
2. Strengthen communities through the design of culturally appropriate
environments
3. To redevelop the outdoor environments in each of the sites to demonstrate the
philosophy and practice of nature play in outdoor learning environments
4. To develop a space that fosters interaction, autonomy, explorations, curiosity
and communication and offered as a places for children and adults to research
together
5. Illustrate how and why the curriculum and the children drive the environment
– to understand and promote the relationship between the outdoor learning
environment and children’s learning and the pedagogical practices that
enhance children’s learning

Ultimately this project will allow each site to gain the knowledge to support other preschool educators
across the state as well as continually engage with their local community to help connect with nature.

4 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

Nature play is defined
as a learning process,
engaging children
in working together
to develop physical
skills, to exercise
their imaginations,
to stimulate poetic
expression, to begin
to understand the
workings of the world
around them.
(Executive Summary, Nature Play &
Learning Places)
What is Nature Play?
This project recognises the importance of outdoor play and
supports the recent establishment of Nature Play SA, which
focuses on encouraging not just schools, but families and
communities to connect back with nature.
The fundamental outcome for nature play is encouraging
children to play outside and reconnect with their local natural
environment. JPE Design Studio’s role, together with the site
leaders and site educators, is to redefine an outdoor space
which promotes learning in and through nature via play.
The following overarching principles have been developed,
underpinning the thinking behind key design moves and
outcomes for each site;
1 Use natural materials where possible; stone, timber,
water, plants and soil.
2 Create flexible spaces with movable, mouldable
parts, which can change and adapt to each child’s
imagination.
3 Provide spaces which encourage research,
investigation, manipulation and discovery.
4 Create changeable natural, living systems which
evolve with each season, ie productive gardens,
water pools, dry creeks.
5 Create flexible spaces for a range of learning styles
and curricular.
STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 5
 Sturt Street Theme: Schools as Community Hubs

DECD is delivering the Schools as community hubs
initiative on behalf of the South Australian Government’s
Every Chance for Every Child Cabinet Taskforce.
This project seeks to strengthen ties between schools
and other agencies’ services in order to improve learning,
health and wellbeing outcomes for children and young
people, their families and the local community.
(Taken from text provided by Kat Ochan, the Community Development Coordinator of the Sturt
Street Children’s Centre.)
What does Sturt Street Community School do to reinforce themselves
as a Community Hub?
Sturt Street Community School engages community in a variety of ways and the
expansion of this involvement is an ongoing priority. Over the next few years the
school will be developing its own version of a community hub, tailored to the strengths
and needs of their local community, and using the ties and connections already made
through the Governing Council, Leadership team, Children’s Centre and various
community user groups.
What does this mean for the Sturt Street Preschool outdoor
development?
Currently, members of the wider community use the site for play groups, parenting
programmes and Child and Family Health Care. Families, who attend playgroup and
other parenting programmes, often access the play areas within the grounds and are
actively encouraged to do so. It is important to then consider the design response
to these reinvigorated outdoor areas as multi-use and flexible to adapt not only to a
changing curricular but also to the changing needs of varying groups that use them.
It is also important to acknowledge the families who will use the outdoor spaces and
for cultural reasons or anxiety around the safety and protection of themselves and
their children, prefer a less exposed outdoor space than a public park or playground.
These families include those new to Australia, residents of supported housing such
as Pathways (for Aboriginal women and children who have experienced domestic
violence), Common Ground and Unity Housing and Saint Johns Youth Services,
Baptist Care and Families SA clients.
Considering the requirements as per above, the outdoor learning space
will therefore include the following;

The site is uniquely placed as residents of the CBD often feel they are not provided • flexible and adaptable spaces
for adequately by agencies and services which support communities in suburban and
• a range of play opportunities, from open active spaces to quieter,
regional areas deemed to be at higher risk or in greater need. Families with children
secluded spaces
0-5 in particular feel that there are not many activities and support groups available to
them and their children. • opportunity for multiple groups to use the space at the one time
without feeling crowded
Additionally there are a number of children who use after school care in either • offer a range of learning challenges, surpassing language and
OSHC, long day care or the 0-3 year old programmes. These children are on site cultural barriers
for a considerable number of hours and a great deal of learning often takes place
at this time in the form of social skills, time management and entertaining oneself
• creative spaces for interaction and community group activities.
in ways other than screen time. This is a time when children would benefit from the
involvement of services from within the community which can provide sporting and
recreational activities.

6 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

Community events on the school Sturt Street
grounds occur during each school year. Community School
These events are inclusive of a) B-7 is already a vibrant
enrolled families, b) Ethnic schools and community
community, c) Children’s Centre users oriented site
and d) wider residential community. however there
Examples of events organised are: is always room
• Family picnics for improvement
• Individual Class programmes and growth. With
• Parent and Teacher evenings the inclusion of a
• End of year celebrations nature play space
• School concerts we hope to add yet
• Fairs/markets another dimension
to the growth
During these times there are many and well-being of
children on the site sharing the play children, parents,
facilities. carers, educators
and community
members. (Kat
Ochan)
Various community groups use the
school site and/or hire the hall. These
include:
• Sethya Sai
• Zumba classes
• Taekwando classes
• Christian Bible students
• Tai Chi sessions
• Chinese Welfare Services

This section of the report was developed using text provided by

Kat Ochan, the Community Development Coordinator of the Sturt
Street Children’s Centre.

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 7

 The Site
This section provides a thorough description of Sturt
Street Children’s Centre’s existing outdoor learning
environment, its wider context and important aspects of
the outdoor space to retain and build on.

8 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

Local Context

Sturt Street Children’s Centre is located within

the south western portion of the Adelaide CBD,
located walking distance (200m away) from both
the Western and Southern Parklands. The school Sturt St
is situated within a predominately residential zone.

Sturt Street Community School is a B-7 integrated

site inclusive of Child Care, Pre School and

W e s t Te r r a c e
Primary School and is a DECD Children’s Centre.
The outdoor zones are shared across all groups, Children’s Centre
however the preschool users predominately use Play Area
the section shown in blue.
W e s t Te r r a c e
Car parking, vehicular and pedestrian access Cemetery and Parklands
are restricted to the Sturt Street frontage as the
primary entry to the site faces Sturt Street.

Being located within the city, the school has

enrolments from across the metropolitan area
adding to its diverse population.

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 9

 Site Analysis

To provide a thorough understanding of the Access Views and Topography

existing outdoor learning environment, the below Existing access is through the front of the school The majority of the Sturt Street outdoor learning
analysis has been divided into 5 key headings; from Sturt Street, as well as directly from the rear space is flat, with the only change in topography
• Natural shade of the main building to the north of the outdoor and height being an existing mound which will need
• Views and Topography space. It is important to consider maintaining to be retained. Clear views are possible across the
• Access clear access and active play to the southern outdoor space, with some height achieved from the
• Built form and landscape connection portion of the site onto the irrigated turf zone and rear of the main building veranda which connects
• Site Photos and Descriptions undercover play zone. directly to the preschool outdoor learning zone.

fen
celi
ne

2
3 7 Built Form & Landscape
Existing Play Connection
Equipment The current site arrangement locates the play
Adjacent
space to the centre of surrounding buildings,
Residents
1 some being the adjacent residential and the
remaining surrounding built form being part of
the Children’s Centre. Access ramps connect the
5 built form to the north to the preschool outdoor
space. A fence portions off the northern section
of the yard for 0-3 year old children.

6 Undercover Play Zone

Natural Shade
There are some key existing tree species which
provide shade across the preschool site. These
tree species are exotic with some species
dropping their leaves through winter.

to Maxwell Street Early

Learning Centre

10 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

Site Photos & Descriptions

1 2 3 4

Concrete Paved Zone
The concrete paved area sits adjacent the sand pit and
active play turf zone, this will need to be retained, with any
alterations being built over/applied to the surface.
Sand Pit Existing Trees & Hard Play Existing Shade Covers & Rubber
The sand pit is well utilised and provides an Existing trees provide natural shade, and softening to an
option for shade play, this will be retained in this otherwise hard environment. All trees will be retained.
Softfall Area with Play Equipment
All existing shade covers will be retained however
location. The hard play zone is currently used for ball games.
existing rubber softfall will be built over where
possible. (Rubber softfall can not be removed due to
contaminated soil on site)

5 6 7

Irrigated Turf and Existing Mound Native Planting Zone Veggie Patches
The irrigated turf zone is valuable to the school A space which has been developed by a parent volunteer, The veggie patches will be retained and
and will be retained and if possible, expanded. this native bush planting will be retained and added to. manoeuvred to suit the new design response.

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 11

 Issues & Opportunities
The following section outlines the key site issues Issues
and opportunities. By highlighting specific site
issues and positive opportunities this can help
1. Contaminated Soil: The current site soil is contaminated
guide an appropriate, site specific design response.
and therefore treated and capped. Areas which are
The key issues and opportunities for the Sturt
currently exposed soil, such as garden beds and turf have
Street Children’s Centre have been listed below.
been remediated; other areas which are hard pave have
been capped and therefore cannot be altered or changed.
This presents a significant constraint to any major re-
structuring of the outdoor space.

2. Junior primary and preschool shared zone: The

preschool outdoor learning zone is a shared space with 3. 6. 4. 5.
the junior primary and primary school. Although this will
be considered within the design response, it does provide
some restriction with how the space is arranged.

3. Minimal turf space for active play: The only open turf
areas used for active play, such as soccer and other ball
sports is only very minimal and does clash with other,
quieter uses programmed for the edges of this space.

4. Rubber softfall: As a means to cap current contaminated

soil rubber softfall has been laid as a quick resolution.
Unfortunately this rubber softfall has become hot and
almost unusable on hot/sunny days.
4. 4.
5. Existing Fencing: Currently, fencing dissects the sand pit
zone and restricts open access to the preschool shared
space.

6. Shade: the south west corner and area immediatley west

of the sand pit become very hot in summer.

12 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

Opportunities

1. Existing shade structures for reuse: The shade 5. Maxwell Street Early Learning Centre: Connection
structures currently situated over existing play zones between the new Early Learning Centre yard and the
provide adequate shade and therefore are an important existing area is to be considered and needs to be clear
asset to maintain for future use. and legible.

2. Sandpit zone well utilised: Currently, the sand pit zone 6. Productive Gardens: Productive gardens are successful
is well utilised and a favourite for the pre-schoolers, as and should be maintained and developed further.
well as being at a central location to the preschool outdoor
7. Vertical Gardens and Sensory Walls/Fences: Existing
learning space. Fencing currently dissects the space,
however will be reviewed during the development of the
walls and fences present opportunities for vertical gardens 1. 6. 2. 3. 4.
and/or interactive walls.
design response.

8. Eastern Softfall Zone: The soft-fall material is disliked

3. Biodiversity garden: Developed by a passionate
and the area underutilised. This area presents the biggest
member of the Sturt Street Children’s Centre community,
opportunity in terms of a ‘blank canvas’ for redevelopment
the biodiversity garden will be used as a base for further
within the existing site.
development.

4. Existing mound: Due to being quite a flat site, an existing

turf mound is the only prospect and topography change
across the site, therefore this feature will be retained and
further developed.

8. 2.

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 13

 Consultation Process & Findings
The Sturt Street Children’s Centre recognised in the very
early stages of the project that a large component of the
process was to engage with children, parents and educators
Ways in which information was
to find out what outdoor activities children enjoy the most,
disseminated and comment
and to learn more about nature play and its benefits and help
received from those consulted
engage in ongoing dialogue with the community.
included:
The school had already done a significant amount of work
• Story boards
over the previous couple of years discussing with children
about how and where they liked to play, and were actively • Photographs of the school’s
involved in the development of the Princess Elizabeth existing outdoor areas were
Playground with the Adelaide City Council. placed on storyboards and
children and staff were asked
Building on this, the Sturt Street Children’s Centre embarked to provide their ideas for the
on extensive consultation with a variety of users of the spaces. Preschool children were
school and the wider community. asked to vote on their favourite
play areas within the existing
The consultation process included: site, as well as examples of
other outdoor areas, using a
sticker system to register their
• Preschool and primary school children
preferences
• Preschool and primary school parent/carer
body • Children from the wider
community were also given
• Ethnic School users (Chinese, German, Greek,
the opportunity to express
Arabic)
their views when attending the
• Children’s Centre users Resident Community Picnic.
• Preschool and school professionals and staff
• Wider community

14 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

Surveys (Children’s Views about Place 2012,
Collaborative City Exhibition 2012)
Surveys were undertaken in 2012 as part of other projects,
however the information gathered on children’s views,
preferences and creative thoughts around play, the outdoor
environment and their interaction with it are still very
relevant.
Observation and Photographs of children’s
outdoor play using reference to Marc Armitage’s ‘Do
Approach to Playing and Learning’ framework.
This captured ways in which children
play in the current outdoor environment
using the different themes of Moving Play,
Things, Routes and Surprises, Sitting Play,
Talking and Listening, Shapes and Seating/
Sitting and Private Places.
Social media
A Facebook site was established for sharing inspiration and
ideas, as well as the schools own website.
Coffee and chat afternoons
On October 15th 2014 Deputy Principal, Darrin Briggs and
Early Learning Director, Anne-Marie Shin made themselves
available to parents to discuss the project and the principles
of nature play and encourage discussion and feedback.
ELC Advisory committee meetings
Early Learning Centre Advisory Committee members met on
the 20th October 2014 with Anne-Marie Shin and Kat Ochan,
Community Development Coordinator, who explained
the project and the principles of nature play. Committee
members were also encouraged to get involved, discuss and
provide feedback.
Governing council meetings
Similarly, on the 20th October 2014 members of the
Governing Council were informed of the project and nature
play and encouraged to become involved through personal
contact or via the social media sites. Pat Cardone, Principal,
Darrin Briggs, Deputy Principal, Director of Early Learning,
Anne-Marie Shin and Community Development Coordinator
Kat Ochan all attended the meeting.
2015 Preschool Parents
Parents of children enrolled in Preschool in 2015 attended a
transition presentation on November 4th 2014. The inclusion
of the Nature Play project in this presentation ensured that
these parents were included in the consultation process.
Concepts of outdoor play were discussed and opportunities
provided for parents to consider elements such as risk
taking, physical, intellectual and emotional challenge,
creativity and respect for the environment.
Meeting with representatives from Ethnic Schools
On October 10th 2014, a meeting was held with
representatives of the Ethnic schools who use the site.
The Principal of Sturt Street Community School, Pat
Cardone, explained the project, initiated discussion and
encouraged feedback either through personal contact or via
the social media sites. Representatives were made aware
of the role played by Ethnic school teachers in supporting
their students to feel comfortable in the new play space,
encouraging learning through nature play and fostering an
environmentally caring attitude.
School Newsletters
School Newsletters are delivered home via children
and also available on line http://sturtstcs.sa.edu.au/
Articles specific to the Nature Play project appeared in
issues 12 and 13
STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 15
Community gatherings/events
Information about the project was disseminated at two
community events: The Resident Family Picnic and the
Stalls on Sturt Street. Story boards with photos were made
available for children and adults to write comments and a
preschool natural adventure playground was constructed
in order to observe children’s play and to engage in
conversation with parents around their feelings on outdoor
play.
As part of the process of gaining a better understanding
of children’s interaction with natural play elements, the
preschool also set up some ‘pop-up’ loose part, moveable
and nature play installations within the wider play areas.
These included a hay bale corner, pallet ball run, tree logs
and stumps and increased mud and water play. This gave
staff an opportunity to observe how the children interacted
with, and used these elements in their play, helping to inform
the types of play opportunities to include within this project.
16 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT
As a result of this extensive consultation some common
themes emerged from comments and input provided by the
children, staff, parents and the broader community. The main
things for consideration in the outdoor learning area included:
• Water play and water features
• Quiet areas for reading or contemplation
• Mud play
• A music wall
• Loose parts and moveable objects to encourage
free and creative play
• Plants
• A mural.
Further to this, JPE met with Pat Cardone (Principal), Darrin
Briggs (Deputy Principal), Anne-Marie Shin (Director of Early
Learning/Project Site Leader) and Kat Ochan (Community
Development Coordinator) on the 28th October 2014 to gain
an understanding of the site, the consultation undertaken to
date and to gather information from staff regarding issues
and opportunities, how the children use the space, how the
staff utilise the outdoor areas to deliver the curriculum and
better understand the challenges around preschool sharing a
relatively small outdoor area with the whole primary school.
A design workshop was then facilitated by JPE on the 12th
November 2014 which included school, preschool and
OSHC staff, parents and members of the Governing Council
and grounds committee.
The workshop split into two groups and each explored
ideas to incorporate nature play into the existing yard. The
workshop produced two spatial arrangement diagrams,
which when brought together, contained similar ideas around
the possibilities for where many of the ideas generated from
previous consultation could be integrated into the existing
yard.
A concept plan was developed based on the outcomes of
the workshop and provided to the school for review and
feedback.
JPE met with the school again on the 3rd December 2014
where feedback was provided and some changes to the
concept discussed.
Spatial Arrangement Diagram

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 17

 Key Design Principles
In addtion to the overarching nature play design
principles outlined at the beginning of this report,
the following design principles, specific to the Sturt
Street Children’s Centre will guide the development
of the outdoor learning space design as well as
further development for the school.

18 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

Shared Outdoor Learning Versatile Spaces Nature in the City
Reinvigorate spaces, guided by shared use by Create flexible and changeable spaces which can Reintroduce a strong layer of natural elements into
multiple age groups. adapt and accommodate to a range of user groups the site through planting, natural materials and
such as school groups and community groups. opportunities for exposure to natural systems.

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 19

 Concept Design
Final Site Master Plan
The adjacent concept design for the Sturt Street
Children’s Centre outdoor zone provides the school
with a master plan for further development surpassing
this project scope. With the consideration of project
budgets and deliverables there are some items which
may not be realised however the master plan provides
a future vision for the site which can be expanded and
implemented when possible.
The master plan has been developed using the data
and information gathered in consultation with the school
as well as analysis undertaken reviewing the existing
site parameters.
20 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT
A connection to nature in a heavily built up environment
provides the basis of the design response.
Building on cues taken from nature,
the Sturt Street Children’s Centre
design response explores the
importance of natural systems in a
built, predominatley hard landscape,
and the contrast between each
typology.
Elements such as a dry creek bed that will change and
express each season, as well as the winding boardwalk
and natural timber materials express organic shapes,
textures and experiences found in nature.
The following numbers provide a description of each
key move within the concept design illustrated on the
adjacent page.
1 Native garden, ‘camp fire’, story circle for social
seating, outdoor classroom and community space,
including giant pots for tree planting to provide some
additional shade
2 Retain active zone, hard pave and trees
3 Moveable planters, sensory screening, bug hotel
providing enclosure along edges
Varying height timber poles to edge of lawn to restrict
4 corner cutting and provide opportunities for sensory
wall, music wall, art and/or planting. Timber poles could
incorporate mesh trellis, hooks for hanging, ropes,
weaving, weather station etc
5 Raised tiered deck for community seating, outdoor
classrooms, seating to edge of mud play and
performance space providing separation from the
concrete circle and lawn (higher activity)
6 Creek bed allowing for mud play and water play
including a weir to stop water flow. Stones and rocks
can be easily lifted and moved for more creative play
and discovery
7 Retain sand play and water zone, integrating seating
to the lawn edge controlling sand spill and providing
opportunity for storage
Incorporate Tunnel into reshaped mound with climbing
8 rocks surrounding the opening giving varying height
perspective and challenges
9 Enlarged lawn zone and mound (bike track has a
varied route)
10 Quiet space behind low stone seating wall providing a
feeling of seclusion
11 Climbing tree with flexible space under canopy
12 Productive beds with productive green wall to fenceline
13 Outdoor kitchen loose parts, mud play, surrounded by
sensory planting
14 Native garden around existing tree including vertical
planters
Winding raised timber boardwalk over a gravel
surface. Rocks, boulders, fallen logs and stepping
15
stones provide opportunity for more play with loose
parts, as well as balancing, risk, jumping and discovery.
As wing is also provided and space for den/cubby
building. Raised planting beds provide green edges
and opportunity for productive beds..
Raised stage platform with enclosure to 3 sides and
16 play window
 16
14

15

6 13

existing play 7
equipment to remain 3
2 8
5

12

10
11
4

verandah and undercover activity to remain

1

0 2 4 8 10

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 21

 Precedent Imagery 15
The imagery shown captures key design
ideas, varying finishes, and materials
proposed within the design response.

Numbers correspond with those on the

concept plan. 12 15

8 14 1

15

1 1 1
22 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT
 13

3 15

13 13

15

3 16 15

PRECEDENT IMAGERY

15

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 23

 Next Steps

Following the appointment of a contractor,

Following the endorsement of the
concept master plan, the design will
be further developed and detailed, and
documentation drawings prepared to
enable the works to be tendered.
The tender process and subsequent
procurement of contractors will be
undertaken through the Department of
Planning, Transport and Infrastructure
(DPTI).
a start-up meeting will be held with the
site leader to coordinate site access
and sequencing of works to minimise
disruptions to day-to-day operations and
children’s access to outdoor areas.

24 STURT STREET CHILDREN’S CENTRE CONCEPT REPORT

STURT STREET CHILDREN’S CENTRE CONCEPT REPORT 25