The Government’s new Inclusive Mainstream Fund (IMF) represents an important step towards helping mainstream schools strengthen inclusive practice and ensure that every child can thrive in their learning environment.

The fund has been introduced to support schools in developing more inclusive approaches for children with additional needs, enabling earlier intervention, reducing barriers to learning and creating environments where pupils feel safe, supported and able to succeed.

Whilst much of the discussion around the fund has understandably focused on staffing, teaching approaches and classroom provision, there is another area that can make a significant difference to a child’s school experience – the outdoor environment.

At The Hideout House Company, we’ve worked with schools across the UK to create outdoor spaces that encourage emotional regulation, sensory exploration, wellbeing and inclusive learning. Thoughtfully designed outdoor environments don’t simply provide somewhere for children to play; they become an extension of a school’s inclusion strategy.

Why Outdoor Spaces Matter

For many children, particularly those with autism, ADHD, sensory processing differences, anxiety or social, emotional and mental health (SEMH) needs, the busy school environment can sometimes feel overwhelming.

Noise, movement, crowded corridors and constant sensory stimulation can make it difficult to regulate emotions and remain engaged in learning.

Having access to calm, purposeful outdoor spaces allows pupils to:

• regulate emotions before behaviours escalate
• reduce anxiety and sensory overload
• improve concentration and readiness to learn
• access one-to-one interventions
• develop communication and social skills
• build confidence and independence.

Rather than viewing outdoor spaces as simply somewhere for break times, schools are increasingly recognising their value as therapeutic learning environments that support both wellbeing and educational outcomes.

Five Ways Schools Can Use the Inclusive Mainstream Fund Outdoors

1. Create Quiet Regulation Zones

Every school has pupils who occasionally need time away from the pace and stimulation of the classroom or playground.

A dedicated outdoor quiet zone provides a safe, supervised environment where children can pause, regulate and return to learning when they are ready.

These spaces can be used for:

• emotional regulation
• restorative breaks
• ELSA sessions
• mentoring
• one-to-one conversations
• mindfulness activities
• small nurture groups.

Adding comfortable seating, natural planting and sheltered areas helps create an environment that immediately feels calmer and more welcoming.

2. Develop Outdoor Sensory Gardens

Sensory gardens have become one of the most effective ways of supporting inclusive practice.

By carefully combining planting, textures, colours, sounds and movement, schools create environments where children can explore and regulate their senses naturally.

Features may include:

• scented planting
• tactile pathways
• musical play equipment
• wildlife areas
• reflection spaces
• sensory planting beds
• interactive sensory panels.

These spaces encourage curiosity, communication and confidence whilst also supporting children who benefit from predictable, low-pressure environments.

Importantly, sensory gardens benefit all pupils—not just those with identified additional needs—and help create a culture of inclusion across the whole school.

3. Provide Flexible Outdoor Inclusion Rooms

Many interventions work best in smaller, quieter environments.

Outdoor inclusion rooms provide schools with flexible spaces that can be adapted throughout the day for a wide range of activities, including:

• speech and language interventions
• counselling
• nurture groups
• SEND support
• parental meetings
• small group teaching
• pastoral support
• wellbeing sessions.

Unlike traditional classrooms, these environments often feel less formal and more relaxing, helping children engage more positively with staff and learning activities.

4. Support Emotional Regulation Through Sound

One of the most overlooked senses in outdoor learning is sound.

Creating a calm auditory environment can have a remarkable impact on children’s emotional wellbeing and ability to regulate.

Our Sensory Hub incorporates an innovative Wi-Fi enabled Sound Mixer system that enables schools to adapt the environment instantly depending on pupils’ needs.

Staff can play:

• calming nature sounds
• gentle background music
• mindfulness sessions
• breathing exercises
• guided relaxation recordings
• storytelling
• audiobooks
• curriculum-linked audio resources
• music for outdoor performances and drama.

Because the system is wireless, content can be changed throughout the day with ease, allowing the same space to support emotional regulation in the morning, literacy activities before lunch and creative learning during the afternoon.

It transforms an outdoor shelter into a truly multi-functional learning environment.

5. Create Outdoor Learning Spaces That Support Every Child

Inclusive practice is about ensuring every child has opportunities to learn in the way that suits them best.

Outdoor classrooms provide schools with flexible environments that can be used for:

• intervention groups
• forest school activities
• curriculum delivery
• nurture provision
• emotional wellbeing sessions
• collaborative learning
• STEM activities
• creative arts.

For many children, simply changing the learning environment can reduce anxiety, improve concentration and increase participation.

The flexibility of these spaces means schools gain far more than an additional classroom—they gain another tool for delivering truly inclusive education.

Inclusion Is About Environment as Well as Teaching

Outstanding inclusive practice isn’t achieved through teaching strategies alone.

The physical environment plays a crucial role in helping children feel safe, understood and ready to learn.

By creating spaces that support emotional regulation, sensory exploration, communication and wellbeing, schools can reduce barriers to learning before they become larger challenges.

Outdoor environments provide opportunities for early intervention, restorative practice and personalised support that complement the excellent work already taking place within classrooms.

As schools begin planning how they will use the Inclusive Mainstream Fund, considering the potential of their outdoor spaces could deliver benefits that are felt across the entire school community—for pupils, staff and families alike.

How Hideout House Can Help

At The Hideout House Company, we specialise in designing and creating outdoor environments that promote inclusion, wellbeing and learning. Over the past 12 years, we’ve worked with hundreds of schools across the UK, and one trend has become increasingly clear. More schools are recognising that inclusion isn’t just about what happens inside the classroom. Carefully designed outdoor environments are becoming an essential part of supporting pupils’ emotional wellbeing, sensory needs and readiness to learn. Several schools we’ve worked with have chosen to create outdoor sensory spaces alongside quiet regulation areas, allowing staff to support children before they become overwhelmed while also creating spaces that are enjoyed by the wider school community

Whether you’re looking to develop a quiet regulation zone, sensory garden, outdoor inclusion room or a multi-functional Sensory Hub with integrated audio technology, we can help you create a bespoke solution that reflects the needs of your pupils and your school’s vision for inclusive education.

If your school is exploring ways to maximise the impact of the Inclusive Mainstream Fund, we’d be delighted to discuss how your outdoor environment can become an extension of your inclusion strategy.

To find out more, contact our team today (01832 275902 or email: info@hideouthouse.com) to arrange a free consultation and discover how together we can create outdoor spaces where every child has the opportunity to thrive.

When investing in an outdoor classroom, most schools focus on size, layout, and price.

But there are two critical elements that determine whether your structure lasts 5 years… or 25+ years:

👉 The roof system
👉 The quality and treatment of the timber

These are rarely visible at first glance—but they make all the difference over time.

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Our Roof System – Built for Long-Term Performance

Our outdoor classrooms use a layered roofing system, designed to withstand the UK climate and minimise long-term maintenance.

Our roof build-up includes:

• Tanalised structural timber roof

• A full waterproof membrane covering the entire roof

• High-quality IKO felt shingle tiles as the outer layer

Why this matters:

• ✅ Complete waterproof protection – even if outer tiles are damaged

• ✅ Prevents moisture reaching the timber structure

• ✅ Significantly reduces risk of rot and decay

• ✅ Extends lifespan dramatically compared to basic systems

• ✅ Low maintenance for schools

👉 This is the same principle used in domestic roofing—because it works.

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The Problem with “Standard” Roofing Systems

Many outdoor classroom suppliers use simpler, lower-cost methods that can fail over time.

1. Single Skin Timber (Shiplap) Roofs

These are made from overlapping timber boards.

Over time:

• Timber naturally shrinks and expands

• Boards separate, creating gaps

• Knots can fall out, leaving holes

• Water begins to penetrate the structure

👉 Result: leaks, drafts, and ongoing deterioration

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2. Exterior Grade Plywood Roofs

Another common method is using exterior-grade ply.

While initially watertight, over time this can lead to:

• Mould and staining

• Moisture absorption

• Delamination (layers separating)

• Eventual rot and failure

👉 Result: costly repairs or premature replacement

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Understanding Timber: Natural Movement vs Poor Design

Timber is a natural material—and that’s one of its strengths. However, it’s important to understand how it behaves.

Why Does Timber Crack?

All timber will develop small cracks over time, known as “shakes.”

This happens because:

• Timber expands and contracts with temperature and humidity changes

• It adjusts to its environment over time

• Seasonal weather accelerates this movement

👉 This is completely natural and does not usually affect structural strength

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When Timber Becomes a Problem

Issues arise when timber is poorly designed or inadequately treated.

This can lead to:

• Large splits in round posts (radial cracking)

• Open gaps allowing water into the core of the timber

• Increased risk of internal rot

• Splinter hazards, especially in school environments

👉 In outdoor classrooms, this affects both safety and longevity

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Why Timber Treatment Is Critical

The goal isn’t to stop timber movement—it’s to control it.

High-quality treatment:

• Slows how moisture enters and leaves the timber

• Reduces severity of cracking

• Protects against fungal decay and insect attack

• Extends the lifespan of the structure

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What Makes a Quality Timber Treatment?

Professional-grade timber should be pressure treated, not just surface coated.

This involves:

• Industrial treatment vessels

• Vacuum and pressure cycles

• Preservative forced deep into the timber structure

👉 This ensures protection throughout—not just on the surface

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Understanding Use Classes (BS EN 335)

Timber must be treated appropriately for how it will be used.

• Use Class 3 – External use above ground

• Use Class 4 – Timber in contact with the ground

👉 Any structural timber going into the ground must be Use Class 4

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Ground Contact: The Hidden Risk

One of the most common failure points in outdoor classrooms is below ground level.

When timber posts are placed directly into the ground:

• They are exposed to constant moisture

• Rot begins out of sight

• Structural integrity can fail before visible signs appear

Best practice includes:

• Enhanced treatment for ground-contact timber

• Protective barriers or sleeves

• Design that minimises prolonged moisture exposure

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Why This Matters for Schools

A poorly designed structure can lead to:

• Ongoing maintenance costs

• Disruption to learning

• Reduced lifespan

• Safety concerns from damp or splintering

Whereas a properly designed system:

✔ Protects your investment
✔ Keeps the space usable year-round
✔ Reduces long-term costs
✔ Provides peace of mind

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The Bottom Line

Not all outdoor classrooms are built the same.

👉 The real difference lies in what you can’t immediately see:

• What’s beneath the roof covering

• How the timber is treated

• How the structure is designed for long-term use

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A Simple Question to Ask Any Supplier

“What sits beneath the outer roof covering—and how is your timber protected?”

If the answer doesn’t include a full waterproof membrane system and properly treated structural timber, it’s worth taking a closer look.

We have noticed recently that our enquiries from local parish councils and holiday parks have increased significantly and the reason for this is that they are all searching for the same term or phrase on Google – that term is “play equipment made out of recycled plastic”.

As a company, we have long pioneered the concept of making products using this material as opposed to the more traditionally supplied timber or in some instances, metal. We started off selling tables and planters using recycled plastic but have since massively increased our range out to include trim trail play equipment, play towers, sandboxes, ball and water chutes, mud kitchens and a free-standing range of adventure trails. The reason why people are searching for this term – especially parish councils where the play area is open to the public – is that they want something which is going to last a long time and which will stand up to the rigours of public use. And this is where recycled plastic comes into its own as it typically lasts five times longer than timber and what’s more, it doesn’t rot or decay over time. And parish councils should also take into consideration that this equipment is very eco friendly as it is manufactured out of plastic waste which no longer has to go to landfill and is therefore very good for the environment.

It also stands up to vandalism better than timber and you don’t get the shakes or cracks which you do with timber either.

We always get asked as to whether it is more expensive than the alternatives – a difficult question to answer as a lot of the cost for the play equipment especially is within the delivery and installation costs which would be the same for whatever material you use. But from our own research, it is slightly more expensive but you have to factor in all of the afore-mentioned advantages listed above which in our book therefore make it excellent value for money.

We are also able to offer eco-friendly safer surfacing options as well if so required.

If you are therefore thinking of updating your playground or having a new one installed, then please do contact us as we would love to hear from you – our phone number is 01832 275902 and email: info@hideouthouse.com

Earlier this year we were approached by the head of this primary school in Watford. He was looking at developing an existing under-used playground space into an outdoor learning facility for children aged 3-7. Some of these children have ADHD and who are non-verbal and therefore require sensory feedback so this had to be very much taken into consideration with our overall design and proposals. Some of these children for example don’t wear shoes so textured flooring was on the wish list. The head was very adamant that they wanted to create a calm, relaxing and inspiring space which has a naturalised look and feel to it and definitely not a traditional play space with brightly coloured play equipment.

The area had to ensure that the children were to be on a journey which takes them through all of the senses and which provides a safe space for them to explore.

We therefore put together some designs within the budget allocated which included the following:

1. Multi surfaces including all weather play grass, resin bound mulch and a barefoot sensory path
2. Sensory timber tunnel pergola
3. Growing planter beds
4. Mirror reflection posts
5. Mixed sensory planting including grasses
6. Outdoor musical equipment
7. Stainless solar sphere water feature including timber pedestal
8. Colourful retreat arbour
9. Buddy bench corner and sensory tree bench
10. Sensory materials kitchen and storage unit
11. Rustic timber shade canopy
12. Textile weaving panel

This is how the playground looked before we started

The work began over the summer holidays and was completed by the time the children returned for the Autumn term in September.

And this is now how it looks

 

The head is delighted with the project as per comments below:

“We are really pleased with the install; it certainly has had a massive impact already on the environment and how my teachers are utilising the space for learning.

Thank you for your design and vision to be able to support us in creating it. You are more than welcome to visit whenever you are near!”

If you are thinking of having a sensory garden or sensory area at your school, please contact us on 01832 275902 or email info@hideouthouse.com