A Play Space Designed by Kids, for Kids

What happens when you involve children meaningfully in the design of their outdoor spaces? At Te Kōmanawa Rowley School in Ōtautahi Christchurch, we got to find out. Working alongside tamariki, teachers and whānau, Gather Landscape Architecture designed and led a hands-on process that was about more than just creating play structures, it was about belonging, identity, and creativity.

The school sits on land that was once part of the Te Kuru wetland … shaped by water and rich in ecological and cultural stories. Te Kōmanawa means “the springs,” and that idea became the starting point for the children’s design thinking.

Learning from the Land

Drawing inspiration from Pūtarikamotu Riccarton Bush, Christchurch’s last remnant of original lowland forest, which shares the same soil type as the school ground, children were encouraged to observe the form of these mighty trees, the trunks, and the spaces between them." Could the play structures echo these forms? Could the wetland history influence how children moved, gathered, and sought shelter? By grounding the project in the local landscape, the play space became part of the story of Te Kuru wetland.

From Sketch to Build

The design process was informed by the children’s experiences and knowledge. Cardboard models evolved into plywood mock-ups, then full-size prototypes. Each group tested ideas, adapted them, and negotiated practicalities such as scale, accessibility, and safety. One child’s ambitious multi-level tower became an elevated treehouse that kept a sense of adventure but worked for everyone.

When it came time to build, the children were fully involved. Modules were prefabricated with a local joiner, and tamariki, whānau, and teachers helped assemble and paint the final structures, making decisions about placement and layout along the way.

Weaving in Culture

Cultural values were central to this project. For a school community proud of its Māori and Pasifika identity, the Samoan concept of Tauhi Vā - nurturing the relationship between people and things - was a guiding principle. Children designed spaces for quiet reflection, small group play, and sharing with younger tamariki. A simple ‘hiding place’ among native planting is now a favourite spot, offering solitude when needed, but still part of the wider play space.

What Changed

Since the new structures were installed, the play area has become a hub for many types of activity. Students are using the space more intentionally. Some for calm and self-regulation, others for collaboration and imaginary games. The area now also connects different parts of the school, linking the forest, the orchard, and the bike track in playful ways.

One particular moment stands out. A child who started hesitant to share ideas ended up leading others in the construction, finding solutions, and directing how modules should fit together. That’s what co-design can do.

Beyond the Playground

Place Cadets is a reminder that children aren’t just users of spaces, they’re imaginative and capable designers. When we listen, support, and give them opportunities, the resulting spaces are more inclusive, meaningful, and connected to the people who use them.

For Te Kōmanawa Rowley School, this collection of structures is now a place that tells local stories, celebrates the land, and nurtures connections - between children, community, and the landscape itself.