What kind of shade structure is best

The best shade is the shade that is used most often. Much of the following information is focussed on schools, but much of it will also have applications for other settings. Although students can be supervised to eat their lunch under shade, at play they will choose light, warm and interesting play spaces.

The research providing much of the findings in this section studied the following types –

Communal shade structures
Communal shade is a space where 35 students could gather comfortably in a group. The communal shades surveyed were constructed using a wide variety of structures and materials and provided space for a variety of activities – lunch eating, free play and outdoor learning activities.

If positioned in the ‘centre' of school, the structure can become the ‘communal heart' of the school and will be well used. Outdoor furniture encourages use. E.g. Bench tables and seats or simply platforms and steps. Sun angles should be checked to ensure the position of seating is shaded from direct sun over a summer lunch hour. As these spaces are likely to be occupied (with-out personal protection) for up to an hour, use quality >94% shading materials and take care to shield the exposure to the open sky (keep the sides low and/or use nearby walls, screens and trees).

In hot, dry climates shade cloth will give cool shade. Programmed removal for terms 2 + 3 will allow warm winter sun into the area.

In temperate, coastal and wet climates, clear carbonate roofing will allow the warmth of the sun (while blocking ultraviolet rays) throughout the year. The waterproof cover will create a dry play-space in wet weather. In summer, coastal breezes are likely to be present for cooling.

Examples

PHOTO A

The raised timber ‘stage' under shade fabric ‘sails' form seats for students for use while eating their lunch. ‘Diffuse' UV is successfully controlled by the shielding of adjacent buildings and planting and the large area of centralized shade. During the lunch hour, this shade was observed to be a popular scene for junior play. At its centre the structure achieved 95% UVR protection. This is achieved by a high performing shade cloth and the large area of centralized shade.

PHOTO B

The shade cloth ‘pavilions' at a Dunedin school for group functions and for students eating lunch. The picnic tables beneath are a popular meeting place for parents waiting to collect their children or supervising their play on the adjacent adventure play- ground. The pavilions gave good UVR protection (over 90%). The canopies are easily demountable for removal over the winter months. This strategy will prolong the life of the shade fabric.

PHOTO C

At a new school, classrooms opened onto 9m x 9m PVC membrane shade ‘pods'. For further weather control, the side facing the playground is fitted with large glazed sliding doors. This design offered very high UVR protection (97%). Situated in sub-tropical Auckland , this weather-controlled dry space could be used all year.

PHOTO D

A pergola planted with deciduous vines creates cool summer shade at a school in the hot Hawkes Bay region. The combination of trellis and planting gives good protection from direct sun. Trellis alone is not good as the protection is proportionate to the percentage of solid material.

PHOTO E

A large mature tree provided natural shade for students eating lunch and playing. At its centre, it also gave good UVR protection. The old tree requires regular maintenance and its structural stability is presently in question.

Communal structures included a refurbished 70 year old traditional play shed. The brightly painted murals and performance successfully invited junior children to use it for their imaginative play. The 3-sided shed in solid materials provided deep shade (98% protection)

PHOTO F

Verandahs to classrooms
Narrow verandahs (1550- 2200 wide), running the length of single-level class-room blocks, are common feature. They provide covered access in wet weather and often stored shoes and coats. The narrow width limits their use for group teaching and free play.

Verandahs should be over 3m wide to allow space for groups of students to gather. At this width is important to use translucent roofing panels to transmit light and heat to the space (and neighbouring classrooms). Solid shading material will reduce the heat and light to the neigh-bouring class-rooms. This could lead to including heating and lighting costs in winter.

If verandahs are to be used for extended periods (when students are not using sunscreen) as an extension of the classroom, it is important to shield the sky view. The verandah edge should be low and the sky screened by planting and/or louvres.

Examples

PHOTO G

In hot Hawkes Bay , this verandah was widened to 3m to create a more useful shaded space. The example also illustrates a common design fault of placing steps (natural seats for children) outside the shade, in direct sun, during the middle of the day.

Library extension shade
Providing shaded areas for reading, adjacent to the school library, was popular with six schools. Shade over seating was provided by pergolas (with vines), shade fabric sails (S7), and verandahs.

Shade over courts
Four schools provided shade over hard courts adjacent to the junior school classrooms. Court shade was used for eating lunch, free play and physical education classes. The decision to prioritise the covering of junior courts was unanimous. While staff observed senior students extended their play to the extremities of the site, younger students played closer to their ‘home' classroom. Junior play is less structured and not impaired by support poles of sails and pavilions. In all cases the material used was shade fabric, constructed as sails or stretched over a pavilion frame. Triangular sails although visually appealing, do not achieve good overall coverage.

Shade over play-equipment
Targeting popular play equipment is a good strategy and all ten schools surveyed , at least some adventure play equipment and sand-pits were covered by either trees or shade-cloth.

PHOTO H

An ‘oversized' suspended shade-cloth provides effective shade over play equipment.

Sandpits also used shade-cloth as the shading material. City schools reported that low structures are attractive for climbing and subject to vandalism. One school solved these problems by fencing the area to exclude cats and dogs and installing the shade-cloth only during school hours in the summer.

Shading around swimming pools
Four schools used off-site pools. One school had an indoor pool, which students were encouraged to use during lunch break when UVR levels are extreme. Two schools provided pool-side shade using shade cloth. Schools reported at difficulty of pool shading in reducing the heating of the water by the sun. As 20 minute swimming lessons are a highly controlled and supervised activity, the practice of monitoring sunscreen application before swimming is a more appropriate measure.

PHOTO I

This simple shade-cloth provides protection for spectators and classes waiting to use the pool.

Sports and playing field shade
For active sports, personal UVR protection is most appropriate, but for passive spectators, shade protection is worthwhile. In all schools the only shade around playing fields was from trees. Deciduous trees placed along the northern boundary gave excellent summer shade while allowing sun onto the field in the winter. Alternatively, evergreen or deciduous trees placed on the south side of a field provided shade from the high summer sun. No schools surveyed had build shade around sports fields.

Staff area shade
Two schools provided an outside area with shade for staff to gather for morning tea and lunch. One school provided picnic tables with large umbrellas above them. This amenity provides the opportunity for staff to ‘model' adult sun-safe behaviour.

Shade for school visitors
In all schools the caregivers, often accompanied by pre-schoolers, require a place to wait while collecting their junior school children. In the survey, they used various agreed shaded locations; a central communal shade and seats adjacent to play areas used by their visiting pre-school children. In a small rural school, parents met under trees adjacent to the car-park.