Saint-Cloud: redevelopment of school grounds

How can we adapt to climate change?

février 2022

Centre d’études et d’expertise sur les risques, l’environnement, la mobilité et l’aménagement (CEREMA)

A project to adapt to climatic conditions and improve the living environment

Initial situation: A ‘classic’ school playground in the heart of the town that is heavily waterproofed

Saint-Cloud has ten schools. The central nursery school is located in the town centre and has eight classes for around 200 pupils. The school grounds cover an area of 1,025 m2, two-thirds of which is sealed. Part of the schoolyard is surrounded by a planted and fenced embankment that remains inaccessible to children. In the summer of 2019, during the heatwave, the school will experience the highest temperature rises of any school in the city.

Multiple objectives

The project is part of the city’s general drive to combat the urban heat island effect. The aim is to limit overheating in the playground for the comfort of pupils. In addition, all run-off water from impermeable surfaces was channelled into the rainwater drainage system. The project therefore aimed to encourage the infiltration of rainwater by eliminating the runoff from the combined sewer system and promoting alternative management techniques.

Finally, the aim is also to create a more pleasant place by offering a variety of uses, including on the embankment, and by integrating more vegetation all around.

A project piloted by the town as part of the green and blue grid contract

Actions as part of the green and blue belt charter

In 2019, the City became a signatory to the Plaines et coteaux de la Seine centrale urbaine green and blue grid charter, and this project is part of that framework. In 20191, budgets were approved to launch the first schoolyard redevelopment project, which the Public Spaces Department carried out in conjunction with the Sustainable Development Department. The heatwave in 2019 has given further impetus to this project and to the desire to limit overheating.

An in-house project

The project was carried out entirely in-house. During the design and project management phases (technical set-up and operational monitoring), the project was steered by the Public Spaces Department. It mainly involved the director, a project manager (a landscape architect) and a trainee. This department worked in close collaboration with the sustainable development department, which acted as a link between the technical services and the education department. This department managed the more regulatory aspects, applications for subsidies and communication. Technically, the rainwater management aspect required a few exchanges with the Agence de l’eau Seine Normandie to check the dimensions.

Essential consultation

Gathering needs and sharing existing examples

Consultation with school staff (education, site manager, caretaker) took place throughout the project. Upstream of the project, at an initial meeting (in February 2020), users were involved in defining the needs and issues to be taken into account. The Public Spaces Department explained what could be done, drawing on examples of solutions such as the OASIS courses developed by the City of Paris. The technical aspects of rainwater management were explained, as well as the benefits of these facilities for children’s development (well-being and educational aspects). The development needs expressed mainly concerned the creation of an educational garden with play areas for children. The need for supervision was also strongly expressed by the school community, which is concerned about children getting hurt and dirty.

Reactions based on a preliminary project

An initial proposal for a development project was drawn up, with a plan of intent discussed with the education department. Following feedback, changes were made as long as the technical aspects were not called into question. A railing was added to access the slide on the slope, and a small green space in the wood chip area was removed. The tree house has been moved and another added. The area originally proposed to be paved was removed and replaced with light-coloured asphalt, like the rest of the playground. This phase highlighted some of the teachers’ fears about the rainwater management basin: fear of stagnant water and mosquitoes. By explaining the principle of rainwater infiltration and the ecosystems in place, the City was able to reassure them that there would be no stagnant water.

Finally, the departments can provide support to help people make the new space their own. For example, in December 2020, the City included the creation of the road markings based on drawings by the teaching team.

Work planned during the holidays or on Wednesdays

Once the preliminary works declaration had been validated in May 2020 and the subsidies requested from the Region, the Agence de l’Eau and the Métropole du Grand Paris had been approved, the City was able to mobilise companies on the basis of existing contracts, particularly for roadworks and green spaces. Work began on 6 July, with the aim of completing the project by the end of August. Difficult access and numerous trips back and forth with small machines made it difficult to meet the deadline, but the main surfaces were installed by the last week of August. The green areas were completed in small patches on Wednesdays, and the larger plantings were completed at the end of October.

A well-adapted project with multiple sub-spaces

Very good feedback overall

The new space has been well received by users, and the school principal is very satisfied. The benefits of being closer to nature have been appreciated, particularly in terms of shade and educational activities. Since 2020, planting has been taking place in the vegetable garden, the children have been able to have classes outside, and handling wood shavings is a regular pleasure for the children. The very positive feedback from this school has motivated the elected representatives and the technical services to launch a project at another nursery school.

Focus on the use of some areas:

• The new play areas: the educational community had asked for a guardrail to be added to make the climb up to the slide safer. This has now been done. The children have made the slide their own, and there have been no problems with scrambling or falling down the access stairs.

• Wood shavings under the old play equipment: the children really like the wood shavings. Initially, there were some minor injuries, but over time, the shavings became rounder and the children discovered new things when they handled them. However, the shavings are highly volatile and often end up on the asphalt. This means extra work for the caretaker, who has to sweep the area. The caretaker is committed and willing, and this task has become part of his routine. The shavings need to be regularly replenished and renewed, as they settle over time.

• Vegetable garden: the vegetable garden is used and appreciated. Japanese steps’ have been added and are working well. Initially, there were fears that the children would trample the garden, as it is freely accessible, but in the end the planting is well respected.

• The rain basin: the rain basin is working well and the problem of stagnant water feared by the teachers has not arisen. It is also inaccessible to children. The overflow system is designed to prevent water from overflowing the basin, making it possible to manage the most unfavourable cases, with a maximum water height in the rain basin of 30 cm. Maintenance is required every 5 years.

• Light-coloured asphalt: playful ground markings, designed by the teaching team and produced by the town, complete the project.

• Planted areas: the planting at the back of the playground near the playhouse has been somewhat trampled. It was agreed to move them to an area that was less accessible and less prone to trampling.

• Outdoor school: a few outdoor classes on the grassy area near the playhouse have already taken place, with benches being temporarily installed on these occasions. The Education Department has budgeted for the purchase of outdoor furniture in 2021 to make the most of the space.

• Shade: the shade provided by the trees is much appreciated. The technical services therefore plan to plant a new tree near the building at the entrance to the playground, rather than the shade sails originally planned, as well as a second tree near the play hut. Planting pits had been anticipated by the departments.

KEYS TO SUCCESS: the project owner’s point of view

This type of project must take into account the needs and opinions of users and the specific public that children represent. It cannot be limited to technical issues or infrastructure and networks. This is a point that needs to be taken into account upstream in the design of the project and during the works.

Working with the educational team is essential to ensure that the project is well adapted to the way it is used. As well as involving the team upstream, the aim is to give them time to get to grips with the space once the project has been delivered, and to meet their expectations as fully as possible.

Once the technical fundamentals are well established in the project, they become imponderables that cannot be called into question by the various subsequent consultations, because the very principle of the project is based on this, as well as the associated subsidies.

This type of project takes time. Grant applications and their processing times need to be planned a year in advance and incorporated into the schedule. A large part of the work has to be done outside the school year, and preferably in the summer (outside planting time) for the heaviest work (site time).