Designing Spaces That Grow with Them: What Schools and Childcare Centres Can Learn from Each Other

Childcare and school design are often treated as separate worlds — but they shouldn’t be. There’s a powerful overlap that can lead to more effective, flexible, and inspiring environments for growing minds.

By learning from each other, both typologies can create spaces that adapt with children as they develop — rather than forcing children to adapt to rigid buildings.

Continuity of Learning — From Childcare to School

In early education, design isn’t just about function — it’s about supporting how children experience the world. Sensory engagement, warm textures, and freedom of movement are central to good childcare design.

These same principles can be carried into the early years of school. GLA classrooms in Prep and Year 1 benefit from sensory variety, flexible furnishings, and spatial cues that help children transition with confidence.

Security vs. Independence — Balancing Both

Childcare centres require a high degree of security — perimeter fencing, secure entry, and full visibility. But as children move into primary school, design must also foster independence and exploration.

The solution? Spaces that gradually shift in tone and layout. Transition zones, child-scaled landmarks, and strategic transparency allow children to feel safe — while encouraging them to take ownership of their environment.

Shared Challenges — Shared Solutions

Whether you’re designing a childcare centre or a school, some challenges are universal:

Acoustic control in lively environments
Maximising natural light without glare
Clear lines of supervision without feeling institutional

Smart planning — like zoned ceilings, high-level glazing, and layered transparency — helps address these across both settings.

Flexibility and Flow in Learning Spaces

Open-plan childcare centres have taught us that young learners thrive in fluid environments. Flexible layouts encourage movement, imagination, and a sense of shared ownership.

Schools can benefit from the same approach. GLAs that allow for small-group breakouts, individual learning zones, and collaborative hubs create richer educational outcomes — without needing more space.

Outdoor Integration — Beyond the Playground

In early learning, outdoor play is non-negotiable — not just as a break from class, but as a core part of development. The same thinking should apply to school design.

From breakout courtyards to covered outdoor learning areas, these spaces offer fresh air, reduced noise, and more diverse ways to learn. Design that connects indoors and out is better for engagement and wellbeing.

Final Thoughts

At ISA™, we see every project — childcare or school — as a chance to create environments that grow with the learner. The best ideas often come from crossing boundaries, not drawing them.

When we bring the strengths of each typology together, we don’t just get better buildings — we get better learning outcomes.

DISCLAIMER: The content provided on this blog is for informational and educational purposes only. While we strive to provide accurate, up-to-date, and relevant information regarding design and construction considerations, the advice provided herein should not be construed as professional or legal guidance/advice.