{"id":7596,"date":"2026-04-24T09:25:41","date_gmt":"2026-04-24T07:25:41","guid":{"rendered":"https:\/\/www.apeldoorn.nl\/regelen-en-weten\/subsidies\/subsidies-organisaties\/sport-en-onderwijs\/subsidie-schoolpleinen\/format-projectplan-subsidieregeling-schoolpleinen\/"},"modified":"2026-06-30T16:35:29","modified_gmt":"2026-06-30T14:35:29","slug":"format-projectplan-subsidieregeling-schoolpleinen","status":"publish","type":"page","link":"https:\/\/www.apeldoorn.nl\/en\/regelen-en-weten\/subsidies\/subsidies-organisaties\/sport-en-onderwijs\/subsidie-schoolpleinen\/format-projectplan-subsidieregeling-schoolpleinen\/","title":{"rendered":"Project Plan Template for the School Playgrounds Grant Scheme"},"content":{"rendered":"
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In addition to this project plan, you have the option to upload attachments with your application. These should consist solely of illustrations, designs or a budget. You should not upload policy documents from your own organisations or refer to them in the text.<\/p>\n

Your application will be assessed against the assessment criteria set out in the grant scheme. A more detailed explanation of the assessment criteria for the design is provided in a separate appendix. Please remove this grey block once the plan is finalised.<\/p>\n

How do you design a school playground?<\/h2>\n

For those seeking guidance, and for further reading, below is a detailed step-by-step plan from the book \u201cFree Play for Nature and Children\u201d, which can be consulted in its entirety in the same format at www.springzaad.nl. What is the level of ambition for, for example, outdoor play\u00b9, multi-sports\u00b2, biodiversity\u00b3, sport\u2074, e-sports, green spaces on the streets, citizen science\u2075, health\u2076, participation in society\u2077, etc.? How does your school intend to contribute to and strengthen these aspects? Consider what sort of activities you would like to see in the school playground. What colours, smells, lots or few pieces of equipment, fully open to the public, benches for sitting, playing, eating, etc. In other words:<\/p>\n

    \n
  1. Take stock of what\u2019s already there<\/li>\n
  2. Define your ambitions and how you intend to incorporate them into your design<\/li>\n
  3. Ask for help.<\/li>\n
  4. Have a look at other schools<\/li>\n
  5. Have a look at other publicly accessible areas.<\/li>\n
  6. Make collages of the things that matter to you.<\/li>\n
  7. Do the ideas fit in with the local area (the neighbourhood)?<\/li>\n<\/ol>\n

    On the next page, we\u2019ll go through all the phases. This is primarily intended to provide clarity in your process. It serves as a guide, but the number of pages has been limited and the phases must be included in your project plan. In our view, it is therefore more practical if you follow this phased approach. Good luck! The model is based on an idea from Fonds1818, which has extensive experience in green school playgrounds. From here on, we\u2019ll address you informally.<\/p>\n

    Stage 1: Know yourself and your allies<\/h3>\n

    Before you even begin to daydream about how you might change your living and working environment (and that of many others), everyone already carries \u2018the baggage of the past\u2019, however new \u2018the day you seize\u2019 may seem. The more you realise this and then take it into account when choosing allies, and when assessing and weighing up your options, the greater the chance of success for long-term projects.<\/p>\n

    Phase 1 should clearly reflect who you are and what your environment is like. It is a sort of environmental assessment. Answers to the following questions should be evident in Phase 1:<\/p>\n

      \n
    • Please describe the school: What sort of school is it? What are the children like? What are the teachers like? A link to the website would be helpful in this case.<\/li>\n
    • Please provide a description of the participation in:\n
        \n
      • The neighbourhood. What sort of neighbourhood is it? What are your neighbours like? Are they involved in the community? Do most of the residents have young children, older children, or no children at all?.<\/li>\n
      • The parents. What is the typical family structure? Are they involved parents? Are they parents who go along with things easily?<\/li>\n<\/ul>\n<\/li>\n
      • What is your role or position at the school? And what is your role in the project?<\/li>\n
      • Which of the teachers will you involve, and why them? The same applies to children, parents and the local community?<\/li>\n<\/ul>\n

        Phase 2: Preparation phase<\/h3>\n

        The \u2018coming out\u2019 and the initial plans \u2013 dreams and research. Perhaps you\u2019ve been harbouring a desire for some time now to improve things for children in the school environment. Looking for the right moment, the right people, and sometimes the right location too. How can you give luck and success a helping hand? Does coincidence exist? What organisational structure will you choose \u2013 a working group, a small temporary committee, bringing in experts only at specific times, or perhaps a full-scale campaign, a genuine movement: what do you have in mind? How spontaneous or formalised? Do you have any influence over this? What will your own role be? Are you, for example, the initiator? Do you have any organisational skills?<\/p>\n

        Make sure you are fully aware of what is possible. Visit successful examples in similar locations. Take plenty of photos or other visual material, and gather information. Start thinking carefully now about management and use! In too many projects, this is put off until after completion and then never happens. The first PR initiative \u2013 an information session featuring an inspiring presentation of the vision \u2013 could take place as early as the end of the planning phase (or, at the very latest, during the design phase). General milestones for this planning phase are:<\/p>\n

          \n
        • Find supporters. In Phase 1, you identified potential supporters. Decide for yourself which of these supporters you will involve. Children and teachers are required to participate under the regulations. But there are bound to be others. Don\u2019t forget any key players; form a working group that is reasonably representative; make use of a wider network. Consider the extent and form of everyone\u2019s participation and describe how you intend to organise this. Describe or explain, using an illustration, what the organisational structure will look like.<\/li>\n
        • Describe the target group(s) and the objective(s). Bear in mind which costs are eligible for funding and which are not. This relationship must be clearly reflected in the objective.<\/li>\n
        • Map out the location clearly. Draw a site plan showing the site and all relevant features. Take climate resilience and the promotion of physical activity into account. Public accessibility is also important in this regard. This is particularly important because we want to strengthen our relationship with the local community when it comes to play and physical activity. .<\/li>\n
        • Examine the staffing, financial and site-related requirements.<\/li>\n<\/ul>\n

          Phase 3: Design phase<\/h3>\n

          Do not plan out every last bit of space; leave room for change. Even if it is preferable to carry out the development in phases, you should still draw up a design for the entire site (plus a phased development plan). In phase 3, we would like the following points to be described in detail:<\/p>\n

            \n
          • Users\u2019 wishes and needs are gathered. Ideally, this should be done in a participatory manner, involving all those taking part in the process. For example, children could create a model of the nature-rich, adventurous play and learning space they would like to see. Of course, another approach is also acceptable, but please describe it.<\/li>\n
          • The wish list and the (scale model) ideas are translated into an appealing, professional design, which is then presented to the working group.<\/li>\n
          • Accompanying publicity ensures the necessary transparency, recruitment and participation: articles in local newspapers, information on school, nursery or playground websites, blogs, social media, photo displays, etc.<\/li>\n
          • There are a number of other factors to consider during the design process. Make sure your project plan includes the following points:\n
              \n
            • a timetable\/timeline,<\/li>\n
            • work planning and organisation:\n
                \n
              • Make a list of all the tasks that still need to be done.<\/li>\n
              • Don\u2019t just think about the square itself, but also about the festive handover, keeping parents, local residents and other stakeholders informed, and arranging a short article and photo for the local newspapers.<\/li>\n
              • It is useful to specify in the work plan who is responsible for which activity and who will actually carry it out.<\/li>\n<\/ul>\n<\/li>\n
              • a list of materials (reuse, ecological\/regional sources preferred), and<\/li>\n
              • budget:\n
                  \n
                • Costs: Draw up a realistic budget. If necessary, obtain quotes to ensure the figures are reasonable. Although staff costs and volunteer costs are not eligible for funding, it is still a good idea to specify how many hours this project will take, to give yourself a clear picture.<\/li>\n
                • The financiers:<\/li>\n
                • Don\u2019t forget the Gelderland grant scheme for green school playgrounds, which opens on 1 December 2018.<\/li>\n
                • Please let us know whether you wish to disconnect. If you do wish to do so, we will discuss this with you, as we, as the local authority, can submit an application to the Water Board for this. No other party is authorised to do so.<\/li>\n
                • Look for sources of income, such as funding, grants and expertise from third parties.<\/li>\n
                • Consider the possibility of working in a cost-effective way. For example, on Marktplaats, whole batches of paving or plants are sometimes offered for free.<\/li>\n
                • Work with the children to organise activities that will raise money. These could include a car boot sale, a plant sale, a sponsored run, a sale of craft items, etc.<\/li>\n
                • In the budget, also make it clear what costs you expect to incur at each stage.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                  Phase 3: Construction<\/h3>\n

                  In the preceding phases, the level of participation of, for example, parents and children (or local residents, professional or interest groups) was discussed and agreed upon. The following factors are essential to the success of this phase:<\/p>\n

                    \n
                  • How do you organise the construction? Who is going to do what, and what exactly are they going to do?.<\/li>\n
                  • Organisation of all necessary materials and sufficient staff. Experience shows that a mix of experts, committed staff from the client organisation and committed, motivated volunteers is the most successful approach. Please also indicate how long this phase will last. (This should actually be included in phase 2.).<\/li>\n
                  • Ensure effective coordination and expert supervision of the various tasks, and provide excellent working conditions (good and sufficient tools, tasty meals, and all sorts of other forms of reward).<\/li>\n
                  • Ensure you attract the necessary attention from the media, as well as from decision-makers in politics and the civil service. At every stage \u2013 but especially now \u2013 take time to mark \u2018festive, memorable moments\u2019 (e.g. laying the foundation stone, reaching the highest point, completion of key elements). Count your blessings, celebrate your milestones!<\/li>\n<\/ul>\n

                    Phase 4: Use and management<\/h3>\n

                    The planning, design, construction and use\/management of any site are, ideally, linked in a logical, organic way. The extent to which the process was logical and organic will become apparent through regular evaluation and reflection on the use of the space, the users and the (quality of) the supervisors. Discuss with the management and teaching staff how the maintenance of the school playground fits into the curriculum (possible themes: sowing\/harvesting, pruning, caring for plants\/trees). Enquire with providers of (major) maintenance services about the options and costs. Draw up a plan for routine maintenance (daily\/weekly), annual\/seasonal maintenance and a long-term plan. Enlist volunteers through local community organisations.<\/p>\n

                    Stay open to welcome changes! Bear in mind that both children and nature develop, and every organism does so at its own pace. It takes years for a tree to become climbable or to bear fruit (but then you\u2019ll enjoy it for many generations of children); you can enjoy poppies and cornflowers again every summer as long as there remains open ground where the seeds can germinate; chickens and rabbits live for a few years (are you going to bury them on the property?), and you can almost watch pumpkins and sunflowers grow, but when the first frost comes, the fairy tale is over (harvest the seeds and set aside space for these annual plants).<\/p>\n

                    Please describe how you intend to use and manage it:<\/p>\n

                      \n
                    • Draw up a usage plan and include a summary of this plan here.<\/li>\n
                    • Draw up a management plan and explain how it demonstrates that conservation is guaranteed. Also keep a record of use and management (digital camera!).<\/li>\n
                    • Indicates how the curriculum will be incorporated into the new school playground.<\/li>\n
                    • Describe how you will carry out regular inspections of, for example, play equipment, the nature-based adventure learning landscape, repairs, restoration and any necessary modifications.<\/li>\n
                    • How will you deliver the lesson content in the school playground?.<\/li>\n<\/ul>\n\r\n\t\t\t<\/div>\r\n\t\t<\/div>\r\n\t<\/div>\r\n<\/div>","protected":false},"excerpt":{"rendered":"

                      Het projectplan is een verplicht onderdeel bij uw aanvraag. Het plan moet een duidelijk beeld geven van het voorgenomen project…<\/p>","protected":false},"author":13,"featured_media":0,"parent":5218,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"verdiepend","meta":{"_acf_changed":false,"advgb_blocks_editor_width":"","advgb_blocks_columns_visual_guide":"","ep_exclude_from_search":false,"footnotes":""},"categories":[],"tags":[],"folder":[],"class_list":["post-7596","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nFormat Projectplan Schoolpleinen | Gemeente Apeldoorn<\/title>\n<meta name=\"description\" content=\"Download het format voor het projectplan van de Subsidieregeling Schoolpleinen in Apeldoorn. 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