Best practises in design of school-age child care spaces

Last updated on July 7, 2026

School buildings and grounds used for education programs are generally considered appropriate environments for school-aged children outside instructional hours, as long as they are properly maintained and supervised according to legal and licensing requirements. Some Child Care Licensing Regulation requirements, such as minimum square footage, do not apply to School Age Care on School Grounds programs. Schools are not required to upgrade or change their indoor or outdoor environments, furnishings, or equipment to meet the program standards. This document offers suggestions for best practices to support high-quality care. 

Selecting appropriate spaces  

Thoughtful design is important when planning program spaces because it supports functionality, age-appropriate care and fewer disruptions to children’s learning. Even though School Age Care on School Grounds is not required to meet the same licensing regulations as other types of child care, it is still important to think about how the space will work in daily practice.  

This includes:  

  • Making sure children can easily access washrooms to promote independence and hygiene  

  • Having a door that opens directly to the outdoors to allow smooth transitions for outdoor play 

  • Providing a clear, convenient and accessible entry point for parents during pick-up and drop-off.  

Programs are also encouraged to think about supervision and sightlines so staff can easily monitor children across different activity areas. Accessibility and inclusive design should also be considered to ensure the space meets the physical, sensory, and developmental needs of all children. By planning with these elements in mind, programs can create an organized, welcoming environment that supports positive experiences for both children and caregivers. 

Types of space 

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Dedicated space

A dedicated space for a school-aged child care program is a thoughtfully designed environment that supports children’s safety, comfort and learning. It is set up to encourage independence, exploration and smooth transitions between the school age program and the regular school day. 

Examples of dedicated space on school grounds include classrooms that are not used for regular instruction, purpose-built rooms or modular buildings on the property or redesigned spaces that are no longer needed for school activities. 

 

Shared space

A shared space is an area in the school that serves both the school-aged child care program and other school activities. It is designed to be flexible so different groups of children or programs can use it throughout the day without affecting safety, comfort or learning opportunities. 

Examples of shared spaces include gymnasiums, libraries, enrolling classrooms, multi-purpose rooms, resource rooms, music rooms, Neighbourhood Learning Centres or pods. 

Clear, agreed‑upon routines should be in place to support smooth transitions between the school day and child care. One option when using shared spaces is to start the child care program outdoors at the end of the school day. This gives the classroom teacher time to tidy and prepare for the next day while still allowing children to move easily into the child care program.  

 

Alternative space

An alternative space in a school is an area that is not the primary location for the school-aged program but can be used when the main space is unavailable. It is a flexible, secondary option that still meets safety and supervision requirements, even if it was not originally designed for child care. It should continue to allow appropriate supervision, safe movement and access to washrooms and exits, even when used for short periods. Examples of alternative spaces include using the library when the gym is being used for a sporting event, or when the music room has after school lessons, a classroom may be used for child care. 

Furnishings  

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Dedicated space

A dedicated space allows the program to choose, arrange and maintain furnishings with  children’s needs in mind. Staff also do not need to spend time setting up or taking down materials each day, which is time that needs to be incorporated into the operating budget.  

Examples of furnishings for a dedicated space include tables and chairs, comfortable seating such as beanbag chairs or small couches, shelves for storing toys, games and equipment, and – depending on the age of the children – an area designed for dramatic play such as a kitchen centre. 

 

Shared space

Setting up furnishings in a shared space requires more intentional planning than in a dedicated room. Since the space is used by multiple programs, the child care team must ensure that materials are portable, easy to set up and remove, safely stored and consistently organized so the environment can change quickly while still meeting children’s developmental needs. Storage systems in shared spaces should be clearly labeled, well organized, and designed to support efficient daily setup and cleanup. 

Examples of furnishings for a shared space include: 

  •  folding tables and chairs that can be rolled away  

  • mobile shelves for toys, games and equipment 

  • a lockable cabinet for storing files and other items   

  • a portable system for posting the Community Care Facility Licence  

Strong relationships and open communication are essential when sharing spaces. Expectations for cleanliness and end‑of‑day responsibilities should be established at the start of the partnership, as well as a system of ongoing communication and collaborative problem solving to address any issues that arise from sharing of space. 

Fixtures and equipment for dedicated or shared spaces

Fixtures in a school age child care program are the permanent or semi‑permanent parts of the environment. These are elements that stay in place and form the structure of the room. These features support older children’s needs for independence, organization and safe movement. 

Examples of fixtures in a school-aged child care program include: 

  • Sink and countertop for snack preparation and cleaning up activities 

  • Coat hooks or cubbies near the outdoor exit so children have a dedicated space for their belongings  

  • Fridge to store snacks and ice packs 

  • Lockable cabinet for files and other items 

  • Access to handwashing sinks, washrooms and water refilling station  

  • Access to Emergency equipment and supplies  

Equipment in a school age child care program refers to the movable, durable items that support daily programming, learning, recreation, and care routines.  

Examples of equipment include creative art and homework supplies, dramatic play items such as dress up clothes, dolls, and kitchen items, books, blocks, LEGO, board games and sports equipment for both indoors and outdoors. Programs also need food prep items such as cups, plates and cutlery, a microwave, a toaster oven and food storage containers. 

Group sizes  

The School Age Care on School Grounds license does require programs to stay within the maximum permitted group size. When a child in Grade 1 or younger is present, the maximum group size is 24 children. When all children are in grade two or higher, the maximum group size increases to 30 children. 

When organizing children into groups, consider how groupings can support effective supervision and provide access to outdoor and nature‑based programming. Group composition should also reflect the size and suitability of furnishings and equipment, making sure they match the ages and developmental needs of the children using the space.  

Outdoor spaces  

Create a safe, well-organized storage unit or space for outdoor toys and equipment to keep materials secure, organized and easily accessible for staff. Consider proximity to the program and outdoor play space to ensure that they are ready for use during programming.