Agenda item

Make Space For Girls have provided the enclosed report and presentation as evidence to support the Play-spaces review. 

Nadine Peters, Trustee, and Imogen Clark, Associate, will present.

The chair explained that items 5 and 6 would be taken together ( the minutes for the discussion are minuted under item 6).

The chair welcomedNadine Peters (Trustee) & Imogen Clark (Associate) and invited them to present:

About Make Space for Girls

Make Space for Girls is a registered charity, that has been campaigning since 2021 to make parks and similar spaces in the public realm work better for teenage girls, young women and gender diverse young people.

The chairity has worked with 270+ young women and gender-diverse youth to build evidence and reduce guesswork.

Teenage Play – Key Principles

• Play is self-motivated, creative, and social; not limited to under-12s.
• UNCRC: UN Convention on the Rights of the Child includes a right to play and applies up to age 18.
• Teenage play often involves socialising, “loitering,” and informal interaction (Jane Jacobs).

Current Provision & Gender Imbalance

• Facilities for teens typically = skate parks, MUGAs, BMX tracks.
• Parkwatch Survey (2023):
  • 92% of MUGA users = boys/young men
  • 84% of skatepark users = boys/young men
• Research (Yorkshire, 2022): 59% of girls feel unwelcome in parks dominated by boys.

Safety Concerns

• University of Leeds study:
  • 89% of park professionals think parks are safe for women/girls.
  • Only 22% of teenage girls agree.
• Women in Sport research:
  • 49% of girls (13–15) feel unsafe exercising in parks vs 26% of boys.
• Barriers identified:
  • Society: Cultural norms, male dominance in public spaces.
  • People: Intimidation by groups of boys.
  • Facilities: Lack of exits, poor lighting, absence of staff.

Systemic Issues

• Current design creates gender segregation.
• Goal: Design in girls – not pink paint or exclusion, but inclusive spaces.
• Requires tackling systemic barriers and constructive engagement.

Recommendations for Inclusive Design

• Provide alternatives to MUGAs/skateparks:
  • Sociable seating & shelters
  • Swings for older kids
  • Reading nooks, book exchanges
  • Stages for performance
  • Spaces to decompress and “chill”
• Use design signals:
  • Lighting (warm, creative, safe)
  • Colour and public art
  • Clear signage and wayfinding
• Clean toilets, affordable food options.

International Examples

• Malmo, Sweden – Rosens Rodda Matta:
  • Designed by/with girls (16–24).
  • Features: climbing wall, performance stage, bars for gymnastics, smaller spaces to prevent domination.
• Gaukel Street Parkette (Canada):
  • Semi-private curved spaces for small groups.
  • Good sightlines, ergonomic design for teenage girls.

Local Engagement Projects

• Chelmsford & Maldon (2024–2025):
  • Workshops with 38 Year 9 students across 3 schools.
  • Explored barriers, mapped local spaces, proposed interventions.
  • Objectives: Empower participants, influence local decision-making.
• Activities included:
  • Site visits, mapping exercises, design proposals.
  • Temporary and permanent park interventions suggested by participants.

Key Findings from Workshops

• Girls want:
  • Safe, inclusive spaces with social seating.
  • Lighting beyond pathways.
  • Colourful, creative environments.
  • Places to escape stress and arguments.
  • Busy, well-used spaces (empty = intimidating).
• Suggested features:
  • Swings, trampolines, climbing structures.
  • Water features, planting, public art.
  • Fire pits, food trucks, temporary cinemas.

Project won Thornton Educational Trust Award 2024 for excellence in engaging young people with the built environment.

In summary Make Space for Girls highlighted that current teenage play provision is male-dominated and excludes girls. Inclusive design and co-production are essential to create spaces where all young poeple feel safe, welcome, and able to play.

.