Room for impro­ve­ment

The Vertical Play­ground in Buda­pest

Planner

Studio Kraft

Amen­i­ties & Special Features

  • Larch wood, okoumé wood
  • painted steel compon­ents, profiled metal roofs, steel grating
  • Clim­bing and rope struc­tures, rope tunnels, stairs and connec­ting walk­ways, tube tele­phone, elevated gathe­ring and retreat areas
  • Outdoor Class­room
  • Plan­ting areas, as well as gree­nery on facades and trel­lises using clim­bing plants
Addressn

Vertical Play­garden, Bajza Street Elemen­tary School
Bajza utca 49–51
, H – 1062 Buda­pest

Opening

2025

Text

Johannes Bühl­be­cker
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When space is limited, there’s always the third dimen­sion: Studio KRAFT has trans­formed a narrow strip of land—just six meters wide—at the Bajza Elemen­tary School in Buda­pest into a multi­faceted play and lear­ning envi­ron­ment. Tree­houses, clim­bing paths, quiet spots, and a green class­room comple­ment the exis­ting sports field without taking up any of its space.

A Space for Ever­yone

More than 500 children attend the Bajza Utcai Általános Iskola every day in Budapest’s densely built-up 6th district. For a long time, however, the schoo­lyard offered only one solu­tion to a wide range of needs: a large, synthetic-surfaced sports area between the school buil­ding and the swim­ming pool. Those who wanted to play ball or run had plenty of space. However, there were hardly any oppor­tu­ni­ties for free play, conver­sa­tion, quiet time, expe­ri­en­cing nature, or outdoor lessons.

The starting point for the Vertical Play­garden was ther­e­fore less about reno­vating the exis­ting sports complex and more about expan­ding it. The central area was to remain available for sports and physical acti­vity. Instead, Studio KRAFT sought out space where, at first glance, there seemed to be none.

It was found between the sports complex and the swim­ming pool: a service area just six meters wide, housing tech­nical faci­li­ties and provi­ding access to the heating system. Since expan­ding the property was out of the ques­tion, as was buil­ding on the sports field, the idea of a vertical expan­sion emerged from this narrow strip of land.

From a Parent’s Idea to a Project

The tiered seating arran­ge­ment thus conveys the sauna’s social func­tion to the outside world

The story behind the Vertical Play­garden is unusually personal. Archi­tect Ádám Pásztor (Studio KRAFT) was fami­liar with the school as the father of two students; his wife had also attended it. Along­side many posi­tive things about the school, he repea­tedly encoun­tered criti­cism of the undif­fe­ren­tiated schoo­lyard. Children who didn’t want to run around or play ball all the time, in parti­cular, often stayed on the side­lines or didn’t spend their recesses outside at all.

In 2019, the first sket­ches for an expan­sion along the swim­ming pool were drawn up, with support from the school admi­nis­tra­tion and the district. The muni­ci­pa­lity funded the plan­ning and approved the project.

The Vertical Play­garden covers just 215 m² of floor space.

Playing in Three Dimen­sions

Small, elevated wooden houses form the central theme. They are situated at diffe­rent heights and are connected by stairs, bridges, nets, clim­bing struc­tures, and a rope tunnel. Round openings, varying ceiling heights, and areas offe­ring diffe­rent levels of shelter create a sequence of open and secluded spaces. A tube tele­phone even allows children on the upper levels to commu­ni­cate with those on the ground.

The archi­tects deli­bera­tely draw inspi­ra­tion from a tree­house rather than the typical typo­logy of play­ground equip­ment. It is precisely this that creates the impres­sion of a small archi­tec­tural struc­ture within the schoo­lyard. The axono­me­tric projec­tion illus­trates this very clearly: starting from the lively entrance area, the struc­ture rises gradu­ally along the property line and culmi­nates in a quieter, covered communal and lear­ning area.

Verti­cality is not merely a formal gimmick here. It multi­plies the usable levels of a narrow strip of land that offered virtually no poten­tial for deve­lo­p­ment in terms of floor area. At the same time, the large sports field remains largely untouched.

A Stra­tegic Retreat

A parti­cular design chall­enge lay in striking a balance between privacy and super­vi­sion. The children should have spaces that truly feel like little nooks and hiding places. At the same time, educa­tors must be able to keep an eye on the play area.

The solu­tion is a conti­nuous pathway running along the play­houses. From there and from the sports court, the various levels remain largely visible, while walls, nets, and changes in eleva­tion create protected areas at the children’s eye level. The entire struc­ture was desi­gned as a custom play struc­ture, tested in accordance with the rele­vant safety requi­re­ments, and ulti­m­ately TÜV-certi­fied.

This also expands the range of acti­vi­ties offered. The Play­garden isn’t just for recess and after-school care. A raised, covered area serves as an outdoor class­room and common area; the faci­lity is also used for vaca­tion and summer programs.

A Growing Struc­ture

In terms of mate­rials as well, the project deli­bera­tely sets itself apart from a stan­dar­dized play­ground. The struc­ture consists prima­rily of larch and okoumé wood, supple­mented by painted steel compon­ents and reusable profiled sheet metal for the roof. Steel grating serves as fall protec­tion and peri­meter fencing.

These trel­lises are also intended to become part of the gree­ning. Ivy and wild grape­vine climb up the struc­ture; potting mix was added wherever space permitted. The exis­ting tree was inte­grated into the design. The wood-and-steel struc­ture, which was initi­ally clearly visible, is thus gradu­ally being trans­formed into a green arbor in the midst of Budapest’s dense urban fabric.

The limited life­span was also taken into account from the very begin­ning. Studio KRAFT speci­fies a planned life­span of 15 to 20 years for the struc­ture. Compon­ents and mate­rials have ther­e­fore been selected so that they can be reused or recy­cled after the struc­ture is even­tually dismantled. Another factor is the possi­bi­lity that the inte­rior of the block will undergo a more exten­sive rede­sign in the long term.

What We Learn Here

  • A lack of space can become a design para­meter. The Vertical Play­garden demons­trates that even a six-meter-wide tech­nical resi­dual area can accom­mo­date addi­tional spaces for play, recrea­tion, and lear­ning if space is viewed in more than just two dimen­sions.

  • A good schoo­lyard needs to accom­mo­date diffe­rent paces. In addi­tion to sports and physical acti­vity, children need places to observe, talk, hide, and retreat. Espe­ci­ally in large schools, the design of open spaces should reflect these diffe­rent needs.

  • Parti­ci­pa­tion can lead to specific design decis­ions. The children’s wishes for clim­bing struc­tures, quiet spaces, and green areas, as well as the teachers’ requi­re­ments for visi­bi­lity and safety, were directly incor­po­rated into the Playgarden’s design.

  • Super­vi­sion and privacy are not mutually exclu­sive. Through visual connec­tions, the accom­panying layout, and spaces with varying degrees of privacy, children are provided with oppor­tu­ni­ties for privacy without compro­mi­sing the neces­sary over­view for the teaching staff.

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