Since the very earliest times, schools have provided a place (the playground) and a time (playtimes) in which children can have time away from the direct involvement of adults and formal learning. Although the basic design of school grounds has changed in a number of ways over the years, from the subtle to the more direct, what effect these changes have had on the overall education of the child is less clear. Research has identified a number of positive effects on learning that playtimes and the informal use of school grounds provides, yet it is also clear that schools themselves often greatly under-use this potential, or even actively restrict access to it, as a counter to what is often seen as the "problem" of playtime. This paper will draw on recent research into "what" happens on school playgrounds and "where" it happens, using visual examples from the UK. The findings from this research will explore the direct links that have been found between school building design and children's use of the outdoor environment for play.