National Guidance to support high quality Outdoor Play and Learning
Outdoor Play and Learning is a key priority in our Early Learning Quality Strategy.
There are a number of important national guidance documents to support this area of priority. It is really important that pedagogical leaders and teams are conversant with the main messages in this guidance.
Care Inspectorate has been in touch to say that every setting will receive a hard copy towards the end of July of the Space to Grow Indoor Outdoor Settings guidance. In the meantime you can access the document here via the Care Inspectorate HUB.
It is really important that we are all clear on what it is to be an indoor/outdoor ELC settings. This definition from the guidance is very helpful,
“An indoor/outdoor setting is a premises-based setting where the scale and quality of the outdoor space is appropriate for enhancing the child’s quality of play and learning experiences. High quality natural outdoor space combined with high-quality indoor space and quality opportunities and experiences for children are all taken into account when considering the number of children the setting is registered for. Both the indoor and the outdoor area must be accessible to the children 100% of the operational times. An indoor/outdoor setting will take account of the practices of a solely outdoor or satellite setting.” (emphasis added)
We are absolutely delighted that our very own Nethermains Nursery Class is featured in the document (pages 29 & 30). If you are interested in finding out more, do not hesitate to contact Ashley Cupples, EY Pedagogue.
Page 26 gives practical hints and tips on what practitioners need to consider before embarking on establishing an indoor/outdoor approach.
The resource should act as a tool to be used in conjunction with:
Space to Grow
Out to Play
My World Outdoors
Practice Note: Early Learning and Childcare: Delivering High Quality Play and Learning Environments Outdoors
Regular engagement in high quality makes the difference between good and great professionals.
Our 2019/20 CLPL programme aims to support our educators to deliver the very best outcomes for children.
The programme is aligned to the 4 workstreams of our QIStrategyEYTeam20192020.
Click on the Professional Learning option on the menu tab on the home page to find and sign-up for professional learning sessions or click here https://blogs.glowscotland.org.uk/fa/falkirkearlyyears/calendar/
Remember: There are many resources and materials to support in-house professional learning including these new resources:
- Children’s involvement in the planning process.
- Using observations to shape planning for children’s learning.
- Effective planning to meet learner’s needs.
- Effective early years planning meetings.
Click on this link to access these materials and more (you require a Glow account and this is only accessible to Falkirk Council staff).
In our Falkirk nurseries, when practitioners are caring for young children who use nappies, they must have appropriate facilities. These facilities must provide children with a safe, clean environment and appropriate equipment, while promoting privacy and dignity.
Appropriate nappy changing and personal care facilities are essential for the health and wellbeing of children and of staff. This guidance explains the standards when providing nappy changing or personal care facilities for young children. It is important that everyone who plans, provides or uses early learning and childcare settings is aware of the expected nappy changing facilities they must have.
Nappy Changing Guidance
Play Scotland have created a new toolkit
“Play is key to raising attainment”
Play Scotland Toolkit
Play Scotland’s Play Types Toolkit is for schools and education professionals, and others working with children in various settings.
Playing is an integral part of children’s day in many educational and childcare settings. Children play before the bell goes in the morning; at playtime and lunchtime; and after school ends. Increasingly, playing is part of class time across Scotland too. Falkirk Council staff an use this resource to help recognise the interconnections between playing, learning, growing, developing, being healthy and being happy.
Who is the Toolkit for?
The Play Types Toolkit is intended for schools and education professionals though we are sure people in other settings will also find it useful.
The aim is to highlight the range of types of play children experience, their vital contribution to learning and development, and to make integration of play into the curriculum simpler.
What do we mean by play types?
Play types can simply be described as the different behaviors we can see when children are playing.
This toolkit uses the play types from play theorist Bob Hughes’ Play Types – Speculations and Possibilities in which he explains that ‘each play type is both distinctly and subtly different from the others. It is useful to be able to recognise them since engaging in each one is a necessary conrollary for a child’s healthy development.’
In Falkirk, we recognise that spending time outdoors and particularly in natural environments is good for all of us and especially for children. The Care Inspectorate have produced My World Outdoors with the aim of making a positive contribution to the further development of outdoor play as part of all early learning and childcare in Scotland. Falkirk Council expect all it’s early years and childcare centres and practitioners to be providing high quality experiences in the outdoors and to be using this resource to understand Care Inspectorate expectations regarding risk-benefit assessment processes. This resource should also be used to look outwards at the examples of good practice provided in this resource and to use these as a basis of reflection on the quality of outdoor play experiences practitioners provide in their own setting.
My World Outdoors
All Falkirk Council early years practitioners should have a working knowledge of the Building the Ambition national practice guidance document; which was published by Scottish Government in August 2014 to set the context for high quality ELCC. Setting management teams should ensure that they and their staff use the “putting the guidance into practice” questions and the guidance about what babies, toddlers and young children need in ELCC settings, for training, professional dialogue and reflection, monitoring and self-evaluation purposes, thus ensuring their practice creates “caring and nurturing settings that allow wellbeing, communication, curiosity, inquiry and creativity to flourish.”
A copy of Building the Ambition can be found here or through the links section.
BtA National Improvement Hub