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As discussed in an article for Education Business ‘Ofsted recommends that schools evaluate the quality of learning outside the classroom to ensure that it has maximum impact on learners’ achievements, personal development and well-being’.
They also state that learning outside the classroom is ‘proven to raise attainment, improve behaviour and motivate and engage all children in their learning…it could hardly be more relevant to raising standards and demonstrating outstanding practice against the new Ofsted inspection framework’.
Instead of being viewed as an additional checkbox for providers, ‘Ofsted views learning outside the classroom as an essential element of a broad and balanced curriculum and are urging schools to make explicit reference to it in their self-evaluation and other evidence presented during the inspection visit. Demonstrating a planned and integrated approach to learning outside the classroom has never been more relevant’.
Examining the structure of the EYFS framework reveals that it fully supports the Ofsted view on playground learning, with many aspects of it suggesting developments most readily attainable through outdoor play.
In short, the EYFS (Early Years Foundation Stage) is a statutory framework designed to ensure children up to the age of 5 can meet their full potential by learning and developing well in ‘enabling environments with teaching and support from adults’. How far a child is expected to have progressed by the end of the EYFS is defined by the ELG (Early Learning Goals).
Putting them in broad terms, key aims of the EYFS framework are:
Education support service The Key Support says that a successful EYFS classroom consists of ‘a range of activities that engage children’s interests… children should choose and be guided towards activities that help them learn across the different areas of development’.
Although recent Ofsted inspections show that ‘96% of all childcare providers on the EYR (Early Years Register) were judged either good or outstanding’, the government’s 2022 report on Early Years Foundation Stage states that over a third of children are not attaining the ‘good level of development’ as set out in EYFS goals (33% of children who speak English as a first language, 40% of children with a different first language).
The importance of achieving targets for success has never been more demanding, with findings by Ofsted for 2023 revealing that the number of registered childcare providers has fallen by 7% (4,800) from the previous year. The fact that childcare places have only dropped by 2% (24,500) during this period is indicative of the higher volume of children that remaining providers are taking on.
Working in tandem with a healthy, empowering classroom environment, outdoor play equipment can contribute significantly to getting children through the level 1 ‘emerging’ and level 2 ‘expected’ stages of the Early Learning Goals.
Incorporating outdoor play equipment into child development and learning assists early years providers in achieving the requirements of the Ofsted EIF (Education Inspection Framework) 4 key judgment grading, specifically the principal one – Quality of Education.
Advancements expected in children from early years providers are condensed into the EYFS 7 Areas Of Learning And Development, many facets of which can be achieved specifically through the use of outdoor play equipment.
EYFS consists of 7 areas of learning and development that have been deemed essential for ‘building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving’.
The first three are the Prime areas:
Following these are the 4 Specific areas, which all contribute to strengthening the Prime areas:
According to the EYFS statutory directions, ‘early years providers must guide the development of children’s capabilities with a view to ensuring that children in their care complete the EYFS ready to benefit fully from the opportunities ahead of them’. Successful implementation of these 7 areas by providers is therefore essential in preparing children for the next phase of their education.
All the benefits of outdoor play discussed above should be regarded by providers when realizing an outdoor area for Early Years Foundation Stage, and consideration should be given to satisfying the needs of all children.
Popular looks for outdoor play equipment involve either letting it blend into its’ natural surroundings, the timbers adding to an environmental feel, or matching it to the colours of the school buildings / school jumpers.
Many routes can be followed in terms of the aesthetics, but what’s important to keep in mind is that an early years provider is for many children and their parents a first touch point. It might be best to think of the outdoor play space as an impressive shop window display. Whatever is chosen to add to the area, just make sure it has the ‘wow!’ factor to sway newcomers.
Aim to make a great space, not a grey space – Bring an outdoor play area to life with colour to make a great visual impact!
A variety of different materials are employed by Creative Play to manufacture Early Years Foundation Stage play equipment. With an eye towards durability, all materials are chosen for their high quality.
Timbers take pride of place as the primary material used, all of which are from FSC (Forest Stewardship Council) approved suppliers and are pressure treated with a chrome-free and arsenic-free preservative.
Red, green, blue and yellow elements of our equipment are made of high-spec, co-extruded polyethylene Playtec panels. A material that won’t delaminate and is unaffected by moisture, these boards are UV stable, meaning they wont fade in the sunshine.
Ensuring maximum possible safety, steel reinforced ropes are made of a six strand multi-filament and are secured by hydraulically pressed, tamper proof end connections, tested to take a 9000 kg load.
Material, style and budget may be some of the more obvious considerations when designing an outdoor play area, but thought also needs to be given to inclusivity (knowing who will be using it), and whether an overall more physical or cognitive play experience is desired.
Consideration also needs to be given to the available space. This involves:
Outdoor Play Equipment (BSEN 1176): These spaces need to conform to British and European Safety Standards, and measuring for equipment is best conducted by a specialist in outdoor play installation.
Adequate Safety Surfacing (BSEN 1177): Requirements for surfacing are influenced by the height of the equipment – The taller they are, the deeper the safety surfacing needs to be.
Outdoor play equipment should meet the standards set out by playground safety consultants and inspectors The Play Inspection Company and be RPII (Register of Play Inspectors International) accredited.
As discussed, deciding on the best outdoor play equipment for EYFS is dependent on many factors:
There is no need to go swinging from the monkey bars looking for the most appropriate EYFS outdoor play equipment. With Creative Play, choosing the perfect playground is like child’s play. Our outdoor play experts pride themselves on their specialist knowledge and ability to guide customers to the best set-up for their EYFS needs.
Our belief that every child should have the opportunity to play means we are committed to working with customers to deliver inclusive play areas for a range of budgets. Since 1991 we have been listening to customers’ needs and connecting them with sustainable, affordable, high-quality equipment – with an exceptional aftercare service.
I’d like help finding the right outdoor play equipment for our EYFS needs – Connect me with a Creative Play Outdoor Play Expert!