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Does the area have a floor surface, which is easy to clean and sweep?
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Are the children shown how to use the area and tidy it up on completion of activity?
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Are there materials for the children to clean up after themselves? E.g. mop and
bucket, dustpan and brush.
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Are the resources changed daily/weekly?
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Are they stored and labelled so they are easily accessible and kept in good condition?
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Is there a range of containers / trays to extend the range of play? E.g. miniature sand
play, opportunities to dig using large spades to develop large muscles etc.
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Do water aprons actually keep children dry and have they been shown how to help
themselves and others to put them on?
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Can children play here at any time? How many?
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Is there planning for the development of specific skills and concepts? E.g. full/empty
using measuring cylinders or floating/sinking in water, and for exploration—sand
wheels and wet/dry sand or to construct water ways to look at the movement of
water between different levels through pies and guttering.
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Are adults involved in the sand and water as often as possible to support and extend
children’s learning?
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Could small world and construction be used to extend the provision in order to
develop and improve skills linked to story telling?
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How could aspects of Mathematical Development and Understanding the World be
promoted?
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Is the area used for mark making at times?
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Are natural materials used in these areas?
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Could resources be developed linked to themes and topics to promote a range of
knowledge and skills?
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How are sand and water used in the outdoor classroom?
Anne Conroy (Teaching and Learning Consultant EYFS) Lancashire LPDS 2013
Sand
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Buckets (opaque & transparent) spades, plastic containers with holes, sieves,
transparent bottles (different sizes/ same size, with holes in different patterns, sand /
jelly moulds
Graded sets of jugs, measuring cylinders beakers, bowls, buckets
…
Funnels, sieves, slotted spoons, ladles, plastic & cardboard tubes, drainpipes, guttering,
sand wheel, tea strainer, colander, …………
Wooden spoons, metal spoons, plastic spoons, measuring spoons, serving spoons,
teaspoons, table spoons
…
Rakes, scrapers, pattern makers, paint brushes (different sizes), rollers
Sand
Possible Enhancements:
 Equipment to work in usual scale, small scale and if possible large scale (e.g. large
tarpaulin sheets, fabric…)
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Tea set – cups, teapot, kettle, jug, pans, spoons, play food, e.g. fruit & vegetables, sets of
plastic Chinese bowls /dishes
…
Natural materials such as sponges, corks, pebbles, pumice stones, shells, driftwood, fir
cones, bark, twigs, leaves
…
Range of vehicles – diggers, cars, trucks, crane, dumper truck– small world and large for
use outside area and in trays. Add gravel, pebbles, sieves, small bags or sacks, play
people – Bob the Builder & bricks
A variety of small-world creatures – dinosaurs, insects, farm animals, wild animals,
snakes, lizards, spiders, centipedes, etc.
Small world beach items – deck chairs, umbrellas, boats, trees, flowers, stones, gravel.
Playground equipment – slide, roundabout, swings
Materials to add to sand – big & small beads, dry pasta /rice/beans, sequins or glitter,
screws/nuts/bolts, shavings. Things to get them out with – sieves, colanders, netting, tea
strainer, holey spoons, tweezers, plastic /metal tongs, magnets
Anne Conroy (Teaching and Learning Consultant EYFS) Lancashire LPDS 2013
Water
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Transparent plastic bottles (different sizes /same size), with & without holes in different
places to make different flow and patterns
Funnels, sieves, slotted spoons, ladles, water wheel, watering cans, siphons, tubes,
pumps, drainpipes, gutters, droppers. Colander, straws, hose pipes of different lengths
Graded set of jugs, measuring cylinders, beakers, & buckets
Natural materials such as sponges, corks, pebbles, pumice stones, shells, driftwood, fir
cones & bark.
Water
Possible Enhancements:
 Teaset – cups, teapot, kettle, jug, pans, spoons, play food
…
 Small world resources associated with the seaside – boats of different sizes, play people,
pebbles & stones, plastic fish & sea creatures, - crabs/ lobsters / octopuses, plastic
seaweed, shells, driftwood, etc.
…
 Small world pondlife – plastic bugs, beetles, frogs, butterflies, dragonflies, plastic ducks
& fish, plastic pond weed, lily leaves, logs, twigs, fishing net, magnifying glass
 Small world arctic – plastic penguins, polar bears, seals, ice cube trays to freeze water to
make icebergs
 Objects for floating & sinking – objects made from wood, plastic, metal, sponges, foam,
polystyrene, etc. Stones, shells, seeds; fruit & vegetables; feathers, leaves, flowers
/petals; plastic & foil dishes
 Wash day resources – washing up bowls, clothes line & pegs, warm water & soap of
different kinds (soap flakes, bar of soap, washing up liquid – be careful about allergies),
plastic crockery, dolls, clothes. Buckets & sponges, cars toy & wheeled vehicles
 Rainy day – umbrellas, wellington boots, rain coats, pop up tents and tunnels, water
sprays, water pistols, watering cans (large and small)
 Water for mixing – water (warm & cold) and containers, salt, mud, flour, glue, jelly
crystals, soap, sand, clay, pasta, rice, cornflour, cellulose paste, sugar, food colouring.
Whisks (balloon, rotary), spoons of different sizes, bubble blowers, droppers /pipettes,
straws
Anne Conroy (Teaching and Learning Consultant EYFS) Lancashire LPDS 2013