Learning and development requirements: Characteristics of effective teaching and learning
In planning and guiding children’s activities, practitioners must reflect on the different ways that
children learn and reflect these in their practice.
UNCRC Article 28, 29 and 31Children have the right to an education which develop each child’s
personality, talents and abilities to their fullest potential and the right to rest and play.
8.1 Free flow play
Policy Statement
We believe that children learn most effectively through play.
To encourage children to be confident in Playing and Exploring we enable them to choose
activities where they can engage with other children or adults or sometimes play alone. During
these activities they learn by first-hand experience – by ‘having a go’. They need sufficient space,
time and choice with a range of activities, some of which have been planned and prepared by the
practitioners on the basis of their observations of individual children’s current interests, learning
styles and stages of development. Children engaged in play and exploration are learning through
experience, because young children’s development and learning, whether physical, social,
emotional, moral or cognitive, requires real, hands on engagement. Through ‘Active Learning’
they can take risks, make mistakes and try things out. As a setting we effectively promote
children’s learning through play and ensure that we provide a suitable, safe context for learning
which includes a range of appropriate resources. Providing children with opportunities to play with
ideas in different situations and with a variety of resources, they are able to ‘create and think
critically’ they discover connections and come to new and better understandings and develop
new ways of doing things. We believe we can support children’s development, interests and wellbeing more effectively when we arrange the session so that children are able to freely access
resources and areas enabling them to extend their play experiences and support characteristics of
effective learning.
Our aim is to achieve free flow play between indoors and outdoors in the setting for as much of
the session as we can. We want to do this in a way which is safe, educationally valuable, and also
enjoyable, for all our children and staff.
Procedures
Safety:

At all times, the safety of the children will be our paramount concern.

We operate free-flow play from the beginning of the sessions throughout the indoor
environment. The Room leaders remain at the main doors to the rooms to maintain
security and stop children leaving unnoticed. The main gates are locked between 9.30
and 11.30 am and 1.30 and 3.00pm to ensure the security of the site and then children
will be able to access the outdoor environment.
Lytchett Matravers Pre-school Ltd.
Reviewed September 2014
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
Where weather conditions are extreme, staff will take a decision using their best
judgement about whether operating free flow is sensible, given the effect on
temperatures inside of keeping the door open. Staff will ensure that the legal minimum
temperature is maintained inside the Pre-school at all times.(free flow play curtains are
secured over doors in Winter to reduce the amount of heat loss)

In circumstances where staff make the decision to keep the external door closed, they
will still take children outside during the session and make it clear to the children that
this option is always available.

Staff will position themselves where they can see all the children outside as far as is
practicable. Staff will be aware of numbers and ensure that there are enough adults to
supervise the children at all times.

When working outside, staff will focus on the safety of the children rather than on any
adult led or adult directed activities. This is particularly important where there are a
high number of children in a session.

Should an emergency situation occur, the staff member will call for help by shouting.

Staff will do a regular head count of the total number of children at the setting.

One member of staff will act as a ‘roaming’ person, able to move between indoors and
out. This person will assess the best place to be situated, depending on the numbers
of children playing indoors/outdoors.

If a ‘situation’ occurs, and extra staff are needed inside, those children playing outdoors
will be brought inside so that all the staff can be available.

On sunny days, we ask parents to provide children with sunhats to wear whilst outside.
The member of staff outside will be responsible for ensuring that all children do have
their hats on. Staff will not take children outside at the hottest periods of the day
(between 11am and 2 pm see sun care policy) unless in a shady area.
Learning:

Staff will ensure that the outdoor provision covers the seven areas of learning in the
EYFS and is an extension of children’s learning opportunities in the indoor
environment.

Staff will ensure that they regularly reflect on and evaluate the provision indoors and
outdoors to ensure that resources are supporting children’s play and exploration
effectively.

There will be a balance between physical activities, such as ride on toys, and more
small scale, focused activities, such as mark making or digging.
Lytchett Matravers Pre-school Ltd.
Reviewed September 2014
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This policy was adopted at a meeting of the Directors/ Trustees of Lytchett Matravers Pre-school
Ltd, September 2014
Signed on behalf of the Directors/Trustees by Tracey Scriven (Nominated person)
Date to be reviewed: August 2015
Lytchett Matravers Pre-school Ltd.
Reviewed September 2014
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