ABSTRACT
An outstanding early years’ setting is a complex organisation, and the environment is one piece of the jigsaw. Practitioners realise that if they can tap into the current interests of each child, then this will lead to deeper engagement and learning. Children should have access to the gardens from the moment they arrive. It is recognised that there is more talk outside, and some children can only become deeply engaged in their play when they are outside. Once the environment is working, then there is no need to keep changing it. Maintain the environment and restock consumables, but leave things the same. An outdoor area should allow for learning in all areas of development but should not mirror the indoors. It is a good idea to try and break up large open spaces to create ‘zones’ in an attempt to stop too much ‘rampaging’ about (both indoors and outside). Children respond to authentic resources and experiences.
