EARLY YEARS

OUTDOORPROVISION AUDIT

Undertaking the audit

The aim of the audit is to stretch your thinking about what is possible and is based upon ideas and evidence collected from many different establishments within the UK and internationally. It is not a definitive list. Outdoor provision is not a static aspect of early education but is developing at a significant rate. This is largely due in part to the availability of research which all points to the benefits of spending time outdoors, particularly in nature. It is also partly due, to the huge growth of outdoor nursery provision worldwide which is redefining what outdoor play provision can and should be.

The audit is organised into three sections which are:

  • The range of spaces and places children are able to use or visit
  • The role of adults and how they can facilitate the play and learning opportunities through their interactions and creation of routines
  • The variety of experiences available to children

Wherever relevant, ask your children, parents/carers for their thoughts too.

As a team, through the audit and consider your own practice. How do you know it is the best it can be? You may wish to highlight what you know your setting is doing well and put comments about what needs further clarification and/or development. To show ongoing improvement, it is worth highlighting what you do term by term in different colours. When you look for improvements and add reflective comment focus on the impact your work has had on children’s learning rather than what you have put in place.

Robust evidence–This is about knowing what impact your work is having

Do the changes you make help make a difference to children’s learning and if so how?

Evidence may be gathered in many different formssuch as:

  • Asking a child, staff member or parent and noting their comments
  • Observing routines in place and how effectively they work
  • A pictorial record of a development, e.g. before and after an area outside has been developed.
  • Seeking feedback from the education community and acting upon the feedback received
  • Collection of relevant data
  • Resources created and being used by children.

OUTDOOR PROVISION AUDIT

Routines and interactions / Audit / Ideas to implement and impact on children
Children involved in ongoing dialogue which leads to specific improvements happening outside.
QI 1.1, 1.2, 1.3 /
  • Every development or improvement has input from children. It is their space where they play.
  • Staff document or record children’s input into the improvements.
  • Child-friendly planning approaches are used so that children plan with adults (NB Watch mind-maps: are these interactive – can children draw and write their ideas, how are real objects used when developing a mind map?)
  • Specific ways of consulting children are explored to develop a mosaic – a fuller picture of what they like to do outside and their idea for making the space a better place., e.g. Going out to play with Fred the Ted ideas.
  • Children and staff reflect on improvements which are made so that you can assess the impact of the changes implemented. Use GIRFEC approach if nothing currently in place

Children have access to the outdoor space on an equal basis to indoors and simultaneously
QI 1.2, 1.5, 3.1 /
  • Children are able to access the outdoor space as and when they choose.
  • A free flow system between the indoors and outdoors happens all day, every day.

The transition area between the indoor and outdoors space is well-organised to facilitate the flow of children
QI 1.5, 2.4, 3.1 / The view from inside to the outdoor space is considered when setting up the outdoor space. Resources and set ups are put there that will help a reluctant child step outside. This changes frequently to reflect changing interests and to support different children.
The indoor space near the outdoor exit may have:
  • Resources available for use outside
  • Displays that help children connect the indoor and outdoor space
  • A role play or place where children can do outdoorsy things, e.g. florist stall, kitchen, etc
The indoor space has:
  • Good quality mats to collect the mud and wet from outside.
  • Chairs so that children can sit if needed when removing wellies. (Consider a childsizewelly boot remover)
  • Places for children to hang up clothing – can be a mobile unit.
Immediately outside:
  • There is a place for children to scrub down their outdoor gear if muddy
  • It is a calm area to allow for a gradual transition between the indoor and outdoor space. Busier, more active zones are further away.
Routines are in place for transition between the indoor and outdoor space that children know and can do as independently as possible.
Children have suitable all-weather outdoor clothing and footwear
QI 1.5, 3.1, 3.3 /
  • Outdoor clothing and welliesare available for those who don’t have their own. This includes accessories: sun hats, warm thick socks, gloves, winter hats
  • Parents are encouraged to ensure children bring their own outdoor clothing and footwear.
  • There are photos children in appropriate clothing for induction meetings and displays so that parents/carers know what is appropriate and what isn’t from visual reminders rather than relying on text. Alternatively, actual examples of suitable clothing are displayed.
  • When and if sets of clothing are replaced, the children are actively involved in deciding what clothes are purchased.
Children should be able to:
  • Put on and take off outdoor clothing independently (use a micro-routine checklist and create and display photo sequences to assist)
  • Know to where to find and return outdoor clothing.
  • Make their own decision about what clothes to wear according to the activity and weather.
  • Go outside as soon as they are dressed for the outdoors and not have to wait for others.

Children can access and choose resources to use during their outdoor play
QI 1.2, 1.5, 2.2, 2.3, 2.4, 3.1 /
  • The outdoor cupboard/resource areasare safe, tidy and accessible by children as well as staff,
  • Children encouraged to help set up outdoor space if out early.
  • The outdoor shed is tidied with the children so that they know what is there and how to access it.
  • Routines are in place which ensures the cupboard remains tidy.
  • Resources are stored and labelled appropriately according to the developmental needs of children (actual resource to see/feel; photo; silhouette, etc.)
  • Some resources are kept in zones. If this isn’t possible, then grab ‘n’ go bags or boxes are used so that resources can be easily brought out and put into different zones daily by staff setting up outdoor space or with interested children in the morning.
  • Resources are clearly presented each zone so that children can make choices in their play more easily, e.g. laid out neatly.
  • Children know how tidy up and return resources to their rightful places. (Begin small, e.g. with one zone and extend from there until children know where things go. Make this a focus during gathering times. Experiment with different ways of returning resources.)

Daily site check is undertaken of outside space QI 1.2, 2.1
Risk benefit assessments are in place for all aspects of outdoor provision
QI 2.1, 1.4, /
  • Daily site check system in place.
  • Risk assessments follow local authority/organisation policy.
  • Benefits are also listed as part of the risk assessment process, in line with My World Outside expectations
  • Specific risk benefit assessments created for outdoor space: make a living document: where parents, children and staff can all add to and amend.
  • Specific risk benefit assessments for educational visits, in line with local authority/organisation policy.
  • All staff have read, and are aware of the risk benefit assessments and where these are located (planning folder is often a good place or displayed on a wall)

Snack happens outside on a regular basis
QI 3.1, 3.3 / Snack is routinely offered outside. Examples of outdoor snack include:
  • Having picnics
  • Snack being available through role play areas
  • Barbecues and/or campfires (with line manager’s permission, risk benefits assessed, etc.)
  • As part of off-site visits
Children learn how to transfer skills learned through snack routines to the outdoor context.
Parents and carers are educated about the benefits of outdoor play in lots of different ways
QI 2.5, 2.6 / The role and input of parents is considered in line with My World Outsideadvice and QI 2.5 and 2.6
  • Parents are able to pick up and drop off their children from the outdoor space, thus enabling children who choose to play outside to be there longer.
  • Parents and carers can “stay and play” in the outdoor space.
  • Home-school learning packs and/or book bags include outdoor themes and experiences.
  • Parent information boards, notices, letters and other forms of communication reference outdoor learning experiences as much as indoor ones. It can include quotes about the benefits of learning outside.
  • Fund raising and other parent-run events include outdoor activities.
  • Parents’ skills and interests are put to good use outside. An interests & skills audit is undertaken as part of enrolment and/or induction so that parents can be approached directly for help, advice and support on aspects of outdoor provision.
  • Enrolment and induction information for parents include useful advice about outdoor routines, particularly the right of a child to play outdoors. If a child is not well enough to be outside, then they are not well enough to be at nursery unless there are exceptional circumstances.

Digital technology is used to support basic skills acquisition outdoors by children
QI 1.2, 2.2, 2.3, 2.4, 3.3 /
  • The use digital technology outside enhances the learning experience of children.
  • There are agreed routines and procedures around the use of digital technology to enable safe independent use.
  • If an iPad or tablet is acquired, then it has robust waterproof cover.
  • Any apps downloaded enable children to interact with the world around them - See post on Juliet’s blog:

Early years staff know their roles and have a professional approach to facilitating outdoor play
QI 1.3, 1.4 /
  • Outdoor play is every staff member’s responsibility.
  • All staff take turns to be on outdoor play duty.
  • Staff work as a team to support children to have play experiences outside.
  • Staff model a positive attitude to being outside in all weathers, all year round.
  • Staffareappropriately dressed for being outside and model this for children.
  • Staff enable and facilitate a wide range of outdoor activities including those with an element of (managed) risk[1] and off-site visits.
  • Staff are up-to-date with expectations in My World Outdoors and have begun to implement advice. For example, reflecting with children on wellbeing indicators and how the outdoor provision meets every child’s specific and universal needs.
  • Staff are knowledgeable, competent and have undertaken career long professional learning opportunities for developing outdoor play.
  • Observations of children’s significant learning moments are made outside and contribute to the children’s profiles, records and next steps in their learning.
  • The current approach works best for meeting children’s learning experiences outdoors and having best possible practice (and how do you know this?)
  • Staff ensure that a sustainable and rights-based approach underpins practice. Everyone knows and follows the Scottish Outdoor Access Code.

Range of outdoor spaces and places / Audit / Ideas to implement and impact on children
The outdoor space reflects the values and aims of the establishment. It is welcoming, attractive and child-friendlyQI 1.1 /
  • Look at the aims, vision and values of your establishment.
  • Take them outside and look around. Does the outdoor space reflect these? If not, what do you need to do to ensure there is a match?
  • Ask other staff, children and parents for their thoughts.

Weekly/fortnightly off-site visits to a local greenspace all year round
Q1 2.1, 2.2, 2.3, 2.4, 2.7, 3.1, 3.2, 3.3 / The visits happen frequently and regularly all year round in line with recognised good practice such as the Forest Kindergarten/Wee Green Spaces model. Children have opportunities to:
  • Experience seasonal changes, human activity and meet people in ways which cannot be replicated in an outdoor space.
  • Develop their confidence as they visit the same place and get to know it well. They are able to lead aspects of the visits.
  • Get to know their local area well. They can recognise key landmarks and features.
  • Experience a feeling of wildness in the greenspace.
  • Show their parents the greenspace.
  • Develop practical skills such as how to cross roads, manage dogs and encounters with a range of wildlife, how to care for public spaces, develop stamina walking and being physically active, how to go to the toilet outside, etc.

Regular opportunities to explore local area and its facilities such as shops and local business and organisations
Q1 2.1, 2.2, 2.3, 2.4, 2.7, 3.1, 3.2, 3.3 /
  • Children observe community changes throughout the year, e.g. local celebrations, events and festivals (Valentine’s day, Christmas, when the local football club reaches the cup final, etc.)
  • Children meet and learn about and from local businesses, organisations and individuals.
  • Children have the opportunity to use local facilities such as the library or to visit a shop to buy snack.
  • The history and culture of a place is explored.
  • Children experience diverse range of habitats and water features

The outdoor space supports nature play and has a good biodiversity
QI 1.5, 3.1 / The outdoor space supports nature play and has:
  • Sand, mud, water and other natural mediums for play
  • Lots of plants including trees, flowers and shrubs – many of which are native or wildlife friendly.
  • The plants form part of a wildlife corridor within your neighbourhood.
  • There are homes, food and water available for a range of wild animals (birds, minibeasts, amphibians, mammals).
  • There is a provision of different heights, colours, sights and sounds of nature all year round
  • Natural materials are available for children to use in their play at all times
  • Children are involved in gardening and caring for the outdoor space.

A range of surfaces which facilitate a wide range of physical movements and interactions.
Wide range of opportunities for physical activity
QI 2.2, 2.3, 2.4, 3.1 / The outdoor space is specifically set up to support physical development. There are:
  • A range of heights and levels
  • Jumping off points
  • Low walls or balancing logs/beams
  • Variety of steps and climbing features e.g. suitable trees, horizontal logs, fixed play equipment, tunnels
  • Space to run around
  • Features which allow children to pull up or use their bodies in different ways
  • Opportunities for children to use their bodies in lots of different ways by careful placement of different resources in the outdoor area
A physical development audit has been undertaken from Jan White’s book “Every child a mover.”
Children can interact with the surfaces in a variety of different ways them: barefoot, crawling, rolling, moving a wheeled toy across it.
Sustainable features are present in the outdoor space
QI 1.5, 2.2 /
  • Use of collected rain water for gardening e.g. through a water butt (risk assess for stagnant water and Legionnaire’s disease – just include in outdoor play RBA)
  • Compost system on site
  • Measures to reduce draughts inside, when free flow happens.
  • Introduction of biodiversity measures – homes, food and water for wildlife
  • Old resources from inside are re-used outside – mud kitchen, water tray for planting, etc.

Zones or areas outside are set up so that children make connections across the areas as they play
QI 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3 / The zoning of the outdoor space helps children make choices about where and how they play outside.
  • Children are able to make connections in their play between the zones
  • Staff know what play provision is being offered where in terms of children being able to make connections in their play.
  • The outdoor area is continuously changing in line with children’s needs and interests
  • The transition zone is used to engage children who may not be interested in going outside and is a calm space
  • The mud area close to the gardening area. The plants are grown to support potions and recipe creating in a mud kitchen or other role play outside.
  • Water is situated in places where it may require transporting to other zones for use by children. The transport options vary: pulleys, buckets, trolleys, watering cans, etc.
Fences, walls and other vertical surfaces are used to offer a range of experiences such as water walls, to hang basic resources, as a place to explore big painting, to investigate light, sound and music
  • A variety of construction experiences are available
  • Space and freedom for physical activity that does not dominate other play in the outdoor space is provided.
  • Trikes and bikes are offered when the experience clearly builds upon and develops the learning in different ways in line with children’s interests. Or they are part of the transport options for a range of materials as well as children.
  • Create nooks, crannies and little spaces where children can experience enclosure and perceived time away from adults’ eyes. These are disturbed by children’s physical play, etc.

Shelter is available from the elements (this can be temporary or permanent)
QI 1.5, 3.1 /
  • Wind reduction measures in place, if needed.
  • Den building opportunities part of continuous outdoor provision.
  • Children have nooks and crannies where they can go and hide.
  • Children have appropriate outdoor clothing.
  • There a simple structures which provide shelter: tipi, shack, bothy bags, if needed.