Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
Enabling environments: value all people, development and learning.
They offer:
- stimulating resources and spaces, inside and outside, relevant to all the children's cultures and communities
- rich learning opportunities through play and playful teaching
- support for children to take risks and explore.
Key to the guiding principal headings
Each section below is structured under a set of headings. For an explanation of these headings see Key to guiding principals headings
Welcoming environment
Link to prime areas
Personal social emotional development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
The environment is warm, welcoming, and nurturing and facilitates a sense of belonging.
Strategies and examples to support implementing the expected OAP
For example, children and parents are greeted warmly, notice board is reflective of the different language's family speak, management team are available to speak with parents. Cozy and quieter areas are available for children (base space).
Open ended resources are available. Children can lead their play the adult is a co-facilitator.
The child's key person should remain consistent.
Links to area(s) of need (where applicable)
SEMH: Presenting as significantly unsettled persistently after a transition period to the setting.
Additional strategies to support specific area(s) of need
- Key worker and adults to check in at the start and end of the day.
- Safe place/quiet area in the setting
- Feedback is used to collaborate and plan with parent /carer, to ensure consistency between the home and setting.
- Use of visuals to identify triggers and means of overcoming them.
- Build rapport and trust in a reliable adult.
- Examples of how a child presents themselves as unhappy: Running about/ physical movements, removing themselves from specific areas, silence and crying.
Space
Link to prime areas
Physical development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
There is sufficient space for children to move and collaborate and encourage exploration and risk-taking both in both the indoor and outdoor environment.
Strategies and examples to support implementing the expected OAP
What are the benefits of Risky Play? - BBC Tiny Happy People
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
The space should also support independent play e.g., by placing mats or cushions under an indoor climbing structure.
Risk assessment
Link to prime areas
Physical development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
When necessary, risk assessments are completed for individual children – this is completed in partnership with the child's parent or caregiver and shared within the whole provision.
Strategies and examples to support implementing the expected OAP
Help! I need to do a risk assessment
Links to area(s) of need (where applicable)
S/PD: Physical sensitivity including hyper and hypo responses and possible sensory difficulties
Sensitivity to sensory stimuli
HI: related to equipment.
Additional strategies to support specific area(s) of need
- Individual Sensory Profile
- Practitioners to collaborate with other professionals to share strategies and advice to support the child's sensory diet (this term should be explained in the glossary)
- Sensory reduction planning
- Staff training through CPD.
- Sensory resources.
- Flexibility with uniform policy
- Consideration to the environment e.g. noise, room temperature, visual stimuli, proximity
- Flexible approach to transitions
- Access to safe place
- SCOPE provides a support and information resource for teachers and other professionals as well as promoting and facilitating links between teachers.
- Pdnet is an online network for those supporting children with physical disability, enables the sharing of a range of professional resources to support the learning and education of children with physical disabilities.
- Risk assessment to be produced by the setting on management of hearing aids, when being worn by the child. This should include: batteries must be kept safely out of children's reach and the setting should check with parents/carers that battery safety locks are fitted and working on hearing aids.
- Spare batteries and testing kit from home, to be used in the nursery. Risk Assessment in place for batteries use.
Total communication approach
Link to prime areas
Communication and language
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
All staff understand and implement a Total Communication Approach within the environment, this is consistent for all children including those with SEND.
Strategies and examples to support implementing the expected OAP
The total communication approach is about using the right combination of communication methods for each person. This approach helps an individual to form connections, ensures successful interactions and supports information exchanges and conversations.
Creating good communication environments and enabling environments .
Links to area(s) of need (where applicable)
SLCN: Difficulties with language and Difficulties with communication
Additional strategies to support specific area(s) of need
- Use the child's name first to draw their attention followed by key word Instructions e.g., _____, stop.
- Use positive language, telling them what you want them to do.
- Simple instructions, using literal language (avoiding sarcasm and figures of speech)
- If appropriate use of symbol communication
- Much of what we communicate is non-verbal so be very aware of your own body language
- Awareness of appropriate tone of voice (calm, not too loud)
- Awareness of rate of speech (slow down)
- Awareness of appropriate environment (noise, room, temperature, lighting, room layout)
- Awareness of use of language (some children may need a language-rich environment, others may need it to be kept simple)
Listening conditions
Link to prime areas
Communication and language
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Adjustments are made to the acoustic environment such as soft furnishings, blankets on tables, creating quiet corners.
Strategies and examples to support implementing the expected OAP
Improving listening conditions
Links to area(s) of need (where applicable)
HI: Children who have impaired hearing
Additional strategies to support specific area(s) of need
- Please you liaise with the INSPIRE Specialist Teacher Team inspire@lbhf.gov.uk
- Staff should speak clearly and ensure they are always visible to children.
- Staff should have the light source on their face not behind them. For example, not standing with their back to the window or sun.
- Acoustically optimal listening conditions in general room, for example areas of the nursery to be carpeted.
- Quiet area available regularly for small group work.
- All staff in the setting to be made aware of the child's hearing loss and any related equipment by the nursery SENCO.
- Wearing optimally always working equipment (hearing aids or implants), if appropriate.
- Managing and minimising background noise as much as possible, especially during language and listening activities.
- Wearing optimally always working equipment (hearing aids or implants), if appropriate.
Displays
Link to prime areas
All three prime areas
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Displays are meaningful and appropriate for all children.
Strategies and examples to support implementing the expected OAP
Example: Displays are at the child's height and children choose if they would like to display their work. A WOW wall.
Creating Interactive Wall Displays
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Displays are at the child's height.
Displays can be interactive for the children to enjoy. For example, photos of the child's family can be Velcroed on a display to allow children to pull them off the wall and look at/share with a peer or adult.
Visual or hearing impairment
Link to prime areas
Physical development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Children who wear glasses and/or hearing aids are encouraged to wear them are seated in the optimum position during group times/ mealtimes.
Strategies and examples to support implementing the expected OAP
Please seek advice from the INSPIRE Specialist Teachers for children with visual or hearing impairment.
Home - Inspire (lbhfinspirehub.com)
Improving listening conditions
Links to area(s) of need (where applicable)
S/PD: Hearing impairment
Additional strategies to support specific area(s) of need
- Sitting in a position for children to see adults in all activities.
- Managing and minimising background noise as much as possible, especially during language and listening activities.
- Access to visuals, to use a natural gesture and good facial expressions to support communication and understanding of everyday routines and activities.
- Ensuring glasses are worn by children who need them.
- All staff in the setting to be made aware of the child's hearing impairment and any related equipment by the nursery SENCO.
- Hearing impairment and related language needs to be included on learning profile/learning journal.
- The NDCS (the National Deaf Children's Society).
Accessibility of environment
Link to prime areas
Physical development
Description of expected Ordinarily Available Provision (OAP) This column applies to ALL children in the setting.
This applies to ALL children in the setting
Ensure the activities and environment meet the developmental needs of all the children who attend, from very young babies to older children.
Strategies and examples to support implementing the expected OAP
Information on supporting children with diverse needs
Meeting the needs of all children
Links to area(s) of need (where applicable)
PD: Physical disability
Additional strategies to support specific area(s) of need
- Please liaise with the Occupational Therapy service if you have a child with a physical disability
H&F social care occupational therapy service | London Borough of Hammersmith & Fulham
- Staff to collaborate with other professionals to share strategies and advice to support the child.
- Moving and handling training accessed where appropriate.
- Provision of small support equipment e.g., adapted pencils, pens, paintbrushes, cutlery, and scissors
- Ensure environment is accessible for specialist equipment e.g., Walkers, standing frame, specialist seating and hoisting. Ensure use of specialist equipment
- Enable access to ICT equipment e.g., computers, iPads / lightbox.
- Staff training for care and hygiene support .
- Risk assessments and Personal Emergency
- Evacuation Plan
Interests
Link to prime areas
Personal social emotional development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Close attention is paid to individual children's interests, and this implemented into daily planning of play opportunities.
Strategies and examples to support implementing the expected OAP
Play activities are offered for individual children's interests. This can be rotated around weekly/bi-weekly to provide opportunities for all children's individual interests to be presented during play.
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Individual interests should be used to encourage learning (e.g., using cars as counters if the child is interested in cars).
Resources & expectations
Link to prime areas
Physical development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Activities, resources, and furniture such as table and chairs are child height and accessible.
The environment is accessible and resources within this can be moved and used in a variety of ways.
Strategies and examples to support implementing the expected OAP
Activities are placed at appropriate heights, including floor level. Children are not asked to sit on chairs for all activities.
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
- Tummy Time activities: What is 'Tummy Time' and when should you start it? - BBC Tiny Happy People
- For older children: Lay long rolls of paper on the floor with a selection of drawing materials e.g., pens/crayons.
- Children can have a themed focus as well draw to music
- Possible training: Welcome to Write Dance Training | Write Dance Training
Busy environment
Link to prime areas
All three prime areas
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Allow children the time and space to focus and reduce noise distractions.
Strategies and examples to support implementing the expected OAP
None
Links to area(s) of need (where applicable)
SEMH: Anxiety in busy unpredictable environments
Additional strategies to support specific area(s) of need
- Preparation for change of activity, environment, or routine
- Small group / 1 to 1 tasks and activities
- Calm learning environment
- Clear communication of expectations
- Visual timetable
- Use of social stories
- Transition groups e.g. getting ready for nursery or getting ready for school
Smells and noise
Link to prime areas
Physical development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Practitioners are aware of smells and noise in the room and any children who may be impacted by these.
Strategies and examples to support implementing the expected OAP
Sensory Profile link
Information on Early Years
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Some children might be sensitive to sensory stimuli, so it is important to consider the smells and noise levels in the nursery environment.
You can offer a 'calm corner' with gentle music played into earphones to support children that are overstimulated by noise levels.
You can use a child's preferred scent (e.g., using essential oils) on a piece of cloth for the child to use when smells are becoming overwhelming for him or her.
Lighting
Link to prime areas
Physical development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Practitioners are aware of lighting in the room e.g. use of natural light, who is facing the light, where you stand/sit in relation to light with relation to facilitating group time and story time.
Strategies and examples to support implementing the expected OAP
Sensory Profile link
Information on Early Years
Links to area(s) of need (where applicable)
S/PD
Additional strategies to support specific area(s) of need
Try to have good lighting in the setting to enable pupils to see adults faces and lip patterns.
- Dimmer switches options
- Low energy LED lighting
- Natural light from unobstructed windows and doors.
Wait for 8
Link to prime areas
Communication and language
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Children are given time to process information before being asked to respond. Staff use WAIT FOR 8 seconds.
Strategies and examples to support implementing the expected OAP
Wait for 8 is a reminder to give children time to understand what you have said and think of their reply or response according to level of ability in communication of their developmental age.
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Use the Wait for 8 strategy for children with SEND, but if you find that they need more time then give more time to process information.
Alongside giving extra time to process information, you can also use simple language, break down instructions, and use visuals and/or gestures to support spoken language.
Break down tasks
Link to prime areas
Communication and language
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Tasks are broken down into small manageable steps. These steps are shown explicitly.
The pace and order of activities is relevant to maintain interest and attention of all children.
Key information and strategies are shared with all relevant Practitioners e.g. My Profile (see Appendices)
Strategies and examples to support implementing the expected OAP
Photo cards are shown of each step to support children's understanding. This could be used to show the process for handwashing or baking cakes.
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Photo cards are shown of each step to support children's understanding. This could be used to show the process for handwashing or baking cakes.
When giving verbal instructions for tasks:
- Make sure you have the child's attention first
- Go down to the child's level
- Use simple language
- Break down tasks (more on this below)
- Use visuals and/or gestures to support spoken language
Repeat instructions of tasks if necessary.
Model language
Link to prime areas
Communication and language
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Modelling is used to aid understanding.
Strategies and examples to support implementing the expected OAP
Circle times are not too long and includes opportunities for movement breaks such as dancing and action.
Examples of how to model language
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Use of supporting adults to remodel as necessary to enable consolidation of understanding.
Visual support
Link to prime areas
Communication and language
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Visual Supports are used throughout the setting – including visual timetables, now and next boards, clear concise instructions with visual prompts (particularly during transitional parts of daily routine), stories, songs, props and puppets.
Strategies and examples to support implementing the expected OAP
- Picture version of the routine of the day is displayed and children are shown which part of the routine is coming next
- Real objects are used to support children's understanding of the routine, such as coats shown for outdoor play and nappies/potty shown for changing or toileting.
- Photo cards are shown of each step to support children's understanding. This could be used to show the process for handwashing or baking cakes.
- Examples of how and why visual supports are useful
Links to area(s) of need (where applicable)
SLCN
Additional strategies to support specific area(s) of need
Use of visuals support children understand what is going to happen next, as visual supports increase predictability and can reduce anxiety.
For children with SLCN, personalise the visual support for the specific child and use consistently throughout the setting.
Please see examples of different types of visual supports below:
- Objects of Reference: Use real objects to represent or 'stand for' an activity, person, or place (e.g., a bowl for lunch time, a teddy for nap time) to support the child's understanding of the everyday routine. See examples of using objects of reference here .
- Use photographs of the child engaged in different parts of the routine to create a visual timetable or now/next board to support children with transition and what is coming next. Make sure this is portable or displayed at the child's level.
- Label the environment: Use a picture and written word to label different parts of the nursery (e.g., water tray, using a picture and the written word to help organise the environment for the child and support with tidying up time as well.
Independent learning
Link to prime areas
All three prime areas
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Strategies are used to actively promote independent learning through pre-teaching, overlearning, differentiated resources where appropriate.
Strategies and examples to support implementing the expected OAP
Set up the environment and play opportunities around themes of the week / term to encourage pre-teaching, overlearning, and independent learning through play.
For example, when teaching about farm animals: set up play opportunities using farm figurines, offer a sensory tray with hay, read books about farm animals, provide arts & craft activities around farm animals (cutting, sticking, colouring farm animals).
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
- Use the themes of the week / term to set up the play opportunities for the children to encourage independent learning of the topics through play.
- For children with additional needs, try to use multisensory learning experiences.
- For example, when teaching about farm animals: set up play opportunities using farm figurines, offer a sensory tray with hay, read books about farm animals, provide arts & craft activities around farm animals (cutting, sticking, colouring farm animals).
- Use language related to the theme and topic to support children learn new words within context.
Seating
Link to prime areas
All three prime areas
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Seating and grouping of children take account of individual needs and routinely provide opportunities for access to role models, structured opportunities for conversations and sharing of ideas and access to additional adults where they are available.
Strategies and examples to support implementing the expected OAP
Seat children according to their individual needs.
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Try to seat children with additional needs near the front of the classroom or near a supporting adult to help with their attention and listening, hearing and processing of information, and to be able to receive adult support more easily.
Additional adults
Link to prime areas
All three prime areas
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Use of additional adults is planned to maximise their impact on children's learning.
Strategies and examples to support implementing the expected OAP
Additional adults to go around and support children where and when needed.
Links to area(s) of need (where applicable)
N/A
Additional strategies to support specific area(s) of need
Additional adults to provide individualised support for children with additional needs.
For example:
- Repeating instructions to the child
- Helping the child get started on the activity
- Modelling the activity in a 1:1 or small group context
Providing a differentiated activity
Positive relationships
Link to prime areas
Personal social emotional development
Description of expected Ordinarily Available Provision (OAP)
This applies to ALL children in the setting
Strategies are used to build and maintain positive relationships across the whole setting. There are opportunities to develop peer awareness, sensitivity, and support for different needs both in and out of the setting.
Strategies and examples to support implementing the expected OAP
Promoting healthy relationships in schools | NSPCC Learning
Links to area(s) of need (where applicable)
SLCN: Difficulty with social communication and developing relationships.
Additional strategies to support specific area(s) of need
- Small group / 1 to 1 tasks and activities to cover turn taking and social skills
- Clear communication of expectations
- Develop group work skills by targeted sessions to address specific skills, e.g., turn-taking, conversation, and feelings.
- Fun group interventions.
Nature activity ideas | early years alliance
- Opportunities for supported play with peers
- Modelling successful play and social interactions
- Giving support to respond to conflict in relationships and resolve difficult situations.
- Giving support to develop understanding of emotions of child and peers
- Positive peer role models
- Clear boundaries.