Early learning and childcare quality indicators: Children experience high-quality spaces

'Very good' quality, safety and maintenance of spaces

Our physical environment, whether offered indoors or outdoors, is welcoming, fully meets children’s needs, and is well equipped. It gives a strong message to children that they matter. We make the best use of available resources to create, sustain and enhance a motivating physical environment. As a result, children experience high-quality care and learning centred on their needs and interests.

We recognise the importance of daily outdoor play and the benefits of this for enhancing learning and wellbeing. We support, facilitate and encourage children to explore and build independence. Children are supported to actively explore and learn about the wider world.

We take prompt action to ensure the safety and security of children, visitors and each other. Staff undertake, understand and share appropriate risk assessments. We keep children accounted for by remaining vigilant to risk. We always know who is in our care, whether they are indoors, outdoors or in the wider community. As a result, children are safe and their opportunities to enjoy challenging and fun play experiences are not compromised.

Whilst we prioritise children's safety, we embrace a positive, balanced approach to risk in children's play. Children engage in a broad range of challenging and interesting play opportunities that support and extend their development and learning. Through these experiences children build self-confidence. They learn to assess and manage risks for themselves, developing essential skills and resilience. We have received robust training on infection prevention and control measures. This means we have a clear understanding and confidence to provide and promote a high-quality, clean and safe environment. This includes understanding of the arrangements for cleaning as well as in practising food safety.

Where children require personal care, arrangements are effectively planned, and staff maintain high levels of infection prevention and control. Children’s privacy, dignity and preferences are fully respected and there are appropriate changing facilities. Arrangements for the monitoring, maintenance and repair of equipment and vehicles function well, and are implemented consistently. Damaged items are replaced promptly.

'Weak' quality, safety and maintenance of spaces

The physical environment may look or feel neglected, rather than warm and welcoming for children. There is limited attention to detail such as homely touches, decoration, and the quality of furniture and resources is poor. There may be unpleasant smells or intrusive noise levels.

The breadth and balance of resources do not sufficiently meet children’s development needs or offer challenge and opportunities for exploration. The physical environment, furniture and fittings are generally inadequate, with limited opportunities to display interesting materials and children’s work. The layout of the physical environment does not enable children to lead their own play and learning. The resources we provide do not support children to achieve.

We demonstrate limited understanding of the benefits of the outdoors to children. Children’s views do not sufficiently influence their access to outdoors. Current best practice or research is not used effectively to inform our knowledge and practice in this area. We do not always recognise when children need more energetic experiences. Potential barriers to outdoor play and learning have not been recognised or given adequate consideration. This means that the physical environment does not meet children’s needs.

We do not always work well together to promote a safe environment for children. We may have limited understanding of children’s development and may not recognise when everyday items can pose risk. As a result, children may be at risk from avoidable harm.

We may unnecessarily limit children’s experiences and children’s confidence may be affected. Excessive restrictions may be placed on play and learning opportunities, compromising the quality of children’s experiences. Our procedures for infection prevention and control are not robust and heighten the risk of infection.

Arrangements for security within our setting, outdoors and in the wider community may not be well considered. There is the potential for children to exit the setting or be unaccounted for across the day, exposing them to risk of harm.

'Very good' children influence and affect change

Children have high levels of involvement in influencing the design and use of spaces, which gives them a strong, clear message that they matter. We actively engage with children to enable them to direct their play and experiences in the way they choose. Children are listened to and know that their views matter. We understand the capabilities of all children, including babies. We adapt our practice to meet their needs and enable their voices.

Our environment provides opportunities for children to make decisions and act independently within the safe boundaries of our setting. They are encouraged to lead most aspects of their play, and we guide them to take on responsibilities at times like snack or when they are in the garden. Through outdoor play, children are learning about sustainability, gaining a deeper understanding of how to care for and preserve their natural environment. Our approach keeps children engaged and increases their confidence.

We have an inclusive environment where children have a belief in their abilities. Carefully selected and well-positioned furniture and resources support all children to make choices and freely play. Resources and materials available to children are varied, adaptive and responsive, catering to children’s individual abilities, needs and interests. We understand the positive impact that rich, multi-sensory play has on children’s learning, resilience and wellbeing.

We have a supportive environment where children are valued and celebrated. High-quality resources and spaces promote diversity, equity and inclusion. Children, their families and wider communities are positively reflected in the resources, spaces and experiences available. Children feel seen and included. Our enriching setting fully supports children to develop their knowledge, respect and understanding of their community and wider world.

'Weak' children influence and affect change

Children’s needs and views are not consistently sought or taken into consideration when designing the physical environment or when planning experiences and shaping daily routines.

Children’s independence is not supported and they are unable to direct their own play and activities in the way they choose. Children are not engaged and motivated enough in their play, compromising progress in their learning and development.

Our practice related to caring for resources, including the natural environment, does not take account of sustainability. We provide very few, if any, opportunities for children to learn about sustainability and caring for their natural environment, encouraging poor habits in respect of reducing waste and the impact of our use of natural resources.

Our provision of play resources and equipment is limited and, in some cases, outdated and inappropriate. Children may lack motivation and interest due to the lack of stimulating resources and activity. Those available lack breadth and balance and do not sufficiently meet children’s development needs or offer challenge and opportunities for exploration.

In some cases, children and their families may experience discrimination as a result of outdated or inappropriate resources. This has the potential to negatively influence children’s self-esteem and their knowledge and understanding of the world around them.

We may demonstrate an approach to risk that is either risk averse or not well considered. This is evident in the layout of the spaces indoors and outdoors. This may result in the potential for harm. We may not engage effectively with parents/carers to deepen their understanding of the benefits of riskier outdoor play and learning experiences.

'Very good' information management

Our physical environment provides a secure and safe setting for children while respecting their rights and reflecting our overarching aims and objectives. Any use of closed-circuit television (CCTV) is lawful, fair and proportionate, and protects their dignity. It is only used for purposes that support the delivery of safe, effective and compassionate care for children.

Protection of children’s personal information is paramount and complies with relevant best practice and legal requirements. Our leaders and staff are well informed about their responsibilities and have the skills to carry these out robustly.

Efficient and effective record keeping systems are in place. This includes the management of electronic information which is in line with general data protection requirements and advice on cyber threats. Our staff fully understand and implement their roles and responsibilities in relation to information management.

'Weak' information management

The use of CCTV is not well understood by staff. Our leaders and staff are not well informed about their responsibilities and infringements of rights of children, families and staff may occur as a result. Families may not have been consulted about any CCTV or informed of their rights. The arrangements for CCTV do not meet the requirements of current legislation.

Arrangements for the storage of and processing of children’s personal information are poorly managed and do not comply with relevant legislation and best practice. Our staff do not have an awareness or understanding of their role in using information appropriately or storing it securely. Where electronic systems are in place they are not secure or suitable.

The following challenge questions can support your self-evaluation:

• How can we be confident that our physical environment maximises opportunities for children to be challenged, creative and engaged in their play?

• To what extent does the physical environment support different types of play?

• How can we be confident that our physical environment is maintained to the highest standards, ensuring a safe and healthy environment for children?

• How do we know our physical environment is secure and that children cannot leave unsupervised?

• How do we ensure children’s privacy, dignity and preferences are fully respected?

• How do we know our setting provides a wide range of challenging outdoor play and learning experiences that promote children’s health and wellbeing?

• How well are children enabled to select and make use of high-quality resources which meet their needs, interests and development?

• How inclusive is our setting for all children and families? Does it accommodate and promote emotional safety?

• How do we promote diversity, equity and inclusion and how are these positively reflected in the resources, spaces, and experiences available?

• How are children’s files and information stored to ensure they are secure?

• Do we demonstrate an understanding of how data protection laws operate?