Characteristics of
Effective Learning
‘It is becoming increasingly clear through research on the brain, as
well as in other areas of study, that childhood needs play. Play acts
as a forward feed mechanism into courageous, creative, rigorous
thinking in adulthood.’ (Tina Bruce)
‘Playing and Exploring, Active Learning, and Creating and Thinking Critically
support children’s learning across all areas.’ Statutory framework for the Early
Years Foundation Stage, DFE 2012
The three characteristics of effective teaching and learning are:
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Playing and exploring – children investigate and experience things and ‘have a go’
Active learning – children concentrate and keep on trying if they encounter
difficulties, and enjoy achievements
Creating and thinking critically – children have and develop their own ideas, make
links between ideas, and develop strategies for doing things.
(Statutory framework for the Early Years Foundation Stage, DFE 2012)
At Windham we aim to create an environment where everyone develops an enquiring mind
and love of learning. To do this we plan play based activities to help ignite the children’s
enthusiasm to learn.
Playing and Exploring - engagement
 Purposeful experiences and activities are planned inside and outside which are
clearly linked to the EYFS curriculum guidance and are pitched at the right level for
each child
 A wide range of multi-sensory activities are provided to encourage children to
explore and experiment at open ended opportunities
 Role play areas are set up using resources that the children are familiar with to
enable them to develop their imaginative play
 All staff observe and assess the children to ensure that the activities are appropriate
for each child and that the activities are challenging but achievable
 Staff at Windham have been part of the ECAT project and understand the
importance of listening to children, following their lead and joining in sensitively to
help develop the child’s learning
 At Windham we encourage children to extend their play recognising the importance
of uninterrupted time to develop their concentration
Active Learning – motivation
 We provide an attractive, well organised and stimulating environment in which
children can be helped to develop independence and perseverance within a familiar
framework
 We provide a mix of activities and encourage the children to make independent
choices with adult support to develop their skills
 We provide a balanced session with energetic and quitter times
 Our outside area reflects the provision inside and we regard it as an equally
important learning environment. We plan for all the areas of learning outside as
many young children show greater focus on activities when they have freedom and
space to explore and experiment.
 We present learning intentions in a range of different ways as we recognise that
children have their own preferred learning style
 We provide activities that build on what children already know, starting from what
they can rather than cannot do and encouraging a positive attitude to learning
Creating and thinking critically – thinking
 We believe the quality of sustained interactions between adults and children is key
to effective practice
 Our staff encourage children to develop their own ideas through open ended play
opportunities, intervening and aiding the children to develop their ideas through
extended play and planning
 We provide a mix of child initiated and adult directed activities, giving the children
the opportunity to choose to work independently or with others
 All staff help children to talk about their ideas and extend their thinking, encouraging
them to make links in their knowledge
 Children enjoy playing with their friends and are supported by adults to take turns
and co-operate, learning to use their language to express their feelings and resolve
conflicts independently
 Children are encouraged to explore their interests in depth and talk about their
achievements with interested adults and other children
 We invite children to reflect on their work, to talk about their ideas, recognising that
this is vital to their critical thinking and helps to develop deeper level learning.
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Windham – Vision, Purpose and Values
Vision – Happy children, happy people
Purpose - Creating an environment where everyone develops an enquiring mind
and love of learning
Values – Inclusive, inspiring and innovative
‘Children are known extremely well as individuals, and make exceptional progress from their
starting points because staff are highly skilled at building children’s skills and following their
interest, and at making sure the nursery is a fun and exciting place to learn.’ (Ofsted 2012)
SB/2013