Outdoor Learning and Risky Play
at Thameside Primary School
Why outside?
Being outside promotes…
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freedom and space to move, and inspires
different movement from that indoors. This is
vital for young children to develop their
coordination, build muscle mass and experiment
with moving their bodies.
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opportunities to learn about the world around
them: seasons, weather, plants, creatures, how
things change and grow.
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exploration of physical boundaries, taking risks
and discovering the real world with all their
senses. This can have huge positive effects on a
child’s self esteem and confidence.
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increasing self confidence, and this confidence
can then be carried into other areas of their
lives. Children often behave very differently
outside: some children who struggle to work
within an indoor classroom excel in the outdoor
classroom and forest.
We go outside whatever the weather!
Whether it be rain or shine, snow or winds, the
children will be outside making the most of the
experience. This is especially fun for children who
who don’t have much experience of bad weather as
they are given the chance to get mucky and wet!
Why risky play?
Young children are hardwired for risky play. Avoiding it,
preventing it, or prohibiting it can stunt a child’s
development as they don’t learn to manage and assess
risks themselves which could lead to dangerous behaviour
at a later age. We all want our children to grow into
independent, resilient adults.
Risky play promotes…
• concentration and immersion in play;
• Using all of their senses, physical skills and mental
power;
• brain structures to grow;
• a desire to learn because uncertainty triggers the
motivation and reward portion of the brain;
• resilience in children as they encounter
challenges, fail, try again, and succeed;
• children developing physically, cognitively,
and emotionally.
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Handout
How?
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Progression between Nursery and
Reception.
Benefit/ Risky Assessments carried out
with children – discussion and rules set
together.
Risky Play:
– Building and climbing on wooden blocks
– Balancing equipment
– Woodwork and tools – tinkering tables,
golf tees into polystyrene, mallets,
hammers, nails into wood, adding other
items, peeling vegetables and whittling
sticks
•
Forest:
– Nursery in a small group, once a week,
block of sessions
– Reception in half class, once a week, every
week
•
Outdoor Classrooms:
– Bigger, messier opportunities for play
which is different to what is offer inside
Ideas!
The Adult’s Role
Instead of saying…
Be careful!
Get down, it’s too high.
You’re going to hurt yourself.
You can’t do that, you’re too small.
You’re going to get too dirty.
Try these instead!
How safe do you feel?
Why do you think I’m worried about that?
What could we do to make it safer?
Have a go!
You can’t do it yet, so let’s keep trying…
Let’s try again another way…
The Adult’s Role
• Stepping back,
supporting risk taking
without stopping it.
• Trusting children to
look, listen and think
alongside you.
• Giving opportunities
for children to take
risks and learn for
themselves.
• Handouts (from
Learning Through
Landscapes website,
www.ltl.org.uk)
The Adult’s Role
Embrace the mess!
• Children need to know that
you value their learning
experiences and not feel
worried about getting
involved in case they get
messy.
• Have a look at our messy
clothes boards to see what
each stain means your child
has been learning today!
• Dirty clothes are a sign of
an exciting experience and
great learning. Clothes can
be washed!
Now to the forest!
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Foundation Stage staff will be on hand to help with activities.
Please see Miss Gray if you do not have a visitor sticker.
Please read the safety information at each station.
Please stay in the forest/ playground area until 10am when we will all come
in together.
If your child needs to go to the toilet please send them with a member of
staff. Be aware that some children may be without parents!
We hope you enjoy the morning, learning and
exploring outside together!
Thank you for coming!