At Rochester Preschool, our mission is to provide a stimulating and safe environment to support children in all areas of their learning and development. We aim for all children to become confident, capable, independent individuals.

‘Enabling environments’ is one of the guiding principles of the Early Years Foundation Stage (EYFS) in England. It represents how we now approach physical early learning spaces as becoming another teacher. They should support each child across the seven areas of learning and development.

Our environments are rich and varied spaces that encourage exploration and imagination. We have an indoor environment consisting of two rooms. Our main room is warm, welcoming and nurturing consisting of a variety of role play, small world and construction resources.

Our role play area consists of a ‘home from home’ where children are invited to retell their own experiences, ‘cook’ breakfast for friends and care for our babies’. We also have an additional role-play area which changes dependent on children’s interests or themes of learning. This could be a ‘Coffee shop’, a ‘Dental Surgery’ or a ‘Rocket zooming into space!’.

We have a dedicated craft and messy play area where children are encouraged to express themselves through Art and create their own ideas. This also includes a Playdough station.

We have three secure Garden Areas. We have a front garden area that is used for adult directed activities. Our large garden gives the freedom for exploration and gross motor movement. This has climbing apparatus, a Mud Kitchen Area, bikes and scooters. Our children also work hard in our ‘Sensory garden Area’ to look after their herbs they have planted. This garden is quieter and creates a peaceful area for children to enjoy. 

“The physical space itself becomes a silent teacher, nurturing independence, sparking imagination, and fostering holistic development. In an era where the importance of Early Years education is increasingly recognised, the concept of enabling environments has emerged as a powerful tool in unlocking children’s potential. It challenges us to see beyond four walls and a roof, to envision learning spaces as dynamic, responsive ecosystems that adapt to the needs and interests of each unique child”

‘Plan space to encourage free movement.’ (Development Matters, Early Education 2012, page 22)

The Early Years Foundation Stage Framework (EYFS) states that ‘Talk with children about their responses to sights, sounds and smells in the environment and what they like about playing outdoors. Encourage young children to explore puddles, trees and surfaces such as grass, concrete or pebbles.’ (Development Matters, Early Education 2012, page 39.)