Enabling Environments: Making Spaces...Creativity

Our nursery and reception are alongside each other, with a large bay in between that we use at different times. Both classes have always been very separate, with little joint planning. Each room provides art, sand, water and so on, but the rooms aren't big. We want to make the most of the space we've got as well as try to work together more. Would a shared 'messy' space work well for both nursery and reception children?

Having access to a shared space between nursery and reception classes is a real bonus. Used well, it will not only maximise the use of resources, but will also support both ages with transition. There are a number of benefits.

• Nursery children will become familiar with reception staff and resources

• Reception children can 'revisit' and still feel part of their nursery

• Nursery and reception children continue to see and play with each other over the two-year period

• Siblings are able to support each other

• Reception staff know the nursery children well and are able to observe them naturally before transfer

• Planning jointly for the shared space increases contact and understanding between staff.

Using this shared space as an area for creative and messy activities is a good way of crossing the divide that, sadly, often still exists between nursery and reception, despite the existence of the Early Years Foundation Stage. Let's not forget there will be some children in your reception class who will have only just turned four, and some children in the nursery class who may be just a few weeks younger.

The cut-off point exists for historical and logistical reasons, not because it matches any developmental stage in children. The EYFS, however, includes children up to the end of their reception year, and the overlapping age/stage bands in the Development Matters guidance reflect the fact that there are no fixed boundaries.

MESSY PLAY

Messy activities are essential in the EYFS. They are important for children's sensory development, which plays a vital role in their brain development. Positive experiences of touch and smell trigger connections that build brain structure. Providing lots of sensory experience helps to integrate the senses, and this enables a child to cope with the natural onslaught of sensory experience that everyday life brings.

Having plenty of space for these kinds of activities increases the quality of provision and ensures that children who may be missing out on these experiences at home for whatever reason don't miss out altogether.

If the age span across your nursery and reception is three to five, then the majority of activities you provide will be suitable for all children, especially if the activities are open-ended. They will also encourage your staff to plan collaboratively.

What you will naturally find is that your differentiation will be in terms of outcome, rather than resources or activities, and careful observation will show you that outcomes are not just matched to age. There will be some younger children very experienced in some activities and there will be no 'ceiling' to their achievements, especially as they will have older children as role models. Equally, there will be older children with less experience who need to revisit and repeat these kinds of activities at a much younger level, and can do so comfortably in the relaxed environment this kind of shared space is able to provide.

You will need to give some thought to the range in children's height at this stage, so look out for adaptable furniture, easels, trays and so on, and always have a range available. This works well for a variety of reasons, allowing - and encouraging - children to work at different levels, kneeling, standing, sitting or even lying to suit their purposes.

Extra space will also give you the opportunity to make more resources available for independent and self-initiated activities. Your planning should include space for 'unplanned' activities that arise from the children's interests during the day.

WORKSHOP

Create a workshop space where tools and resources are always available and children know where to find them when the need arises. Make sure you have plenty of tape (masking tape is better than Sellotape) because it is easy for young children to handle independently.

Set up baskets for recycled materials that can be used for modelling or as props for play. It is helpful to organise them into separate categories, so that items are easy to find. Sorting them can be a good soothing activity for some children (and staff), who will find it satisfying.

If you are inundated with 'stuff', then store the excess elsewhere and just top up the baskets when needed. A 'messy' area works best when it isn't actually a 'mess' - and a larger space might need more organisation at first until you get systems that work well for all of you.

Make sure you have enough drying space for artwork (racks are a good idea) and think about how your 'workshop space' will allow children to leave work in progress for them to return to. This is very important in a creative space. Find out about the Reggio Emilia pre-schools and how every setting has one or more 'atelier' (studio) to support children's creativity at www.innovativeteacherproject.org/reggio/values.php.

Use sand and water trays that are adaptable. The extra space should allow you to have more than one and be prepared for children to transport materials between them. Make sure you have enough storage for the resources, but consider how you make them available to the children so that they are not overwhelmed by too much equipment.

Think carefully about how you plan your adult supervision in the space and how you will introduce the children into the area. Be prepared to not get it right straight away. Evaluate each day and make changes in subtle ways that don't present too many challenges to the children but that move towards a better working system and satisfying experiences for all.

COMMUNITY PLAYTHINGS TAKES TO ART

Art islands and floor easels to work benches and drying racks are all available from Community Playthings, which can also advise you on how to design a stimulating space in which to promote children's creativity.

Included in its art range are robust wooden floor easels, incorporating magnetic whiteboards with a chalkboard on the back (from £226).

Also available is a selection of sand and water trays with adjustable legs and a range of extras including a hose, pulley and funnel. Prices start at £328 for the small sand and water centre.

• www.communityplaythings.co.uk