How this is demonstrated will include discussion with inspectors. It is important that all children, whether they attend full time or part time, are given the opportunity to experience a whole range of activities across all seven areas of learning and development.
This will provide them with the best outcomes to progress towards or exceed across the seventeen early learning goals. The areas of learning and development cannot be delivered in isolation from the others. The three prime areas, personal, social and emotional development, physical development, and communication and language will be the areas require greater planning, as they under-pin the specific areas of learning, however all areas are important and needed to provide the child with an all-round development.
All areas need to be delivered through planned and purposeful play. There are a variety of ways of recording planning for a group provision. Practitioners need to develop a system that works for them and their provision. Many local authorities have published planning templates online that can be downloaded and used.
Ofsted cannot advocate any particular methods and the September Early Years Foundation Stage aims to reduce the amount of paperwork staff do so that they can spend more time with children. Planning is often most effective when based on observational assessment of the children.
Observational assessment lends itself to planning more spontaneously for children and to influence any short to medium term plans designed to deliver relevant and motivating learning experiences. EYFS profile handbook It is important to remember there is no particular method of planning expected by Ofsted. Some providers will find long-term planning useful. Long-term planning can be kept very simple and carried out up to a year ahead. It gives an overview of the themes, topics and enquiries that are going to be covered over the coming months and notes of any special events and occasions that are planned.
It is essential to be flexible when planning so that providers can respond to current interests, external events and community issues within their planning to ensure it is meaningful for children in the here and now and does not impose particular learning. Long-term planning needs to be responsive to the needs of the children, their developmental stages and cover the breadth of areas of learning.
A variety of investigations over time gives a broad range for children who remain in the provision for several years. Involvement from the local community keeps learning real for the children and staff. Parent partnerships enhance the home learning environment and sense of involvement and contribution to the provision.
Medium-term planning will require more detail around the activities that will be organised and how these link to the different areas of learning and development. There is no specific recommended way of planning, however it should be easily read, adaptable and aid practitioners to resource activities across all areas of learning. Practitioners should be tuned in to what is interesting to the children based on what they know about the children and their observations of how the children like to learn, including from discussions with parents.
Ofsted are not expecting a particular planning format. These plans need to be flexible, enabling practitioners to take advantage of spontaneous opportunities when they present themselves and the changing interests of the children.
Quality observations and assessment by practitioners of the children will inform short term planning. In order to plan for each individual child, practitioners need to observe the children in their care so that they are aware of their abilities and interests. They need to know what the child has enjoyed and achieved previously. Parents need to be involved in the planning process in the following ways:.
Practitioners need to ensure their individual learning plans for each child have space for parental input. Parents should have access to information about how children learn and develop. Fellow practitioners should also be involved alongside the key worker. Children themselves can also be involved in the planning, asking them about what they enjoy and how they feel about different activities and challenges.
Practitioners must be prepared to scribe for the children and sometimes for parents if they have EAL English as an additional language or basic skills. Planning involves challenging the child to take the next step, so practitioners need to be aware of child development. A child needs to feel satisfaction in having achieved a task before moving them onto something more challenging.
It is also important to remember that children enjoy revisiting an activity and learn by repetition. There is a downloadable template in Resources. Planning for an individual child should also include how any transitions will be managed for them, for example a baby moving into the toddler room, or a child moving onto Reception year in a school. Practitioners should have high aspirations for all children, expecting and enabling them to achieve in a holistic way across all areas of learning.
Some providers may choose to plan around individual activities. Completing a planning sheet for an individual activity may help practitioners to focus in on the learning and development that an activity might offer, including the potential for key vocabulary in context.
Keep planning manageable and consider how possible it is to plan for each activity in a documented way. It may be helpful to find time to discuss key activities instead and how they might support learning in a more overarching way.
As new technologies emerge, you must continually adapt and make changes to successfully integrate them into the curriculum. It is for this reason, that out of all the curriculum elements, that ICT has the greatest amount of change. This means that the skills and needs of the children in your care must be updated as the other skills become outdated.
Your provision for ICT will need to show as well where continuity and learning progression exist within it. Even in the foundation stage of learning from F-2, there are key points to consider when planning for ICT use. In order for the full potential of technology to be harnessed, you need to remember that it is the student who should always be in control of the technology.
Not the opposite. You need to plan and prepare for this in light of the fact that there will be individual learning styles to need to meet. Key areas such as interactivity, provisionality, capacity and range, and speed and automatic function, should always be an important checklist when considering the advantages that ICT can bring as they form the pedagogical basis upon which your lesson should be based.
Your planning in early childhood education should always be seen as a flexible, working document. Nothing should ever remain static especially when considering the integration of technology in the early years curriculum.
A study measured the impact of school streets at 18 primary schools across London to record nitrogen dioxide levels. The basic qualities of what makes a place child-friendly are the same for a child of any age [65] , which has been outlined as a simple set of principles in chapter 5.
However, in more detailed terms there are many factors that need to be considered to ensure that places are inclusive and designed to meet the different needs of children in terms of their age, disability, sex, race, religion or belief. The charity Make Space for Girls [66] argues that whilst there is little in the way of consideration of children in the design of places, there is even less consideration of the needs of teenage girls.
The charity argues that a more equitable approach needs to be taken as playgrounds are mainly designed for younger children and skate parks and multi-use games areas MUGAs are predominantly used by teenage boys, leaving teenage girls with few options of outdoor places where they can congregate and feel safe and comfortable. This is backed up by the results of a survey by Girlguiding [67] that found girls and young women face specific barriers which stops them accessing outdoor spaces and local facilities.
Disabled children and young people are particularly restricted by the built environment. From pavements, seating, entrances, and play areas, much of the public realm is not designed for disabled access. Going beyond disabled access regulations to deliver places that work for disabled children would represent real inclusion. Parents, professionals and politicians all have strong views about what is best for children. Therefore, it is vital to consult and engage with children and young people in a meaningful way about the places they live, visit, study and play.
A wide range of creative and engaging techniques have been developed to do this effectively. The case studies in chapter 6 and the engagement tools in chapter 8 outline some of the ways this can be carried out and the benefits of doing so.
Children have valuable insights to make, and they care about the environment, as evidenced by the large number of student led climate change groups in schools in the UK.
There are also links to the school curriculum on climate change and the built environment across all key stages. One issue around engagement with children on changes to the built environment is the long time that elapses between initial engagement and projects being built out. Catherine Greig of make:good [68] , an architecture and design studio that specialises in engaging with children and young people in shaping neighbourhood change recommends that immediate, meanwhile uses are incorporated into development and regeneration schemes so that children can see a tangible result of their involvement in the short term as well as influencing the longer term change.
It highlights the negative presentation of teenagers, which can lead to design solutions that prevents them from congregating and socialising. Changes to the UK and Irish planning systems are ongoing. This chapter outlines how the current planning systems relate to children and how recent national policy consultations create an opportunity for more child-friendly town planning. For a fuller discussion of national planning policy in relation to children see our review. Age is one of the nine protected characteristics of the Equality Act [71] that applies to England, Scotland and Wales.
The other protected characteristics are disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. As children and young people can also embody these characteristics, sensitivity is needed to ensure all their needs are met.
The accompanying Public Sector Equality Duty [72] requires public authorities to eliminate discrimination, to advance equality of opportunity and foster good relations between persons, in public sector decision-making at every level, therefore providing protection to children.
In Northern Ireland, Section 75 of the Northern Ireland Act places a statutory duty to consider the potential impact of decision making on protected groups, including age. The Convention is an international human rights treaty that grants all children aged under 18 a comprehensive set of rights. The UK last reported in December [76] and it includes information on the impact of Covid However, despite the recommendations of the UN Committee on the Rights of the Child the Convention is not incorporated into legislation in all parts of the UK.
However, this does not give the Convention the same status as national policy. In Ireland there is an Ombudsman for Children. Their roles are to safeguard and promote the rights and best interests of children and young people as set out in the UNCRC. This is in relation to delivering a sufficient supply of homes, for families with children. In relation to schools the NPPF focuses on providing a sufficient supply and choice of school places to meet the needs of existing and new communities, and the siting of telecoms masts near schools.
The Framework also acknowledges that access to a network of high-quality open spaces and opportunities for sport and physical activity is important for the health and well-being of communities para There is very limited guidance that is specific to children. It covers the provision of school places, the allocation of land for education and the health of the food environment, particularly where children congregate.
Whilst the NPPG covers open space and sports and recreation provision, again it has no direct mention of children. The broad definition of infrastructure means that Community Infrastructure levy CIL and Section contributions can be used to fund the development of facilities such as play areas, open spaces, parks and green spaces, cultural and sports facilities, but not their maintenance.
Neighbourhood plans could provide an opportunity to introduce child-friendly policies at a local level. However, as neighbourhood plans should support the delivery of strategic policies set out in the local plan, the same policy and guidance context of the NPPF and NPPG applies.
It did not mention child-friendly places in its ambitions for the future. The Play Strategy [81] set out a vision for play in England and operated between and See the case study in chapter 6 for more details. These include positive experiences for children and young people, along with focusing on creating active environments and how the wider built environment influences how much people move.
It identifies that good design can help to increase activity levels by encouraging walking and cycling. Planning Policy Wales: Edition 11 was published in [84]. It sets out the land use planning policies of the Welsh Government. There is very little direct mention of children. In the section on active and social streets 4. The benefits of high-quality green space and recreational spaces to the health and well-being of children is also stated 4.
Future Wales: the national plan [85] was also published in It is the development plan for Wales and influences all levels of the planning system in Wales. TAN16 also makes a distinction between formal and informal play. Local planning authorities should seek to involve them from the outset, when preparing development plans, design briefs, supplementary planning guidance, and local play strategies. Planning policy in Wales is built on the strong foundations of the Well-being of Future Generations Wales Act [88].
The Act requires public bodies to make sure that they take account of the impact they could have on people living in Wales in the future. An inclusive approach to achieving the well-being goals is strongly encouraged, including the involvement of children and young people, which is supported by the National Participation Standards for Children and Young People [89].
The Standards place a requirement on local authorities to undertake all reasonable measures to ensure that children and young people are involved in the planning, implementation, and review of decision-making processes.
Wales was the first country in the world to legislate for play with the introduction of the Play Sufficiency Duty [90] in It is part of the Welsh Government's anti-poverty agenda. It places a duty on local authorities to secure sufficient play opportunities for children.
The Duty requires local authorities to produce a Play Sufficiency Assessment every three years. The assessments take account of demographic profiles, along with an assessment of play and recreational provision. It also considers other factors that promote play opportunities, including planning and transport. The design guidance that accompanies the Active Travel Wales Act [91] includes an emphasis on encouraging active travel by children and young people. The needs of children and young people are considered throughout the document, from cycling, pavement width around schools to seating.
It states that well designed active travel infrastructure can support the aims of the Rights of Children and Young Persons Wales Measure The consideration of the needs of children were strengthened in the updated consultation version [92] of the guidance.
The Planning Scotland Act [93] , states that one of the purposes of planning is to achieve the national outcomes identified in the National Performance Framework [94].
Play Scotland published a Play Strategy [96] in A nation which values play as a life-enhancing daily experience for all our children and young people: in their homes, nurseries, schools and communities.
These include, renewing and developing the national and local commitment to outdoor play, and listening to children and young people and act on what they say. The Regional Development Strategy [97] was published in , it provides an overarching strategic planning framework to facilitate and guide the public and private sectors.
However, there is no direct reference to children in the strategy. It is based around five core planning principles. These include improving health and well-being, creating and enhancing shared space and supporting good design and positive place making.
The only references to children are in relation to the accessibility of open space, sport and outdoor recreation. Planning Policy Statement 8: Open Space, Sport and Outdoor Recreation [99] talks about the particular importance of accessibility to open space by children.
It includes open space requirements for new build developments. It identifies that not all children have an equal start in life, and it aims to improve the well-being of all children in Northern Ireland. A consultation on an updated strategy took place in , however it has not yet been published. Project Ireland National Planning Framework [] was published to guide development and investment. The only direct mention of children is in relation to investment in childcare, schools and higher education NPO The National Planning Framework is accompanied by a ten-year investment plan.
The investment focus in terms of children is on a school building programme, with further investment in childcare provision. Better Outcomes, Brighter Futures: The National Policy Framework for Children and Young People, [] aligns government commitments to children and young people against five national outcomes, including health, achieving potential, safety and connected.
These outcomes are for all government departments, agencies and voluntary sector to work towards. It emphasises an integrated and evidence-based approach to working and is informed by consultation with children and young people. Whilst town planners need to work within the current legislative and policy context there are a set of design principles that should be considered when creating child-friendly places.
These can be applied to many settings - urban or rural, new development or existing settlement. Welcoming — places are designed to help children develop a sense of belonging. There are a variety of cues to indicate they are welcome, including signage, design and layout.
There are opportunities to socialise through play and gathering. Local — everyday services schools, shops, play areas etc. Having local access to services fosters independence of movement as children grow. Engaging — children and young people are involved in the design of the places where they live, travel and visit. Their needs have been met because they have been consulted. Sustainable — places are built using the principles of sustainable development, they are high quality, adaptable and built to last.
They are built to adapt to and mitigate against climate change []. Play — places are designed with a variety of opportunities for play. At home with the provision of outside space, as part of a journey as an integrated part of neighbourhood design and in designated play areas.
Play space is provided at a variety of scales and suitable for a range of ages and activities. The design of play spaces is fun, imaginative and responds to the local context. Green — children and young people have free access to greenspace and nature near their homes. It is provided at a variety of scales, from doorstep greenspace through street trees, to pocket parks and play areas and sports fields. There is a mixture of managed and natural spaces. Inclusive — places are designed to cater for diverse communities.
They are built to accommodate the needs of children terms of their age, gender, ethnicity, ability, income and culture etc. There are opportunities for intergenerational interaction. Spaces are flexible and multi-use and can be used for play, socialising, rest, learning, and other activities. Confidence — places are designed to give children and young people and their parents and guardians the confidence to use them. They have natural surveillance, are well maintained and risk assessed.
Housing provision is affordable and well located. Traffic is minimised and there are safe walking and cycling routes. There are many opportunities for town planners to positively plan for the needs of children and young people within their work. Their needs will be met more effectively by the built environment if they are fully integrated at an early stage within policies, plans and developments, rather than being seen as an add on at a late stage in the planning process.
With the use of a series of case studies, this chapter will highlight how places can be successfully designed to be more child-friendly in a variety of ways.
The approaches outlined in the case studies are supported by academic research into children and the built environment []. They are:. Combined authorities are only required to consult once, at the end of the process when developing their strategy.
Therefore, there has been extensive engagement throughout. A significant aspect of the engagement process has been to understand the views of people who do not normally engage in the planning process, in particular young people aged under The approach was supported by the leaders of all six local authorities.
A range of activities and have been undertaken. The spatial planning team designed and co-ordinated the engagement work. However, understanding and learning have developed throughout the engagement process. They ran 13 town centre engagement days engaging with people.
These interactive events took place in vacant retail units to ensure that it could attract a high footfall of local people The vast majority of those who attended would not have considered engaging if it wasn't for these drop in venues. Some young people who had engaged in the event became advocates, encouraging others to join in.
It began by asking the young people what they want from where they live. It focused on ideas, rather than policies. Sefton Young Advocates facilitated a workshop with their network of young people aged 13—24 years old, using KETSO, the specialist engagement tool. Working with specialist engagement teams has been an investment for LCR, but it has ensured a bespoke approach and it has led to more in depth and better engagement. Students are a cohort of young people that it is particularly difficult to engage with, as they often leave the city before development takes place.
To reach this group, good relationships with the Department of Civic Design, at the University of Liverpool were utilised and a workshop took place for 49 students. Younger members of the strategic planning team led engagement events. Participants were able to relate to them better and it created a less challenging environment, encouraging quieter members of the group to speak.
For LCR this demonstrates the importance of wider inclusive engagement as it helped to identify policy areas that may not have been prioritised by more typical engagement.
The results of stage two are also publicly available []. This open access feedback loop is important as it demonstrates to participants that they have been listened to.
By placing the results online, they can be used by a range of stakeholders, including developers. They are not looking to maintain the status quo. The London Plan [] was published in It is the spatial development strategy for Greater London for the next years. The London Plan forms part of the local plan of each of the 32 London boroughs. It must be taken into account when planning decisions are taken in any part of Greater London. This is a detailed document, at over pages and it is important to note that the references to children, whilst concentrated on education, childcare; and play and recreation continue across the breadth of the document.
The impact on children and young people are also covered in policies on the economy, inclusion and diversity, provision of public toilets, healthy food environment, air quality, cycle parking and mobility, reflecting a holistic approach. In terms of the design of education and childcare facilities the policy goes beyond the provision of sufficient school places. It makes a differentiation between formal and informal play areas, and the differences in provision required for different ages.
Importantly the plan recommends that when preparing needs assessments, boroughs should consult with children and young people to ensure their needs are understood in terms of existing and future provision. This document will also be used as part of the evidence base for the upcoming new supplementary planning guidance SPG on child-friendly approaches to city making, including independent mobility, play and recreation.
The London Plan has taken a child-friendly focus for several reasons. The approach of embedding child-friendly planning policies can be taken for any type of plan — regional, local, neighbourhood or masterplan. The inner London Borough of Hackney is taking a pro-active approach to embedding child-friendly policies within its planning department. The Local Plan [] was adopted in July The impetus for taking a child-friendly approach has come from the Mayor of Hackney in the commitment made in their manifesto.
Political support remains in place. The planning team has structured consideration of the public realm by dividing the neighbourhood into three scales: at the doorstep, the street and destination. By applying a child-friendly lens the planners have worked to address all aspects of the way children experience life in Hackney.
Preparation of the SPD has included input from established links with young people, community groups, a cross council service working group, design professionals and experts in the field. The engagement found that teenagers often do not feel welcome in public spaces. An internal working group, with representatives from planning, regeneration, street scene, family and children's services, public health, parks, arts and culture, urban design and education departments have ensured that a collaborative approach across the whole of the council has been taken.
The outcomes will be utilised not just by the planning department, they will be embedded throughout all service areas of the council as best practice. The child-friendly design guidelines in the SPD are centred around eight principles. These include shaping my borough, play on the way, people before cars, streets for people and contact with nature. The SPD includes tools for delivery and implementation, such as the child-friendly design checklist standard.
Where ten characteristics of locations at the three different scales can be assessed by a traffic light system. It is in a clear and user-friendly format, that the public and stakeholders can easily understand and engage with.
All larger schemes will be expected to submit a child-friendly impact assessment statement. The statement should be submitted as early as possible in the development process, so the improvements it highlights can be integrated into the final design. It is expected to do this by informing several aspects of the LPAs work, including determining planning applications, area and estate regeneration plans, along with park and street scene initiatives.
The development of a draft SPD to support a newly adopted local plan in such an integrated way is an innovative and proactive approach by Hackney planning department and sets a precedent that other LPAs could follow.
It supports local government around the world to realise the rights of children at the local level using the UN Convention on the Rights of the Child [] as its foundation. Child Friendly Cities aims to strengthen social inclusion, promote child and youth participation and change priorities in local decision making.
It allows local authorities to focus on the areas of work that are most applicable to them. The programme has three phases: discovery, development and implementation, with the commitment expected to last for several years. A number of cities in the UK have signed up to the initiative. The London Borough of Redbridge signed up to the initiative [] in
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