The benefits of outdoor learning are well documented and access to an outdoor area should be a choice open to children on a daily basis. Where an adjacent area is accessible and continuously available, the quality and frequency of children's outdoor learning experiences largely depend on practitioners' commitment to outdoor play.
Planning should reflect a balance between indoor and outdoor activities, and should address the organisational issues of staffing and setting up equipment in zones. In addition to these practical aspects, practitioners should carefully consider the learning opportunities in the outdoor area and how to support them.
The British weather, although much maligned, offers a rich source of learning across the curriculum. Advance planning will enable practitioners to respond spontaneously and effectively to a range of weather conditions.
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