Energy, Heating and Free Flow Space in Early Years Environments
Following the publication of the EYFS Framework in 2012 and the extensive research base there is an ever-increasing drive in early years teaching to provide free access between indoor and outdoor play space so the child can freely choose and access where and how they would like to play and learn.
The interpretation of this, seemingly reinforced by some advisors and OFSTED inspectors has led many to want to have a propped open door from the inside classroom to the outside playground in all conditions. This leads to an obvious conflict between trying to provide this free-flow access, maintain indoor temperatures at a comfortable level and not the blow the school’s energy budget in doing so!
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