When deciding how to organise the area initially, we shared ideas as a whole staff team, making a list of resources the children were likely to need and discussing how these would be arranged to ensure easy access.
We began with large items such as furniture and storage, finally deciding upon the basics: two tables suitable for four children to work at comfortably, a shelved screen to house materials, and a rack for children's finished work. In addition, we would need extras such as hooks for aprons and small storage containers. We positioned the area under a display board so that relevant children's work could be hung above it.
We discovered some transparent plastic storage jars, ideal for small items such as foil, wool and straws, which could be arranged with the lids facing outwards so that children could open them easily. The containers were filled and labelled clearly, and larger boxes were used to house cardboard, wood and bigger paper scraps.
The table was covered in washable fabric. Small beakers and a desk-tidy holding mark-making tools, scissors, glue sticks and other joining materials were displayed on top, along with a tape dispenser. The children's aprons were hung on hooks at the back of the area and a vegetable rack positioned alongside the screen for finished work.
The children visit this busy, productive area regularly. They rarely ask for help as they create collage pictures and 3D models. Sometimes adults join them to demonstrate more complex techniques, or to extend ideas; learning is constantly taking place for everyone. New children make lots of mess exploring how things work, spilling glue and trying out something from every container, while older children confidently choose exactly what they need for their intended purpose. They often share ideas and learn from one another.
We regularly review the area, in consultation with the children, so that we can adapt or change things if necessary.
Judith Cowley is the nursery teacher at Cockfield Primary School, County Durham. She spoke to Jean Evans.