CPD
The Importance of Outdoor Play for SEND in Early Years
A Research-Informed Guide for Practitioners
With Muddy Puddle Teacher® Toolkit Guidance
1. Why Outdoor Play Is Essential for SEND Learners
For many children with SEND, the indoor environment can feel overwhelming. Busy visuals, loud noises, confined spaces and constant transitions can create sensory overload and impact behaviour and engagement.
Outdoor play offers a calmer, more spacious and more predictable learning environment. Research consistently shows outdoor environments significantly benefit children with SEND.
Research Highlights
1. Nature supports emotional regulation
Calming sensory input from the outdoors helps children manage stress, anxiety and overwhelm.
Evidence: Wells & Evans (2003); Kelz et al. (2013)
2. Movement improves attention and learning
Outdoor play supports children who need movement to regulate their bodies and focus.
Evidence: Faber Taylor & Kuo (2009)
3. Sensory exploration builds brain pathways
Young SEND learners build cognitive foundations through rich, hands-on sensory play.
Evidence: Gabbard (2008); Brussoni et al. (2015)
4. Nature reduces behavioural challenges
Time outdoors is linked to improved behaviour, increased patience and lower frustration.
Evidence: Saito et al. (2020)
5. Outdoor play strengthens communication
Environments with less pressure help children communicate through gesture, sound, eye contact or alternative communication.
Evidence: McCree et al. (2018)
2. Why Outdoor Play Is Especially Powerful for SEND in Early Years
SEND learners often need:
More space
More movement
More sensory input
Less noise
Less visual overload
Predictable boundaries
Flexible learning opportunities
Outdoor areas provide all of these naturally.
Key SEND Benefits Outdoors
Lower anxiety, leading to higher engagement
Improved sensory processing
Increased confidence and independence
Easier regulation during transitions
More opportunities for child-led exploration
Reduced behavioural incidents
Richer non-verbal communication
Evidence: Änggård (2011); Barrable (2019)
3. High-Quality Outdoor Play for SEND Learners
SEND outdoor play should be:
Sensory-rich
Predictable
Safe and structured
Low-pressure
Repetitive (to support mastery)
Adapted to individual needs
Flexible and child-led
Types of Outdoor SEND Play
Sensory Play
Mud, sand, water, leaves, stones, bark, clay.
Regulation Play
Running, climbing, spinning safely, crawling, simple obstacle paths.
Communication Play
Role-play, puppet play outdoors, pointing games, making choices using natural items.
Investigative Play
Puddles, shadows, weather, insects, sinking and floating.
Imaginative Play
Dens, stick characters, natural small-world setups.
4. Barriers for SEND Children — And How Outdoors Removes Them
Common Indoor Barriers
Noise
Bright lights
Social pressure
Dense visual displays
Limited movement
Sensory overload
Confusing transitions
How Outdoors Helps
Predictable, calming environment
More space to move freely
Reduced sensory load
Natural sensory regulation
Less rigid expectations
Clear physical boundaries
Fewer behavioural triggers
For many SEND children, learning outside may be the place where they are most successful.
5. The Muddy Puddle Teacher® Toolkit for SEND Learners
The Toolkit uses natural and upcycled resources that support sensory regulation, communication and physical needs.
Toolkit Methods That Support SEND
1. Bamboo Method
Ideal for clear boundaries
Shape play, measuring, movement tasks
Supports children who need structure
2. Rope Method
Provides personal space
Great for communication, turn-taking, sensory movement
Helps create safe pathways and visual cues
3. Clay Method
Excellent for fine motor skills
Calming sensory input
Enables expression without verbal language
4. Stick & Stone Method
Sorting, counting, matching, patterning
Simple communication games
Great for children who need tactile feedback
5. Puddle Play Method
Supports sensory exploration and science concepts
Encourages language, excitement, shared attention
Excellent for early communication
6. Loose Parts Method
Tyres, crates, tubes for creative problem-solving
Strengthens gross motor skills
Supports teamwork and choice-making
All methods work in small or large outdoor spaces — even concrete yards.
6. Practical Outdoor Activities for SEND in Early Years
Communication & Language
“Show me” games with natural objects
Outdoor sound walks
Choice-making with stones, leaves, or sticks
Social & Emotional Development
Co-building dens
Team rope challenges
Sensory calming stations
Physical Development
Carrying logs or stones
Navigating rope paths
Climbing small mounds or steps
Literacy
Sensory mark-making in mud or water
Making letters with sticks or rope
Storytelling with natural objects
Maths
Sorting leaves or stones
Counting natural collections
Shape forming with bamboo
Understanding the World
Bug hunts
Weather observations
Exploring puddles, shadows, textures
7. Why Natural & Upcycled Items Are Ideal for SEND
Natural materials support SEND development because they:
Offer sensory variety
Provide grounding tactile feedback
Reduce visual overload
Are open-ended and adaptable
Encourage independent exploration
Reduce cost and waste
Align with Loose Parts Theory (Nicholson, 1971)
8. Reflection Questions for Early Years SEND Practice
Which SEND children benefit most outdoors?
How do their behaviours differ inside vs. outside?
Which Toolkit method could you introduce this week?
What natural or upcycled resources could support regulation?
How can outdoor experiences support your SEND targets/EHCP outcomes?
What barriers do we still need to remove outdoors?
9. Next Steps for Staff Working with SEND
Deepen your practice with:
The Muddy Puddle Teacher® Level 1–4 Programme
SEND specialism courses
Outdoor-based ASD, Dyslexia/Dyscalculia and physical disability modules
Free demonstrations on our social media platforms
For bookings and enquiries:
info@themuddypuddleteacher.co.uk
