Hannah Farrell and Karen Boardman
Hannah, TSK Headteacher, has worked with architects, internal and external design teams and Karen Boardman, Head of Department, Early Years Education, as part of a knowledge exchange project together with British School of Kuwait and Edge Hill University.
The Sunshine Kindergarten (TSK) provides early education for 260 children in their pre-school years, from the ages of 19 months to 4 years old. As the dedicated feeder nursery to the British School of Kuwait (BSK), TSK provides a nurturing environment for the school’s youngest learners, located on a separate campus just over the road from BSK.
This year, TSK has embarked on an exciting renovation project through which their play spaces have been reimagined and transformed. The purposeful designs inspire creativity, exploration and foster collaboration, facilitating high-quality teaching and learning, which is an essential for an enabling environment in the Early Years Foundation Stage (EYFS) (Early Education 2021).
The school’s mission has always been to provide an exceptional EYFS experience, ensuring that all children have the best possible start (UNICEF 2018). The newly renovated campus has embedded that mission and enhanced to new heights! In this unique international context with a wide mix of cultures at the heart of the school, the learning spaces not only reflect the school’s global ambition, but crucially also maintain the core-values of a child-centred education (Karimi 2024).
Our vision
The way a child begins their morning can often set the tone for their entire day. Recognising the importance of smooth transitions in the EYFS (Early Education 2021), our vision for this project centered on creating a warm, welcoming, and homely atmosphere from the moment children and families walk through the doors each morning. While safety remains our top priority, designing a space that sparks children’s excitement from the moment they reach the gate, without introducing unnecessary barriers to the rich learning experiences awaiting them, was a non-negotiable aspect of the plan.
Children and families now step into a calm ambience every morning, with meaningful, age-appropriate learning experiences waiting for them. It has been important for us to incorporate natural elements, from wooden floors and wooden furniture to natural light in all areas and a palette of neutral tones. These design choices support children in feeling calm, energised and focussed (Conkbayir and Pascal 2014). We have considered all the small detail, from the soothing lo-fi beats playing softly in the background during drop-off and pick-up to the subtle, calming scents in the reception area. Even the welcoming faces of their teachers, thoughtfully displayed as polaroids on the walls, are designed to create warm and inviting atmospheres for all.
Early years learning spaces often brim with a wealth of materials and activities, and many experiences and can quickly lead to cluttered spaces. Our carefully selected furniture embraces minimalism, enabling children to see clearly and make independent choices to follow their own interests and ideas. With cosy Scandinavian design elements using a natural, light palette and materials that are both attractive and easy to clean, a delicate balance has been struck between the practicalities of two-year-old demands, as well as the beauty and serenity of some of the most beautifully designed environmental spaces. Whilst our needs are constantly evolving, we feel that our new spaces blend functionality with serenity, creating the right environment for our youngest learners to thrive (Bruce 2011).
The new play spaces in development
The journey of transformation is often made up of countless small, intentional steps. Phase One of our project started with us reimagining the Pre-KG classrooms and shared spaces, including the library, music room, and the ground-floor atrium. It all began with a simple, tried-and-tested approach—brainstorming and sketching ideas in an old-school scrapbook!
Striking the right balance between educational and wellbeing needs of children and families, aesthetic vision, alongside practical considerations is essential. This collaborative effort brought together the expertise of a skilled design team, the experience of a health and safety manager, and the invaluable insights of our team of educators and an experience researcher in the field. Teachers and teaching assistants were actively involved throughout the process and encouraged to share their ideas and feedback as the designs evolved.
By fostering a culture of openness and collaboration, we gathered a range of creative input during the initial stages, ensuring the final designs reflected both the professional expertise and the lived experiences of those who know our learners best.
Play Spaces in Action
Before moving forward with Phase Two, which involves the renovation of our outdoor area and studio spaces, architects observed children interacting with the newly designed spaces and discussed these interactions with our researcher and also explored the spaces still yet to be renovated. This step was crucial, as children often engage with environments in ways that are unexpected and wonderfully imaginative in their playful learning (Boardman 2024). Watching the spaces come alive with activity provided valuable insights into how the spaces were being used by the children and the staff team and how these could be further refined to support learning and play.
One of the most rewarding outcomes was seeing children take ownership of their playful learning spaces. The thoughtful design and high-quality materials naturally encouraged care and respect, teaching valuable lessons about responsibility and sustainability. These moments demonstrated how beautifully designed spaces not only support education but also support the development of lifelong habits of respect and mindfulness in our youngest learners.
The Challenge
Balancing the small details with the bigger picture was one of the most significant challenges of the transformation. From selecting the perfect shade of paint to ensuring entire classrooms were ready for use (complete with tissue dispensers and cu-coo clocks!) every decision carried weight. The tight timeline added an extra layer of complexity, creating an atmosphere akin to moving house—boxes everywhere, last-minute adjustments and a race against the clock to make everything just right in time for children returning to school after the summer break.
Despite the whirlwind, the focus remained on creating spaces that felt both functional and welcoming for the children and staff alike. As with any change, adaptation takes time, but our teachers embraced it gracefully, all while being greeted by 20 eager, expectant faces each morning.
The Impact on Children, Families, and the Community
The transformation had a noticeable effect on everyone involved. At first, some children were a little confused when they returned to the newly redesigned spaces and obviously, they needed time to adjust to their unfamiliar yet exciting surroundings. One three-year-old even accused his parents of tricking him into attending a different school! However, this adaptation proved to be short-lived, as they quickly settled into their environment at the start of the year with newfound ease and enthusiasm.
For families, the changes set a new benchmark, raising expectations and strengthening their confidence in the school’s commitment to excellence. The community has been inspired by the thoughtful design, which not only enriches the learning experience but also reflects the high standards we hold for the care and education of our youngest learners.
Hannah Farrell is the Headteacher of The Sunshine Kindergarten, British School of Kuwait.
Karen Boardman is the Head of Department of Early Years Education in the Faculty of Education at Edge Hill University. Karen was visiting Kuwait as an Early Years Education consultant to support EYFS provision and the environment.
References
Boardman, K. 2024. Early Literacy For Under-Fives. London: Sage.
Bruce, T. 2011. Early Childhood Education (4th Ed). London: Hodder Education
Conkbayir, M. and Pascal, C. 2021. Early Childhood Theories and Contemporary Issues (2nd Ed). London: Bloomsbury Publishing.
Early Years Coalition. 2021. Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage. St Albans: Early Education. Available at https://birthto5matters.org.uk/wp-content/uploads/2021/04/Birthto5Matters-download.pdf
Karimi, H. 2024. Embracing child-centred education: A path to learning freedom. BERA Blog Post. https://www.bera.ac.uk/blog/embracing-child-centred-education-a-path-to-learning-freedom
UNICEF. 2018. Supporting early childhood development. The best start in life for every child. https://www.unicef.org/eca/media/3686/file/in-focus-ecd.pdf
