In early years education, the term ‘learning environment’ is one that extends far beyond the classroom. Practitioners are well schooled in the belief that no outstanding classroom is restricted to having four walls. We are acutely aware that learning and knowledge are acquired and consolidated by engaging in wider, freer and more open environments. At Wellington College International Shanghai, we are about to realise an ambition we have had since we opened in 2014: to move to a purpose-built setting that allows us to create a truly unique and bespoke learning environment. The driving force behind this concept is to ensure all areas of provision match the high expectations we have of ourselves and the children in our care. In August 2019, this will become a reality, with the opening of the Wellington College International Shanghai Early Years Centre.   We often talk about enabling environments in early years, that is, areas that support children to achieve the objectives and expectations we have within our curriculum. An enabling environment ensures that children grow up to be resilient, capable, and confident. We can split such an environment into three equally important areas. The Emotional Environment – the atmosphere of a setting and how it feels. A good emotional environment will help pupils create more positive relationships with staff and other children.   The Indoor Environment – the resources available in the indoor space, how they are accessed and how activities are led. The indoor environment of a setting should make children feel safe and secure and give them the opportunity to become confident learners.   The Outdoor Environment – the resources available in the outdoor space, how they are accessed and how activities are led. Outdoor environments give opportunities to experience and enhance many different skills with a greater sense of freedom and independence than those experienced indoors. Outdoor spaces provide contact with the natural world, allowing children to use all of their senses.  Outdoor learning environments also allow children to experience problem-solving, risk-taking and large-scale play in a safe environment.   More personal to Wellington Shanghai, we hope the environments in our new early years centre will reflect our own values and ethos. Indeed, the core of how they will enable all children is embodied within our Wellington Identities.   Independent – Our learning environment will be developed to promote children’s independence and their ability to make decisions on their own. Children will have the opportunity to decide how, where and with whom they learn. Teachers will provide clear organisation and routines that will give children a real sense of control over their day. Furthermore, the resources we use will support children to be autonomous and self-regulating learners. Inspired – Along with familiar resources and objects, we will ensure we offer and promote new activities and experiences. These will inspire our young learners to look beyond the classroom and try to engage with new skills in different areas and numerous ways. Inclusive – We want an environment that is welcoming and warm while facilitating a sense of belonging. This includes time and places for staff to develop supportive relationships with the children. Our children will also be involved with creating the expectations for our new centre. Beyond this, the learning environment should support all children to achieve their best and celebrate their different interests and strengths. Individual – In our new high-quality environment we will be responsive to the learning needs and styles of all children. Knowing what our children like and need will underpin the development of skills that empower children with a sense that they can progress and achieve. On a more practical level, all our resources have been carefully selected to be child-friendly, both indoors and out. Intellectual – In the new early years centre, we will continue to develop our use of the Characteristics of Effective Learning. These show us how a child learns rather than what they learn. We understand the importance of valuing the process rather than the result. Therefore, we will have spaces that will support the development of these intellectual skills of critical and creative thinking, problem-solving, exploring and finding out, being willing to ‘have a go’ and the overall motivation to learn.   When we combine our knowledge of outstanding early years practice with Wellington’s Values and Identities, we are assured of creating an exceptional educational experience. It is our enduring desire to give our pupils a foundation of learning that cannot be found anywhere else. With the development of the new early years centre, this is a reality we can embrace with confidence.