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EYFS Handbook
Practical solutions for recording your
policies, procedures and curriculum
within the
Every Child Matters Framework
Developed
by
Horn End Nursery, Staffordshire
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A QEd Publication
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Published in 2009
© Horn End Nursery
ISBN 978 1 898873 63 1
The right of Horn End Nursery to be identified as Author of this work has been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.
Photocopying permission is given for purchasers only and not for borrowers of books from
any lending service.
All rights reserved. This book is sold subject to the condition that it shall not, by way of trade
or otherwise, be lent, hired out or otherwise circulated without the publisher’s prior consent
in any form other than that in which it is published.
With the exception of pages in the resources and the instructions explaining how to use the
resources, no part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording
or otherwise, without the prior written permission of the publisher. This book remains
copyright, although permission is granted to copy pages for classroom distribution and use
only in the school which has purchased the book or by the teacher who has purchased the
book and in accordance with the CLA licensing agreement.
British Library Cataloguing
A catalogue record for this book is available from the British Library.
Published by QEd Publications, 39 Weeping Cross, Stafford ST17 0DG
Tel: 01785 620364
Fax: 01785 607797
Website: www.qed.uk.com
Email: [email protected]
Contents
Page
Introduction
4
Overview of the Every Child Matters Outcomes
5
Monthly review of Themes, Outcomes and Standards
8
Long term plan of Areas of Learning
11
Developing an activity rota
14
Providing information for parents and carers (0–3 years)
17
Providing information for parents and carers (3–5 years)
21
Weekly planning within the EYFS
24
References and useful resources
64
3
Introduction
The following range of records and charts has been designed to make planning for the
Early Years Foundation Stage both straightforward and comprehensive.
They include charts for parents, staff and outside agencies to refer to and will help you
ensure that all outcomes in Every Child Matters are taken into account in your setting’s
curriculum, policies and procedures.
There is a brief explanation before each record sheet or chart outlining how each can be
used. The colour charts are replicated in black and white so that you can adapt these to
meet the needs in your particular setting.
Linking all your policies, welfare requirements and how they fit in with the themes within the
framework can be quite daunting. This book provides an outline of how one group of
nurseries has managed to do this quite successfully and it is hoped that you will be able to
take what has been developed and adapt it to your setting.
4
Overview of Every Child Matters Outcomes
It is a challenge to try and explain to both staff and outside agencies how you ensure your
policies reflect not only the welfare requirements, but also how they fit in with the themes
and, ultimately, that you are working within the Every Child Matters Framework. Even if you
are doing it in practice, it can be a cross-referencing headache to show on paper that you
are meeting all the requirements . . . and that you have a good handle on things.
The following chart endeavours to do this by bringing together the Every Child Matters
Outcomes, the four key themes, welfare requirements, and how your nursery policies would
link into each of these aspects. Presented in this visual format, you will find it a lot easier
to see how these are inter-related.
Note
The page numbers refer to the relevant sections in the statutory framework.
As with all the charts, they have been colour-coded to match EYFS documentation and all
you need to do is complete your policies in the appropriate columns. You will also need to
identify where in the nursery these policies are kept.
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Themes of effective practice
Welfare requirements
Nursery policies
1.4 Health and Wellbeing
Medicines p26
Illness and injuries
p26
Food and drink p27
Smoking p27
Medicine.
Food management.
Sick child.
Information on all of these
welfare requirements can be
found in the Statutory
Framework for the Early
Years Foundation Stage
All the nursery policies can
be found in the operation
plan, parents’ folder in the
entrance hall, and in each
room’s survival guide
Learning and Development
Enabling Environments
Positive Relationships
A Unique Child
1 Helping children
be Healthy
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1.3 Stay Safe
Safeguarding p22; Premises and security p24;
Outings p24; Behaviour management p28; Safe
recruitment p29; Suitability of staff/carers p30;
Alcohol/other substances p31;
Qualifications, skills, training and knowledge
p31; Staffing arrangements and safety p32;
Risk assessment p33; Premises p34; Providers
records p40
Staffing, trips, child protection, dress code,
collection, recruitment and selection, sun
protection, transferring staff, security, attendance
bonus, lost and found child, behaviour, staff
development, staff absence, password
procedure.
Information and complaints p23
Documentation p38
Admission, parental
responsibility, confidentiality,
settling in, partnership with
parents, aims and objectives,
SEN, complaints, record
keeping.
Communication, outdoor play,
equality and diversity.
3.4 The Wider Context
2.1 Respecting Each Other
2.2 Parents as Partners
2.3 Supporting Learning
1.1 Child Development
1.2 Inclusive Practice
4) Helping children make a
positive contribution to the
wider community
Equality of opportunities p25
Organisation p37
Safety of outdoor spaces,
furniture, equipment and toys
p33
4.4 Areas of Learning and Development
4.1 Play and Exploration
4.2 Active Learning
4.3 Creativity and Critical
Thinking
3.1 Observation, Assessment
and Planning
3.2 Supporting Every Child
3.3 The Learning Environment
5) Achieve Economic Well-being
3) Helping children enjoy and
achieve
Every Child Matters Outcomes
2) Protecting children from harm and neglect
and helping them stay safe
2.4 Key person
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A Unique Child
Positive Relationships
Enabling Environments
Learning and Development
Information on all of these
welfare requirements can be
found in the Statutory
Framework for the Early
Years Foundation Stage
1 Helping children
be Healthy
Medicines p26
Illness and injuries
p26
Food and drink p27
Smoking p27
Every child matters outcomes
3) Helping children enjoy and
achieve
5) Achieve Economic Well-being
2) Protecting children from harm and neglect
and helping them stay safe
1.3 Stay Safe
2.4 Key person
3.1 Observation, Assessment
and Planning
3.2 Supporting Every Child
3.3 The Learning Environment
4.1 Play and Exploration
4.2 Active Learning
4.3 Creativity and Critical
Thinking
Equality of opportunities p25
Organisation p37
Safety of outdoor spaces,
furniture, equipment and toys
p33
4.4 Areas of Learning and Development
Safeguarding p22; Premises and security p24;
Outings p24; Behaviour management p28; Safe
recruitment p29; Suitability of staff/carers p30;
Alcohol/other substances p31;
Qualifications, skills, training and knowledge
p31; Staffing arrangements and safety p32;
Risk assessment p33; Premises p34; Providers
records p40
4) Helping children make a
positive contribution to the
wider community
1.1 Child Development
1.2 Inclusive Practice
2.1 Respecting Each Other
2.2 Parents as Partners
2.3 Supporting Learning
3.4 The Wider Context
Information and complaints p23
Documentation p38
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Themes of effective practice
Welfare requirements
Nursery policies
Monthly review of Themes and Statutory Framework
This chart demonstrates how you can review policies and standards on a monthly basis.
The chart has been colour coded to match the EYFS documentation and also links into
themes and Every Child Matters, welfare requirements and your nursery policies.
The page numbers are those in the statutory framework.
This chart provides an example of how you can plan and review your own policies within
the framework.
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Monthly review of themes, outcomes and standards
Theme
January
Every Child Matters Welfare Requirement
Nursery Policy
Helping children be
healthy
Medicines p26
Medicine
1.3 Stay safe
Protecting children
from harm and
neglect and helping
them stay safe
Safe guarding p22
Premises and security
p24
Outings p24
Staffing
Trips
Child protection
Staff absence
February
Communication
March
3.1 Observation,
Helping children enjoy Equality of
Assessment and and achieve
opportunities p25
Planning
3.2 Supporting Every
Child
April
1.1 Child
Helping children to
Development
make a positive
1.2 Inclusive Practice contribution to
provision and the
wider community
Admission
Parental responsibility
Confidentiality
Information and
complaints p23
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Helping children be
healthy
Illness and injury p26
2.4 Key Person
Protecting children
from harm and
neglect and helping
them stay safe
Behaviour
management p28
Safe recruiting p29
Alcohol and other
substances p31
July
3.3 The Learning
Environment
Helping children enjoy Organisation p37
and achieve
Helping children
make a positive
contribution to
provision and the
wider community
Documentation p38
August
2.1 Respecting Each
Other
2.2 Parents as
Partners
2.3 Supporting
Learning
Settling in
Partnership with
parents
Aims and objectives
Helping children be
healthy
Food and drinking
p27
Smoking p27
Sick child
Protecting children
from harm and
neglect and helping
them stay safe
Staffing p32
Risk assessment p33
Premises p34
Providers records p40
Transferring staff
Security
Lost and found child
Behaviour
Password procedure
Equality and diversity
May
June
September
October
November
December
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4.1 Play and
Exploration
4.2 Active Learning
4.3 Creativity and
Critical Thinking
Helping children enjoy
and achieve
3.4 The Wider
Context
Helping children make
a positive
contribution to
the wider community
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Food management
Dress code
Non collection
Recruitment and
selection
Sun protection
Staff development
Outdoor play
SEN
Complaints
procedure
Record keeping
Monthly review of themes, outcomes and standards
Theme
January
Every Child Matters Welfare Requirement
Helping children be
healthy
Medicines p26
1.3 Stay safe
Protecting children
from harm and
neglect and helping
them stay safe
Safe guarding p22
Premises and security
p24
Outings p24
February
March
3.1 Observation,
Helping children enjoy Equality of
Assessment and and achieve
opportunities p25
Planning
3.2 Supporting Every
Child
April
1.1 Child
Helping children to
Development
make a positive
1.2 Inclusive Practice contribution to
provision and the
wider community
Information and
complaints p23
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Helping children be
healthy
Illness and injury p26
2.4 Key Person
Protecting children
from harm and
neglect and helping
them stay safe
Behaviour
management p28
Safe recruiting p29
Alcohol and other
substances p31
July
3.3 The Learning
Environment
Helping children enjoy Organisation p37
and achieve
Helping children
make a positive
contribution to
provision and the
wider community
Documentation p38
August
2.1 Respecting Each
Other
2.2 Parents as
Partners
2.3 Supporting
Learning
Helping children be
healthy
Food and drinking
p27
Smoking p27
Protecting children
from harm and
neglect and helping
them stay safe
Staffing p32
Risk assessment p33
Premises p34
Providers records p40
May
June
September
October
November
December
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4.1 Play and
Exploration
4.2 Active Learning
4.3 Creativity and
Critical Thinking
Helping children enjoy
and achieve
3.4 The Wider
Context
Helping children make
a positive
contribution to
the wider community
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Nursery Policy
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Long term plan of Areas of Learning
This chart provides an example of how you can plan adult-focused activities and will help
ensure that all aspects of learning and development are covered over a six week period.
This will also help ensure that part-time children experience planned activities in all areas
of learning.
The Areas of Learning have been colour-coded to match the other charts in this set.
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Week 6
Week 5
Week 4
Week 3
Week 2
Week 1
C
Being Creative
PSE
Self-confidence and selfesteem
CLL
Language for Thinking
PSE
Self care 1
Sense of Community 2
Wednesday
KUW
Designing and Making
PSRN
Calculating
C
Being Creative
CLL
Linking Sounds and Letters
P
Health and Bodily
Awareness
KUW
ICT
PSRN
Shape, Space and
Measures
Thursday
CLL
Writing 1
Handwriting 2
PSRN
Numbers for Labels and for
Counting
KUW
Time
PSRN
Calculating
PSE
Behaviour and Self-control
C
Creating Music and Dance
P
Health and Bodily
Awareness
KUW
Place 1
Communities 2
Friday
CLL
Reading
PSE
Making Relationships
C
Exploring Media and
Materials
P
Movement and Space
Long Term Plan of Areas of Learning
PSE
Dispositions and Attitudes
Tuesday
C
P
Developing Imagination and Movement and Space
Imaginative Play
P
Using Equipment and
Materials
KUW
Exploration and
Investigation
PSRN
Counting
CLL
Language for
Communication
Monday
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Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
C
Being Creative
CLL
Linking Sounds and Letters
PSRN
Shape, Space and
Measures
KUW
ICT
P
Health and Bodily
Awareness
Friday
KUW
Place 1
Communities 2
Thursday
P
Movement and Space
P
Health and Bodily
Awareness
PSE
Behaviour and Self-control
PSE
Making Relationships
CLL
Reading
PSRN
Calculating
CLL
Writing 1
Handwriting 2
KUW
Time
PSRN
Counting
C
Creating Music and Dance
C
Exploring Media and
Materials
Long Term Plan of Areas of Learning
Wednesday
C
Being Creative
Tuesday
PSE
Dispositions and Attitudes
Monday
CLL
Language for
Communication
PSE
Self-confidence and selfesteem
PSRN
Calculating
CLL
Language for Thinking
KUW
Exploration and
Investigation
KUW
PSRN
Counting
P
Using Equipment and
Materials
C
P
Developing Imagination and Movement and Space
Imaginative Play
PSE
Self care 1
Sense of Community 2
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Developing an activity rota
This rota has been designed to enable you to organise your toys and resources according
to their principle Area of Learning. These resources can then be rotated not only weekly,
but also 5 weekly by using the days of the week grid.
Using a rota like this will enable all children (whether part- or full-time) to access all the
resources in the setting and for you to demonstrate how you provide for all Areas of
Learning throughout the day.
The first chart is a sample of a baby room rota; the second is a template for you to adapt
times and title headings to fit in with the routine of your setting.
How it works
If you look at the example on the next page at the first time period (between 8:15am and
9:15am), the idea is that in Week 1, Monday you pick up on the row of activities (wooden
farm [PSE]; book [CLL]; wonder cubes [PSRN]; lights [KUW]; soft play [PD]. On Tuesday
of that week you move to the next row and so on.
This will help you to think more carefully about your resources and how to use them more
effectively in planning your sessions.
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EYFS Activity rota
Room: Babies
Area of Learning
Personal, Social Communication, Problem
and Emotional
Language and
Solving,
Development
Literacy
Reasoning and
Numeracy
Time
Week
Creative
Development
1 2 3 4 5
Wooden farm
Tea set
Rough material
Rattles
Mega blocks
Books
Dolls
Ribbons
Mirrors
Tool set
9:15-9:30
Singing
Singing
9:30-10:00
Drinks and
snack time
Wash hands, sit
at table, ‘please’
and ‘thank you’
Sitting together,
talking with staff
and peers
8:15-9:15
Activities
(Craft time
8:30-9:15)
Knowledge and Physical
Understanding Development
of the World
M Tu W Th F
Tu W Th F
W Th F
Th F
F
M
M Tu
W Tu W
M Tu W Th
Wonder cubes
Jigsaws
Stars/stems
Activity centres
Shape sorters
Lights
Smooth material
Metal play
Heuristic play
How things work
Soft play
Primo
Activity disk
Pull-along toys
Block play
Singing
10:00-10:30
Counting out
biscuits, waiting
for turns
Holding own
beaker and
snack
Please see separate outdoor play rota
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Adult-focused activity (see adult-focused sheet for rota; all six Areas of Learning are included)
Week
1 2 3 4 5
10:30-11:15
Activities
M Tu W Th F
Tu W Th F
W Th F
Th F
F
M
M Tu
W Tu W
M Tu W Th
11:15-11:45
Dinner time
Week
11:45-12:45
Sleep time
activities
M Tu W Th F
Tu W Th F
W Th F
F
12:45-2:00
Activities
Tool set
People & house
Hairdressing
Mirrors
Cars
Shapes
Tills
Indoor games
Trains & coaster
Jigsaws
Wash hands, sit
and ‘thank you’
Sitting together,
talking with staff
and peers
Counting out
biscuits, waiting
for turns
Cars & mat
People & house
Train & coaster
Pop-up toys
Tills
Puppets
Telephones
Dolls
Books
Animals
Activity centres
Stickle bricks
Shapes
Stars/stems
Activity disks
Tills
Dressing up
Hairdressing
Tent/tunnel
Doctor’s set
People & house
Discovery book
Mirrors
Telephones
Heuristic play
1 2 3 4 5
Th F
Week
Mega blocks
Pop-up toys
Lights
Hats & bags
Tea set
M
M Tu
W Tu W
M Tu W Th
1 2 3 4 5
M Tu W Th F
Tu W Th F
W Th F
Th F
F
M
M Tu
W Tu W
M Tu W Th
2:00-2:30
P
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Shape sorters
Wonder cubes
Jigsaws
How things work
Soft blocks
Ocean creatures
Dinosaurs
Dressing up
Discovery box
Gardening
O
Jigsaws
Shape sorters
Inflatable animals
Balls
Metal play
N
Tough spot
Brio train
Stickle bricks
Mega blocks
Octalinks
Holding own
beaker and
snack
Hairdressing
Heuristic play
Hats & bags
Gardening
Discovery box
Sensory bottle
Activity disks
Wooden bricks
Soft toys
Ribbons & scarfs
Wooden bricks
Octalinks
Collage
Tough spot
Ribbons
Hats & bags
Tool set
Insects
Dressing up
Dinosaurs
Trampoline
Lights
Soft toys
Activity mats
Soft toys ??
Crayons
Tubes
Musical toys
Felt tips
Stickle bricks
Please see separate outdoor play rota
M
Adult-focused activity (see adult-focused sheet for rota; all six Areas of Learning are included)
Week
2:30-3:00
Activities
1 2 3 4 5
M Tu W Th F
Tu W Th F
W Th F
Th F
F
3:15-3:45
Afternoon
tea
Week
3:45-4:15
Craft time
and
activities
Week
Mirrors
Wooden farm
Tool set
Animals
Big animals
W Tu W
M Tu W Th
Trains
Activity centre
Shape sorters
Indoor games
Brio train
Shiny objects
Gardening
Tool set
Tough Spot
??
Octalinks
Sensory bricks
Balls
Jigsaws
Wooden bricks
Singing
Singing
Wash hands, sit
and ‘thank you’
Sitting together,
talking with staff
and peers
Counting out
biscuits, waiting
for turns
Dolls
Hats & bags
Tea set
Lights
Dressing up
Telephones
Doctor’s set
Books
People & house
Cars mat
Indoor games
Shapes
Tills
Shape sorters
Wonder cubes
Insects
Metal play
Tough spot
Doctor’s set
Ocean creatres
Activity mats
Stars/stems
Sensory bottle
Big animals
Parachute
Rattles
Blue lycra
Tent/tunnel
Tea set
Smooth mat
Animals
Ribbons
Instruments
Dolls
People & house
Stickle bricks
Sorting animals
Wonder cubes
Brio train
Shapes
Insects
Ocean creatures
Metal play
Hairdressing
Hats & bags
Pop-up toys
Tent/tunnel
Cars & mat
Shiny objects
Balls
Ribbons
Instruments
Tubes
Ribbons
Felt tips
Singing
Holding own
beaker and
snack
1 2 3 4 5
M Tu W Th F
Tu W Th F
W Th F
Th F
F
4:15-5:30
Activities
Tool set
Tough spot
Trampoline
Materials
Lights
A
M Tu
S
3:00-3:15
M
M
M Tu
W Tu W
M Tu W Th
1 2 3 4 5
M Tu W Th F
Tu W Th F
W Th F
Th F
F
M
M Tu
W Tu W
M Tu W Th
Equipment permanently set out in the room: home corner, book corner, farm, baby shelf browser box, soft play
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Musical toys
Geo structure
Soft blocks
Stickle bricks
Octalinks
EYFS Activity rota
Personal,
Social and
Emotional
Development
Time
Week
Week
Week
Week
Week
Week
Room:
Communication, Problem
Language and
Solving,
Literacy
Reasoning and
Numeracy
Knowledge and Physical
Understanding Development
of the World
Creative
Development
1 2 3 4 5
M Tu W Th
F
Tu W Th
F
M
M Tu
W Th
F
Th
F
W Tu W
F
M Tu W Th
1 2 3 4 5
M Tu W Th
F
Tu W Th
F
M
M Tu
W Th
F
Th
F
W Tu W
F
M Tu W Th
1 2 3 4 5
M Tu W Th
F
Tu W Th
F
M
M Tu
W Th
F
Th
F
W Tu W
F
M Tu W Th
1 2 3 4 5
M Tu W Th
F
Tu W Th
F
M
W Th
F
M Tu
Th
F
W Tu W
F
M Tu W Th
S
A
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P
L
1 2 3 4 5
M Tu W Th
F
Tu W Th
F
M
M Tu
W Th
F
Th
F
W Tu W
F
M Tu W Th
1 2 3 4 5
M Tu W Th
F
Tu W Th
F
M
M Tu
W Th
F
Th
F
W Tu W
F
M Tu W Th
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Providing information for parents and carers (0-3 yrs)
This proforma can be completed on a weekly, monthly or termly basis. There are two
completed samples to show how the form can be used.
The importance of developing a partnership with parents and carers is stressed in all the
guidance documentation. If you provide too much detail the chances are that busy
parents/carers won’t give it their full attention. The trick is to provide the information in such
a way that it is easy to digest almost at a glance. Those parents/carers who want further
information should be encouraged to ask the child’s key person.
By providing this information for parents and carers you will enhance the links between
home and nursery, hopefully encourage greater parental involvement and provide evidence
of the efforts you are making to develop these links.
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Room:
Focus:
Month:
Activities this month
Problem Solving, Reasoning and Numeracy
Personal, Social and Emotional Development
Communication, Language and Literacy
Knowledge and Understanding of the World
Creative Development
Physical Development
M
Trips and visitors this month
S
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Special days this month
Last month’s special times
Activities to try at home
News and messages
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Room: Baby Smalls
Month: January 2009
Focus: Touch and Feely
There will be lots of opportunity to use shape sorters to learn how things fit
together. We will be encouraging your child to concentrate and complete simple
tasks which will help their confidence.
We will have lots of fun hand printing on the table and creating group collage.
By singing some nursery rhymes we will learn new words and about rhythm and
rhyme.
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We will be experiencing lots of heuristic play this month. There will be a table top
display all the time and exploratory skills will be put to the test.
N
Creative development
We are going to listen to some different world music and dance with streamers.
We will be making our own music with all the different musical instruments.
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Physical development
Walking through sand, gloop and cooked pasta will give novel sensory experiences
to the babies. They will be encouraged to wriggle their toes and make prints with
their feet.
We will be going to the shops on Monday
13th October.
We will be buying material for our sensory
day.
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We will be having a sensory day on
Wednesday 15th October. We are also
going to be celebrating Divali on Tuesday
28th October, which is the festival of
light.
We really enjoyed our trip to the library and joining in with the Baby Bounce session. During these
sessions we experience new environments, meet new people and learn more songs and rhymes to
develop our communication skills. We are hoping to make this a regular trip.
S
News and messages
We are collecting the Morrisons “Let’s grow”
vouchers.
Please could we have any unwanted textured
materials e.g. bubble wrap, corrugated paper,
fur fabric etc.
Why not make your children some sensory
bottles for at home. Ask your key worker how
to make them.
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Room: Tommy Thumbs
Month: January 2009
Focus: Shake, rattle, roll
The children will be making some marble rolling pictures and paintings this month. This will
encourage us to find out what different toys can do through handling objects. We will also be
developing an awareness of number names through rolling our big foam dice!
We will be building up confidence in ourselves this month as we practise pedalling our bikes
outside, balancing balls and having fun with the parachute. This will also encourage us to build
healthy and secure relationships with the other children and key people.
Tommy Thumbs will be focusing on one of their favourite stories this month, ‘Dinosaur Rumpus.’ We
will be encouraging the children to listen and respond with interest to rhymes songs and stories
through role play. Playing different instruments fast and slow, loud and soft will help us to take
pleasure in making and listening to a wide variety of sounds.
Y
L
We will be exploring space outdoors this month by rolling tyres and balls to each other, and then
by having a rolling race! Baking jam roly poly will encourage us to follow instructions and focus
carefully on particular processes.
N
Creative development
Tommy Thumbs will be making some lovely CD mobiles, and some car wheel paintings. This will
encourage us to use all of our senses to discover new ways of making marks.
O
Physical development
We will be using the hoola hoops outside this month to help us to practise and develop what we can
do. Jelly play in the tough spot will help us to develop our fine motor skills and help us to enjoy
sensory experiences.
We will be visiting the library this month to
have a look for some new books! We hope to
find some books that tell us all about
instruments and music in the different
countries around the world.
A
M
P
L
E
Friday 30 January Rock ‘n’ roll day! Please can
your child come dressed in a white t-shirt and
jeans. We will be dancing to lots of rock and
roll music and making some new instruments to
use at nursery!
We all had a great time at our Christmas party! We really enjoyed seeing the magician, he was very
funny! We also enjoyed making some new friends last month, and making our lovely new display
together!
S
News and messages
Tommy Thumbs would like to welcome William,
Freya, Caitlin, Jasmine, Freddie, Ellie-May and
Joe in January, who will be moving through
from the baby room! Also we wish Charlie,
Connie, Naomi, Keira, Jake and George good
luck in the Toby Talls Room! We will miss you
all!
Making instruments using rice and dried peas is
always fun! Your child can decorate some
plastic cups or bowls to make these!
Experiment with items at home that shake,
rattle and roll! Pots and pans always make great
music!
20
Providing information for parents and carers (3-5 yrs)
This proforma can be completed on a weekly, monthly or termly basis. There is a completed
sample to show how it can be used.
The importance of developing a partnership with parents and carers is stressed in all the
guidance documentation. If you provide too much detail the chances are that busy
parents/carers won’t give it their full attention. The trick is to provide the information in such
a way that it is easy to digest almost at a glance. Those parents/carers who want further
information should be encouraged to ask the child’s key person.
By providing this information for parents and carers you will enhance the links between
home and nursery, hopefully encourage greater parental involvement and provide evidence
of the efforts you are making to develop these links.
21
Information for parents
Month:
This month our focus is
P
We will be learning the following songs and
rhymes
A
M
L
E
O
Other information
Learning about the community
S
N
Y
L
Suggested activities to do at home
22
Information for parents
Month:
This month our focus is hats and shoes
Using mathematical language and talking about and
using 2 and 3D shapes we will be making a cone
shaped hat and decorating it using various other
shapes of material. Using our shoes we will be looking
at the similarities and differences between them,
which will help us to match the pairs together
correctly.
We will be using our social skills and communicating
with each other while we role-play in our hat and shoe
shop. We will help each other and gain an awareness of
each other’s needs. We will also talk about how much
things might cost and exchange money at the till. We
will be learning more complex skills and gaining
pleasure at our own achievements while attempting to
put on our own shoes and helping friends with theirs.
We will be building up a repertoire of songs featuring
hats and shoes and also using hats and shoes as props
during certain songs. We will be making a crown so
exploring colour, texture and shape in 2 or 3
dimensions and also choosing a particular colour for a
purpose. Using Wellington boots we will be creating
various patterns on paper and using lots of different
colours.
While looking at different hats and shoes from other
countries around the world we will gain an awareness
of the cultures and beliefs of others. Selecting simple
tools and techniques they need to shape and realising
that tools can be used for a purpose they will be
making a shoe which they will use for a threading
activity.
During a game of electric shoe we will be moving
freely with confidence and pleasure while having fun
with our friends. We will be taking part in a hat and
shoe race and recognising the changes that happen to
our bodies while we are active. We will also be having
a royal day in which we will be taking part in lots of
physical activities throughout the day.
During circle time we will gain confidence to talk to
others about what a bride might wear on her head
when getting married. We will also look at various
pictures of different brides and look to see what they
wear on their heads. We will also use language to talk
about what types of hats and shoes we wear in the
summer and winter and discuss the types of materials
shoes are made from.
We will be learning the following songs
and rhymes
Tipper Tappa Too
Cobbler Cobbler mend my shoe
My hat it has three corners
The sun has got his hat on
A
M
P
L
E
O
N
Y
L
Other information
Tuesday 6th January We will be having a shoe
and hat shop in our role-play area, so could I
please bring in and shoe boxes, old shoes and
hats for us to use.
Monday 12th January We will be going into
Stafford on bills bus to visit a shoe shop.
Learning about the community
Looking at all the different hats people who help us
in the community wear for example police, fire,
doctors and lollipop person.
S
Suggested activities to do at home
Visit a shoe shop
Looking at different shapes and sizes of hats and
shoes
Read The Elves And The Shoemaker
Monday 26th January We will be holding a Royal
Day so could I please come dressed as Kings and
Queens with crowns.
Friday 30th January Could I please bring in any
hats and shoes from different countries from
around the world.
Happy New Year Jo and Sasha
23
Weekly planning within the EYFS
This weekly chart will enable you to record and evaluate all activities and reconcile them
against Development Matters and Learning Intentions. It uses a grid that ensures all
curriculum areas are covered in rotation and covers a period of 5 weeks in total.
How to use the charts
1. Staff need to complete the names of their key children in the relevant boxes.
2. They should then plan the activity, the resources required and the role of the adult
based on pre-existing knowledge and using observations.
3. An evaluation can then be completed for individual children for the activity. If the child
does not carry out the activity planned this information should also be recorded.
4. At the end of the week there is a notes section where future planning needs can be
identified on an individual or group basis.
The first five pages are completed samples to give you an idea how these can be used.
24
Birth-11 months
8-20 months
Use tools and materials for
particular purposes.
Begin to make, and
manipulate, objects and tools.
Put together a sequence of
actions.
16-26 months
Balance blocks to create
simple structures.
22-36 months
Learning intentions
Watch and explore hands and
feet.
Reach out for, touch and begin
to hold objects.
Imitate and improvise actions
they have observed, such as
clapping and waving.
Become absorbed in putting
objects in and out of
containers.
Enjoy the sensory experience
of making marks in damp
sand, paste or paint. This is
particularly important for
babies who have a visual
impairment.
Oliver R
Grace W
Hollie T
Caitlin S
Ellie-May W
Key children
Explore objects and materials
with hands and mouth.
Show curiosity and interest in
Are interested in pushing and
things that are built up and fall pulling things, and begin to
down, and that open and close. build structures.
Key children
Develop an awareness of
shape, form and texture as
they encounter people and
things in their environment.
Oliver R
Grace W
Find out what toys are like and
can do through handling
objects.
Recognise big things and small
things in meaningful contexts.
Jacob S
Kieran O
Attempt, sometimes
successfully, to fit shapes into
spaces on inset boards or
jigsaw puzzles.
Use blocks to create their own
simple structures and
arrangements.
Enjoy filling and emptying
containers.
Caitlin S
Joe H
Jasmine J
Grace W
Key children
Caitlin S
Freddie C
Are curious and interested in
making things happen.
Notice simple shapes and
patterns in pictures.
Begin to categorise objects
according to properties such
as shape or size.
Are beginning to understand
variations in size.
Role of
adult/ratio
Babies
investigated the
different shapes.
Some were able to
fit them in the
right spaces.
The children had
fun building with
the boxes and
hiding under the
pieces of material.
The babies
enjoyed bouncing
the balls in the
air, laughing as
they bounced off.
Evaluation
Date: 22nd-26th September
What will the
child do
P
Using equipment and materials
Hold the lycra and
help bounce the
balls up and down.
Being confident and
vocal throughout.
Lycra play with beach ball
Assist the children
to bounce the balls
up and down on the
lycra. Sing the
song ‘5 Cheeky
Monkeys’. Talk
about what’s
happening.
KUW
Play freely with the
boxes, climbing or
using them to build.
Box play with smooth material
Provide boxes of
various sizes.
Allow the children
to play freely.
PSRN
Shape space and measures
Explore the shapes
using their body and
post the shapes in
the toys provided.
Shape sorters/post-its/jigsaw
Allow the children
to explore the
shapes, using their
hands and mouth.
Talk about the
shape they are
exploring.
25
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
Wednesday
Birth-11 months
8-20 months
Show interest in stories, songs
and rhymes.
16-26 months
22-36 months
Learning intentions
Listen to familiar sounds,
words, or finger plays.
Have some favourite stories,
rhymes, songs, poems or
jingles.
Kieran B, Jasmine J,
Nisha, Freddie
William H, Jasmine J,
Nisha, Joe H,
Ellie May W
Begin to learn that some things
are theirs, some things are
shared, and some things
belong to other people.
Key children
Respond to a small number of
boundaries, with
encouragement and support.
Key children
Respond to words and
interactive rhymes, such as
'Clap Hands'.
Grace W
Hollie C
Lily-Mae
Are usually soothed by warm
and consistent responses from
familiar adults.
Begin to adapt to caregiving
routines.
Hollie C
Lily-Mae
Notes
Are aware that some actions
can hurt or harm others.
Wednesday – Freddie completed 3 piece, shape inset jigsaw.
Thursday – all children looked at the puppets. Nisha joined in song words to ‘Baa baa black sheep’.
Role of
adult/ratio
CLL
Reading
The babies
laughed as we
interacted with
the puppets.
Evaluation
What will the
child do
Choose puppets
(taking turns) and
moving them to the
music.
Puppets and singing
Allow the children
to choose a puppet
and sing songs in
relation to it.
Encourage turn
taking and sharing.
PSE
Behaviour and self control
Babies had lots of
fun baking buns.
They even added
currants and
managed to sneak
a taste.
Friday – all children helped to mix. Jasmine copied the words ‘flour’, ‘sugar’ and ‘raisins’; William copied ‘flour’ and Nisha said ‘more’ as we tasted the raisins.
Take turns to feel
the different
ingredients and mix
them together.
Baking currant buns
Sit the children at
the table, and
together make
buns.
Allow the children
to feel the
different textures.
Monday – Caitlin would say ‘oh no’ as balls bounced off; she’d fetch the ball and put it back on the lycra and say ‘yeah’.
Tuesday – babies had fun sitting in and hiding in the boxes.
A
S
26
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N
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L
P
M
Thursday
Friday
30-50 months
Learning intentions
22-36 months
40-60 months
Balance blocks to create simple
structures.
Show increasing control in holding and
using hammers, books, beaters and mark
making tools.
Investigate various construction materials. Construct with a purpose in mind, using a
Realise tools can be used for a purpose.
variety of resources.
Join construction pieces together to build Use simple tools and techniques
and balance.
competently and appropriately.
Begin to try out a range of tools and
Build and construct with a wide range of
techniques safely.
objects, selecting appropriate resources and
adapting their work where necessary.
Select the tools and techniques they need
to shape, assemble and join materials they
are using.
LS, CL, JB, TH,
HW, HC
Key children
Explore malleable materials by patting,
Engage in activities requiring hand-eye
stroking, poking, squeezing, pinching and
coordination.
twisting them.
Use one-handed tools and equipment.
Show increasing control over clothing and Use increasing control over an object, such
as a ball, by touching, pushing, patting,
fastenings.
throwing, catching or kicking it.
Show increasing control in using
Manipulate materials to achieve a planned
equipment for climbing, scrambling,
effect.
sliding and swinging.
Use simple tools to effect changes to the
Demonstrate increasing skill and control
materials.
in the use of mark making implements,
blocks, construction sets and small world Show understanding of how to transport
and store equipment safely.
activities.
Practise some appropriate safety measures
Understand that equipment and tools
without direct supervision.
have to be used safely.
Use a range of small and large equipment.
Handle tools, objects, construction and
malleable materials safely and with
increasing control.
JF, JO, MM, KL,
EF, LP, EA, GM
Are curious and interested in making
things happen.
LR, WP, PB, LP, MM,
LB, GM, EA, KL
Key children
JF, WS, JO, TH,
CL, LS, RO,. KH
Role of
adult/ratio
Children were
curious about how
the nuts and bolts
works and
investigated well,
exploring the
room with the
tools.
All children
enjoyed the
activity and are
ready to move on
to the next
learning intention.
Evaluation
What will the
child do
P
Using equipment and materials
Explore the
different sounds
that the pots and
pans make.
Share and take
turns with the rest
of the group.
Pots and pans play
Provide a variety
of pots and pans
along with beaters.
The activity should
consist of adultled and free play.
Ratio: key groups.
Construct the toys
using the tools and
engage in role play.
KUW
Tool set
Sit and explain to
the children what
each of the tools is
used for and how
to construct the
toys.
Encourage role
play.
Ratio: key groups.
27
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
22-36 months
30-50 months
40-60 months
Learning intentions
Notice simple shapes and patterns in
pictures.
Begin to categorise objects according to
properties such as shape or size.
Are beginning to understand variations in
size.
Show an interest in shape and space by
playing with shapes or making
arrangements with objects.
Show awareness of similarities in shapes
in the environment.
Observe and use positional language.
Are beginning to understand 'bigger than'
and 'enough’.
Show interest in shape by sustained
construction activity or by talking about
shapes or arrangements.
Use shapes appropriately for tasks.
Begin to talk about the shapes of
everyday objects.
CL, KH, JO, HC, SS
Key children
Show curiosity about and observation of
shapes by talking about how they are the
same or different.
Match some shapes by recognising
similarities and orientation.
Begin to use mathematical names for 'solid'
3D shapes and 'flat' 2D shapes, and
mathematical terms to describe shapes.
Select a particular named shape.
Show awareness of symmetry.
Find items from positional or directional
clues.
Order two or three items by length or
height.
Order two items by weight or capacity.
Match sets of objects to numerals that
represent the number of objects.
LP, SJ, LC, LN, JF,
GM, RL, MR, ML, MC
Have some favourite stories, rhymes,
songs, poems or jingles.
Listen to and join in with stories and
poems, one-to-one and also in small
groups.
Begin to be aware of the way stories are
structured.
Suggest how the story might end.
Show interest in illustrations and print in
books and print in the environment.
Handle books carefully.
Know information can be relayed in the
form of print.
Hold books the correct way up and turn
pages.
Understand the concept of a word.
Key children
LP, LN, CL, WS, LB, MB, SB, EF,
BK, LC, WP, LD, JF, LR, GM
Enjoy an increasing range of books.
Know that information can be retrieved from
books and computers.
Explore and experiment with sounds, words
and texts.
Retell narratives in the correct sequence,
drawing on language patterns of stories.
Read a range of familiar and common
words and simple sentences independently.
Know that print carries meaning and, in
English, is read from left to right and top to
bottom.
Show an understanding of the elements of
stories, such as main character, sequence
of events and openings, and how
information can be found in non-fiction texts
to answer questions about where, who, why
and how.
FL, SS, HC, JO, JB
Role of
adult/ratio
Repeat activity to
ensure
participation by
all.
The children sat
and listened well
to the story. They
joined in with the
various noises.
The children are
starting to
recognise simple
shapes and their
names.
Activity needs to
be repeated to aid
further
understanding.
Evaluation
What will the
child do
PSRN
Shape space and measures
Experiment with the
items, name the
shapes and talk
about the
differences.
Share and take
turns using the
items.
Floating and sinking items
Provide items such
as:
metal items
shapes
wooden items
children’s choice
items
Talk about
differences in
items, such as
‘heavy’ and ‘light’.
Ratio: key groups.
CLL
Reading
Sit on ‘circle spots’
and listen to the
story, joining in with
the noises as they
occur.
Talk about what the
noises might be.
‘The very noisy night’ story
This is a book and
a CD:
Let children listen
to the CD first,
then use the book
to enhance the
story and go
through the
different noises
involved.
Ratio: key groups
28
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A
S
Wednesday
Thursday
22-36 months
30-50 months
40-60 months
Learning intentions
Show their particular characteristics,
preferences and interests.
Begin to develop self-confidence and a
belief in themselves.
Seek and delight in new experiences.
Have a positive approach to activities and
events.
Show confidence in linking up with others
for support and guidance.
Show increasing independence in
selecting and carrying out activities.
Key children
CL, LR, LN, JF, LS
RO, FL, HC
Display high levels of involvement in
activities.
Persist for extended periods of time at an
activity of their choosing.
Continue to be interested, excited and
motivated to learn
Be confident to try new activities, initiate
ideas and speak in a familiar group.
Maintain attention, concentrate, and sit
quietly when appropriate.
LP, SJ, BK, MB, PB,
ML, GM
Notes
LN, PB and GM showed great confidence during the trip, which can be built on during the coming weeks.
Role of
adult/ratio
The children
really enjoyed this
experience with
LN, PB, GM and LP
showing particular
involvement whilst
in the shop.
Evaluation
What will the
child do
PSE
Behaviour and self control
Listen out for
sounds on the trip
and explore sounds
in the music shop.
Trip to the music shop
Discuss with the
group the health
and safety issues
involved with a trip
and how the
children think you
should behave in a
shop.
Ratio: trip ratio.
BK and SJ were a little under confident and wished to stay close to an adult – in future circle time and adult-focused activities we should try to encourage further
confidence.
L
ML and MB are ready to move on to the next stage as they have begun to develop self-confidence.
P
M
A
S
29
LY
N
O
E
Friday
Monday
Tuesday
Wednesday
8-20 months
16-26 months
22-36 months
Learning intentions
Birth-11 months
Learn new words very rapidly
and are able to use them in
communicating about matters
which interest them.
Role of
adult/ratio
CLL
Language for
Communication
Use single-word and two-word
utterances to convey simple
and more complex messages.
Understand simple sentences.
C
Being Creative
PSE
Dispositions
and Attitudes
Take pleasure in making and
listening to a wide variety of
sounds.
Create personal words as they
begin to develop language.
Learn that they are special
through the responses of adults
to individual differences and
similarities.
Develop a curiosity about
things and processes.
Take pleasure in learning new
skills.
Key children
Become aware of themselves
as separate from others.
Discover more about what they
like and dislike.
Have a strong exploratory
impulse.
Explore the environment with
interest.
Key children
Respond to what they see,
hear, smell, touch and feel.
Seek to make sense of what
they see, hear, smell, touch
and feel.
Begin to use representation as
a form of communication.
Show their particular
characteristics, preferences
and interests.
Begin to develop selfconfidence and a belief in
themselves.
Communicate in a variety of
ways including crying, gurgling,
babbling and squealing.
Make sounds with their voices
in social interaction.
Develop an understanding and
awareness of themselves.
Learn that they have influence
on and are influenced by
others.
Learn that experiences can be
shared.
Use movement and sensory
exploration to connect with
their immediate environment.
Express themselves through
physical action and sound.
Explore by repeating patterns
of play.
Key children
Date:
What will the
child do
Evaluation
30
Birth-11 months
8-20 months
Have a biological drive to use
their bodies and develop their
physical skills.
action and sound.
Are excited by their own
increasing mobility and often
set their own challenges.
16-26 months
22-36 months
Learning intentions
Make movements with arms
and legs which gradually
become more controlled.
exploration to link up with their
immediate environment.
Make strong and purposeful
movements, often moving from
the position in which they are
placed.
Use their increasing mobility to
connect with toys, objects and
people.
Show delight in the freedom
and changing perspectives that
standing or beginning to walk
brings.
Love to be outdoors and
Are curious about the
closely observe what animals,
environment.
people and vehicles do.
Communities
Communities
Are curious about people and
Recognise special people, such show interest in stories about
as family, friends or their key
themselves and their family.
person.
Enjoy stories about
Show interest in social life
themselves, their families and
around them.
other people.
Like to play alongside other
children.
Key children
Gradually gain control of their
whole bodies and are
becoming aware of how to
negotiate the space and
objects around them.
Move spontaneously within
available space.
Respond to rhythm, music and
story by means of gesture and
movement.
Are able to stop.
Manage body to create
intended movements.
Combine and repeat a range of
movements.
Explore the space around
them through movements of
hands and feet and by rolling.
Communities
Concentrate intently on faces
and enjoy interaction.
Form attachments to special
people.
Notes
Key children
Role of
adult/ratio
P
Movement and
Space
Enjoy playing with small-world
KuW
models such as a farm, a
Place1
garage, or a train track.
Communities
Communities
Are interested in others and
their families.
Have a sense of own
immediate family and relations.
Begin to have their own friends.
Date:
What will the
child do
Evaluation
31
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L
P
M
A
S
Thursday
Friday
Birth-11 months
8-20 months
16-26 months
Have some understanding of 1
and 2, especially when the
number is important for them.
Create and experiment with
symbols and marks.
Use some number language,
such as 'more' and 'a lot'.
Recite some number names
in sequence.
22-36 months
Learning intentions
Respond to people and objects
in their environment.
Notice changes in groupings of
objects, images or sounds.
number names through their
enjoyment of action rhymes
and songs that relate to their
experience of numbers.
Enjoy finding their nose, eyes
or tummy as part of naming
games.
Feel safe and secure within
healthy relationships with key
people.
Sustain healthy emotional
attachments through familiar,
trusting, safe and secure
relationships.
Express their feelings within
warm, mutual, affirmative
relationships.
Are able to respond to simple
requests and grasp meaning
from context.
Key children
Understand simple meanings
conveyed in speech.
Respond to the different things
said to them when in a familiar
context with a special person.
Key children
Say some counting words
randomly.
Distinguish between quantities,
recognising that a group of
objects is more than one.
Gain awareness of one-to-one
correspondence through
categorising belongings,
starting with 'mine' or
'Mummy's'.
Are intrigued by novelty and
events and actions around
them.
Seek to be looked at and
approved of.
Find comfort in touch and in
the human face.
Thrive when their emotional
needs are met.
Gain physical, psychological
and emotional comfort from
'snuggling in'.
Make choices that involve
challenge, when adults ensure
their safety.
Explore from the security of a
close relationship with a caring
and responsive adult.
Develop confidence in own
abilities.
Key children
Use action, sometimes with
limited talk, that is largely
concerned with the 'here and
now'.
Use language as a powerful
means of widening contacts,
sharing feelings, experiences
and thoughts.
Begin to be assertive and self
assured when others have
realistic expectations of their
competence.
Begin to recognise danger and
know who to turn to for help.
Feel pride in their own
achievements.
Role of
adult/ratio
PSRN
Numbers for
Labels and for
counting
CLL
Language for
thinking
PSE
Self-confidence
and their self
esteem
Date:
What will the
child do
Evaluation
32
LY
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L
P
M
A
S
Monday
Tuesday
Wednesday
8-20 months
blocks, colour and marks.
16-26 months
Begin to combine movement,
materials, media or marks.
22-36 months
Learning intentions
Birth-11 months
Explore and experiment with a
range of media using whole
body.
Show some awareness of
bladder and bowel urges.
Develop their own likes and
dislikes in food, drink and
activity.
Practise and develop what they
can do.
Key children
Need rest and sleep, as well as
food.
Focus on what they want as
they begin to crawl, pull to
stand, creep, shuffle, walk or
climb.
Key children
Discover mark-making by
chance, noticing, for instance,
that trailing a finger through
spilt juice changes it.
Thrive when their nutritional
needs are met.
Respond to and thrive on
warm, sensitive physical
contact and care.
Notes
Communicate their needs for
things such as food, drinks and
when they are uncomfortable.
Show emerging autonomy in
self-care.
Role of
adult/ratio
C
Exploring media
and materials
P
Health and
Bodily
awareness
Date:
What will the
child do
Evaluation
33
LY
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O
E
L
P
M
A
S
Thursday
Friday
8-20 months
Sometimes focus their
enquiries on particular features
or processes.
16-26 months
22-36 months
Learning intentions
Birth-11 months
As they pull to stand and
become more mobile, the
scope of babies' investigations
widens.
Explore, play and seek
meaning in their experiences.
Use others as sources of
information and learning.
Show an interest in why things
happen.
Enjoy babbling and
increasingly experiment with
using sounds and words to
represent objects around them.
Are learning to classify by
organising and arranging toys
with increasing intent.
Categorise objects according to
their properties.
Listen to and enjoy rhythmic
patterns in rhymes and stories.
Key children
Have some understanding that
things exist, even when out of
sight.
Are alert to and investigate
things that challenge their
expectations.
Key children
Use movement and senses to
focus on, reach for and handle
objects.
Learn by observation about
actions and their effects.
Are logical thinkers from birth.
Listen to, distinguish and
respond to intonations and the
sounds of voices.
Notes
Key children
Begin to make comparisons
between quantities.
Know that a group of things
changes in quantity when
something is added or taken
away.
Distinguish one sound from
another.
Show interest in play with
sounds, songs and rhymes.
Repeat words or phrases from
familiar stories.
Role of
adult/ratio
KUW
Exploration and
Investigation
PSRN
Calculating
CLL
Linking sound
to letters
Date:
What will the
child do
Evaluation
34
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
Wednesday
8-20 months
Look to others for responses
which confirm, contribute to, or
challenge their understanding
of themselves.
Can be caring towards each
other.
16-26 months
Learn social skills, and enjoy
being with and talking to adults
and other children.
Seek out others to share
experiences.
Respond to the feelings and
wishes of others.
22-36 months
Learning intentions
Birth-11 months
Seek to gain attention in a
variety of ways, drawing others
into social interaction.
Use their developing physical
skills to make social contact.
Build relationships with special
people.
Begin to move to music, listen
to or join in rhymes or songs.
Key children
Move their whole bodies to
sounds they enjoy, such as
music or a regular beat.
Key children
Enjoy the company of others
and are sociable from birth.
Depend on close attachments
with a special person within
their setting.
Learn by interacting with
others.
Respond to a range of familiar
sounds, for example, turning to
a sound source such as a
voice.
Notes
Join in singing favourite songs.
Create sounds by banging,
shaking, tapping or blowing.
Show an interest in the way
musical instruments sound.
Role of
adult/ratio
PSE
Making
relationships
C
Creating music
and Dance
Date:
What will the
child do
Evaluation
35
LY
N
O
E
L
P
M
A
S
Thursday
Friday
Birth-11 months
8-20 months
16-26 months
Balance blocks to create
simple structures.
22-36 months
Learning intentions
Watch and explore hands and
feet.
Reach out for, touch and begin
to hold objects.
Use tools and materials for
particular purposes.
Begin to make, and
manipulate, objects and tools.
Put together a sequence of
actions.
Show curiosity and interest in
Are interested in pushing and
things that are built up and fall pulling things, and begin to
down, and that open and close. build structures.
Key children
Imitate and improvise actions
they have observed, such as
clapping and waving.
Become absorbed in putting
objects in and out of
containers.
Enjoy the sensory experience
of making marks in damp
sand, paste or paint. This is
particularly important for
babies who have a visual
impairment.
Explore objects and materials
with hands and mouth.
shape, form and texture as
they encounter people and
things in their environment.
Key children
Find out what toys are like and
can do through handling
objects.
Recognise big things and small
things in meaningful contexts.
Attempt, sometimes
successfully, to fit shapes into
spaces on inset boards or
jigsaw puzzles.
Use blocks to create their own
simple structures and
arrangements.
Enjoy filling and emptying
containers.
Key children
Role of
adult/ratio
P
Using
equipment and
materials
Notice simple shapes and
patterns in pictures.
Begin to categorise objects
according to properties such
as shape or size.
Are beginning to understand
variations in size.
Are curious and interested in
making things happen.
PSRN
Shape space
and measures
KUW
Designing and
Making
Date:
What will the
child do
Evaluation
36
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
Wednesday
8-20 months
Show interest in stories, songs
and rhymes.
16-26 months
Have some favourite stories,
rhymes, songs, poems or
jingles.
22-36 months
Learning intentions
Birth-11 months
Respond to words and
interactive rhymes, such as
'Clap Hands'.
Begin to learn that some things
are theirs, some things are
shared, and some things
belong to other people.
Key children
Respond to a small number of
boundaries, with
encouragement and support.
Key children
Listen to familiar sounds,
words, or finger plays.
Are usually soothed by warm
and consistent responses from
familiar adults.
Begin to adapt to caregiving
routines.
Notes
Are aware that some actions
can hurt or harm others.
Role of
adult/ratio
CLL
Reading
PSE
Behaviour and
self control
Date:
What will the
child do
Evaluation
37
LY
N
O
E
L
P
M
A
S
Thursday
Friday
Birth-11 months
Enjoy making noises or
movements spontaneously.
8-20 months
16-26 months
Learning intentions
Smile with pleasure at
recognisable playthings.
Make strong and purposeful
movements, often moving from
the position in which they are
placed.
Use their increasing mobility to
connect with toys, objects and
people.
Show delight in the freedom
and changing perspectives that
standing or beginning to walk
brings.
Have a biological drive to use
their bodies and develop their
physical skills.
action and sound.
Are excited by their own
increasing mobility and often
set their own challenges.
Key children
Pretend that one object
represents another, especially
when objects have
characteristics in common.
Make movements with arms
and legs which gradually
become more controlled.
exploration to link up with their
immediate environment.
Show interest in toys and
resources that incorporate
technology.
Show interest in toys with
buttons and flaps and simple
mechanisms and begin to
learn to operate them.
Key children
Explore things with interest
and sometimes press parts or
lift flaps to achieve effects such
as sounds, movements or new
image.
Key children
Begin to make-believe by
pretending.
22-36 months
Gradually gain control of their
whole bodies and are
becoming aware of how to
negotiate the space and
Move spontaneously within
available space.
Respond to rhythm, music and
story by means of gesture and
movement.
Are able to stop.
Manage body to create
intended movements.
movements.
Show an interest in ICT.
Seek to acquire basic skills in
turning on and operating some
ICT equipment.
Role of
adult/ratio
C
Developing
imagination and
imaginative play
P
Movement and
Space
KUW
ICT
Date:
What will the
child do
Evaluation
38
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
Wednesday
Birth-11 months
8-20 months
16-26 months
symbols and marks.
Recite some number names in
sequence.
22-36 months
Learning intentions
Respond to people and objects
in their environment.
Notice changes in groupings of
objects, images or sounds.
number names through their
enjoyment of action rhymes
and songs that relate to their
experience of numbers.
Enjoy finding their nose, eyes
or tummy as part of naming
games.
Examine the marks they and
others make.
Handwriting 2
Make random marks with their
fingers and some tools.
Key children
Begin to make marks.
Handwriting 2
Begin to bring together hand
and eye movements to fix on
and make contact with objects.
Key children
Say some counting words
randomly.
Distinguish between quantities,
recognising that a group of
objects is more than one.
Gain awareness of one-to-one
correspondence through
categorising belongings,
starting with 'mine' or
'Mummy's'.
Move arms and legs and
increasingly use them to reach
for, grasp and manipulate
things.
Handwriting 2
Play with own fingers and toes
and focus on objects around
them.
Notes
Distinguish between the
different marks they make.
Handwriting 2
Begin to show some control in
their use of tools and
equipment.
Role of
adult/ratio
PSRN
Numbers for
labels and
counting
CLL
Writing 1
Handwriting 2
Date:
What will the
child do
Evaluation
39
LY
N
O
E
L
P
M
A
S
Thursday
Friday
Birth-11 months
Begin to indicate own needs,
for example, by pointing.
May like to use a comfort
object.
Sense of community 2
Learn that their voice and
actions have effects on others.
8-20 months
Show a desire to help with
dress and hygiene routines.
Communicate preferences.
Learn that they have
similarities and differences that
connect them to, and
distinguish them from, others.
16-26 months
22-36 months
Learning intentions
Anticipate food routines with
interest.
Express discomfort, hunger or
thirst.
Respond to differences in their
environment, for example,
showing excitement or interest.
Learn that special people are a
source of sustenance, comfort
and support.
Key children
Respond to what they see,
physical action and sound.
Explore by repeating patterns
of play.
Key children
Seek to do things for
themselves, knowing that an
adult is close by, ready to
support and help if needed.
Become more aware that
choices have consequences.
Take pleasure in personal
hygiene including toileting.
Show a strong sense of self
as a member of different
communities, such as their
family or setting.
Show affection and concern for
special people.
exploration to connect with
their immediate environment.
Thrive when their nutritional
needs are met.
Respond to and thrive on
warm, sensitive physical
contact and care.
Need rest and sleep, as well
as food.
Focus on what they want as
they begin to crawl, pull to
stand, creep, shuffle, walk or
climb.
Show some awareness of
bladder and bowel urges.
Develop their own likes and
dislikes in food, drink and
activity.
Practise and develop what
they can do.
Key children
Role of
adult/ratio
PSE
Self Care 1
Sense of
community 2
Communicate their needs for
things such as food, drinks and
when they are uncomfortable.
Show emerging autonomy in
self-care.
Seek to make sense of what
they see, hear, smell, touch
and feel.
Begin to use representation as
a form of communication.
P
Health and
Bodily
awareness
C
Being Creative
Date:
What will the
child do
Evaluation
40
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
Wednesday
Birth-11 months
8-20 months
Associate a sequence of
actions with daily routines.
Begin to understand that things
might happen 'now'.
16-26 months
22-36 months
Learning intentions
Anticipate repeated sounds,
sights and actions.
Get to know and enjoy daily
routines, such as getting-up
time, mealtimes, nappy time,
and bedtime.
Are learning to classify by
organising and arranging toys
with increasing intent.
Categorise objects according to
their properties.
Key children
Have some understanding that
things exist, even when out of
sight.
Are alert to and investigate
things that challenge their
expectations.
Key children
Recognise some special times
in their lives and the lives of
others.
Understand some talk about
immediate past and future, for
example, ‘before', 'later' or
'soon'. Anticipate specific timebased events such as
mealtimes or home time.
Are logical thinkers from birth.
Notes
Begin to make comparisons
between quantities.
Know that a group of things
changes in quantity when
something is added or taken
away.
Role of
adult/ratio
KUW
Time
PSRN
Calculating
Date:
What will the
child do
Evaluation
41
LY
N
O
E
L
P
M
A
S
Thursday
Friday
22-36 months
30-50 months
40-60 months
Learning intentions
Learn new words very rapidly
and are able to use them in
communicating about matters
which interest them.
Use simple statements and questions
often linked to gestures.
Use intonation, rhythm and phrasing to
make their meaning clear to others.
Join in with repeated refrains and
anticipate key events and phrases in
rhymes and stories.
Listen to stories with increasing attention
and recall.
Describe main story settings, events and
principal characters.
Listen to others in one-to one or small
groups when conversation interests them.
Respond to simple instructions.
Question why things happen and give
explanations.
Use vocabulary focused on objects and
people that are of particular importance to
them. Begin to experiment with language
describing possession.
Build up vocabulary that reflects the
breadth of their experiences.
Begin to use more complex sentences.
Use a widening range of words to express
or elaborate on ideas.
Have confidence to speak to others about their own
wants and interests.
Use talk to gain attention and sometimes use action
rather than talk to demonstrate or explain to others.
Initiate conversation, attend to and take account of
what others say.
Extend vocabulary, especially by grouping and
naming.
Use vocabulary and forms of speech that are
increasingly influenced by their experience of books.
Link statements and stick to a main theme or
intention.
Consistently develop a simple story, explanation or
line of questioning.
Use language for an increasing range of purposes.
Use simple grammatical structures.
Interact with others, negotiating plans and activities
and taking turns in conversation.
Enjoy listening to and using spoken and written
language, and readily turn to it in their play and
learning.
Sustain attentive listening, responding to what they
have heard with relevant comments, questions or
actions.
Listen with enjoyment, and respond to stories, songs
and other music, rhymes and poems and make up
their own stories, songs, rhymes and poems.
Extend their vocabulary, exploring the meanings and
sounds of new words.
Speak clearly and audibly with confidence and control
and show awareness of the
listener.
Notes
Key children
Role of
adult/ratio
CLL
Language for
Communication
Date:
What will the
child do
Evaluation
42
LY
N
O
E
L
P
M
A
S
Monday
22-36 months
30-50 months
40-60 months
Learning intentions
events.
Use language and other forms of
Talk about personal intentions, describing
what they were trying to do. Respond to
communication to share the things they
create, or to indicate personal satisfaction comments and questions, entering into
or frustration.
dialogue about their creations.
Explore and experience using a range of
Make comparisons and create new
senses and movement Capture
connections.
Respond in a variety of ways to what they
experiences and responses with music,
dance, paint and other materials or words. see, hear, smell, touch and feel.
Express and communicate their ideas,
Develop preferences for forms of
expression.
thoughts and feelings by using a widening
range of materials, suitable tools,
imaginative and role play, movement,
designing and making, and a variety of
songs and musical instruments.
Key children
activities.
motivated to learn.
Notes
Key children
Role of
adult/ratio
PSE
Dispositions
and Attitudes
C
Being Creative
Date:
What will the
child do
Evaluation
43
LY
N
O
E
L
P
M
A
S
Tuesday
Wednesday
Learning intentions
22-36 months
Gradually gain control of their whole
bodies and are becoming aware of
how to negotiate the space and
Move spontaneously within available
space.
Respond to rhythm, music and story
by means of gesture and movement.
Are able to stop.
Manage body to create intended
movements.
movements.
Notes
30-50 months
Move freely with pleasure and confidence in a
range of ways, such as slithering, shuffling,
rolling, crawling, walking, running, jumping,
skipping, sliding and hopping.
Use movement to express feelings.
Negotiate space successfully when playing
racing and chasing games with other children,
adjusting speed or changing direction to avoid
obstacles.
Sit up, stand up and balance on various parts
of the body.
Demonstrate the control necessary to hold a
shape or fixed position.
Operate equipment by means of pushing and
pulling movements.
Mount stairs, steps or climbing equipment using
alternate feet.
Negotiate an appropriate pathway when
walking, running or using a wheelchair or other
mobility aids, both indoors and outdoors.
Judge body space in relation to spaces
available when fitting into confined spaces or
negotiating openings and boundaries.
Show respect for other children's personal
space when playing among them.
Persevere in repeating some actions or
attempts when developing a new skill.
Collaborate in devising and sharing tasks,
including those which involve accepting rules.
Key children
40-60 months
Go backwards and sideways as well as
forwards.
Experiment with different ways of
moving.
Initiate new combinations of movement
and gesture in order to express and
respond to feelings, ideas and
experiences.
Jump off an object and land
appropriately.
Show understanding of the need for
safety when tackling new challenges.
Avoid dangerous places and equipment.
Construct with large materials such as
cartons, fabric and planks.
Move with confidence, imagination and
in safety Move with control and
coordination.
Travel around, under, over and through
balancing and climbing equipment.
Show awareness of space, of
themselves and of others.
Role of
adult/ratio
P
Movement and
Space
Date:
What will the
child do
Evaluation
44
LY
N
O
E
L
P
M
A
S
Thursday
22-36 months
30-50 months
40-60 months
Learning intentions
Enjoy playing with small-world models
such as a farm, a garage, or a train track.
Communities
Are interested in others and their families.
Have a sense of own immediate
family and relations.
Begin to have their own friends.
Notice differences between features of the
local environment.
Observe, find out about and identify
features in the place they live and the
natural world.
Find out about their environment, and talk
about those features they like and dislike.
Communities
Gain an awareness of the cultures and
beliefs of others.
Feel a sense of belonging to own
community and place.
Begin to know about their own cultures and
beliefs and those of other people.
Key children
Show an interest in the world in which
they live.
Comment and ask questions about where
they live and the natural world.
Communities
Express feelings about a significant
personal event.
Describe significant events for family or
friends.
Enjoy imaginative and role-play with
peers.
Show interest in different occupations and
ways of life.
Notes
Role of
adult/ratio
KuW
Place 1
Communities
Date:
What will the
child do
Evaluation
45
LY
N
O
E
L
P
M
A
S
Friday
22-36 months
Use some number names and number
language spontaneously.
Show curiosity about numbers by offering
comments or asking questions.
Use some number names accurately in
play.
Sometimes match number and quantity
correctly.
Recognise groups with one, two or three
objects.
30-50 months
40-60 months
Learning intentions
symbols and marks.
Recite some number names in
sequence.
Recognise some numerals of personal significance.
Count up to three or four objects by saying one
number name for each item.
Count out up to six objects from a larger group.
Count actions or objects that cannot be moved.
Begin to count beyond 10. Begin to represent
numbers using fingers, marks on paper or pictures.
Select the correct numeral to represent 1 to 5, then 1
to 9 objects.
Recognise numerals 1 to 5.
Count an irregular arrangement of up to ten objects.
Estimate how many objects they can see and check
by counting them.
Count aloud in ones, twos, fives or tens.
Know that numbers identify how many objects are in
a set.
Use ordinal numbers in different contexts.
Match then compare the number of objects in two
sets.
Say and use number names in order in familiar
contexts.
Count reliably up to ten everyday objects.
Use developing mathematical ideas and methods to
solve practical problems.
Notes
Key children
Role of
adult/ratio
PSRN
Numbers for
Labels and for
counting
Date:
What will the
child do
Evaluation
46
LY
N
O
E
L
P
M
A
S
Monday
22-36 months
30-50 months
40-60 months
Learning intentions
Use action, sometimes with limited talk,
that is largely concerned with the 'here
and now'.
Use language as a powerful means of
widening contacts, sharing feelings,
experiences and thoughts.
Talk activities through, reflecting on and
modifying what they are doing.
Use talk to give new meanings to objects
and actions, treating them as symbols for
other things.
Use talk to connect ideas, explain what is
happening and anticipate what might
happen next.
Use talk, actions and objects to recall and
relive past experience.
Show increasing confidence in new
situations.
Talk freely about their home and
community.
Take pleasure in gaining more complex
skills.
Have a sense of personal identity.
Key children
Begin to use talk instead of action to
rehearse, reorder and reflect on past
experience, linking significant events from
own experience and from stories, paying
attention to how events lead into one
another.
Begin to make patterns in their experience
through linking cause and effect,
sequencing, ordering and grouping.
Begin to use talk to pretend imaginary
situations.
Use language to imagine and recreate roles
and experiences.
Use talk to organise, sequence and clarify
thinking ideas, feelings and events.
Begin to be assertive and self assured
when others have realistic expectations of
their competence.
Begin to recognise danger and know who
to turn to for help.
Feel pride in their own achievements.
Key children
Express needs and feelings in appropriate
ways.
Have an awareness and pride in self as
having own identity and abilities.
Respond to significant experiences,
showing a range of feelings when
appropriate.
Have a developing awareness of their own
needs, views and feelings, and be sensitive
to the needs, views and feelings of others.
Have a developing respect for their own
cultures and beliefs and those of other
people.
Role of
adult/ratio
CLL
Language for
thinking
PSE
Self-confidence
and their self
esteem
Date:
What will the
child do
Evaluation
47
LY
N
O
E
L
P
M
A
S
Tuesday
Wednesday
22-36 months
30-50 months
40-60 months
Learning intentions
Begin to combine movement, materials,
media or marks.
Explore what happens when they mix
colours.
Choose particular colours to use for a
purpose.
Understand that different media can be
combined to create new effects.
Experiment to create different textures.
Create constructions, collages, painting and
drawings.
Use ideas involving fitting, overlapping, in,
out, enclosure, grids and sun-like shapes.
Work creatively on a large or small scale.
Explore colour, texture, shape, form and
space in two or three dimensions.
Key children
Begin to be interested in and describe the
texture of things.
Explore colour and begin to differentiate
between colours.
Differentiate marks and movements on
paper
Use their bodies to explore texture and
space.
Understand that they can use lines to
enclose a space, and then begin to use
these shapes to represent objects.
Create 3D structures.
Begin to construct, stacking blocks
vertically and horizontally, making
enclosures and creating space.
Communicate their needs for things such
as food, drinks and when they are
uncomfortable.
Show emerging autonomy in self-care.
Notes
Show awareness of own needs with
regard to eating, sleeping and hygiene.
Often need adult support to meet those
needs.
Show awareness of a range of healthy
practices with regard to eating, sleeping
and hygiene.
Observe the effects of activity on their
bodies.
Key children
Show some understanding that good
practices with regard to exercise, eating,
sleeping and hygiene can contribute to
good health.
Recognise the importance of keeping
healthy, and those things which contribute
to this.
Recognise the changes that happen to their
bodies when they are active.
Role of
adult/ratio
C
Exploring media
and materials
P
Health and
Bodily
awareness
Date:
What will the
child do
Evaluation
48
LY
N
O
E
L
P
M
A
S
Thursday
Friday
30-50 months
Learning intentions
22-36 months
40-60 months
Explore, play and seek meaning in their
experiences.
Use others as sources of information and
learning.
Show an interest in why things happen.
Compare two groups of objects, saying
when they have the same number.
Show an interest in number problems.
Separate a group of three or four objects
in different ways, beginning to recognise
that the total is still the same.
Key children
Show curiosity and interest in the features Notice and comment on patterns.
Show an awareness of change.
of objects and living things.
Explain own knowledge and understanding,
Describe and talk about what they see.
and ask appropriate questions of others.
Show curiosity about why things happen
Investigate objects and materials by using
and how things work.
all of their senses as appropriate.
Show understanding of cause/effect
Find out about, and identify, some features
relations.
of living things, objects and events they
observe.
Look closely at similarities, differences,
patterns and change.
Ask questions about why things happen
and how things work.
Begin to make comparisons between
quantities.
Know that a group of things changes in
quantity when something is added or
taken away.
Key children
Find the total number of items in two groups
by counting all of them.
Use own methods to work through a
problem.
Say the number that is one more than a
given number.
Select two groups of objects to make a
given total of objects.
Count repeated groups of the same size.
Share objects into equal groups and count
how many in each group.
In practical activities and discussion, begin
to use the and subtracting.
Use language such as 'more' or 'less' to
compare two numbers.
Find one more or one less than a number
from one to ten.
Begin to relate addition to combining two
groups of objects and subtraction to 'taking
away'.
Role of
adult/ratio
KUW
Exploration and
Investigation
PSRN
Calculating
Date:
What will the
child do
Evaluation
49
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
22-36 months
Enjoy rhyming and rhythmic activities.
Show awareness of rhyme and
alliteration.
Recognise rhythm in spoken words.
30-50 months
40-60 months
Learning intentions
Distinguish one sound from another.
Show interest in play with sounds, songs
and rhymes.
Repeat words or phrases from familiar
stories.
groups.
structured.
form of print.
pages.
Key children
Continue a rhyming string.
Hear and say the initial sound in words and
know which letters represent some of the
sounds.
Hear and say sounds in words in the order
in which they occur.
Link sounds to letters, naming and
sounding the letters of the alphabet.
Use their phonic knowledge to write simple
regular words and make phonetically
plausible attempts at more complex word.
Notes
Key children
Enjoy an increasing range of
books.
and texts.
drawing on language patterns of stories.
Role of
adult/ratio
CLL
Linking sound
to letters
PSE
Making
relationships
Date:
What will the
child do
Evaluation
50
LY
N
O
E
L
P
M
A
S
Wednesday
Thursday
22-36 months
30-50 months
40-60 months
Learning intentions
Join in in singing favourite songs.
Create sounds by banging, shaking,
tapping or blowing.
Show an interest in the way musical
instruments sound.
Begin to build a repertoire of songs and
dances.
Explore the different sounds of instruments.
Begin to move rhythmically.
Recognise and explore how sounds can be
changed, sing simple songs from memory,
recognise repeated sounds and sound
patterns and match movements to music.
Key children
Enjoy joining in with dancing and ring
games.
Sing a few familiar songs.
Sing to themselves and make up simple
songs.
Tap out simple repeated rhythms and
make some up.
Explore and learn how sounds an be
changed.
Imitate and create movement in response
to music.
Notes
Role of
adult/ratio
CD
Creating music
and Dance
Date:
What will the
child do
Evaluation
51
LY
N
O
E
L
P
M
A
S
Friday
30-50 months
Learning intentions
22-36 months
40-60 months
Balance blocks to create simple
structures.
Show increasing control in holding and
using hammers, books, beaters and mark
making tools.
Key children
Engage in activities requiring hand-eye
Explore malleable materials by patting,
coordination.
stroking, poking, squeezing, pinching and
twisting them.
Show increasing control over clothing and Use increasing control over an object, such
fastenings.
as a ball, by touching, pushing, patting,
Show increasing control in using
throwing, catching or kicking it.
equipment for climbing, scrambling,
Manipulate materials to achieve a planned
sliding and swinging.
effect.
Demonstrate increasing skill and control
Use simple tools to effect changes to the
in the use of mark making implements,
materials.
blocks, construction sets and small world Show understanding of how to transport
activities.
and store equipment safely.
Understand that equipment and tools
Practise some appropriate safety measures
have to be used safely.
without direct supervision.
Use a range of small and large equipment.
Handle tools, objects, construction and
malleable materials safely and with
increasing control.
Are curious and interested in making
things happen.
Role of
adult/ratio
P
Using
equipment and
materials
Investigate various construction materials. Construct with a purpose in mind, using a
KUW
Realise tools can be used for a purpose.
variety of resources.
Designing and
Join construction pieces together to build Use simple tools and techniques
Making
and balance.
competently and appropriately.
Begin to try out a range of tools and
Build and construct with a wide range of
techniques safely.
objects, selecting appropriate resources and
adapting their work where necessary.
Select the tools and techniques they need
to shape, assemble and join materials they
are using.
Key children
Date:
What will the
child do
Evaluation
52
LY
N
O
E
L
P
M
A
S
Monday
Tuesday
22-36 months
30-50 months
40-60 months
Learning intentions
Notice simple shapes and patterns in
pictures.
Begin to categorise objects according to
properties such as shape or size.
Are beginning to understand variations in
size.
Show an interest in shape and space by
playing with shapes or making
arrangements with objects.
Show awareness of similarities in shapes
in the environment.
Observe and use positional language.
Are beginning to understand 'bigger than'
and 'enough.
Show interest in shape by sustained
construction activity or by talking about
shapes or arrangements.
Use shapes appropriately for tasks.
Begin to talk about the shapes of
everyday objects.
Key children
Show curiosity about and observation of
shapes by talking about how they are the
same or different.
Match some shapes by recognising
similarities and orientation.
Begin to use mathematical names for 'solid'
3D shapes and 'flat' 2D shapes, and
mathematical terms to describe shapes.
Select a particular named shape.
Show awareness of symmetry.
Find items from positional or directional
clues.
Order two or three items by length or
height.
Order two items by weight or capacity.
Match sets of objects to numerals that
represent the number of objects.
groups.
structured.
form of print.
pages.
Key children
Enjoy an increasing range of books.
and texts.
drawing on language patterns of stories
Read a range of familiar and common
words and simple sentences independently.
Know that print carries meaning and, in
English, is read from left to right and top to
bottom.
Show an understanding of the elements of
stories, such as main character, sequence
of events and openings, and how
information can be found in non-fiction texts
to answer questions about where, who, why
and how.
Role of
adult/ratio
PSRN
Shape space
and measures
C LL
Reading
Date:
What will the
child do
Evaluation
53
LY
N
O
E
L
P
M
A
S
Wednesday
Thursday
22-36 months
30-50 months
40-60 months
Learning intentions
events.
Key children
activities.
motivated to learn.
Notes
Role of
adult/ratio
PSE
Behaviour and
self control
Date:
What will the
child do
Evaluation
54
LY
N
O
E
L
P
M
A
S
Friday
22-36 months
30-50 months
40-60 months
Learning intentions
Begin to make-believe by pretending.
Introduce a storyline or narrative into their
play.
Play alongside other children who are
engaged in the same theme.
Play cooperatively as part of a group to act
out a narrative.
Use their imagination in art and design,
music, dance, imaginative and role-play and
stories.
Key children
Notice what adults do, imitating what is
observed and then doing it spontaneously
when the adult is not there.
Use available resources to create props
to support role-play.
Develop a repertoire of actions by putting
a sequence of movements together
Engage in imaginative play and role-play
based on own firsthand experiences.
Notes
Role of
adult/ratio
C
Developing
imagination and
imaginative play
Date:
What will the
child do
Evaluation
55
LY
N
O
E
L
P
M
A
S
Monday
Learning intentions
22-36 months
30-50 months
Move freely with pleasure and confidence
Gradually gain control of their whole
bodies and are becoming aware of how to in a range of ways, such as slithering,
shuffling rolling, crawling, walking,
negotiate the space and objects around
running, jumping, skipping, sliding and
them.
hopping.
Move spontaneously within available
Use movement to express feelings.
space.
Negotiate space successfully when
Respond to rhythm, music and story by
playing racing and chasing games with
means of gesture and movement.
other children, adjusting speed or
Are able to stop.
changing direction to avoid obstacles.
Manage body to create intended
Sit up, stand up and balance on various
movements.
parts of the body.
Demonstrate the control necessary to
movements.
hold a shape or fixed position.
Operate equipment by means of pushing
and pulling movements.
Mount stairs, steps or climbing equipment
using alternate feet.
Negotiate an appropriate pathway when
walking, running or using a wheelchair or
other mobility aids, both indoors and
outdoors.
Judge body space in relation to spaces
available when fitting into confined spaces
or negotiating openings and boundaries.
Show respect for other children's personal
space when playing among them.
Persevere in repeating some actions or
attempts when developing a new skill.
Collaborate in devising and sharing tasks,
including those which involve accepting
rules.
Notes
Key children
40-60 months
Go backwards and sideways as well as
forwards.
Experiment with different ways of moving.
Initiate new combinations of movement and
gesture in order to express and respond to
feelings, ideas and experiences.
Jump off an object and land appropriately.
Show understanding of the need for safety
when tackling new challenges.
Avoid dangerous places and equipment.
Construct with large materials such as
cartons, fabric and planks.
Move with confidence, imagination and in
safety.
Move with control and coordination.
Travel around, under, over and through
balancing and climbing equipment.
Show awareness of space, of themselves
and of others.
Role of
adult/ratio
P
Movement and
Space
Date:
What will the
child do
Evaluation
56
LY
N
O
E
L
P
M
A
S
Tuesday
22-36 months
Know how to operate simple
equipment.
30-50 months
40-60 months
Learning intentions
Show an interest in ICT.
Seek to acquire basic skills in turning on
and operating some ICT equipment.
Key children
Complete a simple program on a computer.
Use ICT to perform simple functions, such
as selecting a channel on the TV remote
control.
Use a mouse and keyboard to interact with
age-appropriate computer software.
Find out about and identify the uses of
everyday technology and use information
and communication technology and
programmable toys to support their
learning.
Notes
Role of
adult/ratio
KUW
ICT
Date:
What will the
child do
Evaluation
57
LY
N
O
E
L
P
M
A
S
Wednesday
22-36 months
30-50 months
40-60 months
Learning intentions
Have some understanding of 1 and 2,
especially when the number is important
for them.
Create and experiment with symbols and
marks.
Use some number language, such as
'more' and 'a lot'.
Recite some number names in sequence.
Use some number names and number
language spontaneously.
Show curiosity about numbers by offering
comments or asking questions.
Use some number names accurately in
play.
Sometimes match number and quantity
correctly.
Recognise groups with one, two or three
objects.
Recognise some numerals of personal
significance.
Count up to three or four objects by saying
one number name for each item.
Count out up to six objects from a larger
group.
Count actions or objects that cannot be
moved.
Begin to represent numbers using fingers,
marks on paper or pictures.
Select the correct numeral to represent 1 to
5, then 1 to 9 objects.
Count an irregular arrangement of up to ten
objects.
Estimate how many objects they can see
and check by counting them.
Count aloud in ones, twos, fives or tens.
Know that numbers identify how many
objects are in a set.
Use ordinal numbers in different contexts.
Match then compare the number of objects
in two sets.
Say and use number name in order in
familiar contexts.
Count reliably up to ten everyday objects.
Use developing mathematical ideas and
methods to solve practical problems.
Notes
Key children
Role of
adult/ratio
PSRN
Numbers for
labels and
counting
Date:
What will the
child do
Evaluation
58
LY
N
O
E
L
P
M
A
S
Thursday
Learning intentions
22-36 months
30-50 months
Key children
Distinguish between the different
Sometimes give meaning to marks as
marks they make.
they draw and paint.
Handwriting 2
Ascribe meanings to marks that they see
Begin to show some control in their use of in different places.
tools and equipment.
Handwriting 2
Draw lines and circles using gross motor
movements.
Manipulate objects with increasing
control.
Notes
40-60 months
Begin to break the flow of speech into
words.
Use writing as a means of recording and
communicating.
Use their phonic knowledge to write simple
regular words and make phonetically
plausible attempts at more complex words.
Attempt writing for different purposes, using
features of different forms such as lists,
stories and instructions.
Write their own names and other things
such as labels and captions, and begin to
form simple sentences, sometimes using
punctuation.
Handwriting 2
Begin to use anticlockwise movement and
retrace vertical lines.
Begin to form recognisable letters.
Use a pencil and hold it effectively to form
recognisable letters, most of which are
correctly form.
Role of
adult/ratio
CLL
Writing 1
Handwriting 2
Date:
What will the
child do
Evaluation
59
LY
N
O
E
L
P
M
A
S
Friday
22-36 months
Show increasing confidence in new
situations.
Talk freely about their home and
community.
Take pleasure in gaining more complex
skills.
Have a sense of personal identity.
Make connections between different parts
of their life experience.
30-50 months
40-60 months
Learning intentions
Begin to be assertive and self assured
when others have realistic expectations of
their competence.
Begin to recognise danger and know who
to turn to for help.
Feel pride in their own achievements
Show a strong sense of self as a member
of different communities, such as their
family or setting.
Show affection and concern for special
people.
Express needs and feelings in appropriate
ways.
Have an awareness and pride in self as
having own identity and abilities.
Respond to significant experiences,
showing a range of feelings when
appropriate.
Have a developing awareness of their own
needs, views and feelings, and be sensitive
to the needs, views and feelings of others.
Have a developing respect for their own
cultures and beliefs and those of other
people.
Have an awareness of, and an interest in,
cultural and religious differences.
Have a positive self-image, and show that
they are comfortable with themselves.
Enjoy joining in with family customs and
routines.
Understand that people have different
needs, views, cultures and beliefs, that
need to be treated with respect.
Understand that they can expect others to
treat their needs, views, cultures and beliefs
with respect.
Notes
Key children
Role of
adult/ratio
PSE
Self Care 1
Sense of
community 2
Date:
What will the
child do
Evaluation
60
LY
N
O
E
L
P
M
A
S
Monday
30-50 months
Learning intentions
22-36 months
40-60 months
Seek to make sense of what they see,
Begin to use representation as a form of
communication.
Key children
Talk about personal intentions, describing
Use language and other forms of
what they were trying to do.
communication to share the things they
create, or to indicate personal satisfaction Respond to comments and questions,
entering into dialogue about their creations.
or frustration.
Make comparisons and create new
Explore and experience using a range of
connections.
senses and movement.
Capture experiences and responses with Respond in a variety of ways to what they
music, dance, paint and other materials or see, hear, smell, touch and feel.
Express and communicate their ideas,
words.
thoughts and feelings by using a widening
Develop preferences for forms of
range of materials, suitable tools,
expression.
imaginative and role play, movement,
designing and making, and a variety of
songs and musical instruments.
Communicate their needs for things such
as food, drinks and when they are
uncomfortable.
Show emerging autonomy in self-care.
Notes
Show awareness of own needs with
regard to eating, sleeping and hygiene.
Often need adult support to meet those
needs.
Show awareness of a range of healthy
practices with regard to eating, sleeping
and hygiene.
Observe the effects of activity on their
bodies.
Key children
Show some understanding that good
practices with regard to exercise, eating,
sleeping and hygiene can contribute to
good health.
Recognise the importance of keeping
healthy, and those things which contribute
to this.
Recognise the changes that happen to their
bodies when they are active.
Role of
adult/ratio
C
Being Creative
P
Health and
Bodily
awareness
Date:
What will the
child do
Evaluation
61
LY
N
O
E
L
P
M
A
S
Tuesday
Wednesday
22-36 months
Remember and talk about significant
events in their own experience.
Show interest in the lives of people
familiar to them.
Talk about past and future events.
Develop an understanding of growth,
decay and changes over time.
30-50 months
40-60 months
Learning intentions
Recognise some special times in their
lives and the lives of others.
Understand some talk about immediate
past and future, for example, 'before',
'later' or 'soon'.
Anticipate specific time-based events
such as mealtimes or home time.
Key children
Begin to differentiate between past and
present.
Use time-related words in conversation.
Understand about the seasons of the year
and their regularity.
Make short-term future plans.
Find out about past and present events in
their own lives, and in those of their families
and other people they know.
Notes
Role of
adult/ratio
KUW
Time
Date:
What will the
child do
Evaluation
62
LY
N
O
E
L
P
M
A
S
Thursday
22-36 months
Compare two groups of objects, saying
when they have the same number.
Show an interest in number problems.
Separate a group of three or four objects
in different ways, beginning to recognise
that the total is still the same.
30-50 months
40-60 months
Learning intentions
Begin to make comparisons between
quantities.
Know that a group of things changes in
quantity when something is added or
taken away.
Key children
Find the total number of items in two groups
by counting all of them.
Use own methods to work through a
problem.
Say the number that is one more than a
given number.
Select two groups of objects to make a
given total of objects.
Count repeated groups of the same size.
Share objects into equal groups and count
how many in each group.
In practical activities and discussion, begin
to use the vocabulary involved in adding
and subtracting.
Use language such as 'more' or 'less' to
compare two numbers.
Find one more or one less than a number
from one to ten.
Begin to relate addition to combining two
groups of objects and subtraction to 'taking
away'.
Notes
Role of
adult/ratio
PSRN
Calculating
Date:
What will the
child do
Evaluation
63
LY
N
O
E
L
P
M
A
S
Friday
References and useful resources
DCFS (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham:
DCFS Publications.
DCFS (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham:
DCFS Publications.
Gallow, C. (2007) Trackers 0-5: Tracking Children’s Progress through the Early Years
Foundation Stage. Stafford: QEd Publications.
Mortimer, H. (2008) Making the Early Years Foundation Stage Work for You (30-60+
months). Stafford: QEd Publications.
Rowlands, H. & Mortimer, H. (2008) Making the Early Years Foundation Stage Work for
You (0-36 months). Stafford: QEd Publications.
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