The document provides an overview of the curriculum and daily structure for toddlers, nursery, and reception classes. It discusses the 7 areas of learning in the Early Years Foundation Stage curriculum. A typical day involves both adult-focused activities and continuous provision, with time for outdoor play, snacks, story time, and specialist classes like music and gym. The importance of play for developing skills like problem-solving, communication, and risk-taking is also emphasized. The document aims to help parents support their child's learning and independence at home through play, exploring, developing emotional skills, and taking responsibility.

1. Welcome!

2. Outline of sessions
 General EYFS
 Literacy
 Mathematics
 Assessment and Transition

3. Foundation Stage
What is the Foundation Stage?
The Foundation Stage is the stage of
education for children from birth to the end
of the Reception year.
The Foundation Stage Curriculum is based on the
recognition that children learn best through play and
active learning and that
every child is a unique child.

4. The curriculum is organised into 7 areas of
learning and development:
3 Prime areas of learning...
1. Communication and language
2. Physical Development
3. Personal, Social and Emotional Development
4 specific areas through which the prime areas are developed and supported...
1. Literacy
2. Mathematics
3. Understanding the world
4. Expressive arts and design

5. Development Matters
 This guidance helps adults to
understand and support each individual
child’s development pathway.
 Learning objectives are grouped into
age brackets and we assess children
on their learning journey.

6. IPC
 The International Primary Curriculum provides the children with the
experience of thematic learning, with an international dimension.
 We use the IPC units as a blue print when planning the teaching and
learning that will go on in our classrooms.
Toddlers Nursery Reception
• The structure of each unit involves an entry point, knowledge
harvest and exit point and will cover each area of learning.

7. The Importance of Play
The Curriculum Guidance document for the Early Years Foundation Stage states
that:
“Through play, in a secure environment with effective adult support, children can:
 explore, develop and represent learning experiences that help them to make
sense of the world;
 practise and build up ideas, concepts and skills;
 learn how to control impulses and understand the need for rules;
 be alone, be alongside others or cooperate as they talk or rehearse their
feelings;
 take risks and make mistakes;
 think creatively and imaginatively;
 communicate with others as they investigate or solve problems;
 express fears or relive anxious experiences in controlled and safe situations”

8. Adult focused activities
and continuous provision
 Adult focused activities:
When we work with individuals or small groups on a
task.
 Continuous provision:
Areas which are always in our room: sand, water,
creative, writing, maths etc
Activities are planned and set up with enhancements in
the different areas of the room. E.g. putting specific
letter sounds in the sand tray to find or measuring
equipment in the maths area if we are
discussing length, weight and height in maths.

9. Toddlers: Adult focused
Every interaction a teacher has with a child is viewed as a
learning moment and we document children’s progress
throughout the day. Teachers work 1-1 , in small groups,
and with the entire class. We work with children to extend
and develop their skills learning how to complete a task such
as putting on a coat, fitting a jigsaw puzzle together or
following directions to create a self portrait picture. We also
work with small groups to develop skills like counting and
categorizing, developing language by learning how to use
descriptive language and learning letter sounds.

10. Toddler Continuous
Provision
The following learning areas and
activities are available to the children
inside the classroom and outside.
 Reading, maths, writing, music, creative,
sensory (sand, water, malleable), role
play, small world, construction, and gross
motor play (climbing, balancing, balls).

11. Nursery: Adult focused
Both the LAs and Teachers work with children 1-1 and
in small groups on specific tasks such as name writing,
reading, counting or flashcards (letter sounds). We plan
to work with specific children to address areas where
they might need more practice or support.
We also work with children after carpet sessions to
review and practice/ implement skills. For instance after
a carpet session looking at “one more” we would
timetable ourselves to work with each child on this and
make assessments/ observations on their
understanding.

12. Nursery: Continuous
Provision
The following areas are always in our
room:
 Reading, maths, construction, malleable,
creative, water, sand, role play, small
world, writing and phonics and access to
the outdoors.
Enhancements are added into these areas
depending on what learning objectives
we are covering or to link with our
themes.

13. Reception: Adult Focused
 Adults work with a group of 2 – 4 children on specific
tasks. Every week, the children will complete a writing
and mathematics task through one of these sessions.
 Throughout the week we also plan specific, focused
adult led tasks in other areas of our curriculum. These
may be led by the class teacher or the learning
assistant.
 We also plan for short, whole class / large group adult
led sessions. These cover all aspects of the curriculum
including daily phonics and mathematics sessions.

14. Reception: Continuous Provision
 After we have completed adult led tasks with the
children, we will then set up continuations /
extensions of these activities for them to choose
from in the classroom.
 We also provide other planned activities for the
children to choose from. Every day we plan a
different activity for the following areas within our
classrooms:
 Writing, maths, reading, sand, water, creative, construction,
role-play, small world, investigation and our outdoor
environment.

15. A day in Toddlers
The Morning
 Arrive with parents and sort out belongings
 Continuous provision; adult led activities; care needs
 Carpet Time; books, songs, smart board
 Snack
 Care needs
 Outside Play/Free Flow; adult led activities
 Carpet Time; books, songs, smart board
 Lunch
 Care needs

16. A day in Toddlers
The Afternoon
 Rest time
 Care needs
 Snack
 Continuous provision
 Pick up time with parents assisting to gather belongings
 Gym session Friday in the morning

18. A day in the Nursery
The morning:
 Arrive and put away belongings
 Name cards and name writing
 Continuous Provision
 Carpet session (or specialist)
 Continuous Provision; snack, outdoors, adult focused activities
 Carpet session (or specialist)
 Continuous Provision; snack, outdoors, adult focused activities
 Carpet session (or specialist)
 Lunch preparation
 Lunch and lunchtime play

19. A day in the Nursery
The afternoon
 Return from lunchtime play- toilet, prepare for nap
 Nap time
 Continuous Provision; snack, outdoors, adult focused activities
 Carpet session/ story time
 Coats/ Bags
 Home time
 DD French- Monday/ Wednesday
KC French- Tuesday/ Friday
Gym- Friday

21. A day in Reception
The morning.
 Children arrive and unpack their
belongings.
 Calendar / register / sharing news
/ brain gym.
 Phonics.
 Continuous provision with adult
led activities.
 Modelled sentence writing.
 Rolling snack throughout the
morning.
 Story / songs and prepare for
lunch.

22. A day in Reception
The afternoon.
 Maths focus time.
 Quiet time.
 Continuous provision with adult led activities.
 Tidy away.
 Children pack their own bags to go home.
 Story / songs.
Specialists
 French
 Gym
 Library
 Assemblies
 Music

24. Questions

25. What this could look like at home…
Independence
 Coats, sleeves, zips,
 Toileting
 Shoes and dressing
 Eating
 Nap blankets/ bags

26.  Taking responsibility for belongings
 Names in clothes
 Foster a willingness to try.

27. Explore and be inquisitive
 Talk lots about what you see and do.
 Ask lots of open ended questions.
 Providing opportunities- practical
 Risk taking.

28. Emotional intelligence
 Play dates- sharing, cooperating,
relationships
 Awareness of self and others.
 Feelings

29. Time for questions and
discussion
Resources available to look over
 Pink books
 Development Matters
 EYFS guide
 IPC resources