EYFS

Half term

Our approach

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Balanced play based and adult led curriculum

A balance of child initiated, adult guided and adult led activities are provided throughout the day. The balance of this changes through the year.

Continuous provision

Daily story time/rhyme time

Daily phonics

Two 15 minutes taught sessions per day (maths and literacy)

Two 15 minutes group sessions each week

Continuous provision

Daily story time/rhyme time

Daily phonics

Two 15 minutes taught sessions per day (maths and literacy)

Two 15 minutes group sessions each week

Continuous provision

Daily story time/rhyme time

Daily phonics

Two 20 minutes taught sessions per day (maths and literacy)

Two 15 minutes group sessions each week

Continuous provision

Daily story time/rhyme time

Daily phonics

Two 20 minutes taught sessions per day (maths and literacy)

Two 15 minutes group sessions each week

Continuous provision

Daily story time/rhyme time

Daily phonics

Three 20 minutes taught sessions per day (maths, literacy, other area)

Four 20 min group sessions each week (two adult led two adult guided)

Continuous provision

Daily story time/rhyme time

Daily phonics

Three 20 minutes taught sessions per day maths, literacy, other area)

Four 20 min group sessions each week

(two adult led two adult guided)

Early reading

The use of a systematic, synthetic phonics programme that starts as soon as children join Reception

See RWI overview

Children are initially taught as a whole class focusing on individual letter sounds. Children are then assessed and grouped.

30-minute phonics sessions daily.

Interventions in place for children falling behind.

30-minute phonics sessions daily.

Interventions in place for children falling behind.

1:1 sessions for lowest 20%

45-minute phonics sessions daily.

Interventions in place for children falling behind.

1:1 sessions for lowest 20%

45-minute phonics sessions daily.

Interventions in place for children falling behind.

1:1 sessions for lowest 20%

45-minute phonics sessions daily.

Interventions in place for children falling behind.

1:1 sessions for lowest 20%

Early language development

All adults in the provision focus on the development of communication and spoken language across all 7 areas of learning. Adults engage in high quality conversations with the children modelling language structures and introducing new vocabulary.

Listening and attention for up to 15 minutes

Developing language skills- extending vocabulary.

NELI implemented

Listening and attention for up to 15 minutes

Developing

language skills- extending vocabulary.

Listening and attention for up to 20 minutes

Developing language skills- extending vocabulary through discussion

Listening and attention for up to 20 minutes

Developing language skills- extending vocabulary through discussion

Listening and attention for up to 20 minutes

Developing language skills- extending vocabulary through answering questions

Listening and attention for up to 20 minutes

Developing language skills- extending vocabulary through answering and asking questions

Early writing

Children have opportunities for daily writing in provision.

Daily whole class taught sessions and teacher led small group sessions.

Daily 15-minute whole class session

Weekly 15-minute small group follow up

Daily 15-minute whole class session

Weekly 15-minute small group follow up

Daily 15-minute whole class session

Weekly 15-minute small group follow up

Daily 15-minute whole class session

Weekly 15-minute small group follow up

More able children, bi-weekly (adult guided).

Daily 20-minute whole class session

Bi-weekly 20-minute small group follow up

(one adult led one adult guided)

Daily 20-minute whole class session

Bi-weekly 20-minute small group follow up

(one adult led one adult guided)

Early maths

Children have opportunities for maths in the daily provision. A mastery maths approach is used when teaching to ensure that children have a deep understanding of number and a positive attitude in maths.

Daily whole class taught sessions and teacher led small group sessions.

Daily 15-minute whole class session

Weekly 15-minute small group follow up

Daily 15-minute whole class session

Weekly 15-minute small group follow up

Daily 20-minute whole class session

Weekly 15-minute small group follow up

Daily 20-minute whole class session

Weekly 15-minute small group follow up

More able children, bi-weekly (adult guided).

Daily 20-minute whole class session

Bi-weekly 20-minute small group follow up (one adult led one adult guided)

Daily 20-minute whole class session

Bi-weekly 20-minute small group follow up (one adult led one adult guided)

Personal, Social and Emotional development

All adults promote model and provide positive relationships which support children to become happy, healthy, successful learners

Transition

Setting expectations

Routines

Forming relationships

Co-operation

Managing personal needs

Encourage independence

Building confidence

Problem solving

Self-awareness

Identify feelings

Resolve conflicts peaceably

Develop awareness of others.

Developing independence in provision

Understand own behaviour and consequences

Develop awareness of others

Independent in provision

Setting own goals

Resilience

Understand others behaviour and consequences

Fully independent in the provision

Adjusting behaviour in different situations

Transition to Year 1

Marvellous Me!

Night, night!

Heroes and Villains!

Yum, yum!

Magnificent Beasts!

Let’s go on an Adventure!

Key texts for half term

Rainbow Fish

Elmer

Colour Monster

Goldilocks and the Three Bears

Owl Babies

Polly-Jean Pyjama Queen

The Squirrels who Squabbled

Supertato

The Magic Paintbrush

Little Red and the Very Hungry Lion

The Three Billy Goats Gruff

The Enormous Turnip

Funny Bones

Jack and the Beanstalk

The Greedy Goat

The Very Hungry Caterpillar

The Tadpole’s Promise

The Dinosaur who Lost her Voice

Whatever Next

Jack and the Flum Flum Tree

The Snail and the Whale

The Pirates are Coming!

Additional Texts

Elmer’s Friends

The Colour Monster goes to School

My Hair

Super Duper You!

The Smartest Giant in Town

The Bear who Stared

Little Owl’s Night

Handa’s Noisy Night

Little Red Riding Hood

Zog/ Zog and the Flying Doctors

Room on the Broom

Evil Peas Strike Again

Handa’s Surprise

The Gingerbread Man

The Gruffalo

The Ugly Five

The Bad-Tempered Ladybird

One Giant Leap

The Darkest Dark

The Ghanaian Goldilocks

Where the Wild Things Are

Nursery Rhymes

The Muffin Man

I’m a Little Teapot

Hey Diddle Diddle

Miss Polly had a Dolly

Jack and Jill

Hickory Dickory Dock

Hot Cross Buns

Pat-a-Cake

Incy Wincy Spider

Tiny Caterpillar on a Leaf

Row, row, row your Boat

A Sailor went to Sea

WOW Days/Activities

Making porridge

Parent story time

Pyjama Party

Hero Dress up day

Making pancakes

Picnic on the green

Insect Lore Caterpillars

Water day

Local/national/global events to be celebrated

European Day of Languages (Week 4) Harvest (Week 5)

Diwali (Week 1) Fireworks night (Week 2)

St Andrew’s Day (Week 5)

Christmas (Week 7)

Chinese New Year (Week 3)

Valentine’s Day

Shrove Tuesday (Week 1)

St David’s Day (Week 1)

St Patrick’s Day (Week 4)

Mother’s Day (Week 5)

Easter (Week 6)

Eid (TBC)

Father’s Day (Week 2)

Roleplay

Home Corner

Three Bear’s Cottage

Animal Hospital

Post Office

Superhero HQ

School

Pizza Parlour

Castle

Cave

Palaeontologist Lab

Space Station

Pirate Ship

Half term

Autumn

Spring

Summer

 End point (ELG)

Additional experiences will be offered through daily continuous provision

Communication and Language

To able to sit and listen attentively and show an interest in what they have heard by beginning to make comments and ask questions.

To be able to understand what makes a good listener and speaker.

To be able to communicate immediate needs and wants.

To be able to speak in simple sentences mainly using the correct tenses.

To be able to listen to others and respond by making relevant comments and answer questions about what they have heard.

To be able to contribute to small group and whole class discussions offering prompts and cues during conversations.

To be able to speak in complete sentences keeping conversations going by remaining on topic.

To be able to use extended sentences and begin to add new vocabulary.

To be able to sit for extended periods of time in a range of situations and make appropriate comments and ask relevant questions.

To be able to hold an extended two-way conversation.

To be active participants in paired, small group and class discussions using a wide range of vocabulary.

To be able to speak in full sentences using appropriate vocabulary, a range of conjunctions, adjectives and the correct tense.

Listening and Attention:

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions

Make comments about what they have heard and ask questions to clarify their understanding.

Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary

Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate

Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher

Physical Development

To be able to show an awareness of the space in the provision.

To be able to practise and refine moving with confidence, making changes to body shape, position and pace of movement for example-running, skipping, crawling, sliding, hopping.

To be able to catch and throw objects of different size and material e.g. balls, scarves, bean bags.

To be able to confidently use climbing and balancing apparatus in the setting.

To be able to use an appropriate grip when using small tools e.g. cutlery, pencils and scissors.

To be able to experiment with different ways of moving, testing out ideas and adapting movements sometimes combining movements together in a sequence.

To be able to develop and refine a range of ball skills including kicking, batting, passing and aiming.

To be able to jump off an object and land safely.

To be able to use small tools with greater proficiency.  e.g. cutlery, pencils and scissors

To be able to select and adapt movements depending on space/setting.

To be able to use a range of ball skills with accuracy, control and precision.

To be able to use climbing and balancing equipment to travel around, under and over with skill.

To be able use small tools with ease, accuracy and control e.g. cutlery, pencils and scissors

Gross Motor Skills

Negotiate space and obstacles safely, with consideration for themselves and others.

Demonstrate strength, balance and coordination when playing. 

Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine Motor Skills

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.

Use a range of small tools, including scissors, paint brushes and cutlery.

Begin to show accuracy and care when drawing.

Personal, Social and Emotional Development

To be able to talk about their own feelings and be able to separate successfully from their main carer.

To be able to listen to an adult and follow simple instructions.

To be able to know and follow class and school rules.

To be able to explore activities and try new experiences.

To be able to go to the toilet and wash hands independently.

To be able to show friendly behaviour to peers and adults in a range of ways. To be able to share and take turns.

To be able to recognise a wide range of emotions through body language, expressions and tone of voice.

To understand why we have class rules.

To be able to spend an extended period of time accessing chosen areas independently.

To understand the need for healthy lifestyle choices.

To be able to initiate play with peers and take into account the views and opinions of others.

To be able to begin to use a range of strategies to manage their own emotions and support the wellbeing of themselves and others.

To be able to consistently apply behaviour expectations in a range of situations and circumstances.

To be able to persevere at an activity and achieve a set goal.

To be able to make healthy lifestyle choices and explain why this is important.

To be able to independently resolve conflicts with peers.

Self-Regulation Children show an understanding of their own feelings and those of others and begin to regulate their behaviour accordingly.

Children set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

Children give focused attention to what the teacher says, responding appropriately even when engaged in an activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

Children will be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

Children explain the reasons for rules, know right from wrong and try to behave accordingly.

Children manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships

Children work and play cooperatively and take turns with others.

Form positive attachments to adults and friendships with peers.

Show sensitivity to their own and to others’ needs.

Literacy

To be able to recall key events and principal characters from familiar stories, rhymes and poems.

To be able to blend words using magnetic whiteboards and orally blend using Fred talk.

To be able to read 26 set 1 sounds speedily.

To be able to read words from 1.1-1.4.

To be able to write words, labels, captions and phrases using some correct letters.

To be able to form recognisable letters some correctly formed.

To be able to recall stories, rhymes and poems with increasing detail including main story setting, characters and key events. To know that we get information from non-fiction books and digital devices.

To know set 1 special friends and red words containing them.

To be able to read alien words containing 3/4 sounds.

To be able to read words from 1.5-1.7.

To be able to write simple sentences that are phonetically plausible. Sometimes using full stops and capital letters.

To be able to form most lower-case letters correctly and beginning to form some capital letters correctly.

To be able to engage with and discuss a wide range of texts understanding and using vocabulary linked to these.

To know set 2 sounds and corresponding green words.

To be able to read alien words containing 5 sounds.

To be able to read words from 1.5-1.7 speedily.

To be able to write simple sentences that are phonetically plausible containing some red words.

To be able to form lower and upper-case letters correctly.

Comprehension

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

Anticipate where appropriate key events in stories.

Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

Word Reading

Say a sound for each letter in the alphabet and at least 10 digraphs.

Read words consistent with their phonic knowledge by sound-blending.

Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

Write recognisable letters, most of which are correctly formed.

Spell words by identifying sounds in them and representing the sounds with a letter or letters.

Write simple phrases and sentences that can be read by others.

Understanding the World

To be able to talk about key past and present events in their own lives

To be able to talk about their school, home and local community

To be able to talk about and celebrate their own home culture and heritage

To be able to talk about aspects of life in this country

To be able to comment and make observations on the natural world around them

To be able to use their senses to explore and comment on natural processes, including seasons and changing states of matter

To understand the importance of looking after living things and the natural environment

To be able to complete a simple program on electronic devices

To be able to talk about past and present events in others’ lives.

To be able to identify key features of their local community including transport links and significant landmarks

To be able to draw simple comparisons between their own culture and heritage and those of others.

To be able to talk about aspects of life in other countries and to make simple comparisons

To be able to ask why and how questions on what they observe in the natural world around them

To be able to make predictions and ask questions about why things happen in the natural world

To be able to show care for living things and the natural environment and the role they play in this

To be able to create content such as a video recording, stories, and/or draw a picture on screen

To be able to make simple comparisons between old and new

To be able to explore simple maps and nonfiction texts relevant to their local community or places visited

To understand and respect cultural and religious differences between themselves, their peers and the wider world

To be able to contrast two different environments

To be able to describe and explain processes that occur in the natural world

To be able to talk about the wider impact of humans on the natural environment

To be able develops digital literacy skills by being able to access, understand and interact with a range of technologies.

To be able to use the internet with adult supervision to find and retrieve information of interest to them

Past and Present:

Talk about the lives of the people around them and their roles in society.

Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.

Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.

Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.

Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and when appropriate maps.

The Natural World

Explore the natural world around them, making observations and drawing pictures of animals and plants.

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.

Expressive Arts and Design

To be able to draw lines and shapes that represents objects and people.

To be able to explore, manipulate and combine, different materials using tools safely to achieve a desired effect.

To be able to recognise the three primary colours and experiment with mixing them including tonal variations.

To be able to talk about design choices they have made.

To be able to retell known stories and sing familiar songs/nursery rhymes.

To be able to explore beat, rhythm and pattern using musical instruments and body parts.

To be able to draw a simple representation of an object or person.

To be able to join two materials together.

To be able to recognise and mix secondary colours.

To be able to design for a purpose and explain their process.

To be able to adapt well known narratives, stories and songs.

To be able to copy and continue a simple beat/rhythm/ pattern using musical instruments and body parts.

To be able to draw a simple observational drawing with appropriate proportions and detail of an object or person.

To be able to use materials, tools and techniques with accuracy for a purpose e.g.  to make props for roleplay. 

To be able to mix a range of colours to achieve a desired effect.

To be able to critically evaluate their design and adapt their work.

To be able to invent and perform simple narratives, stories, songs and dances with their friends.

To be able to create their own simple beat/rhythm/ pattern using musical instruments and body parts.

Creating with materials

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Share their creations, explaining the process they have used.

Make use of props and materials when role playing characters in narratives and stories.

Being imaginative

Invent, adapt and recount narratives and stories with peers and their teacher.

Sing a range of well-known nursery rhymes and songs.

Perform songs, rhymes, poems and stories with others, and when appropriate try to move in time with music.