Early Years Foundation Stage Profile
Early Years Foundation Stage Profile
123 and away…
…and away we go!
Personal, Social and Emotional Development
Disposition and Attitudes Things to look for Opportunities in the Environment/Resources
Dress for the outside independently, putting on Forest School waterproofs and jackets. Visual picture
Dresses and wellies or outdoor shoes? cards depicting ordering sequence
undresses Manage to go to the toilet independently, Pegs on Wellington boots to denote pairs & identify own
independently washing and drying hands in the process? Putting on clothing for Forest school. Ensure that overalls
Talks about needing to wash hands at and wellingtons are at height and stored in a way to allow
and manages own appropriate times independent access.
personal hygiene Dress after a PE session? Getting changed for PE
Hand washing before and after cooking/food preparation
Inviting toilet area: flowers, pot pourri, mirrors, wet wipes to
Praise children's efforts to manage their personal needs,
and to use and return resources appropriately
Aprons for art – ask a friend to help you
Encourage independence by having tissues/cloths /aprons
accessible to the children
Trolley for forest school coats and water proof clothing
Signs/labels and photos around the room/toilets
Small visual cues on practitioners key ring
Role play dressing up
Clothes for dolls – opportunity to practice using zips,
Visual time lines that show the sequence of getting
dressed/undressed/using the toilet
Decide what piece of equipment or resource to Open shelving that is always accessible
Selects and use from a given wide range? Use a planning board with the children
uses activities Make an appropriate choice from a wide variety Plan, do, review
and resources of materials to use for their own purpose? Design and Make area
Know where to get an item and does so Photographs where equipment goes
independently appropriately? Provide opportunities for self- chosen activities and for
choices within adult directed activities
Have trays and containers available in the classroom and
outdoors labelled with words and pictures, available for
Have defined areas so the child knows where to go to
select tools /materials.
Check you room organisation. Can the child get to the
equipment he/she wants?
Readily engage with lots of types of activities? Opportunities to revisit activities
Continues to be Persist for long periods of time and go back to it Alter the environment constantly and use interesting
interested, if interrupted? resources
motivated Show an anticipation of enjoyment when looking Develop "Fascination traps" –something to inspire them
forward to taking part in an activity whether and spark their imagination.
and excited to inside or outside? Lots of spontaneous activities
learn Take things into the class to show others Follow the news – daily events
because of his/her own interest? Mind map on topics and interests
Evaluate and review
Ask the children what they want to know about and follow
Time to talk – making show and tell times available
Provide experiences that are challenging but achievable.
Make displays as interactive as possible to stimulate the
Ensure the routine of the day enables the child to sustain a
Home/school link. Ensure that you know what excites and
motivates the child in the home environment and plan
some learning opportunities from this knowledge.
Marvellous Me box to encourage the child to bring special
artefacts from home.
Indoor and outdoor activities throughout the day
Willingly and confidently try out new activities Create a celebration tree. Use annotated evidence or
Is confident to try that are introduced to the class? photos displayed on a leaf to celebrate children's
new activities, To introduce new ideas/activities from successes or endeavours.
initiate home/other settings or experiences Explain why it is important to pay attention when others are
Talk to the rest of the class or group about what speaking. Give children opportunities both to speak and to
ideas and speak in he/she may have done previously? listen, ensuring that the needs of children learning English
a Happily able to explain to or help another child? as an additional language are met, so that they can
familiar group Lead the play by initiating an idea? participate fully.
Think of 'alternatives' when playing or making Develop a classroom climate where children's ideas are
something. Willing to take a risk and try regularly requested and, valued.
something new? Ensure that adults working with the child use open ended
A variety of materials/media available to extend exploration
without fear or worry of doing something wrong
Set up challenge activities to stimulate what/how /why
value children's ideas and include them in the planning
celebrate the children's voice
Introduce toys and play equipment in a staggered way
throughout the year to keep interests high.
Taking the class bear home, making a diary, taking photos
Develop learning groups, circle times and family fruit times
Class assembly/Christmas play
Use key person to have sharing times/circle time with the
Listen and concentrate for a lengthy period so Plan opportunities in the day for sustained periods of
Maintains attention that he/she is absorbed? uninterrupted time
and concentrates Maintain concentration when the practitioner is Allow for spontaneous opportunities
telling the class about the activities and let children keep on task at transition times
opportunities for exploration both inside and Plan regular short periods when individuals listen to others,
outside the classroom? such as singing a short song, sharing an experience or
Is able to interact and respond appropriately describing something they have seen or done
when engaged in lengthy conversation or Check that the routine of the day gives time and enables
listening to a story? the child to become absorbed in an activity.
Use visual as well as verbal cues to suit range of learning
styles when talking to the class.
Separated learning areas give more opportunities fro
.Put adult led focus groups in the quietest areas of the
classroom to help children concentrate
Lots of activities related to their interests
Involve the children bringing things of interest in from home
Be aware of different learning styles and plan learning
9 Provide opportunities to explore open ended resources
Enjoy taking part in a range of challenging Ensure children have time to revisit activities
Sustains activities? Give children time to pursue learning without interruption,
involvement Shows reluctance when having to stop because and to return to activities.
and perseveres, he/she hasn't reached a conclusion that is Give children opportunities to leave activities out and to
satisfactory for them? continue for more than a few days
particularly when Plan own activities and challenges for Make challenge card for the construction area, can/how
trying to solve a themselves and for others can we….etc
problem or reach Ensure that there is a stimulating and well resourced
a satisfactory environment available to encourage involvement and
conclusion Draw other children’s attention to a child who has
persevered with a learning activity or to develop a new
Personal, Social and Emotional Development
Emotional development Things to look for Opportunities in the Environment/Resources
Respond appropriately to other children with Plan circle times when children can have an opportunity to
Responds to little help from practitioners? talk about their feelings and support them by providing
significant When talking about characters in a book is able props, such as a sad puppet, that can be used to show
experiences, to refer to their feelings and needs. how they feel.
Use emotion card /photos to stimulate discussion.
showing a range
Show and tell
of feelings when Marvellous Me box
Communicate their needs and feelings verbally? Use 'Positive Praise' Puppy. Make him/her a permanent
Has a developing Listen to what others are saying and sometimes home in a dog bed or pet box with a special blanket,
awareness of own alerts the practitioner to the needs of another biscuits, water bowl , lead etc so that the children know
needs, views and child? that he/she is valued and cared for.
Sometimes give a reason for needing Keep a diary with the children and refer to it from time to
feelings and is something? time to help them recall when they were happy, when they
sensitive to the were excited, or when they felt lonely.
needs, views and Use Listening Lola.
feelings of others Have scenario cards-what would you do if?
Praise attempts at empathy from the children.
Lots of questioning
Modelling how the adult is feeling and how they think
others might be feeling e.g. Mrs T is looking very
happy/worried today because…
discuss stories highlighting how characters may feel and
why e.g. Cinderella,
Know and can talk about their own family so that Adapt the 'Marvellous Me' idea to invite each child to take
Has a developing they are comfortable with themselves? a turn to bring in a collection of family photographs and
respect for own Have awareness that others may not choose the special things. Perhaps it could be linked to Birthdays. The
culture and beliefs same as themselves? collection could be displayed on a celebration table
Be aware that other children may like different Collect information that helps children to understand why
and those of other things? people are different and do things differently from each
people other, and encourage children to talk about these
Share stories that reflect the diversity of children's
Celebrate different festivals with different foods, books
Have family photos in the learning journey or on display
Have a box of interesting artefacts for discussion; add
them to the role play area or into the construction area an
Have a 'children's day' celebration with games, food, songs
stories and rhymes that reflect and celebrate differences.
Have a range of objects/photos/favourite toys that reflect
the important things in children's lives.
Artefacts from around the world around the setting e.g. roll
Persona doll has a Marvellous Me box to show things that
are special in his/her culture, to his/her beliefs
Photos of different cultures in environment and use them to
stimulate discussion about feelings, beliefs, differences
Persona doll with photos for example Muslim wedding
Photos of different cultures in environment
Books showing a variety of cultures
Letter box library/ mantra lingua
Visitors from local community
Musical instruments/ songs/ listening to different music
Celebrate differences and similarities
Marvellous me box
Have "Hello World" book by the register to inspire finding
out about the world through greetings.
Have links with other schools e.g. in Birmingham or other
Show a developing awareness of their effect on Affirm and praise positive behaviour, explaining that it
Considers the others? makes children and adults feel happier.
consequences of Reflect this awareness in his/her own actions? Encourage children to think about issues from the
words and actions Acknowledge other children’s feelings by viewpoint of others.
responding in appropriate ways? Try a group of children making a special lunch/snack for
Demonstrate flexibility and adapt behaviour others in the class. Planning menu, considering likes
self and others accordingly? /dislikes, dietary needs, etc.
Provide activities which require planning and working
together to achieve the task i.e. building a den.
Stories that offer opportunities to talk about the impact of
one character's actions on the feelings/ situation of another
character - what characters should/shouldn't do in the
Praising and rewards
Persona doll used in Time Out activities if appropriate
Puppets and stories with a dilemma or emotion
e.g. owl babies, Dogger, 'nobody loves me'
Different emotion symbols to foster emotional vocabulary
Roz Bailey activities, puppets dilemmas
Developing class rules as a group
Developing simple dilemmas
Time to Talk resources
Have an understanding of why something is Explore emotions through puppets. Ros Bayley 'Storylines'
Understands what right or wrong? book has lots of ideas
is Control themselves to be able to adapt their Follow up stories and events with a letter arriving in the
right, what is wrong, behaviour to reflect this understanding? post asking the children to help resolve a problem one of
Show confidence and ability to stand up for their the characters has,
and why own rights? Collaborate with children in creating explicit rules.
Make time to listen to children respectfully when they raise
injustices and involve them in finding a 'best fit' solution.
Use appropriate songs, stories, rhymes and poems which
provoke discussion of right and wrong.
Traction man – should he have a gun? Why?
Lots of questioning
Circle time/puppets and role-play
Time to discuss their feelings
SEAD info…. Strategies to channel their emotions
particularly negative ones
Involve children in establishing class 'rules'
Provide books with stories about characters that follow or
break rules, and the effects of their behaviour on others.
Use classroom rules as discussion points.
Use review style sessions for children to communicate and
share their achievements with others.
Clearly articulate likes, dislikes and Using 'real life' dilemmas and conflicts with in the day,
Displays a strong, preferences? draw out and praise examples of positive behaviour to
positive sense of Understands that there is a need for agreed each other
self-identity and is values and codes of behaviour for groups of Provide a culture in the classroom of reflective questioning,
people? encouraging the children to talk through problems and
able to express a Begins to see that they can expect others to issues and which may need collaboration with others to
range of emotions treat their views with respect? resolve.
fluently and Have high self- esteem and so can Ensure that all children are regularly given opportunity to
communicate effectively with others? participate in discussions and are listened to by their
Personal, Social and Emotional Development
Social development Things to look for Opportunities in the environment/Resources
Able to wait patiently for their turn? Use ideas from 'Listening with Lola' to support turn taking
Works as part of a Work as part of a group when playing in the at circle time
group or class, sand and waiting for implements for example. Large sand egg timers & kitchen timers are great to
taking Begin to have a sense of self control? support taking turns
turns and sharing Be aware of and respond to particular needs of children
who are learning English as an additional language.
fairly Provide time, space and materials for children to
collaborate with one another in different ways, for example,
Provide activities that involve turn-taking and sharing.
Have a snack café to support sharing and turn taking.
Ensure the indoors and outdoors are sufficiently well
resourced to support sharing and turn taking.
Provide a selection of turn taking games both indoors and
outdoors for both child initiated and adult led times e.g.
Give 'paired 'tasks' to children
Playing lots of games
Circle time activities
Opportunities to choose who to play with in activity time
Provide activities which require planning and working
together to achieve the task i.e. building a den
Visual prompts to support active listening
Use soft toy e.g. Fidget the rabbit to model good listening
and taking turns
Is confident to talk with adults other than regular Plan opportunities each half term for visits and visitors.
Forms good practitioners? Involve the local community.
relationships with Have an awareness of behavioural Ensure that children and adults make opportunities to
adults and peers expectations? listen to each other and explain their actions.
Able to adapt behaviour to different occasions? Create areas in which children and adults can sit and chat
Have a greater degree of self control so that together, such as a snug den.
he/she values their own well being? Invite a range of adults into the classroom to spend time in
discussion with children.
Use class rules for discussion of behavioural expectations.
Have a class teddy who individual children take
responsibility (in charge for a day) for in terms of
Let children 'take messages' in school.
Understands that there Know and understand certain rules? Involve children in agreeing codes of behaviour and taking
Have a good awareness of the boundaries set responsibility for implementing them.
need to be agreed and behavioural expectations within the setting? Have rules and photos that demonstrate the rules
values and codes of Show confidence to be able to talk about why displayed for discussion, .to show the standard expected
behaviour for groups the rules have been ‘set’? Use books to promote discussion about behaviour and
of people, including Begin to consider the consequences of their expectations.
adults and children, actions and be able to talk about it? Circle time invaluable
to work together All adults have a consistent approach and model the ‘rules’
Show a strong sense of self as part of their Introduce 'Persona dolls'
Understands that family? Strengthen the positive impressions children have of their
people have different Show that they are comfortable with themselves own cultures and faith, and those of others, by sharing and
needs, views, in the way in which they talk? celebrating a range of practices and special events.
cultures Begin to have an interest in how other children Use topics which enable children to participate in with
from other cultures enjoy doing things in a artefacts from home.
and beliefs that need different way? Use songs, rhymes and games from a range of cultures.
to be treated with Make a class book to share in the story corner which
respect celebrates different cultures.
Church/religious building visits
Have a good range of multicultural books and resources
available to use
Role-play/dressing up opportunities
Have a good, strong positive self image? Provide activities and opportunities for children to share
Understands that Be confident about similarities and differences experiences and knowledge from different parts of their
s/he can expect within their experiences and be able to give lives with each other.
others to treat their reasons? Provide opportunities for the children to talk freely about
their home and community.
Model this point by talking about significant experiences to
cultures the children.
and beliefs with Circle time and other opportunities to speak in large and
respect small groups
Show ability to work collaboratively with others? Ensure that all children are given support to participate in
Takes into account Have the flexibility to be able to adapt their ideas discussions and to be listened to.
the ideas of others because of another suggestion? Provide challenges for the children which require
Be able to start afresh when one idea has failed- collaborative working.
have the positive ‘can do’ approach? Model taking account of others ideas.
Communication Language and Literacy
Language for communication and thinking
Things to look for Opportunities in the environment/Resources
Listens with Become ‘involved’ when listening to a story so Visual prompts to support good listening
enjoyment that responses are relevant? Use Fidget the rabbit or similar to model good listening
to stories, songs, Appears settled and focused on the story or Think about where children are sitting.
conversation? Is the environment supporting children to listen (reduce
Willing to take part through actions and talk? distractions – not too 'busy' on the walls and sides and not
and poems, Able to ask and answer appropriate questions? too many people moving about)
sustains Talk about stories that they have heard. Change the story characters names to children in your
Sing songs/says rhymes to others class
Cosy welcoming story corner with fairy lights, mosquito
and net, cushions, rugs and cosy furnishings.
responds with Encourage language play, for example, through stories
relevant such as 'Goldilocks and the Three Bears' and action songs
that require intonation
comments, Value children's contributions and use them to inform and
questions shape the direction of discussions.
or actions Story box of the week
Use prop boxes/story sacks for stories and rhymes – as a
group activity or as a whole class.
Role-play/dress related to reading
Use of Photostory/talking photo albums/ DVD's of story
Listening stations/recording equipment/speaking
Join in with a story – i.e. I'll huff and I'll puff ……
Puppets and theatres
CDs to listen to
Playing teacher or reading to each other
Outdoor story chairs and circles
Use Beat baby
Lots of rhyme activities as in Phase 1
Have a rhyme and poem of the day
Adults modelling asking questions about stories
Rhyme of the week shared with families
Make a collection of favourite poems – include ones the
class have written together
Use appropriate language when acting out play Open ended resources to go on a 'Magic Carpet' ride.
Uses language to or developing experiences? Provide opportunities for talking for a wide range of
imagine and Use talk to give new meanings to objects and purposes, for example, to present ideas to others as
recreate actions, treating them as symbols for other descriptions, explanations, instructions or justifications,
things? and to discuss and plan individual or shared activities.
roles and Begin to use talk to connect ideas, and explain Foster children's enjoyment of spoken and written
experiences what is happening and anticipate what might language by providing interesting and stimulating play
happen next? opportunities.
Act out stories and make use of dressing up clothes and
Change the role-play regularly – link it to topics/follow
Use puppet theatres/dressing up clothes
Demonstrate role-play using new vocabulary and then play
Use Early Vision DVDs
Adults modelling for the children
Confident in interacting with others, listening to Play games which require 'taking turns'
Interacts with what they say and using the appropriate Time to talk resources
others in language to plan and negotiate? Discussion about expected behaviours
a variety of Use talk to resolve disagreements? Share understanding about what a conversation is: look at
Work collaboratively, talking through what they each other turn and face, eye contact, take turns; my turn,
contexts, will need or what parts they will play? your turn.
negotiating plans Outside problems – solving activities/forest school
and Make things in groups: construction/junk modelling
activities and taking Problem solving activities in pairs and groups; extend
discussion by restricting resources available to use to
turns in solve problems
conversation Circle time opportunities
Negotiating at Forest School
Drama – role-play deciding on roles, sharing resources
Small world play
Beginning and end of session children talk through their
plan of activity and then review
Children use video cameras to interview other children
When child has difficulties using open ended questions to
encourage them to verbalise their thinking
Use language rather than action to rehearse, Encourage children to experiment with words and sounds,
Uses talk to reorder and reflect on past experience, linking for example, in nonsense rhymes.
organise, significant events from own experience and from Set up displays that remind children of what they have
sequence and clarify stories, paying attention to sequence and how experienced, using objects artefacts, photographs and
thinking, ideas, one events lead in to one another? books.
feelings Begin to make patterns in their experience by Resource role-play areas with listening and writing
linking cause and effect, sequencing, ordering equipment and provide easy access to word banks.
and events, exploring
the meanings and
and grouping? Provide for, initiate and join in imaginative play and role-
Begin to use talk to pretend imaginary play. Encouraging children to talk about what is happening
sounds of new words situations?
and to act out the scenarios in character.
Show and tell sessions- might be focused around theme
Take home the class 'bear' and then tell the class what
they have done together
Letters and sounds sessions
Lots of opportunities to work in groups.
Adults modelling thinking strategies
Questioning and reasoning
Use TTS resources – Talking postcards/tins/boxes etc
Opportunity at the beginning and end of session children
talk through their plan of activity and then review at the end
When child has difficulties using open ended questions to
encourage them to verbalise their thinking
Children encouraged to use new words when they are
reviewing their learning/experiences
Environment that encourages children to vocalise their
choices such as Snack time, role play, creative area, open
ended, reusable materials
Adult models vocalising choices and new words
Talking partners support group work
Use learning partners
Talk to the children near you
Make new vocabulary memorable, clap as you say the
word, whisper it, shout it, and put an action to it which
reflects its meaning. Use this word in context throughout
Children need to hear new words 50 times, in different
Start from a familiar word e.g. big and ask if the children
know another word that means the same…
Listen for children using new vocabulary and highlight as
good learning to others
Include key vocabulary on the planning
Children encouraged to use new words when they are
8 Provide opportunities for children to participate in
Speak clearly within a group and also with meaningful speaking and listening activities. For example,
Speaks clearly with people other than those who are well known to taking models that they have made to show children in
confidence and them? another class and explaining how they were made.
control, Aware of the listener so that they are ready to Show and tell
respond in the conventional way? Christmas plays and performances
Consistently develop a simple story, Make and use indoor and/or outdoor stage for
of explanation or line of questioning? performances
the listener Use language for an increasing range of Let children show their work/something they have made
purposes? Sing songs and act out rhymes and stories
Begin to include detail when offering accounts or Marvellous Me
Class Bear to take home
Giving the children the chance of a different audience –
Have a guest register
Children need to feel safe and secure
Opportunity to share with a variety of people,
Opportunity for children's talk, communication friendly
Culture of valuing children's voices and opportunities to
talk e.g. including in planning and evaluating experiences,
designing role play area, contribute to learning journeys
profile assessments, showing times
Adult models talking, using different tones of voice
conversation strategies when talking to child and adults
e.g. telling a story with different voices, songs and Rhymes
Send messages to other classes
Talk and listen very confidently, in a wide Help children to build their vocabulary by extending the
Talks and listens range of situations? range of their experiences.
confidently and with Able to adapt vocabulary and tone of voice to Set up shared experiences that children can reflect upon,
control, consistently the particular situation? for example, visits, cooking, or stories that can be re-
Shows awareness of the needs of the listener, enacted.
showing awareness by including relevant details, for example when Give thinking time to children to decide what they want to
of describing events that took place when the say and how they want to say it.
the listener by listener was not present? Show and tell in front of whole class
including School council representative
Uses language to
out and clarify
showing control of a
Communication Language and Literacy
Linking sounds and letters Things to look for Opportunities in the environment/Resources
Name and sound almost all of the letters of the Daily 20 minute 4 part phonic sessions as a whole class in
Links sounds to alphabet, specifically when engaged in Year R with additional opportunities outside these sessions
letters, naming and independent play across a wide range of to support children who are less confident.
sounding letters of activities? The phonics sessions should be multi-sensory in order to
Recognise all or almost all of them? capture children’s interests and sustain motivation and
the alphabet Enjoy playing games involving listening for reinforce learning.
sounds? Display graphemes taught
Have an alphabet line with ‘fairy’ that likes to mix up the
Play both commercial and home made ''Sound Lotto''
Use letter names when introducing the 2/3 letters of the di
and tri graphs – no the 2 sounds make this sound.
Ensure that role-play areas encourage writing of signs with
a real purpose, for example, a pet shop
daily phonics sessions
have a language rich environment – letters and words
Use Beebots to match sounds to letter names
Alphabet songs and games
Jumping on Alphabet mats
Beebot on alphabet mats
Use letter tiles to help sound and name recognition
Write sounds in sand/rice/jelly
Computer games - phonics
Jolly Phonics/Jolly Songs
Flash cards – children playing in the Literacy area
Sand and water tray with letters to find
Throw a bean bag onto a letter
Hunt the letter – could be by phoneme/grapheme or by
Challenge the children to write the grapheme for this
phoneme or ... write the letter of the alphabet
Oral skill only Aspect 7 of Phase 1 – all activities
Hears and says Sound out words and distinguishes initial and Daily practice throughout Year R
sounds in words final letter sounds in a consistent manner? Interactive phonics displays using talking postcards or tins
To be able to say the sounds in words in the listening Lola games
order they occur – 3 sounds e.g. c/a/t Robot talk arms
What's in a box?
Segmenting- modelled by adult
CVC sound bag – items in a bag, saying the sounds in the
order in which they occur
Cross the river game
Nonsense words – sounding out CVC words, some real
and some not!
6 Oral skill only Aspect 7 – oral blending and segmenting
Blends sounds in Identify some short vowel sounds, usually found When making up alternative jingles, draw attention to the
Words in the C-V-C pattern words? similarities in sounds at the beginning of words and
emphasise the initial sound, for example, "mmmmummy"
7 Underpinned by daily discrete phonics session
Use their emerging phonic knowledge to read a Provide varied texts and encourage children to use their
Uses phonic range of simple C-V-C words? i.e. phonetic high phonic knowledge to recognise words
knowledge to read frequency words (big) and those that a child is Daily shared reading – opportunity to adult to model and
simple regular familiar with (coat peg) encourage children to join in
Attempt to read some words that are unfamiliar? Use phoneme buttons
Provide story sacks and boxes for use in the setting and at
Use strategies to read words when engaged in home.
independent play activities? Provide some simple texts which children can decode to
give them confidence and to practise their developing
Have words everywhere – with pictures
Play phonics games
Have simple words in role-play areas
Have resources labelled around the room
Read Phase 2 and 3 words
Look at signs and words in the environment
Guided reading /focused reading activity – weekly
opportunity for each child
Provide reading opportunities in CI activities e.g.
magazines in the home corner
Matching words and objects
games /jigsaws/puzzles available for free choice
Plying the rubbish and treasure game for correct words
Full circle – magnetic boards and letters
Reading words on a whiteboard and using sounds to
sound them out aloud
Print in the environment
Phase 4 activities from Letters and Sounds within daily
Attempts to read Have the confidence to attempt reading more phonics session
more complex complex words sometimes with adult help? Adults model reading more complex words
words, using phonic Have a good range of strategies that can be Have story boxes available in the story corner or role-play
used to make a plausible attempt at identifying area
knowledge what a word is? Have sounds and words all around
Adults to provide a word rich environment including
different styles of text/posters/signs
Write and read independently and fluently Demonstrate reading and writing so that children
using a wide range of strategies when tackling can see reading and spelling in action.
of letters, sounds unfamiliar words?
Have an appropriate use of phonic knowledge Share children’s reading and writing
and words when Encourage them to apply their own grapheme-
that is used with confidence and enjoyment?
reading and writing phoneme knowledge to what they read and write.
independently Children are likely to be secure at Phase 5 of
letters and sounds to achieve this scale point?
Communication, language and literacy
Writing Things to look for Opportunities in the environment/Resources
Write their own name fluently and confidently Trays of glitter, coloured sand, dyed rice, semolina, ground
Writes own name using any media form? rice etc
and other words Able to write some words important to them Provide a range of paper, card, envelopes to write on in
from such as ‘Mum’ and other family members? the writing area and range of things to write with (felt tips,
Begin to use their phonic knowledge to build up pens, pencils)
memory simple words? Outside: decorators table with the legs sawn down to child
Know that speech is made up of words? height, variety of size decorators brushes and paint rollers,
heritage writing belts, compost, mud or sticks in trays
Make a plausible attempt at a label for a model Provide opportunities and materials for children to use
or drawings of family members using their own writing in their play and create purposes for independent
initiative or perhaps from a nudge by the and group writing.
practitioner? Create an interesting writing corner – make it inviting
Remember boys interests
Self registration opportunities
Labels on all classroom objects
Let the children make their own name labels
Hair gel in polythene zippy bags for writing letters on.
Equipment for writing in the Role play area and outside
Adults value children’s writing attempts and display it
Different purposes for writing
Adult directed focus activity to show child how to write their
name with the correct letter formation (and share this with
families). Continued adult support to embed this.
Use the anticlockwise movement and retrace Model and have handwriting patter I have changed this
Holds a pencil and the vertical lines? back from pattern as I think this is how you describe the
uses it effectively to Correctly form the letters when writing in their rhymes you use to help children recall how to write letters
form recognisable own play? e.g. start at the line and up, up to the top of the long ladder
Write recognisable letters most of the time? and down, down and flick!
letters, most of Example of how letters should be formed should be visible
which where ever children are most likely to be writing.
are correctly formed Give children practice in forming letters correctly, for
example, labelling their work, making cards and writing
Provide a variety of writing tools and papers, indoors and
Remember a magic finger – air writing and 'writing' on the
Use whiteboards with letters to write over the top
Use foam/soap flakes/ jelly to develop fine motor control,
Writing table with a variety of interesting writing
Music and movement using scarves and ribbons
Different writing aids
Outdoor activities – chalking/painting with water and
Pegs, tweezers and clips
Mark making materials
White board activities, e.g. 'note book'
Roll and write!
Sand paper letters
Confidently write lists, messages, cards, labels Daily shared and modelled writing
Attempts writing for etc when engaged in own child initiated role- weekly guided writing opportunity for all children
play? List size clipboards from Wilkinsons
a variety of Aware of the type of writing needed for a card as Role-play – shopping lists, letters to Santa, recipes
purposes, opposed to a list or label? have a post box and stamps
using features of Contribute willingly and with enthusiasm when Model and challenge children to write and use
engaged with others in making a storybook or Lists
different forms other such project? Message boards
Labels for their models
Signs in role play area
Writing own books
Invitation to parties
Simple stories to share
Taking orders in a restaurant
A message board
Scoreboards for CI football activities
Plan occasions where you can involve children in
organising writing, for example, putting recipe instructions
in the right order.
Provide opportunities to write meaningfully, for example, by
placing notepads by phones or having appointment cards
in the role-play doctor's surgery.
Whole class- group books on topic e.g. non-fiction on
Celebrate and give a high profile to writing
Expectations – models on show when you have written a
Provide word banks and writing resources for both indoor
and outdoor play.
Use writing as a means of recording and Discrete daily phonics opportunities
Uses phonic communicating when engaged in own play? Provide word banks and other resources for segmenting
knowledge to write Make confident attempts at simple words used and blending to support children to use their phonic
simple regular regularly and more complex words – not afraid knowledge.
to ‘have a go’- especially with adult support Use magnetic letters
words and make
Write inside and outside
phonetically Focussed writing – words under pictures
plausible zig zag books
attempts at more Role-play
Clip board/paper in the role-play area
Group work – encourage children to use phonic knowledge
when doing independent writing
Lotto games and snap matching games
Write confidently making sound attempts to form Writing for a purpose e.g. a letter to thank a visitor , writing
Begins to form sentences? a familiar story.
captions and simple Use very simple punctuation sometimes, Talk the sentences before writing! Could use talking tins!
sentences, especially with adult support Act as a scribe for children. After they say a sentence
Attempt different types of writing for different repeat the first part of it, say each word as you write, and
sometimes purposes especially in own play situations include some pronunciation.
using punctuation e.g. deciding to make a sign for shop opening, Speech bubbles with pictures
or a menu for the café? comic books
write about their experiences
Finger spaces with support at times
Weekly shared writing (based on needs of children and
teaching points as the year progresses)
Make class books which all children contribute to e.g. lift
the flap book
Children write captions for display of their photographs
Attempt writing using a range of appropriate Play games that encourage children to link sounds to
Communicates vocabulary? letters and then write the letters and words.
meaning through Write legibly and forming letters of a consistent Encourage children to re-read their writing as they write.
phrases and simple size with appropriate spacing? Rainbow writing: write each sentence (each thought) in a
Use punctuation to give meaning to the words? different colour.
sentences with Generally make a good attempt at the spelling Model using punctuation.
some consistency so that they are plausible if not always correct? Writing samples on National Strategies website
in punctuating (EY/resources/CLLD/writing samples)
Communication, language and literacy
Reading Things to look for Opportunities in the environment/Resources
Provide varied texts and encourage children to use their
Knows that, in Follow print when listening to a taped story? phonic knowledge to recognise words.
English, print is Pretend to read? Provide some simple texts which children can de-code to
read Follow print with their finger, from left to right give them confidence and to practise their developing
and top to bottom? skills.
from left to right and Point out words during guided and shared reading
top to bottom Individual reading -encourage children to follow words left
to right with their fingers
Encourage children to use pointing stick (e.g. lollipop stick,
magic wand) in focused /guided reading
Reading opportunities in role-play
Have available different types of texts
Model daily in shared reading activities
Children demonstrate understanding in weekly guided
Share with families
Identify a main character when discussing a Use 'Alan Peat's' Story bags' idea and guided talk cards to
Shows an familiar story? develop oral storytelling skills
understanding of Understand that there is a sequence to a story? Provide story boards and props which encourage children
the elements of Begins to know that there is a structure to a to talk about a sequence of events + characters in a story.
stories, such as
story? Have a variety of kinds of books in the book corner (fiction
Fill in the missing word when the practitioner and non-fiction)
main ‘misses one out’? Sequencing activities
character, Use very familiar stories in own imaginative play Small world play
usually following the basic sequence of events? Pie-Corbett – Talk for Writing
sequence Begin to make up their own story following a Story strings
of events and simple structure?
Drama activities – hot seating (adults to be in role and
openings support questioning)
Create a story tent/have a story chair/wear a story hat
Make use of microphones and digi-blue cameras
Use a range of cues when reading such as Provide story sacks and boxes for use in the setting and at
Reads a range meaning from the context of the story, what home.
of familiar and makes sense grammatically or looking at the Phonics sessions every day
common words and picture? Guided (weekly) and shared (daily) reading opportunities
Use a strategy when making sense of a word Instructions with activities
such as recognising some letters and taking a Interactive whiteboard games
independently realistic guess? Library/reading books
Independently read simple words and includes Word bank/word mats
them in play situations
Read shared writing together
Encourage home reading
Share with families
Paired reading with an older class
Resources and areas labelled
Retell a story in the correct sequence, using Use puppets and props linked to a storysack
Retells narratives in linking language? Encourage children to add to their first-hand experience of
the correct Be aware and use particular language patterns the world through the use of books, other texts and
sequence, such as “once upon a time” or “not I” said the information, and information and communication
drawing on Begin to use imagination when retelling stories Story openings and endings – highlight, once upon a time,
language sometimes substituting characters and making happily ever after and include in talk, supporting role play
patterns of stories up suitable voices for them? Create a story telling area in the class story tellers
Drama activities, hot seat (needs to be modelled by adults
first) freeze frame.
Reading rope – lay out the rope and put out props which
the children use in the right sequence to help them r-tell
Pie Corbett Talk for Writing story telling
Able to distinguish between fiction and non- Provide varied texts and encourage children to use their
Shows an fiction texts? phonic knowledge to recognise words.
understanding of Able to find information in non-fiction texts e.g. Provide non-fiction picture books, books with flaps or
how information use the contents page? hidden words, books with accompanying CDs or tapes,
Interested in finding out some new information and story sacks
can and answering a question posed by themselves Safe use of the internet
be found in non- or others? Provide range of non -fiction books, leaflets and posters
fiction linked to role-play situations
texts to answer Have instructions for children to read and understand
Use focused reading groups to teach skills – what is the
questions about contents page? What is an index? Why do we have labels?
where, Non-fiction texts linked to theme
who, why and how Maps
Brochures – including using them in role play
Confident to use a wide range of reading Provide a wide range of reading matter, comics, poems,
Reads books of strategies so that they can enjoy a variety of fiction and non-fiction.
own different texts?
choice with some Able to read independently with fluency and
fluency and Able to read unfamiliar or more complex texts
accuracy with some adult help?
Problem Solving Reasoning and Numeracy
Numbers as labels and for counting Things to look for Opportunities in the environment/Resources
Recite the number names confidently and in Use ideas and resources from Worcestershire's Maths
Says number sequence? Toolkit
names Able to count to, or back from at least ten? Make story bags from stories that involving counting
in order Count an irregular arrangement up to ten? forwards and backwards e.g. 10 in a bed
Play Mercia Lee's 10 nice things game
Mercia's Lee's Maths boxes (Worcs. Maths Consultant)
Count how many children in the group/class
Counting the fruit and milk/cups for snack
Create a song corner with lots of number songs
Create an interesting free choice maths corner/area/tent
Counting out cars in a jam/animals in the zoo
Counting on the register
Counting backwards – rocket blast off.
Make good use of the role play area
Sing lots of songs
Counting and reciting spontaneously e.g. Counting while
Counting for a purpose e.g. snack time how many plates
do we need
Number games e.g. 5 special things
Joining in with counting
Consistently recognise numerals on number Use ideas from 'Maths in the Outdoors' Mercia Lee
Recognises tracks, birthday cards, books, clock faces, on a Use the outdoors to set up number hunts to link with
numerals die etc? stories such as 'The Bad Tempered Ladybird'
Show a real interest in numbers by pointing Washing line and numerals
1 to 9 them out wherever they are in the environment? Make a number dice rather than have dots
Very confident with numbers that are of a Encourage numbers in role-play
personal interest to them e.g. birthday, door Make numbers part of your daily routines – how many
number etc children are in today? How many for lunches?
Encourage children to learn their telephone numbers and
tell each other or phone each other in role-play.
Number houses – the Jolly Postman
Recognise car numbers and house numbers
Numbers in the sand or in the water tray
Playdough – numeral cutters
Jigsaws, games, dominoes, playing cards Maths City,
Beebot on a number line or grid
Matching numbers on the cars to a parking space outside
Use calendars and dates
Counting back equipment at the end of a session
Birthday card number lines
Mercia Lee's Maths boxes
Having numbers in the role play area for children to use.
ICT, computers, Dice, bee bots, clock faces
Number songs, current buns
Roll the dice games e.g. roll the dice and that's how many
currant buns you have!
Count confidently up to ten objects taken from Numbers in the role-play corner
Counts reliably up a group of more than ten? Catalogues to cut things out of to count
to Show increased confidence with numbers by Counting coins etc in a shop
10 everyday objects pointing out errors? Counting objects e.g. forks, cups, pencils
Recite to themselves when playing Organisation – e.g. number of people at each place.
independently? Creative activities – counting sequins, pieces of ribbon
Seek and collect – use treasure bags
Use of puppets and/or the number fairy
Counting in context throughout the day
Lots of songs and actions
P.E – number of children on a mat etc
Number of children at an activity
Anywhere and everywhere – take the maths to the
Put all numbers up to ten in order confidently? Use number fairy to muddle up numbers on washing lines
Orders numbers up Say the names of the numbers without Blank number lines
to 10 prompting? Animals/houses/sets of things with numbers on to order.
Puzzles with numbers on
Birthday cards/badges with numbers on
Numeral birthday candles
Play 5 nice things, 10 nice things
Number songs like 5 currant buns, 5 little men and adapt
to bigger numbers up to 10
Use numbers at snack and meal times
Remember to have a number line outside too.
Attempt to solve simple problems within the Den making etc – how many children?
Uses developing classroom environment? Role-play – how many do we need? e.g. food for a trip
mathematical ideas Apply mathematical ideas and methods when A bus – how many on the bus?
and methods to encountering problems? Score in a game of skittles
Use strategies such as grouping, sharing and Sharing food fairly
solve estimation? Have a maths trail/number hunt
practical problems Responds to questions such as “What could we Sticks with numbers, find a stick, put it in the correct hoop
try next?” and “How could we do it?”
Daily routines – registers, lining up, sharing out biscuits
Make number labels for a game or when setting
up a play activity?
Have a secure understanding of numbers to Similar activities as for 10 but with bigger numbers up to 20
Recognises, twenty, counting objects and recognising and Opportunities to write numbers on white boards, pencil and
counts, writing numbers accurately? paper.
orders, writes and Have a developing understanding of place Numbers on display to refer to
uses numbers up
value? House numbers, numbers on library books, telephone
Confidently re order a given set of numbers to numbers
to 20 20? Is able to respond to 'start on 5 and count to 15'
Use the growing knowledge in many practical All the additional bits from the Year R part of the numeracy
contexts demonstrating understanding? framework e.g. count in 2's, 5's and 10's.
Is keen to write labels and signs depicting the
Problem Solving Reasoning and Numeracy
Calculating Things to look for/examples Opportunities in the environment/Resources
Has an understanding that when two groups are Play dough and cake trays
Relates addition combined a new number results? Sing 'One man and his dog' song
by combining two Engage in a wide variety of activities that Combining sets
groups promotes a growing understanding of addition? Number rhymes
How many cars altogether or biscuits on a plate, or cookies
in the oven?
Number lines and counting on
Use everyday objects to say how many are left Sing number songs and use corresponding resources e.g.
Relates subtraction when some are taken away? currant buns that the children can take away
to Show an increasing confidence when solving Cars on the road, people on and off the coach
taking away simple problems involving subtraction? Real life activities – eating biscuits, fruit.
Begins to understand the process of ‘taking Take away flags from a line, leaves form a branch
away’ and counting to see how many are left?
Use practical contexts to begin to understand Shops – role play
In practical the vocabulary involved in addition and Snack bar
activities subtraction, such as ‘add’, ‘take away’, ‘makes’, Jack and the Beanstalk story – bean plants – how many
and discussion, ‘altogether’, ’how many’, etc. left?
begins to use the
Make up their own practical problems for other Practical games – taking away cubes.
children to solve? Stories like Handa's surprise – taking away the fruit
vocabulary involved Adults modelling good use of vocabulary
in adding and Use of the calendar
subtracting Limits of how many children in an area of learning
Have we got enough suits for us all to go to Forest School?
7 Sets of toys
Respond to instructions involving one more or Quick fire games using fingers – show me, use the children
Finds one more one less in practical contexts such as the as a practical number line and get the children to swap in.
or one less than a classroom ‘shop’ or ‘café’. Use of role play areas
number from 1 to Respond to questions such as ‘what is one Word problems
more/less than’? Shops/café – waiters etc – we need one more.
Have a sale in the shop and reduce prices
Children in areas – sand, water, tents etc.
How many plates will we need for teddies party?
Washing line outside – putting socks on and taking them
8 Make a number line marked with coin values instead of
Uses developing Experience a range of real or role play contexts Shops and a café. Money role –play.
mathematical ideas in which they explore and solve practical Share the fruit and share the biscuits
and methods to problems such as doubling, halving, grouping Cooking – cutting in half – sandwiches/pizza
and sharing using their own methods? Pirates' provision – how much will they need to take with
solve Use simple amounts of money in role-play to them?
practical problems give or receive change? Counting coins – stolen pirate coins – how can we record
Confident when talking about the way in which this?
they have organised the processes? Bus/train and plane passengers
Roll the dice and double the number
9 Dice doubling game (beyond 5+5)
Using a hundred square to count on and back
Uses a range of Use a range of strategies such as counting on, Help children to know some number facts to 10
strategies for counting back and counting up as appropriate? Provide opportunities for addition and subtraction of
addition Confident in recalling some addition and numbers to 20
subtraction facts, including some additional Use a hundred square to check mental calculations
and subtraction, doubles and pairs of numbers that total 10? involving larger numbers
including some Opportunities to record addition and subtraction and talk
mental recall of about how they have done a sum.
number bonds Pose problems like: 12 is the answer, what could the
Solving, Reasoning and Numeracy
Shape, space and measures Things to look for Opportunities in the environment/Resources
Recognise and describe simple patterns? As part of routines: patterns lining up e.g. boy/girl
Talks about, Make simple repeated patterns using a range of Selection of natural resources in the sand e.g. conkers and
recognises and media both inside and outside? fir cones for pattern making
recreates simple Aware of symmetry? Chalking numbers outdoors e.g. 1/2/1/2/1
Talk spontaneously about any patterns spotted? Threading activities: pasta, beads, buttons,
Printing, patterns with lego
Create fold-over paintings
Use Computer programmes e.g. Developing Numeracy,
Adults talk with the children about patterns they see
Find items from directional ‘cues’? Treasure hunts
Uses everyday Understand and sometimes uses everyday Obstacle courses
words to describe language to describe position e.g. ‘under’, ‘in’, Small world play
position ‘over’ Physical development games using small equipment e.g.
Is confident to describe where something is or a balls, bean bags, baskets, buckets, hoops, ropes cones,
simple journey that has been made? Gymnastic equipment e.g. benches, ladders, mats, nesting
Understand instructions relating to position, for tables, wall bars.
example in physical activities or moving around Story of 'The Bear Hunt'
the school? ICT programmes and Beebot
Activities from Maths Toolkit e.g. Where is the Monkey?
Children put monkey in different places in and out of doors
and take photos. Use positional language to talk about
where monkey is and from looking at photo give
instructions to other children to put monkey back in the
place shown in the photo
Share books such as ‘Where is Spot?’
In PE or outside give children instructions to follow e.g. put
your hands behind your back, put the bean bag under the
Use positional language with children – identify focus
vocabulary of the week
Compare the size and shapes of objects, both Don't underestimate the value of block play!
Uses language solid and flat? Collections of recycled resources with 3-d shapes for
such as ‘circle’ or Engaged in individual activities, talk about and model making
‘bigger’ to describe understand words such as ‘shape’, ‘flat’, Investigations of objects that will roll. Why?
‘curved’,’ round’, ‘straight’ etc. Feely bags and guessing games
the shape and size Beginning to use mathematical names for ‘solid’ Geoboards
of solids and flat 3D shapes and ‘flat’ 2D shapes and Offer shaped paper in writing and creative areas
shapes mathematical terms to describe shapes? Make curved and straight shapes in PE and make shapes
with ropes to walk round
Adults use mathematical terms for shapes and their
On a cube or cuboid, draw a face (different expressions)
on each face to help embed the term and help children
count the faces
Tap a shape activity
Use language when talking with children about their ‘junk’
Shape search around outdoor area – children take photos
of shapes they find. Can they tell others about the
Share with families the vocabulary of shape – opportunity
for home learning activity – shape walk
Understand and sometimes use the appropriate Using language of comparison in sand, water, dough play
Uses language language to compare quantities? Opportunities in the outdoor area to experience large
such as ‘greater’, Engage in a wide variety of practical activities construction play, wheel-barrows, trucks
‘smaller’, ‘heavier’ and have the confidence to talk using the Have scales available, sometimes put in sand and water
or ‘lighter’ to
mathematical terms e.g. heavier Have rulers, tape measures available
Use compare bears/plastic/stuffed animals etc
compare quantities Use role play opportunities for weighing (post office,
doctor’s etc) and for measuring height (ourselves,
Measure by direct comparison – which plant /dinosaur is
Get children to draw lines (animals ) outside – how many
steps from one end to the other
Measuring jugs, different size spoons, bowls used in water
and sand to give opportunity to talk about which holds
8 Different sized clothes for dolls
Demonstrate the ability to solve practical Can you make a bed for each of the 3 bears?
Uses developing problems in a range of contexts? Opportunities for building and constructing with different
mathematical ideas Chose suitable components to make a particular 3D shapes – encourage them to talk about what they have
and methods to model? done by playing alongside and talking about your choice of
Adapt shapes or cut material to size? shapes – e.g. "I wanted round towers for my castle so I
solve practical Use appropriate 2D shapes for representational used cylinders then I put a cone on top because I wanted it
problems pictures? to be pointy like a fairytale castle." " I have used a cube
because I wanted all the walls to be the same length."
Opportunities to make three dimensional objects using only
two dimensional card e.g. a child might make a rectangular
piece of paper into a cylinder to make a hat.
Name common 2D shapes and 3D objects such Have a feely bag of shapes - reveal a part of the shape
Uses mathematical as circle, triangle etc. with confidence? e.g. the corner of a rectangle – get them to suggest which
language to Identify 2D shapes and 3D objects from the shapes it could be – square, rectangle, triangle - then let
describe solid descriptions of their properties? them ask questions to decide which it is e.g. how many
Describe shapes and objects in terms of the sides has it got, are the sides the same length etc.. Play
(3D) objects and numbers of faces, sides and corners without the same with 3D shapes – encouraging the children to
flat (2D) shapes adult prompting take turns at describing the shape - its faces, number of
Knowledge and understanding of the world
Things to look for Opportunities in the environment/Resources
Investigates places, Examine objects and living things to find out Scavenger hunts in the local environment
objects, more about them? Treasure hunts with photographs of local features to
Describe the shapes, smells, and textures of a identify
materials and living variety of materials? Make a book of birds that have been spotted in the outdoor
things Become confident to choose an appropriate area. Set up a bird table and bird hide. Observe what
by using all the senses material to construct a model? different foods the birds enjoy eating. Make bird feeders
as Operate simple machinery such as a tape and bird cake
appropriate recorder, remote control robot, metal detector Explore different foods at snack time
etc. Use feely bags
Identify the uses of the features of the outdoor Floating and sinking experiments
features and area?
talks about the Mini-beasts/growing/planting
Begin to talk about special meals within the
Investigate maps, Create own maps linked to a story or
features w/he family and why they like them?
their own experiences.
likes and dislikes Changing foods – mashed potato, whips, smoothies etc
Use Barnaby Bear and his travels to find out more
'Fun with Ted'
Marvellous Me box
Outdoor kit box/bag
Visits to local Chinese/Indian take away. Invite chefs to
visit for a 'cook up'
Encourage children to raise questions and suggest
solutions and answers.
Provide a range of materials and objects to play with that
work in different ways for different purposes, for example,
egg whisk, torch, construction kits and tape recorder.
Provide stories that help children to make sense of
How to improve an area of the school environment
including forest school – likes and dislikes
Use ICT – camera – photographs of favourite places in
classroom – discussion – why?
Demonstrate using the senses (and what they are)
Add essences to playdough
Have variety of indoor plants with different features and
flowers with scents
Scented bubble bath in water tray
Asks questions about Begin to predict “what will happen if”? Make a book recording the changes in season. It could just
Asks questions sometimes? reflect a year in the life of trees in Forest School
Aware of changes and can talk about them? Make 'days of the week' boxes to support children's
things happen and Gaining confidence in what they see and hear understanding of the passing of time. Move a toy along the
how so that they can comment? boxes throughout the week to show which day it is.
things work, looks Is becoming aware that other children may not Encourage children to speculate on the reasons why things
closely like the same things but that it is fine? happen or how things work.
at similarities, grow lots of plants and vegetables – cress and beans
differences, do lots of cooking
patterns and change lots to do at Forest school
explore guttering/flow of water
use ramps etc
make good use of weather conditions – snow,
experimentation with ice, making ice blocks and waiting to
see what happens
Life cycles – butterflies, chicks etc
Changes in nature
Put some flowers in coloured water
Create a Science Lab role-play area
Links to sorting activities
What happens to…ice, chocolate, porridge, potato
Cooking – bread to toast
Finds out about past Talk with some understanding about the past, Arrange a visit to the local museum. Ask visitors to come in
especially about when they were younger? and talk about their past
Interested in looking at old artefacts etc? Make connections to stories such as The Three Little Pigs-
present events in own Have an early understanding that other families the butter churn. Children can have a go at making butter
life, and in those of may operate differently to theirs? in the way that it was done in the past
family talk about personal histories
members and other have a visit from a baby or toddler and from great
people grandparents etc
s/he knows use safe internet practice to look for pictures to act as a
Begins to know about stimulus
Use persona dolls
Marvellous Me box (past events in a child's life)
culture and beliefs and Provide long-term growing projects, for example sowing
those seeds or looking after chicken eggs.
of other people Provide reference materials for children to use, for
example, comparing old and recent photographs.
Use photographs to make a time line
Remember Chinese New Year/Divali
African Culture week/multicultural book week
Links with other schools
Links with charities
Focus on special days/festivals
Visits to churches and other religious places
Finds out about and Interested in ICT? Introduce a dictaphone to Forest School to capture
Operate a variety of simple equipment e.g. tape significant moments or to record sounds in the
identifies the uses of
recorder with confidence? environment
everyday technology Know how to use the computer at a simple Introduce electronic equipment such as electric whisks,
and uses information level? food processors and bread makers to cooking activities
and Is confident enough to try things out? Provide a range of programmable toys, such as a Beebot
communication Understands how to control a simple floor robot? as well as equipment involving ICT, such as computers.
technology Other equipment – metal detectors, cameras, microphones
and programmable for recording – Easi-speak, walkie talkies
toys Listening centre
to support her/his
Record themselves singing Nursery Rhymes
learning Use a video camera to film their friends
Walks in school/local environment to discover the different
types of technology around – photocopier, printers
Builds and constructs Describe a plan for making a model? Make links with children's experiences to provide
Draw a picture of something they intend to make opportunities to design and make things, such as a ladder
in the future? for Anansi the spider (in the West African traditional tale)
a wide range of Able to make choices, with little adult help, from Provide opportunities for children to practise skills, initiate
objects, a wide variety of materials to start them off in a and plan simple projects, and find their own solutions in the
selecting appropriate building project? design making process.
resources, tools and Use cutting, joining and finishing techniques with Make a creation station in the environment with free
techniques, adapting confidence? access to the children all the time
her/his Able to evaluate their models and modify if Use of outdoor Kit bag
necessary? Continuous access to glue, scissors, hole punches, string,
work where necessary
staplers etc in the room
Builders Workshop role play area, inside and outside
Decorate some gingerbread men
9 Plan an investigation with an outcome with Discuss purposes of design and making tasks.
Communicates simple some adult help?
planning for Uses a simple computer program to create a bar Provide children with stimuli and resources to create
chart from a given list? simple maps and plans, paintings, drawings and models.
investigations Make a sliding mechanism to incorporate into a
and constructions and card? Give opportunities to record findings by, for example,
makes simple records Talk with confidence about what is seen on the drawing, writing, making a model or photographing.
and way to school and explains some of the
evaluations of her/his features? Encourage children to speculate on the reasons why things
Design a key to explain the features? happen and how things work.
Identifies and names
Begins to explore what
means to belong to a
of groups and
Things to look for Opportunities in the environment/Resources
Sings simple songs Build a repertoire of songs by remembering an Resources: This Little Puffin, Spaceman Sid, Ros Bayley
increasing number of words and tunes? raps, Playsongs
Imitate and create movements in response to Invite flamenco dancers to work with the children
memory music? Widen children's experiences of music from different
Talk about or respond to comments or enquiries cultures, through experiences with different instruments
about their choices? and styles so that they are inspired to experiment, imitate,
enjoy and extend their own experiences.
Provide experiences that involve all of the senses and
Make sure you have access to a stage, some microphones
and some musical CD's and Cassettes
Look at Voices Foundation
Wide range of songs and try call /response activities
Find their pulse, learn about rhythm
Forest school songs
Hymns in assembly
Songs in productions
Daily sessions of listening and responding to music
Jolly phonics songs
Nursery Rhyme/song sacks
National website – 'Sing it Up'
Explores colour, Use ideas they have been given? Explore and investigate materials through a light box.
Understand that different media can be Create a black tent to site the light box to make it an
combined? exciting place to be
form and space in two Make constructions, collages, and drawings? Use the outdoor for 'Big Art' creations
or three Make up movement sequences such as Lots of ideas can be found in The Big Messy Art Book
dimensions dances? (recommended by Marion Gager)
Begin to describe what they are trying to do? D and T table/area – lots of construction materials
Have a 'Holding Bay' where 2D and 3D models and works
can be retained for a period for children to develop, enjoy
or refer to.
Provide resources for mixing colours, joining things
together and combining materials, demonstrating where
natural resources outside
If continuous provision is set up and working, then the
children will select their own resources for tasks
Weekly opportunities to cook
Wet spaghetti/buried potatoes/gloop
Forest School – shelters for a bear
Telling a friend about their creations
ICT – 'Paint' programme e.g. colour magic
Music for the children to respond to informally
Recognises and Begin to move rhythmically? In the summer encourage parent partnership by inviting
Explore the different sounds of instruments? parents to take children to local bandstands or parks to
Have a greater number of songs in own hear live music
sounds can be repertoire? Extend children's experience and expand their imagination
changed Have the language of dynamics e.g. fast, slow, through the provision of pictures, paintings and poems,
Recognises repeated high and low? music, dance and story.
sounds Have the language of describing how an Provide a stimulus for imaginative recreation and
and sound patterns instrument can be played e.g. blown or hit? composition by introducing atmospheric features in the
and role-play area, such as the sounds of rain beating on a
roof, or placing a spot-light to suggest a stage set. Provide
curtains and place dressing-up materials and instruments
to music close by.
Have a music tent/shed/stage
Outdoor musical instruments
Make their own instruments – shakers with sand or rice or
Give children space to explore with their sounds and
Go on a listening walk/listen with Lola/record voices and
Create a ring a ding tree
Clapping to the beat
'Bongo Beat' – Education city
Match sounds with a partner
Uses imagination in art Be responsive when listening to music or a story Resources: Multicultural Folktale Fingerplays by Bill Gordh
and design, music, dance, so that they can use the ideas in their own Provide opportunities indoors and outdoors and support
imaginative and role play imaginative play? the different interests of children, for example, in role-play
and Use materials available to support their play?
of a builder's yard, encourage narratives to do with building
Play cooperatively as part of a group? and mending.
Responds in a variety of
ways Play alongside others who are engaged in the Make materials accessible to the children so that they are
to what s/he sees, hears, same theme? able to imagine and bring to fruition their ideas while they
smells, touches and feels Respond to comments and questions about are important to them and in their minds.
what they are trying to do? Be sensitive to the needs of children who may not be able
Listen when others are explaining what they to express themselves easily in English, using interpreter
have done? support from known adults, or strategies such as picture
cards to enable children to express preferences.
The children will need a great range of resources to
Role-play changed regularly to match children's interest
Have a book day/author day e.g. Eric Carle's birthday
Listening to music and interpreting it – making some mud
and painting with it.
Children to make their own touchy-feely area – a smelly
Puppets – act out stories and rhymes
Change familiar story lines to their own
Compose their own music and/or dance
Forest school – bonfires, exploring objects, what can we
hear with our eyes closed?
Expresses and Have vocabulary to communicate thoughts and Introduce language that enables children to talk about their
communicates ideas? experiences in greater depth and detail.
ideas, thoughts and feelings Express an opinion about their own work? Provide children with examples of how other children have
using a range of materials, Evaluate what they have done?
suitable tools, imaginative
responded to their experiences, talk about these
Plan what they want to do with the available responses. Engage them in discussion of these examples
role play, movement, materials and make representations of it? and help them to make these connections
designing Produce some live or recorded performances Talking tins, talking postcards, talking cubes/boxes, talking
and making, and a variety using music and/or instruments? photo albums
of Ribbon dancing
songs and musical Circle time and puppets
EAL talking books
Songs in different languages
'Showtime Friday' – weekly performance
Modelling area – designing and making
Expresses feelings and Help other children and express another Provide and organise a wide variety of resources,
preferences in response to viewpoint? materials and sensory experiences so all children can
artwork, drama and music Makes suggestions for improvement to their own
and make their own choices in order to express their ideas.
makes some comparisons
or others work? Allow them to explore colour, texture and space and
and Able to explain why something was done in a document the processes children go through to create their
links between different pieces specific way? own 'work'.
Responds to own work and Have the vocabulary to explain why a piece of Evaluating models/construction
that music or instrument is suitable to represent
of others when exploring and
something else? Comparing artists, composers/pieces of music
communicating ideas, Represent a piece of music by using symbols?
feelings Able to make reasonable choices over which media to use
and preferences through art,
Repeat complicated repeated patterns when
music, dance, role play and making up a dance routine?
Things to look for Opportunities in the environment/Resources
Negotiate small and large spaces successfully? Playground markings, cones, traffic lights, 'police officers'
Moves with e.g. can children ride bikes adjusting speed, alongside bikes, trikes and trailers.
confidence, changing direction & avoiding obstacles? What Ribbons & music for dance/movement.
imagination and in do children do when they get stuck between Create an obstacle course.
obstacles? Use spots and hoops to identify a given space
Use gesture and movement to express feelings Large building blocks
Travels around, and experiences? Role play a story – indoors & outdoors
under, over Begins to think about planning Use 'Rosie's Walk' – positional language and practical
movements/activities and uses space safely
and through when running, dancing and climbing?
enactment of the story
'We're going on a bear Hunt'
balancing and e.g. Do children plan a game/story such as 'cops
Use whole body action songs such as 'Head, Shoulders,
climbing equipment & robbers' and are aware of obstacles when
Knees and Toes'.
running & climbing.
Shows awareness Provide time and space to enjoy energetic play daily, either
of space, indoors or out, visiting parks etc if spaces are limited.
Ensure children know the rules for being safe in different
of self and others spaces.
Provide a range of equipment at different levels, such as
an overhead ladder, a tunnel, a bench and a mat.
Provide large portable equipment that children can move
about safely and cooperatively to create their own
Make good use of the outdoors
Use programs such as Activate
Forest school activities
Stepping stones/Step trails/wobble boards and stilts
Always encourage independence and 'have a go'
Manipulate small objects such as large beads, Pumpkins or butternut squashes, golf tees and brio
Demonstrates fine posting objects or picking up small counters? hammers for the ongoing development of fine motor skills
motor e.g. child B is carefully picking up the tacks in Explore dyed rice with tweezers, small funnels, bottles with
control and 'tap a shape' placing them carefully in the shape narrow necks and tubes
hole & then tapping it into the cork board. Thread Cheerios onto liquorice necklaces, thread
Able to demonstrate control when using a beads/pasta
pencil, chalks, paintbrush, scissors, computer Make fruit kebabs Threading , lacing & sewing activities
mouse etc.? Using variety of sized pencils, crayons, chalks etc in a
e.g. child J held her paint brush with a suitable variety of areas indoors & outdoors
pincer grip & was able to paint an alien body & Have fun with playdough, shaving foam, pegs, ribbons and
then to paint in the body. pipettes, golf tees into a melon, curling ribbons
Show increasing control over clothing and Using hammers/screwdrivers; 'Tap a shape'
Opportunities to use the mouse to control an ICT
programme, use of a keyboard
Chopping fruit at snack time or during cooking activities
Cutting & sticking activities
Dressing/undressing self – buttons & zips;
Physical Activity sessions
Practise movement skills through games with beanbags,
cones, balls and hoops.
Talk with children about the need to match their actions to
the space they are in.
A range of fine motor tools in writing area and creative
areas – scissors, tweezers, tongs, ear buds for painting,
Outside – sticks in mud
Inside – talc, glitter or sand tray to make marks
Cutting/mark making into playdough or clay
Write letters and numbers carefully
Have increasing control over an object by Opportunities for partner work
Uses small and touching, pushing, patting, throwing, catching or Bats & balls
large kicking it? Music & movement,
equipment, showing Gym equipment
Retrieve, collect and catch objects? Outdoor climbing equipment
a e.g. child S and V are using nets in the water Making dens with a variety of materials
range of basic skills tray to catch and retrieve the numbered fishes. Building blocks
Access to a variety of natural materials
Access to a variety of different sized balls, bats & hoops.
Quoits and bean bags
Hoops and skittles
Gym equipment/soft play equipment
Use of nets in water tray to retrieve objects
Provide a range of left-handed tools, especially left-handed
scissors, for children who need them.
Provide a wide range of materials, such as clay, that
Offer different tools, techniques or materials when the
available tools are inadequate to achieve the desired
Use Activate or Smart moves
Pull everything together in a Sports Day
Provide guttering and planks and crates to construct with
7 Saws, hammers, screws, wood
Handles tools, objects, Manipulate materials to achieve a planned Playdough, saltdough, clay & associated tools
effect? Model and talk about carrying and using tools, including
construction and Use simple tools to effect changes to the scissors, safely
malleable materials? Construction equipment – large & small
materials safely and Show an understanding of how to transport and Junk modelling
with store equipment safely? Glue and sticking resources
basic control e.g. C knew he had to ask a friend to help him Graters, whisks & cutlery
carry the heavy box.
Pipes, hoses, tubes, plumbing bits & pieces, tyres
Do they demonstrate a good awareness of Garden tools
safety when using equipment? Provide tweezers, tongs and small scoops for use in play
e.g. when chopping fruit K held the knife in his and investigation.
RH and kept his LH away from the blade. Provide a range of construction toys of different sizes,
made of wood, rubber or plastic, that fix together in a
variety of ways, for example by twisting, pushing, slotting
Moving their own gym equipment /PE mats safely and
Recognises the Show an awareness of a range of healthy Children take it in turns to take home 'Sleepover Ted' with
practices with regard to eating, sleeping and his diary. They record their own bedtime and breakfast
of keeping healthy and e.g. Knowing that they have to go and wash Discussions at the snack café/table
those things that their hands before choosing healthy snack from Lunch boxes
contribute the snack table. Visits from dentist, Doctor, Nurse, Vet
to this Have an understanding that good practices can Bathroom hygiene rules for all to see – pictorial/written
Recognises the contribute to good health? Encourage hand washing (involve health visitor)
Able to talk about changes that occur during and Life Education Van
after periods of activity?
that happen to her/his Cooking activities
e.g. child A to B after an energetic running game
body Discussions and sorting of healthy/unhealthy foods
"I'm puffed out, lets have a rest"
when s/he is active Gardening
Physical activity sessions
Try feeling your heart beating and how it changes
Ensure that children who get out of breath will have time to
Place water containers where children can find them easily
and get a drink when they need one.
Plan opportunities, particularly after exercise, for children
to talk about how their bodies feel.
Have a question and answer time during PE sessions
Hold a healthy week with visitors such as a chef, a nurse
Repeats, links and adapts Combine skills and actions to suit particular Opportunities for partner work
simple movements, activities? Opportunities to demonstrate what they can do
sometimes commenting Work cooperatively with a partner using a bat Helping peers
on her/his work and ball? Bats & balls
Demonstrates Combine movements to create a dance Music & movement
coordination sequence? Make up their own dances
and control in large and e.g. a group of children create a dance Gym equipment
small movements, and in sequence together; they talk about /negotiate
Plan target throwing, rolling, kicking and catching games.
using a range of tools and adding or changing the routine.
equipment Have a good understanding of how to exercise Plan games where children can use skills in different ways,
safely and practises appropriate safety such as hopping backwards and galloping sideways.
measures without prompting when using tools Provide open ended resources for large-scale building
and equipment? Use a video/flip cam to record, watch and evaluate their
Perform some of their work at a class assembly/Voices
and Visions/local dance festival