Viridis Early Years Foundation Stage Curriculum 2020-2021 - Hoxton Garden Primary School
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Viridis Early Years Foundation Stage
Curriculum 2020-2021
1
Contents
Introduction Page 3
Characteristics of Effective Learning Page 4
EYFS Topic Themes Page 4
Autumn Term Planning Page 5
Spring Term Planning Page 8
Summer Term Planning Page 11
Early Learning Goals Page 14
Long Term Planning Template Page 15
Weekly Planning Template Page 16
Continuous Provision Planning Page 18
2
Introduction
Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly
in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure,
safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the
foundation children need to make the most of their abilities and talents as they grow up. (DfE, 2017)
According to the 2017 EYFS Framework, four guiding principles should shape practice in Early Years:
Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
Children learn to be strong and independent through positive relationships
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and
there is a strong partnership between practitioners and parents and/or carers
Children develop and learn in different ways (the characteristics of effective teaching and learning) and at different
rates. Our continuous provision should meet the needs of all children in early years setting, including children with special
educational needs and disabilities.
The Viridis EYFS curriculum supports practitioners in providing:
Quality and consistency across the setting, so that every child makes good progress and no child gets left behind
A secure foundation through learning and development opportunities which are planned around the needs and interests of
each individual child and are assessed and reviewed regularly
Partnership working between practitioners and with parents and/or carers
Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported
3
Characteristics of Effective Learning
Playing and Exploring Active Learning Creating and Thinking Critically
‘engagement’ ‘motivation’ ‘thinking’
Finding out and exploring Being involved and concentrating Having their own ideas
Showing curiosity about objects, events and Maintaining focus on their activity for a period of time Thinking of ideas
people Showing high levels of energy, fascination Finding ways to solve problems
Using senses to explore the world around them Not easily distracted Finding new ways to do things
Engaging in open-ended activity Paying attention to details
Showing particular interests
Playing with what they know Keeping on trying Making links
Pretending objects are things from their Persisting with activity when challenges occur Making links and noticing patterns in their
experience Showing a belief that more effort or a different experience
Representing their experiences in play approach will pay off Making predictions
Taking on a role in their play Bouncing back after difficulties Testing their ideas
Acting out experiences with other people Developing ideas of grouping, sequences, cause
and effect
Being willing to ‘have a go’ Enjoying achieving what they set out to do Choosing ways to do things
Initiating activities Showing satisfaction in meeting their own goals Planning, making decisions about how to
Seeking challenge Being proud of how they accomplished something – approach a task, solve a problem and reach a
Showing a ‘can do’ attitude not just the end result goal
Taking a risk, engaging in new experiences, and Enjoying meeting challenges for their own sake rather Checking how well their activities are going
learning by trial and error than external rewards or praise Changing strategy as needed
Reviewing how well the approach worked
EYFS Topic Themes
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year A ‘Me & My World’ ‘My Home, Your ‘Let’s Work’ ‘Out of this World’ ‘On the Farm’ ‘Capes and
Ourselves Home’ People Who Help Space Animals Crowns’
Homes Around the Us Superheroes
World
Year B ‘Wonderful Me’ ‘Deserts & Icebergs’ ‘Planes, Trains & ‘Once Upon A ‘From Seeds & ‘Splash’
All About Me Hot and Cold Automobiles’ Time’ Eggs’ Water
Environments Transport Traditional Tales New Life
4
Autumn Term
Autumn 1
Year A Year B
‘Me & My World’ ‘Wonderful Me’
Ourselves All About Me
Nursery Reception Nursery Reception
Suggested Core Texts: Suggested Core Texts: Suggested Core Texts: Suggested Core Texts:
Biscuit bear by Mini Grey It’s Ok to be Different by Todd Parr I Will Not Ever Eat a Tomato by Lauren Child Ruby’s Worry by Tom Percival
So Much by Trish Cooke Things I Like by Anthony Browne Oh No George! By Chris Haughton Stanley’s Stick by John Helgley
Everywhere Bear by Julia Donaldson Mungo Money goes to School by Lydia Monks Our Very Own Dog by Amanda McCardie The Girl with the Parrot by Daisy Hurst
I Want My Hat Back by Jon Klassen The Boy Who Hated Toothbrushes by Zehra Hicks Daisy Eat Your Peas! By Kes Gray My Friend Bear by Jez Alborough
The Jolly Postman by Allan Ahlberg Happy Birthday Maisy by Lucy Cousins Kippers Birthday by Mick Inkpen It’s My Birthday by Helen Oxenbury
Festivals/Special Occasions: Festivals/Special Occasions:
Eid ul-Adha (Islam) Eid ul-Adha (Islam)
Rosh Hashanah & Yom Kippur (Judaism) Rosh Hashanah & Yom Kippur (Judaism)
Harvest (multi-faith) Harvest (multi-faith)
Trips/Experiences: Trips/Experiences:
The Science Museum The Science Museum
Local Walk Local Walk
Jewish Synagogue Jewish Synagogue
Autumn 2
Year A Year B
‘My Home, Your Home’ ‘Deserts & Icebergs’
Homes Around the World Hot and Cold Environments
Nursery Reception Nursery Reception
Suggested Core Texts: Suggested Core Texts: Suggested Core Texts: Suggested Core Texts:
On the Construction Site – by Carron Brown Let's Build A House by Mick Manning Laila and the Secret of the Rain by David Conway Handa’s Surprise by Eileen Browne
All Kinds of Homes: a Lift-the-Flap Book by Thando The Colour of Home by Mary Hoffman One Day on Our Blue Planet by Ella Bailey Blue penguin by Petr Horacek
Maclaren and Emma Damon How Does my Home Work? by Chris Butterworth The Emperor’s Egg by Martin Jenkins Anna Hibiscus Song by Atinuke
A New Home for a Pirate by Ronda Armitage Come Home with Us by Annie Kubler Masai and I by Virginia Kroll Augustus and his Smile by Catherine Rayner
Moving Molly by Shirley Hughes This is Our House by Michael Rosen Letters to Africa by UCLan Meerkat Mail by Emily Gravett
Home (Around the World) by Kate Petty Home by Alex T Smith Poles Apart by Jeanne Willis Lost and Found by Oliver Jeffers
Festivals/Special Occasions: Festivals/Special Occasions:
Bonfire Night/Guy Fawkes Bonfire Night/Guy Fawkes
Diwali (Hinduism) Diwali (Hinduism)
Hanukkah (Judaism) Hanukkah (Judaism)
Advent & Christmas (Christianity) Advent & Christmas (Christianity)
Trips/Experiences: Trips/Experiences:
The Museum of the Home (formerly known as the Geffrye Museum) London Aquarium
Hindu Temple & Christian Church Hindu Temple & Christian Church
5
Autumn Term – Nursery (30-50 months)
Personal, Social and Emotional Development Physical Development Communication & Language
Making Relationships Self-Confidence & Self- Managing Feelings & Moving & Handling Health & Self-Care Listening and Attention Understanding Speaking
Awareness behaviour
Can play in a group, Can select and use Aware of own Moves freely and with Can tell adults when Listens to others one Understands use of Beginning to use
extending and activities and feelings, and knows pleasure and hungry or tired or to one or in small objects (e.g. “What more complex
elaborating play resources with help. that some actions confidence in a range when they want to groups, when do we use to cut sentences to link
ideas, e.g. building Welcomes and and words can hurt of ways, such as rest or play. conversation interests things?’) thoughts (e.g. using
up a role-play activity values praise for others’ feelings. slithering, shuffling, Observes the effects them. and, because).
with other children. what they have done. rolling, crawling, of activity on their Can retell a simple
walking, running, bodies. past event in correct
jumping, skipping, order (e.g. went down
sliding and hopping. slide, hurt finger).
Mounts stairs, steps Uses talk to connect
or climbing ideas, explain what is
equipment using happening and
alternate feet. anticipate what might
Walks downstairs, happen next, recall
two feet to each step and relive past
while carrying a small experiences.
object.
Runs skilfully and
negotiates space
successfully,
adjusting speed or
direction to avoid
obstacles.
Literacy Mathematics Understanding the World Expressive Arts and Design
Reading Writing Numbers Shape, Space & People and The World Technology Exploring and using Being Imaginative
Measure Communities media and materials
Enjoys rhyming Sometimes gives Uses some Shows an interest Shows interest in Comments and Knows how to Enjoys joining in Developing
and rhythmic meaning to marks number names in shape and the lives of asks questions operate simple with dancing and preferences for
activities. as they draw and and number space by playing people who are about aspects of equipment e.g. ring games. forms of
Shows paint. language with shapes or familiar to them. their familiar turns on CD Sings a few expression.
awareness of Ascribes spontaneously. making world such as the player and uses familiar songs. Uses movement
rhyme and meanings to Uses some arrangements place where they remote control. Beginning to to express
alliteration. marks that they number names with objects. live or the natural move feelings.
Recognises see in different accurately in play. Shows awareness world. rhythmically. Creates
rhythm in spoken places. Recites numbers of similarities of Imitates movement in
words. in order to 10. shapes in the movement in response to
Listens to and Knows that environment. response to music.
joins in with numbers identify music.
stories and how many objects
poems, one-to- are in a set.
one and also in
small groups.
Joins in with
repeated refrains
and anticipates
key events and
phrases in
rhymes and
stories.
6
Autumn Term – Reception (40-60 months)
Personal, Social and Emotional Development Physical Development Communication & Language
Making Relationships Self-Confidence & Self- Managing Feelings & Moving & Handling Health & Self-Care Listening and Attention Understanding Speaking
Awareness behaviour
Initiates Confident to speak to Understands that own Experiments with Eats a healthy range Maintains attention, Responds to Extends vocabulary,
conversations, others about own actions affect other different ways of of foodstuffs and concentrates and sits instructions involving especially by
attends to and takes needs, wants, people, for example, moving. understands need for quietly during a two-part sequence. grouping and naming,
account of what interests and becomes upset or Jumps off an object variety in food. appropriate activity. Understands humour, exploring the
others say. opinions. tries to comfort and lands Usually dry and clean e.g. nonsense meaning and sounds
another child when appropriately. during the day. rhymes, jokes. of new words.
they realise they have Negotiates space
upset them. successfully when
playing racing and
chasing games with
other children,
adjusting speed or
changing direction to
avoid obstacles.
Travels with
confidence and skill
around, under, over
and through
balancing and
climbing equipment.
Literacy Mathematics Understanding the World Expressive Arts and Design
Reading Writing Numbers Shape, Space & People and The World Technology Exploring and using Being Imaginative
Measure Communities media and materials
Continues a Gives meaning to Recognise some Beginning to use Enjoys joining in Looks closely at Completes a Begins to build a Create simple
rhyming string. marks they make numerals of mathematical with family similarities, simple program repertoire of representations of
Hears and says as they draw, personal names for ‘solid’ customs and differences, on a computer. songs and events, people
the initial sound in write and paint. significance. 3D shapes and routines. patterns and Uses ICT dances. and objects.
words. Begins to break Recognises ‘flat’ 2D shapes, change. hardware to Explores the Initiates new
Can segment the the flow of speech numerals 1 to 5. and mathematical interact with age- different sounds combinations of
sounds in simple into words. Counts up to terms to describe appropriate of instruments. movement and
words and blend Continues a three or four shapes. computer Explores what gesture in order to
them together rhyming string. objects by saying Selects a software. happens when express and
and knows which one number name particular named they mix colours. respond to
letters represent for each item. shape. feelings, ideas
some of them. Counts actions or Can describe their and experiences.
objects which relative position
cannot be moved. such as ‘behind’
Counts objects to or ‘next to’.
10, and beginning
to count beyond
10.
Counts out up to
six objects from a
larger group.
7
Spring Term
Spring 1
Year A Year B
‘Let’s Work’ ‘Planes, Trains & Automobiles’
People Who Help Us Transport
Nursery Reception Nursery Reception
Suggested Core Texts: Suggested Core Texts: Suggested Core Texts: Suggested Core Texts:
People Who Help Us by John Wood Dear Teacher by Amy Husband The Train Ride by June Crebbin The Naughty Bus by Jan and Jerry Oke
Farmer Duck by Martin Waddell The Little Red Hen Duck in a Truck by Jez Alborough On Sudden Hill by Linda Sarah
Emergency! By Margaret Mayo Dinosaur Police by Sarah McIntyre Mr Gumpy’s Outing by John Burningham Oi Get Off Our Train by John Burningham
A selection of information texts Six Dinner Sid by Inga Moore The Magic Train Ride by Sally Crabtree On My way Home by Jill Murphy
Postman Bear by Julia Donaldson Cops and Robbers by Alan Ahlberg Rosie’s Walk by pat Hutchins We All Going Traveling by Sheena Roberts
The Hundred Decker Bus by Mike Smith
Festivals/Special Occasions: Festivals/Special Occasions:
Chinese New Year Chinese New Year
Bodhi Day (Buddhism) Bodhi Day (Buddhism)
Trips/Experiences: Trips/Experiences:
Shoreditch Fire Station London Transport Museum
Visiting GP Practice, Vets etc. The Science Museum
Buddhist Temple Buddhist Temple
Spring 2
Year A Year B
‘Out of this World’ ‘Once Upon A Time’
Space Traditional Times
Nursery Reception Nursery Reception
Suggested Core Texts: Suggested Core Texts: Suggested Core Texts: Suggested Core Texts:
Emily Brown and the Thing by Cressida Cowel Whatever Next by Jill Murphy The Pea and the Princess by Mini Grey No Dinner by Jessica Souhami
Toys in Space by Mini Grey How to Catch a Star by Oliver Jeffers The Gingerbread Man etc. The Gigantic Turnip by Aleksei Tolstoy
Dr Xargle's Book of Earthlets by Jeanne Willis The Way Back Home by Oliver Jeffers How Anansi Got His Stories by Trish Cooke The leopard’s Drum by Jessica Souhami
Aliens Love Underpants by Claire Freedman The Man on the Moon by Simon Bartram LadyBird Favourite Stories The Old Woman and The Red Pumpkin by Betsy
Here Come the Aliens! By Colin McNaughton Beegu by Alexis Deacon Bang
Festivals/Special Occasions: Festivals/Special Occasions:
Shrove Tuesday/Pancake Day (Christianity) Shrove Tuesday/Pancake Day (Christianity)
Lent & Easter (Christianity) Lent & Easter (Christianity)
Holi “Festival of Colours” (Hinduism) Holi “Festival of Colours” (Hinduism)
Trips/Experiences: Trips/Experiences:
London Planetarium, Greenwich Discovery in Stratford
The Science Museum Castle Trip e.g. Tower of London
Hindu Temple & Christian Church Hindu Temple & Christian Church
8
Spring Term – Nursery (30-50 months)
Personal, Social and Emotional Development Physical Development Communication & Language
Making Relationships Self-Confidence & Self- Managing Feelings & Moving & Handling Health & Self-Care Listening and Attention Understanding Speaking
Awareness behaviour
Initiates play, offering Enjoys responsibility Begins to accept the Can stand Understands that Listens to stories with Shows understanding Questions why things
cues to peers to join of carrying out small needs of others and momentarily on one equipment and tools increasing attention of prepositions such happen and gives
them. tasks. can take turns and foot when shown. have to be used and recall. as ‘under’, ‘on top’, explanations. Asks
Keeps play going by Is more outgoing share resources, Can catch a large safely. Gains more Joins in with repeated ‘behind’ by carrying e.g. who, what, when,
responding to what towards unfamiliar sometimes with ball. bowel and bladder refrains and out an action or how.
others are saying or people and more support from others. Draws lines and control and can anticipates key selecting correct Uses a range of
doing. confident in new circles using gross attend to toileting events and phrases picture. tenses (e.g. play,
social situations. motor movements. needs most of the in rhymes and playing, will play,
Uses one-handed time themselves. stories. played).
tools and equipment, Uses intonation,
e.g. makes snips in rhythm and phrasing
paper with child to make the meaning
scissors. clear to others.
Literacy Mathematics Understanding the World Expressive Arts and Design
Reading Writing Numbers Shape, Space & People and The World Technology Exploring and using Being Imaginative
Measure Communities media and materials
Beginning to be Sometimes gives Beginning to Uses positional Remembers and Can talk about Shows an interest Taps out simple Sings to self and
aware of the way meaning to marks represent language. talks about some of the in technological repeated rhythms. makes up simple
stories are as they draw and numbers using Shows interest in significant events things they have toys with knobs or Explores and songs.
structured. paint. fingers, marks on shape by in their own observed such as pulleys, or real learns how Makes up
Suggests how the Ascribes paper or pictures. sustained experience. plants, animals, objects such as sounds can be rhythms.
story might end. meanings to Sometimes construction Recognises and natural and found cameras or changed. Notices what
Listens to stories marks that they matches numeral activity or by describes special objects. mobile phones. Explores colour adults do,
with increasing see in different and quantity talking about times or events Talks about why and how colours imitating what is
attention and places. correctly. shapes or for family or things happen can be changed. observed and
recall. Shows curiosity arrangements. friends. and how things Understands that then doing it
Describes main about numbers by work. they can use lines spontaneously
story settings, offering to enclose a when the adult is
events and comments or space, and then not there.
principal asking questions. begin to use
characters. Compares two these shapes to
Shows interest in groups of objects, represent objects.
illustrations and saying when they
print in books and have the same
print in the number.
environment.
9
Spring Term – Reception (40-60 months)
Personal, Social and Emotional Development Physical Development Communication & Language
Making Relationships Self-Confidence & Self- Managing Feelings & Moving & Handling Health & Self-Care Listening and Attention Understanding Speaking
Awareness behaviour
Initiates Confident to speak to Understands that own Shows increasing Shows some Maintains attention, Able to follow a story Uses language to
conversations, others about own actions affect other control over an object understanding that concentrates and sits without pictures or imagine and recreate
attends to and takes needs, wants, people, for example, in pushing, patting, good practices with quietly during props. roles and
account of what interests and becomes upset or throwing, catching or regard to exercise, appropriate activity. experiences in play
others say. opinions. tries to comfort kicking it. eating, sleeping and situations.
Explains own Can describe self in another child when Uses simple tools to hygiene can Links statements and
knowledge and positive terms and they realise they have effect changes to contribute to good sticks to a main
understanding, and talk about abilities. upset them. materials. health. theme or intention.
asks appropriate Aware of the Handles tools, Shows understanding
questions of others. boundaries set, and objects, construction of the need for safety
of behavioural and malleable when tackling new
expectations in the materials safely and challenges, and
setting. with increasing considers and
control. manages some risks.
Shows a preference
for a dominant hand.
Literacy Mathematics Understanding the World Expressive Arts and Design
Reading Writing Numbers Shape, Space & People and The World Technology Exploring and using Being Imaginative
Measure Communities media and materials
Links sounds to Hears and says Selects the Orders two or Enjoys joining in Looks closely at Completes a Experiments to Chooses
letters, naming the initial sound in correct numeral to three items by with family similarities, simple program create different particular colours
and sounding the words. represent 1 to 5, length or height. customs and differences, on a computer. textures. to use for a
letters of the Can segment the then 1 to 10 Orders two items routines. patterns and Uses ICT Understands that purpose.
alphabet. sounds in simple objects. by weight or change. hardware to different media Introduces a
Uses vocabulary words and blend Counts an capacity. interact with age- can be combined storyline or
and forms of them together. irregular Uses familiar appropriate to create new narrative into their
speech that are Links sounds to arrangement of objects and computer effects. play.
increasingly letters, naming up to ten objects. common shapes software. Manipulates
influenced by their and sounding the Estimates how to create and materials to
experiences of letters of the many objects they recreate patterns achieve a planned
books. alphabet. can see and and build models. effect.
checks by
counting them.
Uses the
language of
‘more’ and ‘fewer’
to compare two
sets of objects.
Finds the total
number of items
in two groups by
counting all of
them.
10Summer Term
Summer 1
Year A Year B
‘On the Farm’ ‘From Seeds & Eggs’
Animals New Life
Nursery Reception Nursery Reception
Suggested Core Texts: Suggested Core Texts: Suggested Core Texts: Suggested Core Texts:
A Brave Bear by Sean Taylor Noah’s Ark text Jaspers’ Beanstalk by Nick Butterworth Jack and The Beanstalk text
A New House for Mouse by Petr Horacek Farm Animals information texts Aaah Spider by Lydia Monks Oliver’s’ Vegetables by Vivian French
Hickory Dickory Dog by Alison Murray Noris the Bear who Shared by Catherine Rayner Lucky Worms by Vivian French The Tadpole’s Promise by Jeanne Willis
Owl Babies by Martin waddell We’re Going on a Bear Hunt by Michael Rosen The Big Baby by Jeanne Willis The Very Hungry Caterpillar by Eric Carle
What the Ladybird Heard by Julia Donaldson Farmer Duck by Jez Alborough Ten Seeds by Ruth Brown Mad About Minibeasts by Giles Andrae
Festivals/Special Occasions: Festivals/Special Occasions:
Ramadan (Islam) Ramadan (Islam)
Vesak ‘Buddha Day’ (Buddhism) Vesak ‘Buddha Day’ (Buddhism)
Trips/Experiences: Trips/Experiences:
Hackney City Farm/Brookes Farm Hackney City Farm/Brookes Farm
The Animal Man The Animal Man
Mosque & Buddhist Temple Chicks/Caterpillars-Butterflies
Mosque & Buddhist Temple
Summer 2
Year A Year B
‘Capes and Crowns’ ‘Splash’
Superheroes Water
Nursery Reception Nursery Reception
Suggested Core Texts: Suggested Core Texts: Suggested Core Texts: Suggested Core Texts:
Super Daisy by Kes Gray Traction Man by Mini Grey Billy’s Bucket by Key Gray Shark in the Park by Nick Sharratt
Gorilla by Anthony Brown SuperTato by Sue Hendra Hooray Fish by Lucy Cousins Splash Anna Hibiscus! By Antinuke
Super Duck by Jez Alborough Captain Blownaparts by Helga Hopkins How to Find a Fruit Bat by Michelle Robinson Puffin Peter by Petr Horacek
Max by Bob Graham SuperWorm by Julia Donaldson The Storm Whale by Benji Davies Surprising Sharks by Nicola Davies
Captain Duck by Jez Alborough The Snail and the Whale by Julia Donaldson
Mr Seahorse by Eric Carle The Rianbow Fish by Marcus Pfister
Festivals/Special Occasions: Festivals/Special Occasions:
Eid al-Fitr (Islam) Eid al-Fitr (Islam)
Fathers’ Day Fathers’ Day
Summer Solstice/Midsummers Day Summer Solstice/Midsummers Day
Trips/Experiences: Trips/Experiences:
Discovery in Stratford Seaside Trip
Mosque London Aquarium
Thames/Canal Walk
11Summer Term – Nursery (30-50 months)
Personal, Social and Emotional Development Physical Development Communication & Language
Making Relationships Self-Confidence & Self- Managing Feelings & Moving & Handling Health & Self-Care Listening and Attention Understanding Speaking
Awareness behaviour
Keeps play going by Confident to talk to Can usually tolerate Holds pencil between Can usually manage Focusing attention – Responds to simple Uses vocabulary
responding to what other children when delay when needs thumb and two washing and drying still listen or do, but instructions, e.g. to focused on objects
others are saying or playing, and will are not immediately fingers, no longer hands. can shift own get or put away an and people that are of
doing. communicate freely met, and understands using whole-hand Dresses with help, attention. object. particular importance
Demonstrates friendly about own home and wishes may not grasp. e.g. puts arms into Is able to follow Beginning to to them.
behaviour, initiating community. always be met. Holds pencil near open-fronted coat or directions (if not understand ‘why’ and Builds up vocabulary
conversations and Shows confidence in Can usually adapt point between first shirt when held up, intently focused on ‘how’ questions. that reflects the
asking adults for help. behaviour to different two fingers and pulls up own own choice of breadth of their
events, social thumb and uses it trousers, and pulls up activity). experiences.
situations and with good control. zipper once it is Uses talk in
changes in routine. Can copy some fastened at the pretending that
letters, e.g. letters bottom. objects stand for
from their name. something else in
play, e,g, ‘This box is
my castle.’
Literacy Mathematics Understanding the World Expressive Arts and Design
Reading Writing Numbers Shape, Space & People and The World Technology Exploring and using Being Imaginative
Measure Communities media and materials
Recognises Sometimes gives Shows an interest Shows interest in Shows interest in Developing an Shows skill in Beginning to be Engages in
familiar words and meaning to marks in number shapes in the different understanding of making toys work interested in and imaginative role-
signs such as own as they draw and problems. environment. occupations and growth, decay by pressing parts describe the play based on
name and paint. Separates a Uses shapes ways of life. and changes over or lifting flaps to texture of things. own first-hand
advertising logos. Ascribes group of three or appropriately for Knows some of time. achieve effects Uses various experiences.
Looks at books meanings to four objects in tasks. the things that Shows care and such as sound, construction Builds stories
independently. marks that they different ways, Beginning to talk make them concern for living movements or materials. around toys, e.g.
Handles books see in different beginning to about the shapes unique, and can things and the new images. Beginning to farm animals
carefully. places. recognise that the of everyday talk about some environment. Knows that construct, needing rescue
Knows total is still the objects, e.g. of the similarities information can stacking blocks from an armchair
information can same. ‘round’ and ‘tall’. and differences in be retrieved from vertically and ‘cliff’.
be relayed in the Shows an interest relation to friends computers horizontally, Uses available
form of print. in numerals in the or family. making resources to
Holds books the environment. enclosures and create props to
correct way up Shows an interest creating spaces. support role-play.
and turns pages. in representing Joins construction Captures
Knows that print numbers. pieces together to experiences and
carries meaning Realises not only build and responses with a
and, in English, is objects, but balance. range of media,
read from left to anything can be Realises tools such as music,
right and top to counted, including can be used for a dance and paint
bottom. steps, claps or purpose. and other
jumps. materials or
words.
12Summer Term – Reception (40-60 months)
Personal, Social and Emotional Development Physical Development Communication & Language
Making Relationships Self-Confidence & Managing Feelings & Moving & Handling Health & Self-Care Listening and Understanding Speaking
Self-Awareness behaviour Attention
Initiates Confident to speak to Understands that own Begins to use Shows understanding Maintains attention, Listens and responds Uses talk to organise,
conversations, others about own actions affect other anticlockwise of how to transport concentrates and sits to ideas expressed by sequence and clarify
attends to and takes needs, wants, people, for example, movement and and store equipment quietly during others in thinking, ideas,
account of what interests and becomes upset or retrace vertical lines. safely. appropriate activity. conversation or feelings and events.
others say. opinions. tries to comfort Begins to form Practices some Two-channelled discussion. Introduces a storyline
Explains own Can describe self in another child when recognisable letters. appropriate safety attention – can listen or narrative into their
knowledge and positive terms and they realise they have Uses a pencil and measures without and do for short span. play.
understanding, and talk about abilities. upset them. holds it effectively to direct supervision.
asks appropriate Aware of the form recognisable
questions of others. boundaries set, and letters, most of which
Takes steps to of behavioural are correctly formed.
resolve conflicts with expectations in the
other children, e.g. setting.
finding a Beginning to be able
compromise. to negotiate and
solve problems
without aggression,
e.g. when someone
has taken their toy.
Literacy Mathematics Understanding the World Expressive Arts and Design
Reading Writing Numbers Shape, Space & People and The World Technology Exploring and Being Imaginative
Measure Communities using media and
materials
Begins to read Uses some Says the number Uses everyday Enjoys joining in Looks closely at Completes a Constructs with a Plays alongside
words and simple clearly identifiable that is one more language related with family similarities, simple program purpose in mind, other children
sentences. letters to than a given to time. customs and differences, on a computer. using a variety of who are engaged
Enjoys an communicate number. Beginning to use routines. patterns and Uses ICT resources. in the same
increasing range meaning, Finds one more or everyday change. hardware to Uses simple tools theme.
of books. representing one less from a language related interact with age- and techniques Plays
Knows that some sounds group of up to five to money. appropriate competently and cooperatively as
information can correctly and in objects, then ten Orders and computer appropriately. part of a group to
be retrieved from sequence. objects. sequences software. Selects develop and act
books and Writes own name In practical familiar events. appropriate out a narrative.
computers. and other things activities and Measures short resources and
such as labels discussion, periods of time in adapts work
and captions. beginning to use simple ways. where necessary.
Attempts to write the vocabulary Selects tools and
short sentences in involved in adding techniques
meaningful and subtracting. needed to shape,
contexts. Records, using assemble and join
marks that they materials they are
can interpret and using.
explain.
Begins to identify
own mathematical
problems based
on own interests
and fascinations.
13End of Reception - Early Learning Gaols
Personal, Social and Emotional Development Physical Development Communication & Language
Making Relationships Self-Confidence & Managing Feelings & Moving & Handling Health & Self-Care Listening and Understanding Speaking
Self-Awareness behaviour Attention
Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal
Children play co- Children are confident Children talk about how Children show good Children know the Children listen Children follow Children express
operatively, taking turns to try new activities, and they and others show control and co- importance for good attentively in a range of instructions involving themselves effectively,
with others. They take say why they like some feelings, talk about their ordination in large and health of physical situations. They listen to several ideas or actions. showing awareness of
account of one activities more than own and others’ small movements. exercise, and a healthy stories, accurately They answer ‘how’ and listeners’ needs. They
another’s ideas about others. They are behaviour, and its They move confidently diet, and talk about anticipating key events ‘why’ questions about use past, present and
how to organise their confident to speak in a consequences, and in a range of ways, ways to keep healthy and respond to what their experiences and in future forms accurately
activity. They show familiar group, will talk know that some safely negotiating and safe. They manage they hear with relevant response to stories or when talking about
sensitivity to others’ about their ideas, and behaviour is space. They handle their own basic hygiene comments, questions or events. events that have
needs and feelings, and will choose the unacceptable. They equipment and tools and personal needs actions. They give their happened or are to
form positive resources they need for work as part of a group effectively, including successfully, including attention to what others happen in the future.
relationships with adults their chosen activities. or class, and pencils for writing. dressing and going to say and respond They develop their own
and other children. They say when they do understand and follow the toilet independently. appropriately, while narratives and
or don’t need help. the rules. They adjust engaged in another explanations by
their behaviour to activity. connecting ideas or
different situations, and events.
take changes of routine
in their stride.
Literacy Mathematics Understanding the World Expressive Arts and Design
Reading Writing Numbers Shape, Space & People and The World Technology Exploring and Being Imaginative
Measure Communities using media and
materials
Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal Early Learning Goal
Children read and Children use their Children count Children use Children talk about Children know about Children recognise Children sing songs, Children use what
understand simple phonic knowledge to reliably with numbers everyday language past and present similarities and that a range of make music and they have learnt
sentences. They use write words in ways from one to 20, place to talk about size, events in their own differences in relation technology is used in dance, and about media and
phonic knowledge to which match their them in order and weight, capacity, lives and in the lives to places, objects, places such as experiment with materials in original
decode regular spoken sounds. They say which number is position, distance, of family members. materials and living homes and schools. ways of changing ways, thinking about
words and read them also write some one more or one less time and money to They know that other things. They talk They select and use them. They safely uses and purposes.
aloud accurately. irregular common than a given number. compare quantities children don’t always about the features of technology for use and explore a They represent their
They also read some words. They write Using quantities and and objects and to enjoy the same their own immediate particular purposes. variety of materials, own ideas, thoughts
common irregular simple sentences objects, they add solve problems. They things, and are environment and tools and techniques, and feelings through
words. They which can be read by and subtract two recognise, create sensitive to this. how environments experimenting with design and
demonstrate themselves and single-digit numbers and describe They know about might vary from one colour, design, technology, art,
understanding when others. Some words and count on or back patterns. They similarities and another. They make texture, form and music, dance, role
talking with others are spelt correctly to find the answer. explore differences between observations of function. play and stories.
about what they have and others are They solve characteristics of themselves and animals and plants
read. phonetically problems, including everyday objects and others, and among and explain why
plausible. doubling, halving and shapes and use families, some things occur,
sharing. mathematical communities and and talk about
language to describe traditions. changes.
them.
14Viridis EYFS Medium term Plan Year Group: Term: Topic:
Core text PSED CLL PD Lit Maths UW EAD
Week 1 LI: LI: LI: LI: LI: LI: LI:
w/b
Week 2 LI: LI: LI: LI: LI: LI: LI:
w/b
Week 3 LI: LI: LI: LI: LI: LI: LI:
w/b
Week 4 LI: LI: LI: LI: LI: LI: LI:
w/b
Week 5 LI: LI: LI: LI: LI: LI: LI:
w/b
Week 6 LI: LI: LI: LI: LI: LI: LI:
w/b
15Class Weekly Planning Topic: Teacher: w/c: Book:
PLG targets
Key questions/ Assessment opportunities/ Teacher modelling/ TP talk/ EXT / Adult Deployment NEO Teacher
LI: (should be in simple child speak)
Maths Literacy Adult focus Maths Adult focus Literacy Guided Reading PSED,PD,CL,UW or
group and 1:1/Home EAD (PM)
Readers
Monday Mathematics Literacy/CLL LI: To LI: To Guided Reading PSED
OMS: LI: I can Steps to Success: Success Criteria: Group: LI: To
LI: I can Activity: Activity: Home Readers:
Tuesday Mathematics Literacy/CLL LI: To LI: To Guided Reading Understanding of
OMS: LI: I can Steps to Success: Success Criteria: Group: the World
LI: I can Activity: Activity: Home Readers LI: To
Wednesda Mathematics Literacy/CLL LI: To LI: To Guided Reading Physical
y OMS: LI: I can Steps to Success: Success Criteria: Group: Development
LI: I can Activity: Activity: Home Readers LI: To
.
Thursday Mathematics Literacy/CLL LI: To LI: To Guided Reading EAD
OMS: LI: I can Steps to Success: Success Criteria: Group: LI: To
LI: I can Activity: Activity: Home Readers
Friday Mathematics Literacy/CLL LI: To LI: To Guided Reading CL
OMS: LI: I can Steps to Success: Success Criteria: Group: LI: To
LI: I can Activity: Activity: Home Readers
16Class Weekly Planning Topic: Teacher: w/c: Book:
Learning Areas for Learning Monday/Tuesday Wednesday/Thursday Friday
Areas
Indoor Outdoor Indoor Outdoor Indoor Outdoor
LI: LI: LI: LI: LI: LI:
Personal, Social Role-play Activity: Activity: Activity: Activity: Activity: Activity:
and Emotional Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
Development
LI: LI: LI: LI: LI: LI:
Small World Play Activity: Activity: Activity: Activity: Activity: Activity:
Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
LI: LI: LI: LI: LI: LI:
Physical Malleable/manipulat Activity: Activity: Activity: Activity: Activity: Activity:
Development ive Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
LI: LI: LI: LI: LI: LI:
Literacy Graphic/Writing Activity: Activity: Activity: Activity: Activity: Activity:
Area Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
LI: LI: LI: LI: LI: LI:
Mathematics Maths Area Activity: Activity: Activity: Activity: Activity: Activity:
Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
LI: LI: LI: LI: LI: LI:
Construction Activity: Activity: Activity: Activity: Activity: Activity:
Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
LI: LI: LI: LI: LI: LI:
Understanding Sand/Water Activity: Activity: Activity: Activity: Activity: Activity:
the world Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
LI: LI: LI: LI: LI: LI:
Discovery Area Activity: Activity: Activity: Activity: Activity: Activity:
Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
LI: LI: LI: LI: LI: LI:
Expressive Arts & Creative Workshop Activity: Activity: Activity: Activity: Activity: Activity:
Design Key Questions: Key Questions: Key Questions: Key Questions: Key Questions: Key Questions:
17Development Matters Look, Listen & Note
Holds pencil near point between first two fingers and thumb and uses it with Which materials/tools do the children use to make marks?
good control. (PD 30-50)
Draws lines and circles using gross motor movements. (PD 30-50)
Writing and Fine Which hand do they use?
Can they colour in a picture? Thread beads?
Sometimes gives meaning to marks as they draw and paint. (30-50)
Ascribes meanings to marks that they see in different places. (30-50) Motor Area Do they look at what they are doing? Do they enjoy
Can copy some letters, e.g. letters from their name. (PD 30-50) Adults support and challenge children’s making marks outside?
Gives meaning to marks they make as they draw, write and paint. (L 40-60+) learning and thinking through observation, Can they access resources independently and put them
Hears and says the initial sound in words. (L 40-60+) away?
participation, hand over hand help and role
Can segment the sounds in simple words and blend them together. (L 40-60+)
modelling. Are they more successful on a flat surface e.g. table or on
Links sounds to letters, naming and sounding the letters of the alphabet. (L 40-
60+) a vertical surface e.g. easel/wall?
Uses some clearly identifiable letters to communicate meaning, representing Do they imitate adults/peers in their mark making?
some sounds correctly and in sequence. (L 40-60+) Can they write their name independently?
Writes own name and other things such as labels, captions. (L 40-60+) Do they recognise any sounds and link them to marks
Attempts to write short sentences in meaningful contexts. (L 40-60+)
made?
Maintains attention, concentrates and sits quietly during appropriate activity.
(CL 40-60+) Can they read their own mark making to you?
Shows a preference for a dominant hand. (PD 40-60+) Can they trace over a picture/word?
Begins to form recognisable letters. (PD 40-60+) Can they form the O shape in an anti-clockwise direction?
Uses a pencil and holds it effectively to form recognisable letters, most of
which are correctly formed. (PD 40-60+)
Permanent Resources Effective Practice
Word board of theme words/name cards Adults to introduce vocabulary (use of words,
Pencils, pens, wax crayons, chalk, highlighters, (assorted symbols and signs):
colours/types/thickness), sharpeners, clipboards Pencil, crayon, pen, chalk, brush, draw, colour, write, paper,
Hole puncher, staplers, scissors , glue, sellotape, stencils, rulers, letter sounds(phonics),
paper clips Adults to ask simple questions to extend learning:
Assorted paper, card, envelopes, postcards, gift tags, parcel Can you colour this picture?
labels, writing books/pads – lists, gummed labels/post-it-pads Which felt pen/crayon/chalk do you want?
Phonic resources to help with linking letters to sounds and Can you make marks in the mud/jelly/slime etc.? Up and down?
Round and round?
recalling tricky words etc.
Can you make marks with this spray?
Class lists/message board/books depicting mark making ideas How will we know this is yours?
about the theme/story books What colour do you want to use?
Letters/numbers Can you make a label? Sticker? Book?
Telephone/newspapers/comics/magazines Can you thread the beads to make a necklace or pattern?
Post box Can you thread this picture?
Characteristics of Effective Learning
A Unique Child Positive Relationships Enabling Environments Learning & Development
Every child is a competent learner from birth Children learn to be strong and independent from a base The environment plays a key role in supporting and Children develop and learn in different
who can be resilient, capable, confident and of loving and secure relationships with parents and/or a extending children’s development and learning. ways and at different rates and all areas of
self-assured. key person. Learning and Development are equally
important and inter-connected.
18Development Matters Look, Listen & Note
Able to follow a story without pictures or props. (CL 40-60+) Can they hold a book correctly – right way up and round?
Listens and responds to ideas expressed by others in conversation or
discussion. (CL 40-60+)
Reading Area/Book Do they take care of the books and resources?
Do they turn the pages?
Uses language to imagine and recreate roles and experiences in play
situations. (CL 40-60+) Corner How do they respond to sensory aspects of stories and
Introduces a storyline or narrative into their play. (CL 40-60+) Adults support and challenge children’s rhymes?
Continues a rhyming string. (L 40-60+) Do they respond to puppets?
Hears and says the initial sound in words. (L 40-60+) learning and thinking through
observation, participation, hand over Can they make a choice between two books?
Can segment the sounds in simple words and blend them together and knows
Can they look at/point to named pictures of familiar
which letters represent some of them. (L 40-60+) hand help and role modelling.
Links sounds to letters, naming and sounding the letters of the alphabet. (L 40- objects/people?
60+) Which books do they respond best to?
Begins to read words and simple sentences. (L 40-60+) Can they turn the pages?
Uses vocabulary and forms of speech that are increasingly influenced by their
Can they describe what they like?
experiences of books. (L 40-60+)
Enjoys an increasing range of books. (L 40-60+) Can they re-tell a familiar tale in their own words?
Knows that information can be retrieved from books and computers. (L 40-
60+)
Gives meaning to marks they make as they draw, write and paint. (L 40-60+)
Looks closely at similarities, differences, patterns and change. (UTW 40-60+)
Permanent Resources Effective Practice
Open shelves and storage boxes, bean bags and large cushions, Adults to introduce vocabulary (use of words,
soft toys and puppets. symbols and signs):
Wide range of books - picture, fiction and rhyme, sound books, lift Book, page comic, picture, puppet, rhyme, story,
the flap books, non-fiction, multicultural/different needs, sensory, information, word, sentence, sound.
comics and catalogues, big books, homemade/photo books, Character names in stories.
books linked to themes or topics of interest, dual language books, Settings e.g. castle, farm, park, school.
instruction leaflets, recipe cards/books, atlas, road/street maps, Model reading and share books with children.
pictures and postcards Adults to ask simple questions to extend learning:
Display relating to current interests/themes, children’s favourites
Do you like this book?
books.
Which is your favourite story?
CD’s and tapes of rhymes, stories, songs and spoken words,
Can you find…..?
posters, story or rhyme sacks or boxes.
Can you turn the page?
Objects and games to support phonological awareness.
Which story puppet do you like best?
Can you find the word that rhymes with…?
Characteristics of Effective Learning
A Unique Child Positive Relationships Enabling Environments Learning & Development
Every child is a competent learner from birth Children learn to be strong and independent from a base The environment plays a key role in supporting and Children develop and learn in different
who can be resilient, capable, confident and of loving and secure relationships with parents and/or a extending children’s development and learning. ways and at different rates and all areas of
self-assured. key person. Learning and Development are equally
important and inter-connected.
19Development Matters Look, Listen & Note
Listens to others one to one or in small groups, when conversation interests Does the child play with or alongside others?
them. (CL 30-50)
Engages in imaginative role-play based on own first-hand experiences. (EAD
Role-play Area Can they follow a make-believe game and join in imaginative
play?
30-50) Adults support and challenge children’s Do they initiate ideas or follow others?
Builds stories around toys, e.g. farm animals needing rescue from an armchair learning and thinking through Can they dress/undress themselves in role play clothes?
‘cliff’. (EAD 30-50) observation, participation, hand over Do they join in/show familiarity with home routines e.g. putting
Uses available resources to create props to support role-play. (EAD 30-50)
hand help and role modelling. seat belt on before blast off?
Captures experiences and responses with a range of media, such as music,
dance and paint and other materials or words. (EAD 30-50) Do they attempt to write information about the planets they have
Uses language to imagine and recreate roles and experiences in play visited or a description?
situations. ((CL 40-60+) Can they count out how many space biscuits etc?
Uses talk to organise, sequence and clarify thinking, ideas, feelings and Do they talk their ideas through as they engage in play? Can they
events. (CL 40-60+) talk about their own experiences of travel?
Introduces a storyline or narrative into their play. (CL 40-60+) Can they draw and write about the space mission?
Create simple representations of events, people and objects. (EAD 40-60+) Can they talk about their likes and dislikes in the role play area?
Introduces a storyline or narrative into their play. (EAD 40-60+)
Plays alongside other children who are engaged in the same theme. (EAD 40-
60+)
Plays cooperatively as part of a group to develop and act out a narrative. (EAD
40-60+)
Permanent Resources Effective Practice
Dividers, role play furniture, chairs, tables etc. Adults to introduce vocabulary (use of words,
E.g. Resources for Space topic: space material, bubble symbols and signs):
wrap table, cardboard box rocket, big earth, planets, space E.g. Vocab for Space topic: space, astronauts,
food, astronaut costumes, star trek costumes, instruments, earth, planets, space station, space ships, rocket,
space rockets, aliens, flying space ships, sand tray, moon landing, blast off, outer space, mission, stars, moon,
rockets, small space figures, metal detector, writing sheets, sun, count down , gravity, adventure.
colouring sheets, blast off numbers, Adults to ask simple questions to extend learning:
Which planet are we visiting?
Where are you going in your rocket?
What have you found on the planet?
Who is the captain of the rocket?
What equipment do we need to explore?
Characteristics of Effective Learning
A Unique Child Positive Relationships Enabling Environments Learning & Development
Every child is a competent learner from birth Children learn to be strong and independent from a base The environment plays a key role in supporting and Children develop and learn in different
who can be resilient, capable, confident and of loving and secure relationships with parents and/or a extending children’s development and learning. ways and at different rates and all areas
self-assured. key person. of Learning and Development are
equally important and inter-connected.
20Permanent Resources Look, Listen & Note
Transportable maths box, multilink, cubes, counting bears/figures, Do children use number names correctly?
sorting equipment, number lines, tracks and squares, washing line,
plastic/magnetic numbers, peg boards, abacus, clocks, calculators,
Maths Area
Can children sort objects and the categorise them?
Are children counting correctly?
sand timers, scales, shapes (2D and 3D), beads, cotton reels, Adults support and challenge children’s Are children recognising and creating patterns?
threading, measuring containers, real coins. learning and thinking through Do children add and take away correctly?
Number and information books, number rhymes and songs observation, participation, hand over
(CD/tape). Can children identify more/less?
hand help and role modelling. Do children use mathematical language?
Catalogues, calendars, diaries, telephone directories, notepads and
pens, clip boards. Are children playing games well together, sharing and
Maths Games – track, dice, matching, sorting, colour, shape, size, agreeing rules?
dominoes, card games, jigsaws.
Effective Practice Effective Practice
Adults to introduce vocabulary (use of words, symbols and Adults to ask simple questions to extend learning:
signs): How much more do you have?
More, less, bigger, smaller, Longer, taller, shorter, Higher, lower, full, How many bears are there?
empty, heavy, light, too much, little, same, different, balance, measure, Which one is the heaviest/lightest?
weigh, add, take away, all together, names of numbers, shapes, days, Who is taller/shorter?
months of year, coins, round, flat, straight, curvy. Can you make a pattern?
Which number is missing?
What 2D/3D shape is this?
Which shape has more sides?
How many more/less? How many do we have altogether?
Development Matters
Recognise some numerals of personal significance. (M 40-60+) Records, using marks that they can interpret and explain. (M 40-60+)
Recognises numerals 1 to 5. (M 40-60+) Begins to identify own mathematical problems based on own interests and fascinations. (M 40-60+)
Counts up to three or four objects by saying one number name for each item. (M 40-60+) Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to
Counts actions or objects which cannot be moved. (M 40-60+) describe shapes. (M 40-60+)
Counts objects to 10, and beginning to count beyond 10. (M 40-60+) Selects a particular named shape. (M 40-60+)
Counts out up to six objects from a larger group. (M 40-60+) Can describe their relative position such as ‘behind’ or ‘next to’. (M 40-60+)
Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. (M 40-60+) Orders two or three items by length or height. (M 40-60+)
Counts an irregular arrangement of up to ten objects. (M 40-60+) Orders two items by weight or capacity. (M 40-60+)
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. (M 40-60+) Uses familiar objects and common shapes to create and recreate patterns and build models. (M 40-60+)
Finds the total number of items in two groups by counting all of them. (M 40-60+) Uses everyday language related to time. (M 40-60+)
Says the number that is one more than a given number. (M 40-60+) Beginning to use everyday language related to money. (M 40-60+)
Finds one more or one less from a group of up to five objects, then ten objects. (M 40-60+) Measures short periods of time in simple ways. (M 40-60+)
In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. (M 40-60+)
Characteristics of Effective Learning
A Unique Child Positive Relationships Enabling Environments Learning & Development
Every child is a competent learner from birth Children learn to be strong and independent from a base The environment plays a key role in supporting and Children develop and learn in different ways
who can be resilient, capable, confident and of loving and secure relationships with parents and/or a extending children’s development and learning. and at different rates and all areas of
self-assured. key person. Learning and Development are equally
important and inter-connected.
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