Term Plan 2022 / 2023
Playing and exploring: - Children investigate and experience things, and ‘have a go’. Children who actively participate in their own play develop a larger store of information and experiences to draw on which positively supports their learning
Active learning: - Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners they are required to take ownership, accept challenges and learn persistence.
Creating and thinking critically: - Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which help them to solve problems and reach conclusions.
Term Topics
These themes may be adapted at various points to allow for children's interests to flow through the provision.
ALL ABOUT ME! (AUTUMN 1)
Content: Starting Nursery, My Family - Personal, social and emotional development (PSED) focus, What am I good at? How do i make others feel?Being kind / staying safe, Sharing and taking turns, Being kind and caring, Routine awareness.
Join in with songs; beginning to explore colours, join in with role play games and use resources available for props.
Sing call-and-response songs, so that children can echo phrases of songs you sing.
Self-portraits, junk modelling, take picture of children’s creations and record them explaining what they did.
Julia Donaldson songs Exploring sounds and how they can be changed, tapping out of simple rhythms.
Provide opportunities to work together.
TERRIFIC TALES! (AUTUMN 2)
Content: Traditional Tales, Little Red Hen - Harvest, Old favourites, Familiar tales, Library visits, Christmas lits, Letters to Father Christmas
Use different textures and materials to make houses for the three little pigs
Listen to music and make their own dances in response.
Firework pictures, Christmas decorations, Christmas cards, Divas, Christmas songs/poems
AMAZING ANIMALS! (SPRING 1)
Content: Life cycles, Safari, Animals around the world, Climates / Hibernation, Down on the Farm, Min Beasts, Animal Arts and Crafts, Night and day animals.
Encouraged to select the tools and techniques they need to assemble materials that they are using e.g creating animal masks.
Making lanterns, Chinese writing, puppet making
Teach children different techniques for joining materials, such as how to use adhesive tape and different sorts of glue.
COME OUTSIDE (SPRING 2)
Content: Plants & Flowers, Weather / Seasons, Does the moon shine? The great outdoors, Forest School, Planting seeds, Reduce, Reuse and Recycle.
Make patterns using different colours
Children will explore ways to protect the growing of plants by designing scarecrows.
Collage-farm animals / Making houses. , printing, patterns on Easter eggs
Mother’s Day crafts Easter crafts Home Corner role play
The Seasons – Art
Provide a wide range of props for play which encourage imagination.
TICKET TO RIDE! (SUMMER 1)
Content: Around the Town, How do i get there? Where in the world have you been? Where do we live in the UK / world? Design your own transport!
Design and make different transport Design
Learn a traditional African song and dance and perform it / Encourage children to create their own music.
Junk modelling transport
Exploration of other countries
Retelling familiar stories
Provide children with a range of materials for children to construct with.
FUN AT THE SEASIDE! (SUMMER 2)
Content: Under the sea, Off on holiday / clothes, Where in the world shall we go? Seaside art.
Sand pictures / Rainbow fish collages
Paper plate jellyfish
Salt dough handprints
Colour mixing – underwater pictures.
Father’s Day Crafts
ALL ABOUT ME! (AUTUMN 1)
Owl Babies, Gingerbread Man
TERRIFIC TALES! (AUTUMN 2)
Goldilocks, Christmas Story, Rama and Sitas
AMAZING ANIMALS! (SPRING 1)
The Very Hungry Caterpillar, Tiger who came for tea
COME OUTSIDE (SPRING 2)
Jack and the beanstalk
TICKET TO RIDE! (SUMMER 1)
The Snail and the Whale
FUN AT THE SEASIDE! (SUMMER 2)
Tiddler
ALL ABOUT ME! (AUTUMN 1)
Autumn Trail, Harvest Time, Birthdays, Favourite Songs, Halloween, What do I want to be when I grow up?
TERRIFIC TALES! (AUTUMN 2)
Rememberance Day / Bonfire Night, Christmas Time / Diwali, Road Safety, Children in Need
AMAZING ANIMALS! (Spring 1)
Chinese New Year, LENT, Story Telling Week, Random Act of Kindness Week, Valentine's Day, Animal Art week.
COME OUTSIDE (Spring 2)
Planting seeds, Eastertime, Weather experiments, Nature Scavenger Hunt, Mother's Day.
TICKET TO RIDE! (Summer 1)
Food tasting - different cultures, Emergency services.
FUN AT THE SEASIDE! (Summer 2)
Under the Sea - Singing songs and seas shanties, Father's Day, Healthy Eating Week
A Sharing Circle
These will mirror the principles and values of our nursery. We will 'dip in and out of each area' as and when we need to.
ALL ABOUT ME! (AUTUMN 1)
Mutual Respect - We are all unique. We respect differences between different people and their beliefes in our community in this country and all around the world. All cultures are learned, respected and celebrated.
TERRIFIC TALES! (AUTUMN 2)
Mutual Tolerance - Everyone is valued, all cultures are celebrated, and we all share and respect the opinions of others. Mutual tolerance of those with different faiths and beliefs and for those without faith.
AMAZING ANIMALS! (Spring 1)
Rule of Law - We all know that we have rules in the nusery that we must follow. We know who to talk to if we dont feel safe. We know right from wrong. We recognise that we are accountable for our actions. We must work together as a team when it is necessary.
COME OUTSIDE (Spring 2)
Individual Liberty - We all have the right to have our own views. We are all respected as individuals. We feel safe to have a go at new activities. We understand and celebrate the fact everyone is different.
TICKET TO RIDE! (Summer 1)
Democracy - We all have the right to be listened to. We respect everyone and we value their different ideas and opinions. We have the opportunity to play with who we want to play with. We listen with intrigue and value and respect the opinions of others.
FUN AT THE SEASIDE! (Summer 2)
Recap all British Values - Fundamentals British Values underpin what it is to be a citizen in a modern and diverse Great Britain valuing our community and celebrating diversity of the UK. Fundamental British Values are not exclusive to being British and are shared by other democratic countries.
ALL ABOUT ME! (AUTUMN 1)
Analyse Nursery Assessments, Setup eyLog, Key Groups
TERRIFIC TALES! (AUTUMN 2)
Observations, Key groups time, Team meetings, Early interventions, Individual plans, Continual discussions with parents.
AMAZING ANIMALS! (Spring 1)
Observations, Key groups time, Team meetings, Early interventions, Individual plans, Continual discussions with parents.
COME OUTSIDE (Spring 2)
Observations, Key groups time, Team meetings, Early interventions, Individual plans, Continual discussions with parents.
TICKET TO RIDE! (Summer 1)
Observations, Key groups time, Team meetings, Early interventions, Individual plans, Continual discussions with parents. respect the opinions of others.
FUN AT THE SEASIDE! (Summer 2)
Observations, Key groups time, Team meetings, Early interventions, Individual plans, Continual discussions with parents.
ALL ABOUT ME! (AUTUMN 1)
Staggered Start, Proud Clouds, Regular feedback, All about me book, Children's pictures of playing in the nursery.
TERRIFIC TALES! (AUTUMN 2)
Information session on PSED with parents, Parents day, Proud Clouds, Regular feedback.
AMAZING ANIMALS! (Spring 1)
Proud Clouds, Regular feedback.
COME OUTSIDE (Spring 2)
Proud Clouds, Regular feedback, Information session on CL with parents, Parents day.
TICKET TO RIDE! (Summer 1)
Proud Clouds, Regular feedback.
FUN AT THE SEASIDE! (Summer 2)
Information session on PSED with Parents, Parents day, Proud Clouds, Regular feedback.
We talk to parents about what language they speak at home, try and learn a few key words and celebrate multilingualism in our setting.
The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their key worker and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
ALL ABOUT ME! (AUTUMN 1)
Welcome to EYFS
Settling in activities
Making friends
Children talking about experiences that are familiar to them
This is me!
Rhyming
Familiar Print
Sharing facts about me!
All about me!
Model talk routines through the day. For example, arriving in the nursery: “Good morning, how are you?”
TERRIFIC TALES! (AUTUMN 2)
Tell me a story!
Settling in activities
Develop vocabulary
Story language
Listening and responding to stories
Following instructions
Takes part in discussion
Understand how to listen carefully and why listening is important.
Use new vocabulary through the day.
Choose books that will develop their vocabulary.
AMAZING ANIMALS! (Spring 1)
Tell me why!
Using language well
Ask’s how and why questions…
Story invention – talk it!
Ask questions to find out more and to check they understand what has been said to them.
Describe events in some detail.
Listen to and talk about stories to build familiarity and understanding.
Learn rhymes, poems and songs.
COME OUTSIDE (Spring 2)
Talk it through!
Settling in activities
Describe events in detail
“What colour is it? Where would you find it?
Sustained focus when listening to a story
TICKET TO RIDE! (Summer 1)
What happened?
Settling in activities
Re-read some books so children learn the language necessary to talk about what is happening in each illustration and relate it to their own lives
FUN AT THE SEASIDE! (Summer 2)
Time to share!
Show and tell
Weekend news
Read aloud books to children that will extend their knowledge of the world and illustrate a current topic. Select books containing photographs and pictures, for example, places in different weather conditions and seasons.
Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
ALL ABOUT ME! (AUTUMN 1)
Fine Motor
Threading, cutting, weaving, playdough, Fine Motor activities.
Manipulate objects with good fine motor skills
Draw lines and circles using gross motor movements
Hold pencil/paint brush beyond whole hand grasp
Pencil Grip
Gross Motor
Cooperation games i.e. parachute games.
Climbing – outdoor equipment
Different ways of moving to be explored with children
Help individual children to develop good personal hygiene. Acknowledge and praise their efforts. Provide regular reminders about thorough handwashing and toileting.
TERRIFIC TALES! (AUTUMN 2)
Fine Motor
Threading, cutting, weaving, playdough, Fine Motor activities.
Develop muscle tone to put pencil pressure on paper Use tools to effect changes to materials Show preference for dominant hand
Engage children in structured activities.
Gross Motor
Ball skills- throwing and catching.
Crates play- climbing. Skipping ropes in outside area
dance related activities
Provide a range of wheeled resources for children to balance, sit or ride on, or pull and push. Two-wheeled balance bikes and pedal bikes without stabilizers, skateboards, wheelbarrows, prams and carts are all good options
AMAZING ANIMALS! (Spring 1)
Fine Motor
Threading, cutting, weaving, playdough, Fine Motor activities.
Begin to form letters correctly Handle tools, objects, construction and malleable materials with increasing control
Encourage children to draw freely.
Holding Small Items /
Button Clothing /
Cutting with Scissors
Gross Motor
pushing, throwing & catching, patting, or kicking
Ensure that spaces are accessible to children with varying confidence levels, skills and needs. Provide a wide range of activities to support a broad range of abilities.
Dance / moving to music ./ Balance
COME OUTSIDE (Spring 2)
Fine Motor
Threading, cutting, weaving, playdough, Fine Motor activities.
Hold pencil effectively with comfortable grip Forms
Initial letters and letters sound
Gross Motor
Balance- children moving with confidence
dance related activities
Provide opportunities for children to, spin, rock, tilt, fall, slide and bounce.
Use picture books and other resources to explain the importance of the different aspects of a healthy lifestyle.
TICKET TO RIDE! (Summer 1)
Fine Motor
Threading, cutting, weaving, playdough, Fine Motor activities.
Develop pencil grip and letter formation continually
Use one hand consistently for fine motor tasks
Use scissors
Gross Motor
Obstacle activities
children moving over, under, through and around equipment
Encourage children to be highly active and get out of breath several times every day. Provide opportunities for children to, spin, rock, tilt, fall, slide and bounce.
Dance / moving to music
FUN AT THE SEASIDE! (Summer 2)
Fine Motor
Threading, cutting, weaving, playdough, Fine Motor activities.
Start to colour inside the lines of a picture
Start to draw pictures that are recognisable /
Build things with smaller linking blocks, such as Duplo or Lego
Gross Motor
Races / team games involving gross motor movements
dance related activities
Allow sufficient opportunities to children to spend time initially observing and listening, without feeling pressured to join in.
Bike riding/ Balancing
From Development Matters 20’:
Revise and refine the fundamental movement skills they have already acquired: - rolling - crawling - walking - jumping - running - hopping - skipping – climbing
Progress towards a more fluent style of moving, with developing control
Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.
Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group. Develop overall body-strength, balance, co-ordination and agility.
ALL ABOUT ME! (AUTUMN 1)
Enjoy songs and rhymes, tuning in and paying attention. Join in with songs and rhymes, copying sounds, rhythms, tunes
Enjoy sharing books with an adult. Pay attention and respond to the pictures or the words.
TERRIFIC TALES! (AUTUMN 2)
Say some of the words in songs and rhymes. Copy finger movements and other gestures. Sing songs and say rhymes independently, for example, singing whilst playing.
Making rhymes personal to children: “Hey diddle diddle, the cat and fiddle, the cow jumped over Haroon.”
Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories.
AMAZING ANIMALS! (Spring 1)
Splash through puddles and squelch through mud for ‘We’re Going on a Bear Hunt
Ask questions about the book. Make comments and shares their own ideas. Develop play around favourite stories using prop
COME OUTSIDE (Spring 2)
Once large-muscle co-ordination is developing well, children can develop small-muscle coordination. Playground chalk, smaller brushes, pencils and felt pens will support this.
Print has meaning
Print can have different purposes
TICKET TO RIDE! (Summer 1)
Stories from other cultures and traditions
Retell a story with actions and / or picture prompts as part of a group - Use story language when acting out a narrative. Rhyming words.
Parents reading stories
Can explain the main events of a story - Can draw pictures of characters/ events
We read English text from left to right and from top to bottom
FUN AT THE SEASIDE! (Summer 2)
Can draw pictures of characters/ event / setting in a story
Listen to stories, accurately anticipating key events & respond to what they hear with relevant comments, questions and reactions.
The names of the different parts of a book
Page sequencing
ALL ABOUT ME! (AUTUMN 1)
Create an I wish picture / make marks
Opportunities to make marks in different media.
TERRIFIC TALES! (AUTUMN 2)
Draw pictures from your favourite books
AMAZING ANIMALS! (Spring 1)
Draw animals
COME OUTSIDE (Spring 2)
Jack and the Bean stalk – retell parts of the story
Hungry Caterpillar - (Cumulative) Describe foods / adjectives
Healthy Food – My Menu
TICKET TO RIDE! (Summer 1)
Texts as a Stimulus:
Handa’s Surprise (Journey story)
Retell the story in own words
Add some marks to their drawings, which they give meaning to. For example: “That says mummy.” Make marks on their picture to stand for their name.
FUN AT THE SEASIDE! (Summer 2)
Texts as a Stimulus:
Big Blue Whale
Dominant hand, tripod grip, mark making, giving meaning to marks and labelling.
Name writing, labelling using initial sounds, story scribing. Retelling stories in writing area
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
ALL ABOUT ME! (AUTUMN 1)
Early Mathematical Experiences
Counting rhymes and songs
Familiarity of numbers
Hopscotch in the garden
TERRIFIC TALES! (AUTUMN 2)
Count the numbers 1 to 3
Recognise numbers in the environment.
A number a week
AMAZING ANIMALS! (Spring 1)
Count the numbers 1 to 3
Recognise numbers in the environment.
A number a week
COME OUTSIDE (Spring 2)
Count 1 to 6 RECOGNISE numbers in the environment.
A number a week
TICKET TO RIDE! (Summer 1)
Count to six objects.
Order numbers 1 – 6
Conservation of numbers within six
Days of the week, seasons
Sequence daily events
Shape and pattern
Describe and sort 2-D and 3-D shapes •Recognise, complete and create patterns
FUN AT THE SEASIDE! (Summer 2)
Numbers within 10
Count up to ten objects
Represent, order and explore numbers to ten
Money
Coin recognition and values
Measures
Describe capacities
Compare volumes •Compare weights •Estimate, compare and order lengths
Our Curriculum enables children to develop a positive sense of themselves and others and learn how to form positive and respectful relationships.
They will begin to understand and value the differences of individuals and groups within their own community.
Children will have opportunity to develop their emerging moral and cultural awareness.
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, , rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world.
ALL ABOUT ME! (AUTUMN 1)
Identifying their family. Commenting on photos of their family; naming who they can see and of what relation they are to them.
Can talk about what they do with their family and places they have been with their family. Can draw similarities and make comparisons between other families. Name and describe people who are familiar to them.
TERRIFIC TALES! (AUTUMN 2)
Can talk about what they have done with their families during Christmas’ in the past.
Stranger danger (based on Jack and the beanstalk). Talking about occupations and how to identify strangers that can help them when they are in need.
COME OUTSIDE (Spring 2)
What can we do here to take care of animals in the jungle?
Compare animals from a jungle to those on a farm.
Explore a range of jungle animals.
Nocturnal Animals Making sense of different environments and habitats
Listen to children describing and commenting on things they have seen whilst outside, including plants and animals.
COME OUTSIDE (Spring 2)
Trip to our community garden (to link with seasons); discuss what we will see on our journey and how we will get there.
Introduce the children to recycling and how it can take care of our world.
Can children make comments on the weather, culture, clothing, housing.
Change in living things – Changes in the leaves, weather, seasons,
Building a ‘Bug Hotel’
TICKET TO RIDE! (Summer 1)
Use Handa’s Surprise to explore a different country.
Discuss how they got to school and what mode of transport they used. Introduce the children to a range of transport and where they can be found.
Look out for children drawing/painting or constructing their homes.
Introduce children to Can children differentiate between land and water.
Take children to places of worship and places of local importance to the community.
FUN AT THE SEASIDE! (Summer 2)
To understand where dinosaurs are now and begin to understand that they were alive a very long time ago.
Materials: Floating / Sinking – boat building Metallic / non-metallic objects
Unique child: every child's is unique and has the potential to be resilient, capable, confident and self-assured.
Positive relationships: Children flourish with warm, strong & positive partnerships between all staff, parents and carers. This promotes independence across the EYFS curriculum. Children and practitioners are NOT alone - embrace each community.
Enabling environments: Children learn and develop well in safe and secure environments where routines are established and where adults respond to their individual needs and passions and help them build their learning over time.
Learning and Development: Children develop and learn at different rates (not in defferent ways as it stated in 2017). We must be aware of the children who need greater support than others.
PLAY: At Valley house nursery, we understand that children learn best when they are absorbed, interetsed and active. We understand that active learning involves other children, adults, objects, ideas, stimuli and events that aim to engage and involve children for sustained periods. We believe that Early Years education should be as partical as possible and therefor, we are proud that our EYFS setting has an underlying ethos of "Learning through play. Play is essential for children's development across all areas. Play builds on children's confidence as they learn to explore, to relate to others around them and develop relationships, set their own goals and solve problems. Children learn by leading their own play and by taking part in play which is guided by adults.'
EYFS Team
We will ensure that all children learn and develop well and are kept health and safe at ALL times.