Eyfs Planning

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Practice Guidance for the Early Years Foundation Stage

DCSF Publications
Practice Guidance for the
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Early Years Foundation Stage
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Textphone 0845 60 555 60 Setting the Standards for Learning, Development
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Please quote ref: 00266-2008BKT-EN
and Care for children from birth to five
[ISBN: 978-1-84775-128-7]
First published 2007

This revised edition published May 2008
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STATUTORY NON-STATUTORY
FRAMEWORK GUIDANCE
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ST IVES 05-2008
Contents
Section 1 – Implementing the EYFS
■■ Introduction 05
■■ Putting the Principles into practice 05
■■ General points on provision of the EYFS 06
■■ Meeting the diverse needs of children 06
■■ Partnership working 06
■■ Flexible provision 06
■■ Play 07
■■ Quality improvement – a continuous process 08
■■ The characteristics of a continuously improving setting 08
■■ Transition, continuity and coherence 10
■■ Guidance from the end of the EYFS to Years 6 and 7 10
Section 2 – Learning and Development
■■ Overview of the Learning and Development guidance 11
■■ Development matters 11
■■ Look, listen and note 11
■■ Effective practice 12
■■ Planning and resourcing 12
■■ Assessment 12
The Early Years Foundation Stage 00266-2008BKT-EN

Practice Guidance © Crown copyright 2008 03
Contents
Section 3 – Welfare requirements
■■ Overview of the welfare requirements 14
■■ Safeguarding and promoting children’s welfare 14
■■ Key person 15
■■ Suitable people 15
■■ Staffing arrangements to ensure safety, and to meet the needs of children 16
■■ Children aged three and over in maintained schools (except for those in reception classes) 17
■■ Children attending reception classes 17
■■ Group size 18
■■ Staffing large groups of children and mixed age groups 18
■■ Examples of staff:child ratios in mixed-age groups 19
■■ Suitable premises, environment and equipment 20
■■ Documentation 21
Glossary 22
Appendix 1 – Criteria for effective paediatric first aid training 23
Appendix 2 – Areas of Learning and Development 24

04 Practice Guidance © Crown copyright 2008
Section 1: Implementing the EYFS
Introduction
1.1 This booklet provides guidance for practitioners on meeting the requirements of the Early Years
Foundation Stage (EYFS) framework. It aims to provide useful advice and detailed information on
supporting children’s learning and development and welfare.
1.2 The guidance looks in more detail at how to implement the learning and development
requirements and the welfare requirements in the Statutory Framework for the Early Years
Foundation Stage document. There is also guidance on children’s development, what to look out
for, effective practice and useful hints on planning and resourcing. The sections in ‘Development
matters’ and ‘Look, listen and note’ also support the continuous assessment that practitioners
must undertake. Of course, these sections are not intended to be exhaustive – different children
will do different things at different times – and they should not be used as checklists.
1.3 The Practice Guidance for the Early Years Foundation Stage booklet is part of the EYFS package
of materials and should be used alongside the:
■■ Statutory Framework for the Early Years Foundation Stage booklet (the legal requirements and
statutory guidance);
■■ EYFS resources for providers and practitioners (CD-ROM, poster and Principles into Practice cards).
■■ The Principles into Practice cards provide easy-to-use information about effective practice across
the themes of the EYFS. They are arranged into the four guiding themes which put the requirements
into context, and describe how practitioners should support the development, learning and care of
young children. The cards include lots of information, hints and further questions to prompt reflection
and provide useful pointers for practitioners in their day-to-day work with children.
■■ The EYFS poster shows you at a glance how the EYFS Principles support effective practice in
the EYFS.
■■ The EYFS CD-ROM contains all of the written documents in the pack plus in-depth information
on the EYFS, including video material, examples of effective practice and information about
supporting every child’s development. It also has lots of references and website links to further
information and reading to support your work. The CD-ROM will help you to use the EYFS
effectively and provides opportunities for ongoing self-training and development. Additionally, the
CD-ROM information will be available on the Teachernet website www.teachernet.gov.uk, where
you can also access the most up-to-date links and information on the EYFS.
Putting the Principles into practice
1.4 The principles which guide the work of all early years practitioners are grouped into four themes:
A Unique Child – every child is a competent learner from birth who can be resilient, capable,
confident and self-assured.
Positive Relationships – children learn to be strong and independent from a base of loving and
secure relationships with parents and/or a key person.
Enabling Environments – the environment plays a key role in supporting and extending
children’s development and learning.
Learning and Development – children develop and learn in different ways and at different rates
and all areas of Learning and Development are equally important and inter-connected.

1.5 These four guiding themes work together to underpin effective practice in the delivery of the
EYFS. They put the legal requirements into context, and describe how practitioners should
support the development, learning and care of young children. The Principles into Practice cards
will also support practitioners to plan appropriate activities based on the needs and interests of
individual children. There are lots of suggestions for activities that work, with issues raised about
challenges and dilemmas practitioners may face in their work.
General points on provision of the EYFS
1.6 The rest of this section breaks down the key issues which are paramount to successful delivery of
the EYFS and meeting children’s needs. There are strong links to the cards, and practitioners should
think about how the information on the cards can influence their day-to-day work with children.
1.2 2.1
Meeting the diverse needs of children (Principles into Practice cards )
1.7 Meeting the individual needs of all children lies at the heart of the EYFS. Practitioners should
deliver personalised learning, development and care to help children to get the best possible start
in life. The EYFS CD-ROM provides some examples of ways in which you can achieve this.
1.8 You must promote positive attitudes to diversity and difference within all children. In doing this
you will help them to learn to value different aspects of their own and other people’s lives.
This includes making sure that all children and families feel included, safe and valued; that all
children and adults are treated as individuals and are not discriminated against; and that all
children are listened to and respected.
1.9 Practitioners must plan for the needs of children from black and other minority ethnic backgrounds,
including those learning English as an additional language, and for the needs of any children with
learning difficulties or disabilities. Providers must actively avoid gender stereotyping and must
challenge any expression of prejudice or discrimination, by children or adults.
1.10 You must plan for each child’s individual care and learning requirements. The focus should be on
removing or helping to counter underachievement and overcoming barriers for children where these
already exist. You should also identify and respond early to needs which could lead to the development
of learning difficulties. There must be appropriate challenges for gifted and talented children.
2.2
Partnership working (Principles into Practice card )
1.11 Early years practitioners have a key role to play in working with parents to support their young
children. This should include identifying learning needs and responding quickly to any difficulties.
Wherever appropriate, practitioners should work together with professionals from other agencies,
such as local and community health and social services, to identify needs and provide the best
learning opportunities for children. Partnership working may be required in particular for a child
with disabilities or a child who is looked after in care.
1.12 Regular information should be provided for parents about activities undertaken by the children;
for example, through wall displays, photographs and examples of children’s work.
1.1 3.4
Flexible provision (Principles into Practice cards )
1.13 Many children will receive education and care under the EYFS framework in more than one
setting. Some may attend part-time, while others may attend full-time and also use extended
services, such as breakfast or after-school clubs. These patterns of attendance will be a key
factor in planning. For children who attend more than one setting, practitioners must ensure
effective continuity and progression by sharing relevant information with each other and parents.

1.14 You should also take into account the differing needs of individual children within the setting and
tailor your approach to each child’s needs. For example, some children may find it very tiring to
concentrate for long periods and need frequent pauses and rests, while others may benefit from
longer sessions.
1.15 Providers who care for children over relatively short periods of time are responsible for delivering
the EYFS in an appropriate way that meets the needs of the children. They should make sure that
what they provide complements the education and care the child receives in other settings.
3.3 4.1
Play (Principles into Practice cards )
1.16 Play underpins the delivery of all the EYFS. Children must have opportunities to play indoors and
outdoors. All early years providers must have access to an outdoor play area which can benefit
the children. If a setting does not have direct access to an outdoor play area then they must make
arrangements for daily opportunities for outdoor play in an appropriate nearby location. The EYFS
CD-ROM also contains information suggesting innovative ways to engage children in outdoor play.
1.17 Play underpins all development and learning for young children. Most children play
spontaneously, although some may need adult support, and it is through play that they develop
intellectually, creatively, physically, socially and emotionally.
1.18 Providing well-planned experiences based on children’s spontaneous play, both indoors
and outdoors, is an important way in which practitioners support young children to learn with
enjoyment and challenge. In playing, children behave in different ways: sometimes their play will
be responsive or boisterous, sometimes they may describe and discuss what they are doing,
sometimes they will be quiet and reflective as they play.
1.19 The EYFS requires providers to ensure a balance of child-initiated and adult-led play-based
activities. Providers should use their judgement and their knowledge of the children in their care in
deciding what the balance should be. When a child engages in a self chosen pursuit, this is child-
initiated activity. For example, a child might elect to play with a fire engine – fitting the driver behind
the steering wheel, extracting the driver, replacing the driver, throwing the driver back into a box
and introducing a different driver. Another instance of a child-initiated choice may be where a child
takes ownership of an activity and ‘subverts’ it to a different purpose than intended. For example, a
child might prefer to pour water into a hole to make a puddle rather than watering the plants as the
adult intended. Other child-initiated activities may be instigated when the child brings something to
the setting – such as an experience of having been on a bus or visiting hospital. This might lead to
the provision of resources, stories and pictures to support this interest. Whatever children bring is
an indication of their current interest and should be supported.
1.20 Small group times are good example of an adult-led activity – the adult has selected the time
to encourage a particular aspect of learning, or discuss a particular topic. The adult may
introduce a particular material, skill or idea. Often when an adult initiates an activity, for example
demonstrates the skill of weaving, the child’s need for adult involvement will decrease over time
as they master the skill.
1.21 The role of the practitioner is crucial in:
■■ observing and reflecting on children’s spontaneous play;
■■ building on this by planning and resourcing a challenging environment which:
–– supports and extends specific areas of children’s learning;
–– extends and develops children’s language and communication in their play.

1.22 Through play, in a secure but challenging environment with effective adult support,
children can:
■■ explore, develop and represent learning experiences that help them to make sense of the world;
■■ practise and build up ideas, concepts and skills;
■■ learn how to understand the need for rules;
■■ take risks and make mistakes;
■■ think creatively and imaginatively;
■■ communicate with others as they investigate or solve problems.
Quality improvement – a continuous process
1.23 Research shows that high quality experiences in the early years, including a good home learning
environment, have a significant positive impact on children’s social, emotional and cognitive
development and, therefore, their progress at school and into adult life. It is vitally important that
early years provision is of a consistently high standard, and that providers continually look for
ways to improve the quality of the learning, development and care they offer.
1.24 At a basic level, high quality early years provision can be defined as a provision which:
■■ improves outcomes for every child through high aspiration and effective practice;
■■ provides personalised learning, development and support – tailored to the needs of individual
children (Principles into Practice card 2.3 );
■■ builds the foundations for future success;
■■ involves parents in their children’s learning and development (Principles into Practice card 2.2 ).
The characteristics of a continuously improving setting
1.25 There are a number of factors that contribute to high quality provision – and the most important is
the quality of the workforce.
1.26 In a continuously improving setting the leader will:
■■ have energy, enthusiasm and a principled educational vision;
■■ employ a whole setting approach, support collaborative working and the collective identification
and clear expression of pedagogical objectives related to the EYFS framework that promote
achievement for all children;
■■ recognise the value of continuous quality improvement and how it impacts on children’s
achievement – engaging with local authority early years consultants and advisory teachers;
■■ use the Ofsted self-evaluation form and quality improvement processes as the basis of ongoing
internal review – assessing what the setting offers against robust and challenging quality criteria;

■■ draw on the full range of quality improvement tools available – for example, the Early Childhood
Environmental Rating Scales (ECERS – E & A); Key Elements of Effective Practice (Primary
National Strategies); Babies’ Effective Early Learning (BEEL); and the Leuven scale of children’s
well-being and involvement1;
■■ lead a collaborative learning culture – providing time and space for knowledge-sharing and
support for continuous professional development for all staff;
■■ lead and encourage a culture of reflective practice, self-evaluation and informed discussion
to identify the setting’s strengths and priorities for development that will improve the quality of
provision for all children.
1.27 A continuously improving setting will have well-qualified and experienced staff who:
■■ are appropriately trained, with up-to-date skills and qualifications; who are motivated and
supported to further raise their skills and qualification level to level 3 and beyond;
■■ engage in regular cycles of planning and review, informed by accurate record keeping, including
information on children’s learning progress, and the EYFS Profile;
■■ understand and engage in informed reflective practice – both individually and in groups;
■■ work collaboratively within the setting to share knowledge, question practice and test new ideas
– with high aspirations for every child;
■■ support quality improvement processes in the setting – recognising how these processes can
extend effective practice and help improve outcomes for every child;
■■ are keen to share best practice with other practitioners through local, regional and national
networking;
■■ work together with other practitioners and parents to support transition, both between settings
and between setting and school;
■■ are committed to the development of sustained shared thinking by offering encouragement,

clarifying ideas and asking open questions which support and extend children’s thinking and
help them make connections in learning – while ensuring a balance between adult-led and child-
initiated activities;
■■ work in partnership with parents – sharing information and involving them in their child’s
continuous learning and development.
1.28 Practice will be inclusive, where: (Principles into Practice cards 1.1 and 1.2 )
■■ children are valued as unique individuals and diversity is respected;
■■ provision is personalised – offering support tailored according to individual needs, taking into
account children having English as an additional language, special educational needs or disability
and the gifted and talented.
1
Providers wanting more information about quality improvement tools should contact the early years adviser at their local authority.

1.29 There will be a safe and stimulating environment, which: (Principles into Practice cards
3.2 and 3.3 )
■■ promotes physical, mental and emotional health and well-being;
■■ has enough space to play and opportunities to be outdoors with freedom to explore and be
physically active;
■■ has dynamic and flexible systems of physical organisation that support personalised learning for all
children, including the gifted and talented and children with special educational needs/disabilities;
■■ provides continuity of care that enables children to identify with key workers and develop
relationships at all levels (Principles into Practice card 2.4 ).
Transition, continuity and coherence
1.30 A high quality early years experience provides a firm foundation on which to build future academic,
social and emotional success. Key to this is ensuring continuity between all settings and that
children’s social, emotional and educational needs are addressed appropriately. Transition should
be seen as a process, not an event, and should be planned for and discussed with children and
parents. Settings should communicate information which will secure continuity of experience for
the child between settings. Schools should use the summative assessment of each child recorded
in the EYFS Profile to support planning for learning in Year 1. Year 1 teachers should be familiar
with the EYFS and likewise EYFS teachers should be familiar with the KS1 curriculum. Gifted and
talented children should be included in the school’s Gifted and Talented Register.
Guidance from the end of the EYFS to Years 6 and 7
1.31 The Primary Framework for literacy and mathematics: The Primary Framework for literacy
and mathematics provides guidance for practitioners working with children from the end of the
EYFS to Year 6 and into Year 7. It covers the areas of speaking and listening, reading, writing and
mathematics. The Framework reflects the recommendations from the review of early reading,
and in particular that systematic high-quality phonic work should be the prime means for teaching
children to read and spell words. The review confirmed that for most children such work should
begin by age five, subject to the principled professional judgements of practitioners. The activities
and approaches in Communication, Language and Literacy help to prepare children for starting
phonic work, particularly the development of speaking and listening skills.
1.32 The guidance provided in the Framework for children aged from three to five is an overview
of what is in the EYFS. The learning objectives for this section in the Framework are the early
learning goals and a few additional statements from Communication, Language and Literacy
and Problem Solving, Reasoning and Numeracy. These early learning goals and statements are
also listed under the ‘learning strands’ of both literacy and mathematics frameworks, so that
practitioners can see how the EYFS feeds into literacy and mathematics teaching in KS1.
1.33 The Social and Emotional Aspects of Learning resource: The Social and Emotional Aspects
of Learning (SEAL) programme provides a framework for developing children’s social and
emotional skills from the EYFS right through primary school. It is the DCSF recommended social
and emotional learning programme for all primary school children, and is also available to state
nurseries with EYFS children.

Section 2: Learning and Development
(Principles into Practice cards 4.1 - 4.4 )
Overview of the Learning and Development guidance
2.1 Each section of the areas of Learning and Development offers examples of the types of activities
and experiences that children might be involved in as they progress and which practitioners
could refer to when they are planning. There is also support for continuous assessment that
practitioners must undertake. These sections are not intended to be exhaustive – different
children will do different things at different times – and they should not be used as checklists.
2.2 The Learning and Development sections are split into four columns that represent the ongoing cycle
of thinking about development and assessing children’s progress. These will support and enable
practitioners to provide opportunities for children to play, learn and succeed in an atmosphere of
care and feeling valued. The four columns are: Development matters; Look, listen and note; Effective
practice; and Planning and resourcing. Information on each column is provided below. Practitioners
must be familiar with the content of the areas of Learning and Development in order to support
children’s learning and development. This guidance begins in Appendix 2 on page 24.
Development matters
2.3 The Development matters column identifies the developing knowledge, skills, understanding and
attitudes that children will need if they are to achieve the early learning goals by the end of the EYFS.
2.4 It is important to note that children will not necessarily progress sequentially through the stages,
since these do not represent age-related goals. Some elements may appear to have been
achieved very quickly, others will take much longer. As children move from one element to
another, they take with them what they have already achieved and continue to practise, refine
and build on their previous development and learning.
2.5 Within the Development matters column the early learning goals are indicated in bold print.
The statutory early learning goals establish expectations for most children to reach by the end of
the reception year. By the end of the EYFS, some children will have exceeded the goals, while
others will be working towards some or all of them.
Look, listen and note
2.6 Practitioners’ observations of children help them to assess the progress which children are making.
Observations help practitioners to decide where children are in their learning and development and
to plan what to do. This is an essential part of daily practice in any setting, regardless of the age of
the baby or child. Looking, listening and noting is important because it helps you to:
■■ get to know a child better and develop positive relationships with children and their parents;
■■ plan appropriate play and learning experiences based on the children’s interests and needs,
and identify any concerns about a child’s development;
■■ further develop your understanding of a child’s development;

■■ develop a systematic and routine approach to using observations;
■■ use assessment to plan the next steps in a child’s developmental progress and regularly review
this approach.
Further information on record keeping and recording assessments can be found on the EYFS CD-ROM.
Effective practice
2.7 By using the information on Learning and Development to support continuous observational
assessment practitioners will form a view of where each child is in their learning, where they
need to go, and the most effective practice to support them in getting there. The guidance on
effective practice to support children’s development is based on the EYFS Principles and the
examples given illustrate just some of the possibilities. The column provides ideas on activities
and initiatives that practitioners can engage in to support and extend children’s learning and
development, based on their interests and needs. As well as leading activities and encouraging
child-led activities, you should support and extend all children’s development and learning by
being an active listener and joining in and intervening when appropriate. The EYFS CD-ROM and
the cards both give further examples of effective practice.
3.1
Planning and resourcing (Principles into Practice card )
2.8 Good planning is the key to making children’s learning effective, exciting, varied and progressive.
It enables practitioners to build up knowledge about how individual children learn and make
progress. It also provides opportunities for you to think and talk about how to sustain a
successful learning environment. This process works best when all practitioners working in the
setting are involved. Practitioners who work alone will benefit from opportunities to discuss their
plans with others working in similar circumstances.
2.9 Planning should include all children, including those with additional needs. However, it is
important to remember that no plan written weeks in advance can include a group’s interest in
a spider’s web on a frosty morning or a particular child’s interest in transporting small objects in
a favourite blue bucket, yet it is these interests which may lead to some powerful learning. Plans
should therefore be flexible enough to adapt to circumstances.
3.1
Assessment (Principles into Practice card )
2.10 All effective assessment involves analysing and reviewing what you know about each child’s
development and learning. You can then make informed decisions about the child’s progress
and plan next steps to meet their development and learning needs. This is called assessment
for learning.
–– Formative assessment is the type of assessment based on observations, photographs,

video, things children have made or drawn and information from parents. It informs or guides
everyday planning.
–– Summative assessment is a summary of all the formative assessment done over a long
period and makes statements about the child’s achievements. The EYFS Profile is the
summative assessment completed by practitioners at the end of the EYFS. It summarises
children’s progress towards the early learning goals. It can also be formative in that it informs
and guides the medium- and long-term planning done by Year 1 teachers in order to support
and extend children’s learning as they move into KS1.

2.11 The EYFS Profile scales booklet is available for practitioners to use to help them assess children’s
development. However, you can use your own records to compile a Profile for each child, as
long as your approach is consistent with the early learning goals. You can use your professional
judgement to decide how much record keeping is necessary to support your assessments.
However, you must undertake the EYFS Profile for all children of an appropriate age and assess
them through observational assessment against the 13 scales and report 13 scores for each child.
2.12 You also have the option of using the eProfile which is an electronic version of the EYFS Profile
scales booklet. This can be obtained from your local authority but you will need to make sure that
your local authority is able to provide the necessary IT assistance before downloading the software.
2.13 The Assessment and Reporting Arrangements (ARA) booklet sets out the statutory assessment
and reporting arrangements for the EYFS, along with information on arrangements for submitting
data to local authorities. It is reviewed annually and issued to practitioners by the QCA, and is
also available online. A weblink is available on the EYFS CD-ROM www.qca.org.uk
2.14 The Common Assessment Framework (CAF) enables effective communication between the
various agencies involved with children who have additional needs, or a child about whom there
are concerns. It is used alongside the formative and summative assessment described above.
The CAF can be found on the EYFS CD-ROM.

Section 3: Welfare requirements
Overview of the welfare requirements
3.1 Children learn best when they are healthy, safe and secure, when their individual needs are
met and when they have positive relationships with the adults caring for them. The welfare
requirements are designed to support providers in creating a setting which is welcoming, safe
and stimulating, and where children are able to enjoy themselves, to grow in confidence and to
fulfil their potential.
3.2 The statutory framework sets out the legal requirements which cover safeguarding and ensuring
children’s welfare, staff, premises, environment and equipment, organisation, documentation
and reporting. It also contains statutory guidance which providers must take into account when
seeking to fulfil the legal requirements. Additional support for providers is set out below in the
form of guidance and information on delivering some aspects of the legal requirements.
Safeguarding and promoting children’s welfare
3.3 The welfare requirements within the Statutory Framework for the Early Years Foundation Stage
require providers to take the necessary steps to safeguard and promote the welfare of children in
their care. In particular they are required to implement an effective safeguarding children policy.
An effective policy will include:
■■ roles and responsibilities of individual practitioners and managers in safeguarding and promoting
the welfare of children;
■■ the name of a practitioner who has lead responsibility for safeguarding children, plus their role
and responsibilities;
■■ the steps to be taken when a concern about a child’s welfare or safety is raised, including how
this will be recorded;
■■ the procedure for referring concerns about a child’s welfare to local statutory children’s services
agencies, social services or the police;
■■ procedures to be followed in the event of an allegation being made against a member of staff or
volunteer;
■■ arrangements for sharing information with parents about safeguarding children procedures prior
to their child joining the setting;
■■ how and under what circumstances parents will be informed about concerns and any actions taken;
■■ how confidentiality and information sharing will be managed;
■■ how practitioners’ knowledge of safeguarding children will be kept up-to-date, for instance by
including issues in induction training and providing regular access to training in safeguarding and
promoting the welfare of children.
Providers should follow the guidelines set out in the booklet What To Do If You’re Worried A Child is
Being Abused, produced by the DCSF. A link is provided on the EYFS CD-ROM.

2.4
Key person (Principles into Practice card )
3.4 Each child in a group setting must be assigned a key person - in childminding settings the
childminder is the key person. A key person has special responsibilities for working with a
small number of children, giving them the reassurance to feel safe and cared for and building
relationships with their parents. A key person will help the baby or child to become familiar with
the setting and to feel confident and safe within it. They will also talk to parents to make sure
that the needs of the child are being met appropriately, and that records of development and
progress are shared with parents and other professionals as necessary. Even when children are
older and can hold key people from home in mind for longer, there is still a need for them to have
a key person to depend on in the setting, such as their teacher or a teaching assistant.
Suitable people
3.5 All people aged 16 or over who work with children or who are to have regular contact with them
must be suitable to do so.
3.6 In childminding settings Ofsted checks the suitability of the childminder and of any other people
aged 16 or over living or working on the premises.
3.7 In other types of registered settings:
■■ Ofsted checks the suitability of the registered provider and the manager. Where the provider is
a company, partnership or other unincorporated association, Ofsted will check the nominated
individual. Where that provider’s sole or main purpose is the provision of childcare, Ofsted will
check all the people who are directors, partners or other officers of the provider.
■■ The welfare requirements on page 29 of the Statutory Framework for the Early Years Foundation
Stage require the provider to check the suitability of all other people who work with the children,
or who live or work on the premises where the childcare is provided. They must obtain an
enhanced Criminal Records Bureau (CRB) Disclosure in respect of all new members of staff or
volunteers and all new people who live or work on the premises. There are a number of routes
through which providers can obtain such disclosure, and further information can be obtained
from the CRB website www.crb.gov.uk
3.8 In maintained and independent schools, the employer is responsible for checking suitability and
for ensuring appropriate checks are carried out and should follow the guidance in Safeguarding
Children and Safer Recruitment in Education. Other providers may also find the guidance in
chapter 4 of this publication – Recruitment and Vetting Checks – helpful.
3.9 Providers should be satisfied that supply staff, including those supplied by an agency, have
had an enhanced CRB check. Providers are not required to carry out CRB checks in respect of
people who have not reached the age of 16, e.g. young people on a work experience placement.
The provider should be satisfied that such people are suitable for the work they will undertake
during their placement and should ensure that they are supervised appropriately.
3.10 Until 2001, local authorities were responsible for the registration and inspection of childcare and,
as part of this, for checking the suitability of those involved in the provision of childcare. In 2001,
Ofsted took on the responsibility for registration and inspection, and for checking suitability.
Since October 2005, providers (other than childminders) have been responsible for checking the
suitability of practitioners and other people living or working on the premises. Ofsted has retained
responsibility for checking the suitability of those in childminding settings and the provider and
manager in other registered settings. Therefore, providers may not have records of checks
carried out before October 2005 but should retain any records that they do have from this time.

The welfare requirements on page 29 of the Statutory Framework for the Early Years Foundation Stage
booklet require providers to keep records of all checks carried out from September 2008 onwards.
3.11 Accessible individual records should be kept on the premises and should contain the name and
address of the staff members, any volunteers and committee members, and information about
their recruitment, training and qualifications.
3.12 It is an offence under Section 76 of the Childcare Act 2006 to employ in connection with early
years provision someone who is disqualified from registration. Details of what disqualifies people
from registration are set out in regulations made under section 75 of the Childcare Act 2006.
Some of the things that disqualify people from registration are:
■■ convictions, cautions, reprimands or warnings for an offence against a child;
■■ convictions, cautions, reprimands or warnings for certain violent or sexual offences against an adult;
■■ being on the Protection of Children Act list (POCA) of persons considered unsuitable to work with
children;
■■ being on the DCSF list of people who are considered not suitable to work with children;
■■ being made the subject of a disqualifying order;
■■ where someone else who lives or is employed in the same household is disqualified from registration.
3.13 People who are disqualified from registration may sometimes still work with children by applying
to Ofsted for a waiver, providing they are able to demonstrate that they do not pose a risk of
harm to children. The provider should apply and obtain clearance on behalf of the disqualified
person before employing them. Ofsted cannot waive a disqualification for people who are
included on the POCA list, if a direction has been made against the person under section 142 of
the Education Act 2002, or if a disqualification order has been made by the court.
3.14 Early years providers who think that someone they are considering employing is the subject of
a conviction, caution, reprimand or warning that may disqualify them from registration can talk
confidentially about this with Ofsted by calling its helpline on tel: 08456 40 40 40. They should
also call this number to apply for a disqualification to be waived.
3.15 Providers should be aware that systems change, and they need to keep up-to-date with the
new procedures which will come into force. The Safeguarding Vulnerable Groups Act 2006
provides the legislative framework for a new Independent Safeguarding Authority scheme which
will prevent those who are unsuitable to do so from working with children, young people and
vulnerable adults. Further information about the Safeguarding Vulnerable Groups Act and the
Independent Safeguarding Authority scheme can be found at www.everychildmatters.gov.uk/
independentsafeguardingauthority and www.isa-gov.org/index.htm
Staffing arrangements to ensure safety, and to meet the needs of children
3.16 Providers must meet the specific requirements for ratios of adults to children set out in
Appendix 2 of the Statutory Framework for the Early Years Foundation Stage booklet. The ratio
requirements set out the minimum numbers of staff that are required to be present with the
children at any time. Providers are responsible for ensuring the welfare of the children in their
care and for ensuring that their needs are met. They should consider at all times whether staffing
levels are sufficient to ensure this. It may, according to circumstances, be necessary to exceed
the minimum ratio requirements.

3.17 In provision for children aged three and over in registered settings and independent schools,
the 1:13 ratio requirement only applies while the appropriately qualified practitioner (that is, the
teacher, Early Years Professional or person holding a relevant level 6 qualification) is present and
engaged with the children.
3.18 Providers should put in place contingency arrangements for staff absences and emergencies.
When there is staff absence or an emergency occurs suitable arrangements might include
drawing on a pool of suitable staff, re-grouping of children, re-organising rooms and activities
and re-deploying other suitable staff. When such disruptions occur there should continue to be
a consistent experience for the child. Additional staff and management resources may also be
required for undertaking management tasks, preparing meals, domestic tasks, and maintaining
premises and equipment.
Children aged three and over in maintained schools (except for those in
reception classes) - staffing arrangements during the teacher’s non-contact
time and short-term teacher absence
3.19 Examples of teachers’ non-contact time include planning, preparation and assessment (PPA)
time or because he or she is a Newly Qualified Teacher on a reduced timetable. When making
arrangements for PPA time, headteachers should have regard to Time for Standards: Guidance
accompanying the Section 133 Regulations under the Education Act 2002.
3.20 For the purposes of the EYFS, short-term absence will include short-term sickness absence and
times when the teacher must leave the children briefly e.g. to take an urgent telephone call or to
speak to a parent. It will also include special occasions such as the children’s Christmas party
when the teacher’s particular skills and expertise are not necessarily required. Headteachers
should exercise their professional judgement in determining what should be regarded as a short-
term absence. Long-term absence should be covered by a teacher.
3.21 During the teacher’s non-contact time and, wherever possible during short-term teacher
absence, one of the remaining members of staff should meet the following conditions:
■■ they must be assisting or supporting the work of a teacher;
■■ they must be subject to the direction and supervision of a qualified teacher in accordance with
arrangements made by the headteacher;
■■ the headteacher must be satisfied that they have the skills, expertise and experience necessary.
These are the conditions set out in the regulations made under Section 133 of the Education Act
2002 and which must be met by support staff carrying out ‘specified work’2.
Children attending reception classes in maintained schools
3.22 The EYFS does not place any ratio and qualification requirements on reception classes in
maintained schools, provided they fall within the definition of an infant class. An infant class is
defined in section 4 of the School Standards and Framework Act 1998 as a class containing
pupils the majority of whom will reach the age of five, six or seven during the course of the
school year. Such classes are subject to infant class size legislation (the School Standards and
Framework Act 1998 as amended by the Education Act 1998) which limits the size of an infant
class to 30 pupils per ‘school teacher’.
2
For more information see Time for Standards: Guidance accompanying the Section 133 Regulations issued under the Education Act 2002
which is available at: www.teachernet.gov.uk/_doc/11731/Time%20for%20Standards%202007.pdf

3.23 Where a reception class does not fall within the definition of an infant class because the children
are too young i.e. the majority of children will not reach the age of five during the school year,
then the ratio and qualification requirements for children aged three and over in maintained
schools will apply.
3.24 However, children attending reception classes are part of the EYFS. Depending on school
admissions arrangements children may be starting reception class shortly after their fourth
birthday. Children attending at this age need special consideration to ensure that their particular
needs are met and that they receive a high quality learning experience. Support staff can play an
important role in this. Many schools already consider it good practice to employ full time support
staff to work alongside teachers in reception classes.
Group size
3.25 Except in the case of reception classes in maintained schools, the size of a group or class should
not normally exceed 26.
3.26 Where the size of a group of children aged and three and over in a maintained school (except
reception classes) exceeds 26, it is good practice to assign an additional teacher to the class. An
additional teacher should always be assigned where the group size exceeds 30. If, in a registered
setting, the size of a group of children aged three and over exceeds 26, the ratio requirement of
one adult to thirteen children will only apply if two members of staff hold either Qualified Teacher
Status or Early Years Professional Status or another suitable level 6 qualification.
3.27 In some settings, more than one group of children may operate together e.g. a school may
combine its reception class and nursery class. In such circumstances, it is good practice to
segregate children into smaller groups of 26 or fewer for some parts of the day.
Staffing large groups of children and mixed age groups
3.28 The EYFS ratio requirements vary according to the age of the children being cared for and
apply to all early years provision except for reception classes in maintained schools. In many
early years settings, children are not grouped in ways that directly reflect the way in which these
requirements are set out. It may not always be straightforward to apply the ratio requirements in
such circumstances.
3.29 Applying the ratio requirements may be particularly complex where a maintained school operates
with a registered early years provider or where the reception class in a maintained school is
combined with provision for younger children.
3.30 In some cases, it may be possible to meet the legal requirements in more than one way.
Providers should use their professional judgement in deciding which staffing arrangements
are most appropriate for their specific circumstances. In all circumstances, the provider is
responsible for ensuring that the legal requirements are met. Staffing must be organised in the
optimum manner to ensure children’s safety and meet their individual needs.
3.31 Examples of how the minimum ratio requirements may apply for varied group sizes are set out
below. This guidance demonstrates how providers can comply with the minimum requirements;
however it is important that providers use their professional judgement when considering
appropriate staffing arrangements for any type of activity inside or outside the setting.

Examples of staff:child ratios in mixed-age groups
Example 1
A group of 40 three- to five-year olds within a maintained school. 12 of the children will
reach statutory school age within the academic year.
In this example the ratio requirements may be applied in more than one way.
This group does not fall within the definition of an infant class, as only a minority of the children
will reach statutory school age within the school year. However, the EYFS recommends that
large groups of children such as this should be segregated into smaller groups for parts of the
day. Providers may find it helpful to think in terms of the smaller groups the whole group might be
broken into, and how those groups could be staffed if they were not part of a larger group.
There are a number of ways in which this group may be broken into smaller groups, for example:
1. Two groups of 20 children, with all the children who will reach statutory school age in
one group.
A group of 20 children, the majority of whom reach statutory school age during the school year,
would fall within the definition of an infant class. An infant class of 20 children requires a minimum of
one teacher.
A group of 20 children aged three and over, none of whom reach statutory school age within the
school year, would not fall within the definition of an infant class. The EYFS would require that it had
a minimum of one teacher and one practitioner qualified to level 3.
The minimum number of staff required across the two groups would be two teachers and one
practitioner qualified to level 3.
2. Two groups of 20 children, with the children who will reach statutory school age divided
equally between the two groups.
Neither of these groups would fall within the definition of an infant class. The EYFS would require that
each group had a minimum of one teacher and one practitioner qualified to level 3.
The minimum number of staff required across the two groups would be two teachers and two
practitioners qualified to level 3.

Example 2
A group of 38 three- to four-year olds comprising 20 children from a nursery class in a
maintained school and 18 children from a registered setting. None of the children will reach
statutory school age during the academic year.
In deciding how this group should be staffed, it may helpful to think about how each of the
constituent parts would be staffed if they operated separately.
A nursery class of 20 children would require one teacher and one level 3 practitioner.
In a registered setting, the ratio requirements for a group of 18 three- to five-year olds would vary
depending on whether a practitioner holding Qualified Teacher Status, Early Years Professional
Status or another suitable level 6 qualification was involved in working directly with the children. If
such a practitioner were working with the children, the ratio requirement of 1:13 would apply. A
level 3 practitioner would also be required. If the group did not have a QTS/EYPS/level 6, the ratio
of 1:8 would apply. The group would also require a level 3 practitioner plus two other practitioners,
at least one of whom should be qualified to level 2.
Two ways of meeting the requirement would be:
1. One teacher + one QTS/EYPS/level 6 + two level 3 practitioners, or
2. One teacher + two level 3 practitioners + two other practitioners, at least one of whom must
be qualified to level 2.
Each provider would be responsible for ensuring that the ratio requirements were met in respect of
the children from their setting.
Example 3
A class of 28 three- to five-year olds within a maintained school. 20 of the children will reach
statutory school age within the academic year.
As the majority of the children in this class will reach statutory school age within the school year,
this class falls within the definition of an infant class. Infant class size legislation, therefore, limits its
size to no more than 30 pupils per teacher.
The school may consider it appropriate, particularly as some of the children in the class are only
three years old, to assign another member of staff to work alongside the teacher.
Suitable premises, environment and equipment
3.32 An appropriate environment is essential to both safety and effective learning and development. As
well as being a safe and secure environment which children are unable to leave unless they are
supervised, reasonable adjustments must be made so that premises are suitable for children with
disabilities and reflect the ethnic, cultural and social diversity in society.
3.33 The Statutory Framework for the Early Years Foundation Stage requires providers to conduct
a risk assesment and review it regularly. It is essential that children are provided with safe and
secure environments in which to interact and explore rich and diverse learning and development
opportunities. Providers need to ensure that, as well as conducting a formal risk assessment, they
constantly reappraise both the environments and activities to which children are being exposed
and make necessary adjustments to secure their safety at all times. Providers must ensure that the
premises, indoors and outdoors, are safe and secure. This should include appropriate measures
such as including indoor and outdoor security as part of any assessment made. For example,
ponds, drains, pools or any natural water should be made safe or inaccessible to children. Staff
should be aware which doors are locked or unlocked, how to use door alarms and security systems,
intercoms and name badges. A good risk assessment will look at risks associated with:

■■ boundaries and gates;
■■ water hazards, for example ponds, drains and pools;
■■ hazardous substances and equipment;
■■ hazardous plants;
■■ pets and other animals;
■■ electricity and gas;
■■ the use of socket covers in electrical sockets;
■■ doors, windows and glass;
■■ floors and stairs;
■■ stacked furniture;
■■ the kitchen and food preparation/access to the kitchen;
■■ hot appliances;
■■ hygiene, cleanliness and minimising the risk of infection;
■■ outings and trips;
■■ fire safety;
■■ the condition of prams, pushchairs, highchairs and low chairs;
■■ the use of safety harnesses;
■■ the condition of toys and other equipment;
■■ sandpits and their protection from contamination;
■■ furniture, equipment and toys;
■■ the arrangements for monitoring children who are sleeping;
■■ linens such as bedding and towels;
■■ any other relevant areas.
3.34 Providers should take into account Department of Health advice on reducing the risk of cot death
which is available at: www.dh.gov.uk
Documentation
3.35 Group settings will be expected to have written copies of any policies and procedures which are
required, for example, to safeguard children, promote equal opportunities and so on. Providers
should ensure that all members of staff have been given copies of these policies and procedures
as part of their induction, and that they are explained to, and accessible to, all parents.
3.36 Schools will not be required to have separate policies for the EYFS provided that the requirements
are met through their policies which cover children of statutory school age. Childminders will be
expected to ensure that any assistants are aware of all policies and procedures, and that they are
able to clearly define them for parents and others as and when requested. However, it will not be
necessary for childminders to have written copies of these policies and procedures.

Glossary
Assessment Through observing children and by making notes when necessary, practitioners can
make professional judgements about children’s achievements and decide on the next steps in learning.
They can also exchange information with parents about how children are progressing.
Attachment Babies and young children actively seek close relationships with their parents and other
primary caregivers. See key person.
Childminder An early years childminder provides early years provision on domestic premises for reward.
Early years provider A person or setting providing early years provision, for example, a childminder,
nursery, school. This will include any person registered on the Early Years Register, and school
(maintained and independent) providing early years provision. A company, committee or group may
make up the registered person.
Key person The named member of staff with whom a child has more contact than other adults.
This adult shows a special interest in the child through close personal interaction day-to-day. The key
person can help the young child to deal with separation anxiety.
Parents Mothers, fathers, legal guardians and the primary carers of looked-after children. There may
also be other significant adults in children’s lives and other relatives who care for them.
Practitioner Any adult who works with children in a setting.
Special Educational Needs Co-ordinator (SENCO) The responsibilities of the SENCO include
ensuring liaison with parents and other professionals in respect of children with special educational
needs, and advising and supporting other practitioners in the setting.
SEN Code of Practice Provides practical advice to local authorities, maintained schools and early years
settings on identifying, assessing and making provision for children with special educational needs.
Setting Any out-of-home provider of education and care for children from birth to five, such as
childminders, local authority nurseries, nursery or early years centres, children’s centres, playgroups,
pre-schools, or schools in the independent, private or voluntary sector and maintained schools.
Staffing ratios The number of adults present in relation to the number of children being cared for.
The welfare requirements set minimum ratios of adults to children.
Statement of special educational needs Sets out all the child’s special needs and the provision
required to meet them. The local authority has a duty to arrange the special educational provision
specified in part 3 of the statement. This part of the statement is legally binding. In addition, the
statement may also set out non-educational needs and the provision that is required to meet them.
Young child The Childcare Act 2006 defines a child as being a ‘young child’ from birth until the end of
August following his or her fifth birthday.

Appendix 1
Criteria for effective paediatric first aid training

In order to meet the requirements of the EYFS, paediatric first aid courses must be approved by the
local authority in whose area the early years provision is located, and must meet the following criteria:
1 Training is designed for workers caring for children in the absence of their parents3.
2 The training leading to a certificate or a renewal certificate is a minimum of 12 hours.
3 The first aid certificate should be renewed every three years.
4 Resuscitation and other equipment includes baby and junior models, as appropriate.
5 Training covers appropriate contents of a first aid box.
6 Training should include recording accidents and incidents.
7 Training should be appropriate to the age of the children being cared for.
8 The course covers the following areas:
8.1 Planning for first aid emergencies.
8.2 Dealing with emergencies.
8.3 Resuscitation procedures appropriate to the age of children being cared for.
8.4 Recognising and dealing with shock.
8.5 Recognising and responding appropriately to anaphylactic shock.
8.6 Recognising and responding appropriately to electric shock.
8.7 Recognising and responding appropriately to bleeding.
8.8 Responding appropriately to burns and scalds.
8.9 Responding appropriately to choking.
8.10 Responding appropriately to suspected fractures.
8.11 Responding appropriately to head, neck and back injuries.
8.12 Recognising and responding appropriately to cases of poisoning.
8.13 Responding appropriately to foreign bodies in eyes, ears and noses.
8.14 Responding appropriately to eye injuries.
8.15 Responding appropriately to bites and stings.
8.16 Responding appropriately to the effects of extreme heat and cold.
8.17 Responding appropriately to febrile convulsions.
8.18 Recognising and responding appropriately to the emergency needs of children with
chronic medical conditions, including epilepsy, asthma, sickle cell anaemia, diabetes.
8.19 Recognising and responding appropriately to meningitis and other serious sudden illnesses.
3 Training should also take account of any guidance on first aid for schools issued by the DCSF, and guidance on standard first aid at work training
requirements issued by the Health & Safety Executive.

Appendix 2: Areas of Learning and Development
This section contains detailed information on the six areas of Learning and Development, which should
help you to observe, plan and assess your activities with children based on their individual development
and needs.
Personal, Social and Emotional Development

Requirements
Children must be provided with experiences and support which will help them to develop a positive
sense of themselves and of others; respect for others; social skills; and a positive disposition to learn.
Providers must ensure support for children’s emotional well-being to help them to know themselves
and what they can do.
What Personal, Social and Emotional Development means for children
■■ For children, being special to someone and well cared for is vital for their physical, social and
emotional health and well-being.
■■ Being acknowledged and affirmed by important people in their lives leads to children gaining
confidence and inner strength through secure attachments with these people.
■■ Exploration within close relationships leads to the growth of self-assurance, promoting a sense of
belonging which allows children to explore the world from a secure base.
■■ Children need adults to set a good example and to give them opportunities for interaction with
others so that they can develop positive ideas about themselves and others.
■■ Children who are encouraged to feel free to express their ideas and their feelings, such as joy, sadness,
frustration and fear, can develop strategies to cope with new, challenging or stressful situations.
How settings can effectively implement this area of Learning and Development
To give all children the best opportunities for effective development and learning in Personal, Social and
Emotional Development practitioners should give particular attention to the following areas.
Positive Relationships
■■ Form warm, caring attachments with children in the group.
■■ Establish constructive relationships with parents, with everyone in the setting and with workers from
other agencies.
■■ Find opportunities to give encouragement to children, with practitioners acting as role models who
value differences and take account of different needs and expectations.
■■ Plan for opportunities for children to play and learn, sometimes alone and sometimes in groups of
varying sizes.

Enabling Environments
■■ Ensure that each child has a key person.
■■ Make sure there is time and space for children to concentrate on activities and experiences and to
develop their own interests.
■■ Provide positive images that challenge children’s thinking and help them to embrace differences in
gender, ethnicity, language, religion, culture, special educational needs and disabilities.
■■ Establish opportunities for play and learning that acknowledge children’s particular religious beliefs
and cultural backgrounds.
■■ Support the development of independence skills, particularly for children who are highly dependent
upon adult support for personal care.
Learning and Development
■■ Plan activities that promote emotional, moral, spiritual and social development together with
intellectual development.
■■ Provide experiences that help children to develop autonomy and a disposition to learn.
■■ Give support and a structured approach to vulnerable children and those with particular behavioural
or communication difficulties to help them achieve successful Personal, Social and Emotional
Development.
■■ Practitioners working in schools will find some further guidance relating to literacy and
mathematics at the end of the EYFS and beyond in the Primary framework for literacy and
mathematics www.standards.dcsf.gov.uk/primaryframeworks/

Dispositions and Attitudes

26
Development matters Look, listen and note Effective practice Planning and resourcing
■■ Develop an understanding and ■■ How young babies begin to ■■ Say or sing made-up rhymes ■■ Devote uninterrupted time to
awareness of themselves. explore their own movements or songs while stroking or babies when you can play with
■■ Learn that they have influence and the environment in pointing to the babies’ hands, them. Be attentive and fully
Practice Guidance
The Early Years Foundation Stage
on and are influenced by others. individual ways. feet or cheeks. focused.

Birth-11
■■ Learn that experiences can ■■ How babies respond to adults ■■ Respond to and build on ■■ Plan time to share and reflect
months
be shared. and children. babies’ expressions, actions, with parents on babies’
and gestures. progress and development,
■■ Find out what babies like and ensuring appropriate support is
dislike through talking to their available where parents do not
parents. speak or understand English.
■■ Become aware of themselves ■■ Strategies babies use to indicate ■■ Playfully help babies to ■■ Place mirrors where babies can
as separate from others. likes and dislikes. recognise that they are separate see their own reflection. Talk to
■■ Discover more about what they ■■ Babies’ confidence in exploring and different from others, for them about what they see.
like and dislike. what they can do. example, pointing to own and ■■ Provide choices of different
8-20
■■ Have a strong exploratory ■■ Babies’ play with their own baby’s nose, eyes, fingers. vegetables and fruit at snack
months
impulse. feet, fingers, and toys placed ■■ Give opportunities for babies to time.
■■ Explore the environment with near them. have choice, where possible. ■■ Allow enough space for babies to
interest. ■■ Follow young babies’ lead as move, roll, stretch and explore.
they explore their surroundings,
people and resources.
■■ Learn that they are special ■■ Instances of young children ■■ Ensure that each child is ■■ Collect stories for, and make
through the responses of adults celebrating their special skills recognised as a valuable books about, children in the
to individual differences and or qualities. contributor to the group and group, showing things they like
similarities. celebrate cultural, religious and to do.
16-26
■■ Develop a curiosity about things ethnic experiences. ■■ Ensure resources reflect the
months
and processes. diversity of children and adults
00266-2008BKT-EN
■■ Take pleasure in learning new within and beyond the setting.

skills.
■■ Show their particular ■■ Any patterns in what children ■■ Recognise that children’s ■■ Discuss with staff and parents
characteristics, preferences and choose to do or not to do. interest may last for short or how each child responds to
interests. ■■ The decisions that children long periods, and that their activities, adults and their peers.
■■ Begin to develop self-confidence begin to make. interests and preferences vary. Build on this to plan future activities
22-36
and a belief in themselves. and experiences for each child.
months
Practice Guidance
■■ Value and support the decisions ■■ As children differ in their degree

that children make. Encourage of self-assurance, plan to convey
them when they try new things. to each child that you appreciate
■■ Be aware of cultural differences them and their efforts.
22-36
in attitudes and expectations. ■■ Consult with parents about
months
Continue to share and explain children’s varying levels of
practice with parents, ensuring confidence in different situations.
a two-way communication
using interpreter support where
necessary.
■■ Seek and delight in new ■■ Children’s curiosity and drive to ■■ Interact with children in support ■■ Vary activities so that children are
experiences. explore things around them. of their interests and give them introduced to different materials.
■■ Have a positive approach to ■■ Situations in which children scope to learn from many ■■ Plan activities that require
activities and events. show confidence and things, including their mistakes. collaboration.
30-50
■■ Show confidence in linking up independence. ■■ Encourage children to see ■■ Make materials easily accessible
months
with others for support and ■■ Children’s reactions to and adults as a resource and as to all children, to ensure
guidance. relationships with peers and partners in their learning. everybody can make choices.
■■ Show increasing independence adults, particularly those whose ■■ Support children in developing
in selecting and carrying out company they enjoy. positive relationships by
activities. challenging negative or
detrimental comments and
actions towards either peers or
adults.
00266-2008BKT-EN
■■ Teach children to use and care

for materials, and then trust
them to do so independently.
■■ Display high levels of ■■ The activities which absorb and ■■ Give children opportunities ■■ Give time for children to
involvement in activities. interest individual children. to complete activities to their pursue their learning without
■■ Persist for extended periods ■■ Reactions to new activities and satisfaction. interruption, and to return to
of time at an activity of their experiences, understanding ■■ Encourage children to explore activities.
40-60+
choosing. that for some children such and talk about what they are ■■ Provide experiences and
months
27
■■ Continue to be interested, experiences can be both learning, valuing their ideas and activities that are challenging
Early
excited and motivated to learn. exciting and worrying. ways of doing things. but achievable.
learning
goals


28
■■ Be confident to try new ■■ Children’s attentiveness to ■■ Explain why it is important to ■■ Plan regular short periods
activities, initiate ideas and others, such as at group time, pay attention when others when individuals listen to
speak in a familiar group. when a child is telling the others are speaking. Give children others, such as singing a short
Practice Guidance
■■ Maintain attention, about something they have opportunities both to speak song, sharing an experience or
40-60+
concentrate, and sit quietly done at home, for example and to listen, ensuring that describing something they
months
when appropriate. helping to bath the baby. the needs of children learning have seen or done.
Early English as an additional
learning language are met, so that they
goals can participate fully.
00266-2008BKT-EN
Self-confidence and Self-esteem
Practice Guidance
■■ Seek to be looked at and ■■ How young babies respond to ■■ Recognise that young babies ■■ Provide a sofa or comfy chair so
approved of. attention, such as making eye will find comfort from ‘snuggling that parents, practitioners and
■■ Find comfort in touch and in the contact or vocalising. in’ with a variety of objects young babies can sit together.
human face. ■■ Young babies’ body language and people. ■■ Have special toys for babies to
Birth-11
■■ Thrive when their emotional when their needs have been met. ■■ Talk to a young baby when you hold while you are preparing
months
needs are met. ■■ The circumstances in which cannot give them your direct their food, or gathering
■■ Gain physical, psychological babies will play by themselves, attention, so that they are materials for a nappy change.
and emotional comfort from when people are nearby to aware of your interest and your ■■ Plan to have times when babies
‘snuggling in’. watch over them. presence nearby. and older siblings or friends can
■■ The people babies like to be with. be together.
■■ Ensure that babies feel safe and
loved even when they are not
the centre of adult attention.
■■ Feel safe and secure within ■■ The sounds, words and actions ■■ Establish shared ■■ Have resources including
healthy relationships with key that babies use to show feelings understandings between home picture books and stories that
people. such as pleasure, excitement, and setting about ways of focus on a range of emotions,
■■ Sustain healthy emotional frustration or anger. responding to babies’ emotions. such as ‘I am happy’.
8-20
attachments through familiar,
months
trusting, safe and secure
relationships.
■■ Express their feelings within
warm, mutual, affirmative
relationships.
00266-2008BKT-EN
■■ Make choices that involve ■■ The challenges that children set ■■ Be aware of and alert to possible ■■ Consider ways in which you
challenge, when adults ensure themselves such as climbing dangers, while recognising the provide for children with
their safety. on to a big chair and turning to importance of encouraging disabilities to make choices,
■■ Explore from the security of a sit down. young children’s sense of and express preferences about
16-26
close relationship with a caring ■■ How children grow in confidence exploration and mastery. their carers and activities.
months
and responsive adult. as they adapt to a setting. ■■ Involve all children in welcoming ■■ Display photographs of carers,
■■ Develop confidence in own and caring for one another. so that when young children
abilities. arrive, their parents can show
29
them who will be there to take

care of them.


30
■■ Begin to be assertive and self- ■■ Children’s ability to value what ■■ Describe what different children ■■ Record individual achievements
assured when others have they do themselves and what tried to do, or achieved, which reflect significant
realistic expectations of their others do. emphasising that effort is progress for every child: one
Practice Guidance
competence. ■■ How children show their worthwhile. may have stepped on the slide,
22-36
■■ Begin to recognise danger and enthusiasm for things they like, ■■ Support children’s symbolic play, another may be starting to play
months
know who to turn to for help. or their anxiety about things that recognising that pretending to readily with others.
■■ Feel pride in their own concern them. do something can help a child to ■■ Seek and exchange information
achievements. express their feelings. with parents about young
children’s concerns, so that
they can be reassured if they
feel uncertain.
■■ Show increasing confidence in ■■ Instances of children’s ■■ Ensure that key practitioners ■■ Plan extra time for helping
new situations. confidence and how they offer extra support to children in children in transition, such as
■■ Talk freely about their home express their needs. new situations. when they move from one setting
and community. ■■ Children’s ability to talk about, ■■ Create positive relationships to another or between different
30-50
■■ Take pleasure in gaining more and take pride in, their homes with parents by listening to groups in the same setting.
months
complex skills. and communities. them and offering information ■■ Provide role-play areas with a
■■ Have a sense of personal and support. variety of resources reflecting
identity. ■■ Encourage children to talk diversity.
about their own home and
community life, and to find
out about other children’s
experiences. Ensure that
children learning English as
an additional language have
opportunities to express
00266-2008BKT-EN
themselves in their home

language some of the time.
■■ Anticipate the best from each
child, and be alert for evidence
of their strengths.
Practice Guidance
■■ Express needs and feelings in ■■ The different ways children ■■ Invite people from a range of ■■ Make a display with the
appropriate ways. find to express their feelings, cultural backgrounds to talk children, showing all the people
■■ Have an awareness and pride such as, “We are going to the about aspects of their lives or who make up the ‘community’
in self as having own identity tree house because the scary the things they do in their work, of the setting.
40-60+
and abilities. monsters are after us”. such as a volunteer who helps ■■ Plan circle times when children
months
■■ Respond to significant ■■ Children’s pleasure in who they people become familiar with the can have an opportunity to talk
Early experiences, showing a range are and what they can do. local area. about their feelings and support
learning of feelings when appropriate. ■■ How children show their own ■■ Support children’s growing them by providing props, such
goals ■■ Have a developing awareness feelings and are sensitive to ability to express a wide range as a sad puppet, that can be
of their own needs, views and the needs, views and feelings of feelings orally, and talk about used to show how they feel.
feelings, and be sensitive to of others. their own experiences. ■■ Keep a diary with children, and
the needs, views and feelings ■■ Children’s awareness and ■■ Encourage children to share refer to it from time to time to
of others. appreciation of their own their feelings and talk about why help them recall when they
■■ Have a developing respect for cultures and beliefs and those they respond to experiences in were happy, when they were
their own cultures and beliefs of other people. particular ways. excited, or when they felt lonely.
and those of other people. ■■ Explain carefully why some ■■ Collect information that helps
children may need extra help children to understand why
or support for some things, or people do things differently
why some children feel upset from each other, and
by a particular thing. This encourage children to talk
helps children to understand about these differences.
that when it is required their ■■ Share stories that reflect
individual needs will be met. the diversity of children’s
■■ Help children and parents to experiences.

00266-2008BKT-EN
see the ways in which their

cultures and beliefs are similar,
encouraging them to contribute
to everyone’s knowledge and
understanding by sharing
and discussing practices,
resources, celebrations and
experiences.
31

Making Relationships
32
■■ Enjoy the company of others ■■ The sounds and facial ■■ Ensure that the key person is ■■ Repeat greetings at the start
and are sociable from birth. expressions young babies available to greet a young baby and end of each session, so
■■ Depend on close attachments make in response to at the beginning of the session, that young babies recognise
Practice Guidance
with a special person within affectionate attention from their and to hand them over to parents and become familiar with these
Birth-11
their setting. parent or key person. at the end of a session, so that daily rituals.
months
■■ Learn by interacting with others. ■■ Ways in which young babies the young baby is supported ■■ Plan to have ‘conversations’
respond to, or mimic, their key appropriately and communication with young babies.
person’s facial expressions or with parents is maintained. ■■ Share knowledge about
movements. ■■ Engage in playful interactions languages with staff and
that encourage young babies to parents and make a poster
respond to, or mimic, adults. or book of greetings in all
■■ Ensure all staff have detailed languages used within the
information about the home setting and the community.
language experiences of all
children.
■■ Seek to gain attention in a ■■ The skills that babies use to ■■ Follow the baby’s lead by ■■ At times of transition (such
variety of ways, drawing others make contact, such as making repeating vocalisations, as shift changes) make sure
into social interaction. eye contact, inclining their mirroring movements and staff greet and say goodbye to
■■ Use their developing physical heads, wiggling their toes, showing the baby that you are babies and their carers. This
8-20
skills to make social contact. smiling, vocalising or banging. ‘listening’ fully. helps to develop secure and
months
■■ Build relationships with special ■■ Talk to babies about special trusting three-way relationships.
people. people, such as their family
members, for example,
grandparents.
■■ Look to others for responses ■■ How children look to others to ■■ Give your full attention when ■■ Regularly evaluate the way you
which confirm, contribute to, or check the acceptability of their young children look to you for a respond to different children.
00266-2008BKT-EN
challenge their understanding of actions. response. ■■ Choose books and stories

themselves. ■■ The different ways in which ■■ Help young children to label in which characters show
16-26
■■ Can be caring towards each young children show their emotions such as sadness, or empathy for others.
months
other. concern for other children. happiness, by talking to them
about their own feelings and
those of others.
Practice Guidance
■■ Provide books which

represent children’s diverse
backgrounds and which avoid
negative stereotypes. Make
16-26
photographic books about
months
the children in the setting
and encourage parents to
contribute to these.
■■ Learn social skills, and enjoy ■■ The strategies that children use ■■ Ensure that children have ■■ Create areas in which children
being with and talking to adults to join in play with individual opportunities to join in. can sit and chat with friends,
and other children. children or groups of children. Help them to recognise and such as a snug den.
■■ Seek out others to share understand the rules for being
22-36
experiences. together with others, such as
months
■■ Respond to the feelings and waiting for a turn.
wishes of others.
■■ Feel safe and secure, and show ■■ Ways in which children show ■■ Establish routines with predictable ■■ Provide stability in staffing and
a sense of trust. that they feel safe and cared for. sequences and events. in grouping of the children.
■■ Form friendships with other ■■ Children who like to be with ■■ Encourage children to choose ■■ Provide time, space and
children. others, and those who need to play with a variety of friends, materials for children to
30-50
■■ Demonstrate flexibility and support to join in. so that everybody in the group collaborate with one another
months
adapt their behaviour to different ■■ Children’s strategies for coping experiences being included. in different ways, for example,
events, social situations and with change. ■■ Prepare children for changes building constructions.
changes in routine. that may occur in the routine. ■■ Provide a role-play area
00266-2008BKT-EN
resourced with materials

reflecting children’s family lives
and communities.
■■ Value and contribute to own ■■ Children’s acceptance that they ■■ Support children in linking ■■ Provide activities that involve
well-being and self-control. may need to wait for something, openly and confidently with turn-taking and sharing.
or to share things. others, for example, to seek ■■ Involve children in agreeing
■■ Children’s relationships with help or check information. codes of behaviour and taking
40-60+
other children and with adults. responsibility for implementing
33
months
them.

34
■■ Form good relationships with ■■ Ensure that children and adults
adults and peers. make opportunities to listen to
■■ Work as part of a group each other and explain their
Practice Guidance
or class, taking turns and actions.

40-60+
sharing fairly, understanding ■■ Be aware of and respond to
months
that there needs to be particular needs of children
Early agreed values and codes who are learning English as an
learning of behaviour for groups of additional language.
goals people, including adults and
children, to work together
harmoniously.
00266-2008BKT-EN
Behaviour and Self-control
Practice Guidance
■■ Are usually soothed by warm ■■ What soothes individual babies ■■ Find out as much as you can ■■ Learn lullabies that children
and consistent responses from and helps them to relax. from parents about young babies know from home and share
familiar adults. before they join the setting, so them with others in the setting.
■■ Begin to adapt to caregiving that the routines you follow are ■■ Play gentle music when babies
Birth-11
routines. familiar and comforting. are tired.
months
■■ Respond to a small ■■ Babies’ responses to being ■■ Demonstrate clear and ■■ Share information with parents
number of boundaries, with praised when they do consistent boundaries and to create consistency between
encouragement and support. something you ask, such as reasonable yet challenging home and setting so that babies
loosening their grasp on your expectations. learn about boundaries.
8-20
hair or face.
months
■■ Begin to learn that some ■■ Children’s awareness of their ■■ Reduce incidents of frustration ■■ Duplicate materials and
things are theirs, some things own belongings, and those and conflict by keeping routines resources to reduce conflict, for
are shared, and some things of others, such as when they flexible so that young children example, two tricycles or two
belong to other people. show they know which is their can pursue their interests. copies of the same book.
16-26
comforter, or get another child’s
months
toy to give to them when they
are upset.
■■ Are aware that some actions ■■ Responses to stories in which ■■ Help children to understand ■■ Have agreed procedures
can hurt or harm others. someone could be hurt or their rights to be kept safe by outlining how to respond to
harmed. others, and encourage them changes in children’s behaviour.
to talk about ways to avoid ■■ Share policies and practice

22-36
00266-2008BKT-EN
harming or hurting others. with parents, ensuring an

months
accurate two-way exchange
of information through an
interpreter or through translated
materials, where necessary.
■■ Begin to accept the needs of ■■ Children’s recognition of the ■■ Share with parents the rationale ■■ Set, explain and maintain clear,
others, with support. needs of others. of boundaries and expectations reasonable and consistent limits
■■ Show care and concern for ■■ How children show their care to maintain a joint approach. so that children can play and
others, for living things and the for others and the environment. work feeling safe and secure.
35
30-50
environment.
months

Behaviour and Self-control

36
■■ Demonstrate concern and ■■ Collaborate with children in
respect for others, living things creating explicit rules for the
and the environment. care of the environment.
Practice Guidance
30-50
months
■■ Show confidence and the ability ■■ Children’s understanding of ■■ Be alert to injustices and let ■■ Make time to listen to children
to stand up for own rights. boundaries and behavioural children see that they are respectfully when they raise
■■ Have an awareness of the expectations. addressed and resolved. injustices, and involve them in
boundaries set, and of ■■ Children’s increasing ■■ Ensure that children have finding a ‘best fit’ solution.
40-60+
behavioural expectations in understanding of acceptable opportunities to identify and ■■ Provide books with stories
months
the setting. behaviour for themselves and discuss boundaries, so that about characters that follow or
Early ■■ Understand what is right, others. they understand why they break rules, and the effects of
learning what is wrong, and why. ■■ Children’s ideas and are there and what they are their behaviour on others.
goals ■■ Consider the consequences explanations about what is right intended to achieve. ■■ Affirm and praise positive
of their words and actions for and wrong. ■■ Help children’s understanding behaviour, explaining that it
themselves and others. ■■ Children’s awareness of the of what is right and wrong by makes children and adults feel
consequences of their words explaining why it is wrong to happier.
and actions. hurt somebody, or why it is ■■ Encourage children to think
acceptable to take a second about issues from the viewpoint
piece of fruit after everybody of others.
else has had some.
■■ Involve children in identifying
issues and finding solutions.
00266-2008BKT-EN
Self-care
Practice Guidance
■■ Anticipate food routines with ■■ Young babies’ hunger patterns ■■ Encourage babies gradually to ■■ Plan feeding times which take
interest. and responses to their food. share control of food and drink. account of the individual cultural
■■ Express discomfort, hunger This provides opportunities for and feeding needs of young
or thirst. sensory learning and increased babies in your group.
Birth-11
independence. ■■ There may be considerable
months
variation in the way parents
feed their children at home.
Remember that some parents
may need interpreter support.
■■ Begin to indicate own needs, ■■ How babies show what they want. ■■ Talk to parents about how their ■■ Keep toys and comforters in
for example, by pointing. baby communicates needs. areas that are easy for babies
■■ May like to use a comfort object. Ensure that parents and carers to locate.
who speak languages other
8-20
than English are able to share
months
their views.
■■ Show a desire to help with ■■ The efforts young children make ■■ Praise effort such as when a ■■ Ensure that there is time for
dress and hygiene routines. to take off their own clothes. young child offers their arm to young children to complete a
■■ Communicate preferences. ■■ Children’s choices. put in a coat sleeve. self-chosen task, such as trying
■■ Be aware of differences in to put on their own shoes.
16-26
cultural attitudes to children’s
months
developing independence.
■■ Seek to do things for ■■ Examples of independence, for ■■ Support children’s growing ■■ Allow children to pour their own
00266-2008BKT-EN
themselves, knowing that example, a child playing happily independence as they do things drinks, serve their own food,
an adult is close by, ready to with building blocks, or putting for themselves, such as pulling choose a story, hold a puppet
support and help if needed. their cup back on a table. up their pants after toileting, or water a plant.
22-36
■■ Become more aware that ■■ What children choose to do when recognising differing parental ■■ Choose some stories that
months
choices have consequences. presented with several options. expectations. highlight the consequences
■■ Take pleasure in personal of choices.
hygiene including toileting. ■■ Provide pictures or objects
representing options to
support children in making and
37
expressing choices.

Self-care
38
■■ Talk to children about choices
they have made, and help them
understand that this may mean
Practice Guidance
that they cannot do something

22-36
else. Enlist support to ensure
months
children learning English as
an additional language can
express preferences.
■■ Show willingness to tackle ■■ Instances of children ■■ Give children time to try before ■■ Plan opportunities for children
problems and enjoy self-chosen celebrating their achievements. intervening to support and to take the initiative in their
challenges. ■■ How children use their own guide them. learning.
■■ Demonstrate a sense of pride in ideas to develop play. ■■ Create an atmosphere where ■■ Provide means for children to
30-50
own achievement. achievement is valued. keep track of, and share, their
months
■■ Take initiatives and manage ■■ Encourage children to solve achievements.
developmentally appropriate problems, and support them by ■■ Build on children’s ideas to plan
tasks. clarifying the problem with them. new experiences that present
challenges.
■■ Operate independently within ■■ How children set about a ■■ Give children opportunities ■■ Provide opportunities for
the environment and show chosen activity or task, and the to be responsible for setting self-chosen activities, and for
confidence in linking up with success they achieve. up, and clearing away, some choices within adult-initiated
others for support and guidance. ■■ Children’s recognition and activities. activities.
40-60+
■■ Appreciate the need for hygiene. management of their own ■■ Praise children’s efforts to
months
■■ Dress and undress needs, for example, that they manage their personal needs,
Early independently and manage need to put on a waterproof and to use and return resources
learning their own personal hygiene. coat to go out in the rain. appropriately.
goals ■■ Select and use activities and

00266-2008BKT-EN
resources independently.
Sense of Community
Practice Guidance
■■ Respond to differences in their ■■ How young babies show their ■■ Talk to babies about the different ■■ Provide a variety of cosy places
environment, for example, pleasure or interest in different people and places they know. with open views for babies to
showing excitement or interest. situations. ■■ Tell a young baby what you see people and things beyond
■■ Learn that special people are a think they like about another the baby room.
Birth-11
source of sustenance, comfort person, for example, “Here is ■■ Invite parents to share food and
months
and support. your brother, Matty. You like customs from their own cultures,
him because he tickles you, including British cultures.
don’t you?”.
■■ Learn that their voice and ■■ Babies’ responses when ■■ Respond to what babies show ■■ Plan opportunities for talking
actions have effects on others. they know you have ‘heard’ you they are interested in and together in quiet places both
them, and the personal signs, want to do, by providing a variety indoors and outdoors.
words or gestures they use to of activities, stories and games. ■■ Work with staff, parents and
8-20
communicate. children to promote an anti-
months
discriminatory and anti-bias
approach to care and education.
■■ Learn that they have similarities ■■ Young children’s interest in ■■ Help children to learn each ■■ Display pictures of groups of
and differences that connect similarities and differences, other’s names, for example, young children, showing what
them to, and distinguish them for example, their footwear, or through songs and rhymes. they look like, and the things
from, others. patterns on their clothes and in ■■ Be positive about differences and they like to do, eat, or play with.
16-26
physical appearance including support children’s acceptance Provide positive images of all
months
hair texture and skin colour. of difference. Be aware that children including those with
negative attitudes towards diverse physical characteristics,
difference are learned from including disabilities.

00266-2008BKT-EN
examples the children witness. ■■ Support children’s understanding

of difference and of empathy by
using props such as Persona
dolls to tell stories about diverse
experiences, ensuring that
negative stereotyping is avoided.
39

Sense of Community
40
■■ Show a strong sense of self ■■ Children’s references to groups, ■■ Talk to children about their ■■ Share photographs of children’s
as a member of different people and places in the friends, their families, and why families, friends, pets or
communities, such as their different communities of which they are important. favourite people.
Practice Guidance
family or setting. they are members.

22-36
■■ Show affection and concern for
months
special people.
■■ Make connections between ■■ Instances of children drawing ■■ Encourage children to develop ■■ Provide activities and
different parts of their life upon their experiences beyond positive relationships with opportunities for children
experience. the setting, for example community members, such as to share experiences and
recognising that the lunchtime firefighters who visit the setting. knowledge from different parts
30-50
helper is somebody who lives of their lives with each other.
months
near to them.
■■ Have an awareness of, and an ■■ Children’s interest in and ■■ Strengthen the positive ■■ Give children opportunities
interest in, cultural and religious respect for different ways of life. impressions children have of to be curious, enthusiastic,
differences. ■■ Children’s recognition and their own cultures and faiths, engaged and tranquil, so
■■ Have a positive self-image, and appreciation of their place in the and those of others, by sharing developing a sense of inner-self
40-60+
show that they are comfortable world and extended family, and and celebrating a range of and peace.
months
with themselves. among friends and neighbours. practices and special events. ■■ Ensure that all children are
■■ Enjoy joining in with family ■■ Encourage children to talk with given support to participate in
customs and routines. each other about similarities discussions and to be listened to.
Early ■■ Understand that people and differences in their ■■ Provide additional resources
learning have different needs, views, experiences, and the reasons including interpreter support for
goals cultures and beliefs, that need for these, supported by props children learning English as an
to be treated with respect. for telling stories, reflecting additional language.
■■ Understand that they can experiences of children who
expect others to treat their are both like them and different
00266-2008BKT-EN
needs, views, cultures and from them.

beliefs with respect. ■■ Develop strategies to combat
negative bias and, where
necessary, support children and
adults to unlearn discriminatory
attitudes.
Communication, Language and Literacy
Requirements
Children’s learning and competence in communicating, speaking and listening, being read to and
beginning to read and write must be supported and extended. They must be provided with opportunity
and encouragement to use their skills in a range of situations and for a range of purposes, and be
supported in developing the confidence and disposition to do so.
What Communication, Language and Literacy means for children
■■ Communicating and being with others helps children to build social relationships which provide
opportunities for friendship, empathy and sharing emotions. The ability to communicate helps
children to participate more fully in society.
■■ To become skilful communicators, babies and children need to be with people who have meaning
for them and with whom they have warm and loving relationships, such as their family or carers and,
in a group situation, a key person whom they know and trust.
■■ Babies respond differently to different sounds and from an early age are able to distinguish sound
patterns. They learn to talk by being talked to.
■■ Babies and children use their voices to make contact and to let people know what they need and
how they feel, establishing their own identities and personalities.
■■ Parents and immediate family members most easily understand their babies’ and children’s
communications and can often interpret for others.

■■ All children learn best through activities and experiences that engage all the senses. For example,
music, dance, rhymes and songs play a key role in language development.
■■ As children develop speaking and listening skills they build the foundations for literacy, for making
sense of visual and verbal signs and ultimately for reading and writing. Children need lots of
opportunities to interact with others as they develop these skills, and to use a wide variety of resources
for expressing their understanding, including mark making, drawing, modelling, reading and writing.
To give all children the best opportunities for effective development and learning in Communication,
Language and Literacy practitioners should give particular attention to the following areas.
■■ Help children to communicate thoughts, ideas and feelings and build-up relationships with adults
and each other.
■■ Give daily opportunities to share and enjoy a wide range of fiction and non-fiction books, rhymes,
music, songs, poetry and stories.

■■ Allow children to see adults reading and writing and encourage children to experiment with writing
for themselves through making marks, personal writing symbols and conventional script.
■■ Identify and respond to any particular difficulties in children’s language development at an early stage.
■■ Plan an environment that is rich in signs, symbols, notices, numbers, words, rhymes, books,
pictures, music and songs that take into account children’s different interests, understandings,
home backgrounds and cultures.
■■ Allow plenty of time for children to browse and share these resources with adults and other children.
■■ For children who may need to use alternative communication systems provide opportunities for
them to discover ways of recording ideas and to gain access to texts in an alternative way, for
example through ICT.
■■ Provide time and relaxed opportunities for children to develop spoken language through sustained
conversations between children and adults, both one-to-one and in small groups and between the
children themselves. Allow children time to initiate conversations, respect their thinking time and
silences and help them develop the interaction.
■■ Show particular awareness of, and sensitivity to, the needs of children learning English as an
additional language, using their home language when appropriate and ensuring close teamwork
between practitioners, parents and bilingual workers so that the children’s developing use of English
and other languages support each other.
■■ Link language with physical movement in action songs and rhymes, role-play and practical
experiences such as cookery and gardening.
■■ Show sensitivity to the many different ways that children express themselves non-verbally,
and encourage children to communicate their thoughts, ideas and feelings through a range of
expressive forms, such as body movement, art, dance and songs.
■■ Talk to children and engage them as partners in conversation. Show them how what they say can
be written and read.
■■ Develop children’s phonological awareness, particularly through rhyme and alliteration and their
knowledge of the alphabetic code. In reaching a decision as to how to approach the teaching of
phonics as part of a broad and rich language experience, practitioners should refer to
www.standards.dcsf.gov.uk/phonics for the criteria which define a high quality phonic programme
or adopt the principles and practices set out in Letters and Sounds (Ref 00281-2007FLR-EN)
■■ Develop children’s awareness of languages and writing systems other than English, and
communication systems such as signing and Braille.
■■ Practitioners working in schools will find some further guidance relating to literacy and
mathematics at the end of the EYFS and beyond in the Primary framework for literacy and
mathematics www.standards.dcsf.gov.uk/primaryframeworks/

Language for Communication
Practice Guidance
■■ Communicate in a variety of ■■ Response to your ■■ Being physically close, ■■ Display photographs showing
ways including crying, gurgling, communication, for example making eye contact, using the signs that tell us how young
babbling and squealing. movement, attentiveness to the touch or voice all provide babies communicate.
■■ Make sounds with their voices speaker, and sounds from the ideal opportunities for early ■■ Provide tapes and tape
Birth-11
in social interaction. home language and English for ‘conversations’ between adults recorders so that parents can
months
a child learning more than one and babies, and between one record familiar, comforting
language. baby and another. sounds, such as lullabies in
■■ The different ways babies ■■ Find out from parents how they home languages. Use these
communicate – such as like to communicate with their to help babies settle if they are
gurgling when happy. baby, noting especially the tired or distressed.
chosen language. ■■ Share favourite stories as
■■ Learn and use key words in the babies are settling to sleep, or
home languages of babies in at other quiet times.
the setting.
■■ Share stories, songs and
rhymes from all cultures and in
babies’ home languages.
■■ Take pleasure in making and ■■ The sounds babies enjoy ■■ Try to ‘tune in’ to the different ■■ Communicate with parents
listening to a wide variety of making and listening to. messages young babies are to exchange and update
sounds. ■■ The signs or words babies attempting to convey. information about babies’
■■ Create personal words as they use, noting any words in home ■■ Find out from parents greetings personal words.
8-20
begin to develop language. languages, to communicate used in English and in languages ■■ Display lists of words from
months
what they want, like or dislike. other than English; encourage different home languages, and
00266-2008BKT-EN
■■ Babies’ developing vocabulary staff, parents and children to invite parents and other adults
in their mother tongue, as well become familiar with them. to contribute. Include languages
as English, noting which words ■■ Recognise and value the such as Romany and Creole,
are in English and which are importance of all languages since seeing their languages
in the home language. Note spoken and written by parents, reflected in the setting will
in which circumstances the staff and children. encourage all parents to feel
different languages are used. involved and valued.
43


44
■■ Use single-word and two-word ■■ The meanings young children ■■ Recognise young children’s ■■ Allow time to follow young
utterances to convey simple generate in their language competence and appreciate children’s lead and have fun
and more complex messages. through the creative ways in their efforts when they show together while talking about
Practice Guidance
■■ Understand simple sentences. which they use words. their understanding of new actions such as going up, down
16-26
■■ Young children’s use of their words and phrases. or jumping.
months
first language, with peers and ■■ Sensitively demonstrate ■■ Encourage parents whose
adults, and how children with pronunciation and ordering children are learning English
several languages may use of words in response to what as an additional language to
their home language in some children say, rather than continue to encourage use of
circumstances, perhaps when correcting them. the first language at home.
they are very enthusiastic or ■■ Accept and praise words and ■■ Provide books with repetitive
excited about something, and phrases in home languages, stories and phrases to read
English in others. saying English alternatives and aloud to children to support
encouraging their use. specific vocabulary or language
■■ Plan to talk through and structures.
comment on some activities
to highlight specific vocabulary
or language structures, for
example, “You’ve caught
the ball. I’ve caught the ball.
Nasima’s caught the ball”.
This approach is helpful in
encouraging all children’s
developing language skills.
■■ Learn new words very rapidly ■■ How children begin to use words ■■ Display pictures and
and are able to use them in to question and negotiate. photographs showing familiar
communicating about matters Features of adult/child events, objects and activities and
00266-2008BKT-EN
■■
which interest them. interaction, remembering these talk about them with the children.
22-36
are culturally determined, and ■■ Provide activities which help
months
that conventions for interaction children to learn to distinguish
vary, both within and across differences in sounds, word
speech communities. patterns and rhythms.
Practice Guidance
■■ Talk about things which interest

young children and listen
and respond to their ideas
and questions. For children
22-36
learning English as an additional
months
language, value non-verbal
communications and those
offered in home languages.
Respond by adding to words,
gesture, objects and other
visual cues to support two-way
understanding.
■■ Use simple statements and ■■ The gestures and body ■■ Talk with children to make ■■ Encourage children to express
questions often linked to language children use. links between their gestures their needs and feelings in words.
gestures. ■■ Children’s responses to stories and words, for example, “Your ■■ Provide opportunities for
■■ Use intonation, rhythm and and information books you read face does look cross. Has children whose home language
30-50
phrasing to make their meaning with them. something upset you?”. is other than English, to use
months
clear to others. ■■ How children act out rhymes ■■ Support children in using a that language.
■■ Join in with repeated refrains and stories. variety of communication ■■ Find out from parents how
and anticipate key events and ■■ Instances of children recalling strategies, including signing, children make themselves
phrases in rhymes and stories. and recounting their own where appropriate. understood at home; confirm
■■ Listen to stories with increasing experiences and sharing them ■■ Listen to children and take which is their preferred language.
attention and recall. with others. account of what they say in ■■ Set up a listening area where
00266-2008BKT-EN
■■ Describe main story settings, ■■ How children take account of your responses to them. children can enjoy rhymes
events and principal characters. what others say during one-to- ■■ Choose stories with repeated and stories.
■■ Listen to others in one-to- one conversations. refrains, dances and action ■■ Introduce ‘rhyme time’ bags
one or small groups when ■■ Children’s understanding of songs involving looking and containing books to take home
conversation interests them. instructions and the questions pointing, and songs that require and involve parents in rhymes
■■ Respond to simple instructions. they ask. replies and turn-taking such as and singing games. Ask parents
■■ Question why things happen ■■ The range and variety of words ‘Tommy Thumb’. to record regional variations
and give explanations. that children use. of songs and rhymes in other
■■ Use vocabulary focused on languages.
45
objects and people that are of

particular importance to them.


46
■■ Begin to experiment with ■■ How children are beginning to ■■ Share rhymes, books and stories ■■ Introduce, alongside books,
language describing possession. develop and expand on what from many cultures, sometimes story props, such as pictures,
■■ Build up vocabulary that they say, for example, “Come using languages other than puppets and objects, to
Practice Guidance
reflects the breadth of their in, it’s time for dinner. You’ll get English, particularly where encourage children to retell
30-50
experiences. hungry if you stay out there”. children are learning English as stories and to think about how
months
■■ Begin to use more complex ■■ Children’s developing use of an additional language. the characters feel.
sentences. a preferred language and ■■ Give children clear directions ■■ Help children to build their
■■ Use a widening range of words whether this has changed and help them to deal with vocabulary by extending the
to express or elaborate on ideas. since, for example, attending those involving more than one range of their experiences.
the current setting. action, for example, “Put the ■■ Ensure that all practitioners use
cars away, please, then come correct grammar.
and wash your hands and get
ready for lunch”.
■■ When introducing a new
activity, use mime and
gesture to support language
development. Showing children
a photograph of an activity
such as handwashing helps to
reinforce understanding.
■■ Provide practical experiences
that encourage children to ask
and respond to questions, for
example, explaining pulleys or
wet and dry sand.
■■ Introduce new words in the
context of play and activities.

00266-2008BKT-EN
■■ Show interest in the words

children use to communicate
and describe their experiences.
■■ Help children expand on what
they say, introducing and
reinforcing the use of more
complex sentences.
Practice Guidance
■■ Have confidence to speak to ■■ Children’s readiness to engage ■■ Encourage conversation ■■ Give time for children to
others about their own wants in conversation. with others and demonstrate initiate discussions from
and interests. ■■ Children’s awareness of appropriate conventions: turn- shared experiences and have
■■ Use talk to gain attention and conventions, such as taking taking, waiting until someone else conversations with each other.
40-60+
sometimes use action rather turns to talk. has finished, listening to others ■■ Give thinking time for children
months
than talk to demonstrate or ■■ How children link statements and using expressions such as to decide what they want to say
explain to others. to develop stories and “please”, “thank you” and “can and how they will say it.
■■ Initiate conversation, attend explanations. I…?”. At the same time, respond ■■ Set up collaborative tasks, for
to and take account of what ■■ The purposes for which sensitively to social conventions example, construction, food
others say. children use talk, for example, used at home. activities or story-making through
■■ Extend vocabulary, especially to gain attention or to resolve ■■ Show children how to use role-play. Help children to talk
by grouping and naming. disagreements. language for negotiating, by about and plan how they will
■■ Use vocabulary and forms of ■■ How children concentrate saying “May I…?”, “Would it begin, what parts each will play
speech that are increasingly on what others say and their be all right…?”, “I think that…” and what materials they will need.
influenced by their experience responses to what they have and “Will you…?” in your ■■ Provide opportunities for talking
of books. heard. interactions with them. for a wide range of purposes,
■■ Link statements and stick to a ■■ Rhymes and songs children ■■ Model language appropriate for example, to present ideas
main theme or intention. know by heart. for different audiences, for to others as descriptions,
■■ Consistently develop a simple ■■ Children’s made-up songs. example, a visitor. explanations, instructions or
story, explanation or line of ■■ Children’s growing vocabulary. ■■ Encourage children to predict justifications, and to discuss
questioning. ■■ The occasions when children possible endings to stories and plan individual or shared
■■ Use language for an increasing speak clearly and confidently and and events. activities.
range of purposes. show awareness of the listener. Encourage children to Foster children’s enjoyment of
■■ ■■
■■ Use simple grammatical experiment with words and spoken and written language
00266-2008BKT-EN
structures. sounds, for example, in by providing interesting and

Early ■■ Interact with others, nonsense rhymes. stimulating play opportunities.
learning negotiating plans and ■■ Provide word banks and writing
goals activities and taking turns in resources for both indoor and
conversation. outdoor play.
■■ Enjoy listening to and using ■■ Resource role-play areas with
spoken and written language, listening and writing equipment
and readily turn to it in their and provide easy access to
47
play and learning. word banks.


48
■■ Sustain attentive listening, ■■ Encourage children to sort, ■■ Provide opportunities for
responding to what they group and sequence events in children to participate in
have heard with relevant their play, using words such as: meaningful speaking and
Practice Guidance
comments, questions or first, last, next, before, after, all, listening activities. For example,
40-60+
actions. most, some, each, every. taking models that they have
months
■■ Listen with enjoyment, and ■■ Encourage language play, for made to show children in
Early respond to stories, songs example, through stories such another class and explaining
learning and other music, rhymes and as ‘Goldilocks and the Three how they were made.
goals poems and make up their Bears’ and action songs that
own stories, songs, rhymes require intonation.
and poems. ■■ Value children’s contributions
■■ Extend their vocabulary, and use them to inform
exploring the meanings and and shape the direction of
sounds of new words. discussions.
■■ Speak clearly and audibly
with confidence and control
and show awareness of the
listener.
00266-2008BKT-EN
Language for Thinking
Practice Guidance
■■ Are intrigued by novelty and ■■ How babies listen to, ■■ Interpret and give meaning to ■■ Provide resources that stimulate
events and actions around them. concentrate on or gaze intently the things young babies show babies’ interests such as a
at things that catch their interest. interest in. shiny bell, a book or a mirror.
Birth-11
months
■■ Understand simple meanings ■■ The ways in which babies show ■■ Talk to babies about what ■■ Create an environment which
conveyed in speech. you they have understood. you are doing, so they will invites responses from babies
■■ Respond to the different things link words with actions, for and adults, for example,
said to them when in a familiar example, preparing lunch. touching, smiling, smelling,
8-20
context with a special person. feeling, listening, exploring,
months
describing and sharing.
■■ Are able to respond to simple ■■ The ways in which young ■■ Be aware that young children’s ■■ Plan play activities and provide
requests and grasp meaning children respond to adults understanding is much greater resources which encourage
from context. and other children and the than their ability to express their young children to engage in
circumstances in which this thoughts and ideas. symbolic play, for example,
16-26
takes place. putting a ‘baby’ to bed and
months
talking to it appropriately.
■■ Use action, sometimes with ■■ Situations where children ■■ Use talk to describe what ■■ Include things which excite young
limited talk, that is largely use actions and some talk to children are doing by providing a children’s curiosity, such as hats,
concerned with the ‘here support and think about what running commentary: “Oh, I can bubbles, shells, story books,
and now’. they are doing. see what you are doing, you have seeds and snails.
22-36
■■ Use language as a powerful ■■ How children show what they to put the milk in the cup first”. ■■ Provide activities, such as cooking,
00266-2008BKT-EN
months
means of widening contacts, understand, by what they do ■■ Provide opportunities for children where talk is used to anticipate or
sharing feelings, experiences and say, for example, actions, to talk with other children and initiate what children will be doing,
and thoughts. questions, new words and the adults about what they see, hear, for example, “We need some
rhythms and intonations they use. think and feel. eggs. Let’s see if we can find
■■ Encourage children to learn some in here”.
one another’s names and to ■■ Plan to encourage correct use
pronounce them correctly. of language by telling repetitive
Ensure all staff can pronounce stories, and playing games
49
the names of children, parents which involve repetition of

and other staff members. words or phrases.


50
■■ Talk activities through, reflecting ■■ How children use talk to think ■■ Prompt children’s thinking and ■■ Set up shared experiences
on and modifying what they through and revise what discussion through involvement that children can reflect upon,
are doing. they are doing. For example, in their play. for example, visits, cooking, or
Practice Guidance
■■ Use talk to give new meanings following a farm visit, Fiona ■■ Talk to children about what they stories that can be re-enacted.
30-50
to objects and actions, treating talks as she rearranges toy have been doing and help them ■■ Help children to predict and
months
them as symbols for other things. farm animals, “Put baby sheep to reflect upon and explain order events coherently, by
■■ Use talk to connect ideas, explain here… oh no… no mummy… events, for example, “You told providing props and materials
what is happening and anticipate that sheep has lost its mum”. me this model was going to be that encourage children to
what might happen next. ■■ How children use talk to connect a tractor. What’s this lever for?”. re-enact, using talk and action.
■■ Use talk, actions and objects ideas and explain things.
to recall and relive past
experiences.
■■ Begin to use talk instead of ■■ How children use talk to reflect ■■ Ask children to think in advance ■■ Set up displays that remind
action to rehearse, reorder upon, clarify, sequence and about how they will accomplish children of what they have
and reflect on past experience, think about present and past a task. Talk through and experienced, using objects,
linking significant events from experiences, ideas and feelings. sequence the stages together. artefacts, photographs and
40-60+
own experience and from ■■ How children link one thing ■■ Use stories from books to focus books.
months
stories, paying attention to how to another to explain and children’s attention on predictions ■■ Provide for, initiate and join in
events lead into one another. anticipate things. For example, and explanations, for example, imaginative play and role-play,
■■ Begin to make patterns in their “We won’t play out today “Why did the boat tip over?”. encouraging children to talk
experience through linking cause because it’s too windy… you ■■ Help children to identify about what is happening and to
and effect, sequencing, ordering might get blown away”. patterns, for example, what act out the scenarios
and grouping. ■■ Ways in which children use generally happens to ‘good’ in character.
■■ Begin to use talk to pretend language in their pretend and and ‘wicked’ characters at
imaginary situations. imaginary play. the end of stories; to draw
Early ■■ Use language to imagine ■■ For children speaking conclusions, “The sky has
and recreate roles and languages other than English, gone dark. It must be going to
00266-2008BKT-EN
learning
goals experiences. note which language is rain”; to explain effect, “It sank
■■ Use talk to organise, dominant, as well as their use because it was too heavy”; to
sequence and clarify thinking, of gesture and intonation to predict, “It might not grow in
ideas, feelings and events. convey meaning. there if it is too dark” and to
speculate, “What if the bridge
falls down?”.
Practice Guidance
■■ Take an interest in what and

how children think and not just
what they know.
40-60+
months
00266-2008BKT-EN
51

Linking Sounds and Letters

52
■■ Listen to, distinguish and ■■ The sounds and signs babies ■■ Encourage playfulness, turn- ■■ Plan times when you can sing
respond to intonations and the make. taking and responses, including with young babies, encouraging
sounds of voices. peek-a-boo and rhymes. them to join in exploration of
Practice Guidance
their fingers and toes.

Birth-11
months
■■ Enjoy babbling and increasingly ■■ The wide variety of sounds and ■■ Share the fun of discovery ■■ Find out from parents the words
experiment with using sounds words a baby produces. and value babies’ attempts at that children use for things
and words to represent objects words, for example, by picking which are important to them,
around them. up a doll in response to “baba”. such as “dodie” for dummy,
8-20
remembering to extend this
months
question to home languages.
Explain that strong foundations
in a home language support the
development of English.
■■ Listen to and enjoy rhythmic ■■ Young children’s responses to ■■ Encourage young children to ■■ Collect resources that children
patterns in rhymes and stories. music, rhymes and stories. explore and imitate sound. can listen to and learn to
Talk about the different sounds distinguish between. These
they hear, such as a tractor’s may include noises in the
16-26
“chug chug” while sharing a street, and games that involve
months
book . guessing which object makes
a particular sound.
■■ Distinguish one sound from ■■ The words, phrases and sounds ■■ Encourage repetition, rhythm ■■ Use puppets and other props
another. children like to say or sing. and rhyme by using tone and to encourage listening and
■■ Show interest in play with ■■ The languages they understand intonation as you tell, recite or responding when singing a
sounds, songs and rhymes. and use. sing stories, poems and rhymes familiar song or reading from a
22-36
00266-2008BKT-EN
■■ Repeat words or phrases from from books. story book.

months
familiar stories. ■■ Use rhymes from a variety of
cultures and ask parents to
share their favourites from their
home languages.
Practice Guidance
■■ Be aware of the needs of

children learning English as an
additional language.
22-36
months
■■ Enjoy rhyming and rhythmic ■■ The rhymes and rhythms that ■■ When singing or saying rhymes, ■■ When making up alliterative
activities. children enjoy, recite and talk about the similarities in jingles, draw attention to
■■ Show awareness of rhyme and create in words and music, the rhyming words. Make the similarities in sounds at
alliteration. for example, tapping out the up alternative endings and the beginning of words and
30-50
■■ Recognise rhythm in spoken rhythms of their names. encourage children to supply the emphasise the initial sound,
months
words. last word of the second line, for for example, “mmmmummy”,
example, ‘Hickory Dickory boot, “shshshshadow”, “K-K-K-K-
The mouse ran down the...’. Katy”.
■■ Continue a rhyming string. ■■ Children’s alternative versions ■■ Talk to children about the letters ■■ Ensure that role-play areas
■■ Hear and say the initial sound in of favourite rhymes that draw that represent the sounds they encourage writing of signs with
words and know which letters upon their phonic knowledge. hear at the beginning of their own a real purpose, for example, a
represent some of the sounds. ■■ Children’s knowledge of initial names and other familiar words. pet shop.
40-60+
■■ Hear and say sounds in sounds at the beginning of Incorporate these in games. ■■ Plan fun activities and games
months
words in the order in which words, short vowel sounds ■■ Demonstrate writing so that that help children create
they occur. within words and endings of children can see spelling in rhyming strings of real and
Early
■■ Link sounds to letters, words. For example, Ranjit action. Encourage them to imaginary words, for example,
learning
naming and sounding the notices the letters in his name apply their own grapheme- Maddie, daddy, baddie, laddie.
goals
letters of the alphabet. whenever he sees them, such phoneme knowledge to what
00266-2008BKT-EN
■■ Use their phonic knowledge as ‘j’ at the beginning of jam. they read and write.
to write simple regular words ■■ How children link sounds to ■■ When children are ready (usually
and make phonetically letters and begin to use this by the age of five) provide
plausible attempts at more knowledge to write words, systematic regular phonics
complex words. for example, “Pz cn I hv a d” sessions. These should be multi-
(Please can I have a drink). sensory in order to capture their
interests, sustain motivation and
reinforce learning.
53


54
■■ Children’s confidence in ■■ When practitioners judge that
blending and segmenting and children are ready to begin
in using grapheme-phoneme a programme of systematic
Practice Guidance
knowledge to read and spell phonic work they should

40-60+
regular consonant-vowel- refer to the guidance on the
months
consonant (CVC) words, EYFS CD-ROM, which can be
including consonant digraphs found in areas of Learning and
and long vowels. Development: Communication,
■■ The ways in which children use Language and Literacy: Early
their phonic knowledge and the Reading. This will support
number of grapheme-phoneme practitioners working in the
correspondences used for EYFS and beyond to start
reading and writing in a variety teaching the phonic knowledge
of contexts. and skills children need to be
■■ How children read simple words able to recognise words and
by sounding out and blending read them with fluency by the
the phonemes all through the end of KS1. Practitioners need
word from left to right. to make principled professional
judgements as to when
individual children are ready
to start such work. For most
children this will be by the age
of five.
00266-2008BKT-EN
Reading
Practice Guidance
■■ Listen to familiar sounds, ■■ Responses that tell you a young ■■ Use finger play, rhymes and ■■ Collect a range of board books,
words, or finger plays. baby is listening. familiar songs from home cloth books and stories to share
to support young babies’ with young babies.
enjoyment.
Birth-11
months
■■ Respond to words and ■■ How babies’ responses develop ■■ Tell, as well as read, stories, ■■ Discover from parents the
interactive rhymes, such as as they learn to anticipate and looking at and interacting with copying games that their babies
‘Clap Hands’. join in with finger and word play. young babies. enjoy, and use these as the
■■ Let children handle books and basis for your play.
8-20
draw their attention to pictures.
months
■■ Show interest in stories, songs ■■ Children’s responses to picture ■■ Use different voices to tell ■■ Provide CDs and tapes of
and rhymes. books and stories you read stories and encourage young rhymes, stories, sounds and
with them. children to join in wherever spoken words.
possible.
16-26
months
■■ Have some favourite stories, ■■ Children’s favourite stories, ■■ Find opportunities to tell and ■■ Provide stories, pictures and
rhymes, songs, poems or jingles. rhymes, songs, poems or jingles. read stories to children, using puppets which allow children to
puppets, soft toys, or real experience and talk about how
objects as props. characters feel.
22-36
■■ Provide dual language books
months
to raise awareness of different
00266-2008BKT-EN
scripts. Try to match dual

language books to languages
spoken by families in the
setting. Remember not all
languages have written forms
and not all families are literate
either in English, or in a different
home language.
55

Reading
56
■■ Listen to and join in with stories ■■ The stories and poems children ■■ Encourage children to use the ■■ Create an attractive book area
and poems, one-to-one and also choose and know how to follow. stories they hear in their play. where children and adults can enjoy
in small groups. For example, retelling a story, ■■ Discuss with children the books together.
Practice Guidance
■■ Begin to be aware of the way using words and phrases from a characters in books being read. ■■ Provide some simple poetry,
30-50
stories are structured. well-known story. Encourage them to predict song, fiction and non-fiction
months
■■ Suggest how the story might end. ■■ Children’s familiarity with the outcomes, to think of alternative books. Include books containing
■■ Show interest in illustrations and way books work. For example, endings and to compare plots photographs of the children that
print in books and print in the turning the pages and telling the and the feelings of characters with can be read by adults and that
environment. story using the pictures and using their own experiences. children can begin to ‘read’ by
■■ Handle books carefully. phrases such as “Once upon a ■■ Focus on meaningful print such themselves.
■■ Know information can be relayed time”. as a child’s name, words on a ■■ Create an environment rich in print
in the form of print. ■■ Children’s references to and cereal packet or a book title, in where children can learn about
■■ Hold books the correct way up understanding of how print works. order to discuss similarities and words, for example, using names
and turn pages. For example, asking what a word differences between symbols. and labels.
■■ Understand the concept of says or what instructions mean. ■■ Help children to understand what ■■ Introduce children to books
a word. ■■ Children’s recognition of their a word is by using names and and other materials that provide
names, or letters or words, in labels and by pointing out words information or instructions. Carry
scripts other than English. in the environment and in books. out activities using instructions,
■■ Read stories that children such as reading a recipe to make
already know, pausing at a cake.
intervals to encourage them to ■■ Ensure access to stories for all
‘read’ the next word. children by using a range of visual
cues and story props.
■■ Plan to include home language
and bilingual story sessions by
involving qualified bilingual adults,
as well as enlisting the help of

00266-2008BKT-EN
parents.
Reading
Practice Guidance
■■ Enjoy an increasing range of ■■ Children’s book choices. ■■ Create imaginary words ■■ When practitioners judge that
books. ■■ Children’s understanding to describe, for example, children are ready to begin
■■ Know that information can about how information is kept monsters or other strong a programme of systematic
be retrieved from books and in different places and can be characters in stories and phonic work they should
40-60+
computers. retrieved. poems. refer to the guidance on the
months
■■ Explore and experiment with ■■ Children’s understanding of the ■■ Discuss and model ways of EYFS CD-ROM which can be
sounds, words and texts. elements of stories, for example, finding out information from found in areas of Learning and
Early
■■ Retell narratives in the Mehmet refers to the ‘beginning’ non-fiction texts. Development:Communication,
learning
correct sequence, drawing on and ‘end’ of a story. He says, “I ■■ Explain to parents the Language and Literacy: Early
goals
language patterns of stories. don’t like that ending. I think he importance of reading to Reading. This will support
should’ve run away and been children, ask about favourite practitioners working in the EYFS
happy ever after”. books, and offer book loans. and beyond to start teaching
the phonic knowledge and
skills children need to be able
to recognise words and read
them with fluency by the end
of KS1. Practitioners need to
make principled professional
judgements as to when individual
children are ready to start such
work. For most children this will
be by the age of five.
■■ Encourage children to add
to their first-hand experience

00266-2008BKT-EN
of the world through the use

of books, other texts and
information, and information
and communication technology
(ICT).
■■ Provide story boards and props
which encourage children to
talk about the sequence of
events and characters in a
57
story.

Reading
58
■■ Read a range of familiar and ■■ How children use non-fiction ■■ Help children to identify the ■■ Provide story sacks and boxes
common words and simple books. main events in a story and to for use in the setting and at
sentences independently. ■■ The favourite books, songs and enact stories, as the basis for home.
Practice Guidance
■■ Know that print carries rhymes children turn to, to be re- further imaginative play. ■■ Provide varied texts and
40-60+
meaning and, in English, is read and enjoyed. ■■ Make story boxes with the encourage children to use
months
read from left to right and top ■■ The phonic skills children use in children. Practitioners should their phonics knowledge to
to bottom. decoding text. maximise the opportunities that recognise words.
Early
■■ Show an understanding of ■■ The strategies that children use these reading activities present ■■ Provide some simple texts
learning
the elements of stories, such to read. to reinforce and apply children’s which children can decode to
goals
as main character, sequence ■■ The words that children developing phonic knowledge give them confidence and to
of events and openings, and recognise, such as their name and skills, particularly once practise their developing skills.
how information can be found and signs such as ‘open’. they have started a programme ■■ Provide picture books, books
in non-fiction texts to answer ■■ The confidence with which of systematic phonic work with flaps or hidden words,
questions about where, who, children use their developing which will enable children to books with accompanying CDs
why and how. phonic knowledge. recognise words and read or tapes, and story sacks.
them for meaning. For example,
demonstrate using phonics as
the prime approach to decode
words while children can see
the text, for example, using big
books.
■■ Encourage children to recall
words they see frequently, such
as ‘welcome’, their own and
friends’ names, ‘open’ and ‘bus
stop’.
■■ Play word bingo to develop

00266-2008BKT-EN
children’s grapheme
correspondence, so that they
can rapidly decode words.
Writing
Practice Guidance
■■ Move arms and legs and ■■ The random marks young ■■ Talk about the random marks ■■ Provide gloop (cornflour and
increasingly use them to reach babies make in food. young babies make, showing water) in small trays so babies
for, grasp and manipulate them that you value what they do. can enjoy making marks in it.
things.
Birth-11
months
■■ Begin to make marks. ■■ Babies’ interest in marks, for ■■ Talk to babies about the ■■ Encourage babies to make
example, the marks they make patterns and marks they make. marks in paint or with thick
when they rub a rusk round the crayons.
tray of a feeding chair.
8-20
months
■■ Examine the marks they and ■■ Marks young children make ■■ Discuss with young children ■■ Give young children, who are
others make. when given a crayon, a brush or what marks represent. keen to represent the same
other tools. experience repeatedly, a range
of mark-making materials.
16-26
months
■■ Distinguish between the different ■■ What children tell you about the ■■ Draw attention to marks, signs ■■ Provide materials which reflect
marks they make. marks they make. and symbols in the environment a cultural spread, so that
and talk about what they children see symbols and marks
represent. Ensure this involves with which they are familiar, for
22-36
recognition of English and other example, Chinese script on a
months
relevant scripts. fabric shopping bag.

00266-2008BKT-EN
■■ Sometimes give meaning to ■■ The marks children make and ■■ Make books with children of ■■ Provide activities during which
marks as they draw and paint. the meanings that they give activities they have been doing, children will experiment with
■■ Ascribe meanings to marks that to them, such as when a child using photographs of them as writing, for example, leaving
they see in different places. covers a whole piece of paper illustrations. a message.
30-50
and says, “I’m writing”. ■■ Write poems and short stories ■■ Include opportunities for writing
months
with children, scribing for them. during role-play and other
■■ Support children in recognising activities.
and writing their own names.
59

Writing
60
■■ Encourage the children to use
their phonic knowledge when
writing consonant-vowel-
Practice Guidance
consonant (CVC) words.

30-50
months
■■ Begin to break the flow of ■■ How children use writing ■■ Act as a scribe for children. ■■ Provide materials and
speech into words. to record things or to After they say a sentence, opportunities for children to use
■■ Use writing as a means of communicate, for example, repeat the first part of it, say writing in their play, and create
recording and communicating. Marcus writes “Marcus, fz each word as you write, and purposes for independent and
40-60+
■■ Use their phonic knowledge (Faraz) and tm (Tommy)” on a include some punctuation. group writing.
months
to write simple regular words drawing of himself and his two ■■ Encourage children to use their ■■ Plan occasions where you can
and make phonetically friends playing together. ability to hear the sounds at the involve children in organising
Early
plausible attempts at more ■■ Instances of writing for different beginning of words and then in writing, for example, putting
learning
complex words. purposes such as labelling the the order in which they occur recipe instructions in the right
goals
■■ Attempt writing for different contents on the outside of a box. through words in their writing. order.
purposes, using features of ■■ How children make use of ■■ Play games that encourage ■■ Provide word banks and other
different forms such as lists, phonic knowledge as they children to link sounds to letters resources for segmenting and
stories and instructions. attempt to write words and and then write the letters and blending to support children to
■■ Write their own names simple sentences, for example, words. use their phonic knowledge.
and other things such “I went to see fiyuwercs and hat ■■ Encourage children to re-read
as labels and captions, to pc by the hut” (I went to see their writing as they write.
and begin to form simple fireworks and had to park by
sentences, sometimes using the hut).
punctuation.
00266-2008BKT-EN
Handwriting
Practice Guidance
■■ Play with own fingers and toes ■■ How young babies fix their gaze ■■ Place young babies where they ■■ Provide a variety of toys that
and focus on objects around on objects or on their own feet can focus on and grasp toys, encourage young babies to
them. or fists. and wriggle and roll freely. reach and grasp, for example, a
baby gym.
Birth-11
months
■■ Begin to bring together hand ■■ The movements and sounds ■■ Describe the movements young ■■ Plan a range of activities that
and eye movements to fix on babies make as they explore babies make as they move encourage large and fine motor
and make contact with objects. materials such as musical round and round, or ride a skills, such as throwing and
instruments, paint, dough, glue push-along toy in a straight line. kicking balls, riding push-along
8-20
and the space around them. toys, feeding the guinea pigs.
months
■■ Make random marks with their ■■ The different ways young ■■ Help young children to develop ■■ Provide resources for finger-
fingers and some tools. children make marks, for their manipulative skills by painting and play with soapy
example, in dough or clay. engaging them in activities such water, to interest young children
as tearing (paper), scribbling, who are not yet able to hold a
16-26
rolling and printing. brush or felt pen to make marks.
months
■■ Begin to show some control ■■ Ways in which children begin ■■ Encourage children to handle ■■ Vary the range of tools and
in their use of tools and to develop fine motor skills, for and manipulate a variety of equipment located with familiar
equipment. example, the way they use their media and implements, for activities, for example, put small
fingers when trying to do up example, clay, finger-paint, scoops, rakes or sticks with
22-36
buttons, pull up a zip, pour a spoons, brushes and shells. the sand.
months
drink or use a watering can.

00266-2008BKT-EN
■■ Use one-handed tools and ■■ The way children control ■■ Provide activities that give ■■ Provide opportunities for large
equipment. equipment and materials. children the opportunity shoulder movements, for
■■ Draw lines and circles using ■■ The marks children like to make. and motivation to practise example, swirling ribbons in the
gross motor movements. manipulative skills, for air, batting balls suspended on
30-50
■■ Manipulate objects with example, cooking and playing rope and painting.
months
increasing control. instruments. ■■ Encourage children to make
shapes like circles and zig-zags
in the air and in their play, for
61
example, with sand and water

and brushes.

Handwriting
62
■■ Begin to use anticlockwise ■■ Children’s dexterity in using a ■■ Teach children to form letters ■■ Provide a variety of writing
movement and retrace vertical range of tools in their play and correctly, for example, when tools and paper, indoors and
lines. writing. they label their paintings. outdoors.
Practice Guidance
■■ Begin to form recognisable ■■ Children’s formation of ■■ Encourage children to practise ■■ Give children practice in forming
40-60+
letters. recognisable letters. letter shapes as they paint, letters correctly, for example,
months
■■ Use a pencil and hold draw and record, and as they labelling their work, making
it effectively to form write, for example, their names, cards and writing notices.
Early
recognisable letters, most of the names of their friends and ■■ Provide opportunities to write
learning
which are correctly formed. family, or captions. meaningfully, for example, by
goals
■■ Continue writing practice in placing notepads by phones or
imaginative contexts, joining having appointment cards in the
some letters, if appropriate, for role-play doctor’s surgery.
example, at, it, on.
00266-2008BKT-EN
Problem Solving, Reasoning and Numeracy
Requirements
Children must be supported in developing their understanding of Problem Solving, Reasoning and
Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about
their developing understanding. They must be provided with opportunities to practise and extend their
skills in these areas and to gain confidence and competence in their use.
What Problem Solving, Reasoning and Numeracy means for children
■■ Babies’ and children’s mathematical development occurs as they seek patterns, make connections
and recognise relationships through finding out about and working with numbers and counting, with
sorting and matching and with shape, space and measures.
■■ Children use their knowledge and skills in these areas to solve problems, generate new questions
and make connections across other areas of Learning and Development.
To give all children the best opportunities for effective development and learning in Problem Solving,
Reasoning and Numeracy practitioners should give particular attention to the following areas.

■■ Give children sufficient time, space and encouragement to discover and use new words and
mathematical ideas, concepts and language during child-initiated activities in their own play.
■■ Encourage children to explore real-life problems, to make patterns and to count and match together,
for example, ask, “How many spoons do we need for everyone in this group to have one?”.
■■ Support children who use a means of communication other than spoken English to develop and
understand specific mathematical language while valuing knowledge of Problem Solving, Reasoning
and Numeracy in the language or communication system that they use at home.
■■ Value children’s own graphic and practical explorations of Problem Solving, Reasoning and Numeracy.
■■ Recognise the mathematical potential of the outdoor environment, for example, for children to
discover things about shape, distance and measures, through their physical activity.
■■ Exploit the mathematical potential of the indoor environment, for example, enabling children to
discover things about numbers, counting and calculating through practical situations such as finding
out how many children are in the music area or how many story books a child has looked at today.
■■ Ensure that mathematical resources are readily available both indoors and outside.

■■ Develop mathematical understanding through all children’s early experiences including through
stories, songs, games and imaginative play.
■■ Provide a range of activities, some of which focus on mathematical learning and some which
enable mathematical learning to be drawn out, for example, exploring shape, size and pattern
during block play.
■■ Use mathematical terms during play and daily routines.


Numbers as Labels and for Counting
Practice Guidance
■■ Respond to people and objects ■■ Responses to people and ■■ Identify the people, toys and ■■ Display favourite things in a
in their environment. objects. experiences that babies enjoy. lively, bright environment so that
■■ Notice changes in groupings of ■■ The attention that young babies ■■ Talk about the things that a young baby can see them.
objects, images or sounds. give to changes in the quantity babies notice when they are ■■ Provide a small group of the
Birth-11
of objects or images they see, in different places such as the same objects in treasure
months
hear or experience. garden, the changing area or baskets, as well as single items,
where they have meals. for example, two fir cones or
three shells.
■■ Develop an awareness of ■■ Preferences for particular ■■ Sing number rhymes as you ■■ Collect number rhymes which
number names through their rhymes and action songs that dress or change babies, for are repetitive and are related
enjoyment of action rhymes relate to number. example, ‘One, Two, Buckle to children’s actions and
and songs that relate to their ■■ The pictures of familiar things, My Shoe’. experiences, for example, ‘Peter
8-20
experience of numbers. in books, that babies recognise ■■ Move with babies to the rhythm Hammers with One Hammer’.
months
■■ Enjoy finding their nose, eyes or and point to, such as a ball or patterns in familiar songs and ■■ Use song and rhymes during
tummy as part of naming games. a teddy. rhymes. personal routines, for example,
■■ Encourage babies to join in ‘Two Little Eyes to Look
tapping and clapping along to Around’, pointing to their eyes,
simple rhythms. one by one.
■■ Collect number and counting
rhymes from a range of cultures
and in other languages. This
will benefit all children and
will give additional support for

00266-2008BKT-EN

■■ Say some counting words ■■ Awareness of number during ■■ Use number words in ■■ Provide varied opportunities to
randomly. play, such as the number words meaningful contexts, for explore ‘lots’ and ‘few’ in play.
■■ Distinguish between quantities, used and when and why they example, “Here’s your other ■■ Equip the role-play area with
recognising that a group of use them. mitten. Now we have two”. things that can be sorted in
16-26
objects is more than one. ■■ How children notice or choose ■■ Talk to young children about different ways.
months
a larger quantity. ‘lots’ and ‘few’ as they play. ■■ Provide collections of objects
65
that can be sorted and matched

in various ways.


66
■■ Gain awareness of one-to- ■■ Talk about young children’s ■■ Provide resources that support
one correspondence through choices and, where children in making one-to-one
categorising belongings, appropriate, demonstrate how correspondences, for example,
Practice Guidance
starting with ‘mine’ or counting helps us to find out giving each dolly a cup.
16-26
‘Mummy’s’. how many.
months
■■ Give opportunities for children
to practise one-to-one
correspondence in real-life
situations.
■■ Talk about the maths in
everyday situations, for
example, doing up a coat, one
hole for each button.
■■ Tell parents about all the ways
children learn about numbers
in your setting. Have interpreter
support or translated materials
to support children and families
learning English as an additional
language.
■■ Have some understanding of ■■ How young children show their ■■ Show children how we use ■■ Introduce number labels to use
1 and 2, especially when the understanding of number labels counting to find out ‘how many’. outdoors for car number plates,
number is important for them. such as 1, 2, 3. ■■ Talk about how the symbols house and bus numbers.
■■ Create and experiment with ■■ The contexts in which young and marks you make stand for ■■ Create a ‘number rich’
22-36
symbols and marks. children use marks and symbols. numbers and quantities. environment in the home play
months
■■ Use some number language, ■■ Situations that prompt children ■■ Ask questions such as “Would area. Introduce numbers as
00266-2008BKT-EN
such as ‘more’ and ‘a lot’. to talk about numbers. you like one sandwich or two?”. they are used at home, by
■■ Recite some number names ■■ The numbers children recite ■■ At mealtimes, talk about having a clock, a telephone and
in sequence. spontaneously in their games. portions of food so that children a washing machine.
■■ Children matching one thing learn about quantities, such as
with another, for example, ‘enough’, ‘more’, ‘how many’.
glasses and straws.
■■ Children putting things in order
of ‘turn’.
Practice Guidance
■■ Encourage parents of children ■■ Keep a diary with the children

learning English as an additional about their favourite things.
language to talk in their home Talk about how many like
language about quantities apples, or which of them
22-36
and numbers. watches a particular TV
months
programme at home.
■■ Use some number names ■■ Children knowing that different ■■ Use number language, for ■■ Give children a reason to count,
and number language numbers have different names. example, ‘one’, ‘two’, ‘three’, for example, by asking them to
spontaneously. ■■ Children using the names for ‘lots’, ‘hundreds’, ‘how many?’ select enough wrist bands for
■■ Show curiosity about numbers numbers accurately. and ‘count’, in a variety of three friends to play with the
30-50
by offering comments or asking ■■ The range of numbers that situations. puppets.
months
questions. children refer to, and why they ■■ Model and encourage use of ■■ Enable children to note the
■■ Use some number names use certain numbers. mathematical language by, for ‘missing set’, for example,
accurately in play. ■■ Children’s guesses about example, asking questions such “There are none left” when
■■ Sometimes match number and numbers of things and their as, “How many saucepans will sharing things out.
quantity correctly. ability to check them. fit on the shelf?”. ■■ Provide number labels for
■■ Recognise groups with one, ■■ Accuracy in the use of ordinals ■■ Allow children to understand children to use, for example,
two or three objects. (first, second, third and so on). that one thing can be shared, by putting a number label on
■■ The strategies that children use for example, a pizza. each bike and a corresponding
to match number and quantity, number on each parking space.
for example, using fingers or ■■ Include counting money and
tallying by making marks. change in role-play games.
■■ Recognise some numerals of ■■ The personal numbers that ■■ Encourage estimation, for ■■ Provide collections of
00266-2008BKT-EN
personal significance. children refer to, such as their example, estimate how many interesting things for children to
■■ Count up to three or four age, house number, telephone sandwiches to make for the sort, order, count and label in
objects by saying one number number or the number of picnic. their play.
40-60+
name for each item. people in their family. ■■ Encourage use of mathematical ■■ Display numerals in purposeful
months
■■ Count out up to six objects from ■■ Instances of children counting language, for example, number contexts, for example, a sign
a larger group. an irregular arrangement of up names to ten: “Have you got showing how many children
■■ Count actions or objects that to ten objects. enough to give me three?”. can play on a number track.
cannot be moved. ■■ Use tactile numeral cards made
67
■■ Begin to count beyond 10. from sandpaper, velvet or string.


68
■■ Begin to represent numbers ■■ Children’s methods of counting ■■ Ensure that children are involved ■■ Create opportunities for
using fingers, marks on paper out up to six objects from a in making displays, for example, children to experiment with
or pictures. larger group, for example, when making their own pictograms a number of objects, the
Practice Guidance
■■ Select the correct numeral children do a jigsaw together of lunch choices. Develop this written numeral and the written
40-60+
to represent 1 to 5, then 1 to and share out the pieces, as a 3D representation using number. Develop this through
months
9 objects. counting to check everyone has bricks and discuss the most matching activities with a range
■■ Recognise numerals 1 to 5. the same number. popular choices. of numbers, numerals and a
■■ Count an irregular arrangement ■■ How children begin to represent ■■ Add numerals to all areas of selection of objects.
of up to ten objects. numbers using fingers, marks learning and development, ■■ Use a 100 square to show
■■ Estimate how many objects on paper or pictures. for example, to a display of a number patterns.
they can see and check by ■■ Children’s recognition of favourite story, such as ‘The ■■ Make number games readily
counting them. numerals. Three Billy Goats Gruff’. available and teach children
■■ Count aloud in ones, twos, ■■ How children use their ■■ Make books about numbers how to use them.
fives or tens. developing understanding of that have meaning for the child ■■ Display interesting books about
■■ Know that numbers identify maths to solve mathematical such as favourite numbers, birth number.
how many objects are in a set. problems, for example, solving dates or telephone numbers. ■■ Play games such as hide and
■■ Use ordinal numbers in different a debate about which of two ■■ Use rhymes, songs and stories seek that involve counting.
contexts. piles of pebbles has more in it. involving counting on and ■■ Use rhymes, songs and stories
■■ Match then compare the counting back in ones, twos, involving counting on and
number of objects in two sets. fives and tens. counting back.
Early ■■ Say and use number names ■■ Emphasise the empty set
learning in order in familiar contexts. and introduce the concept of
goals ■■ Count reliably up to ten nothing or zero.
everyday objects.
■■ Recognise numerals 1 to 9.
■■ Use developing mathematical
ideas and methods to solve

00266-2008BKT-EN
practical problems.
Calculating
Practice Guidance
■■ Are logical thinkers from birth. ■■ How they enjoy games when ■■ Talk to babies about what you ■■ Let babies see and hear the
objects are shown, then hidden are doing and what is happening. sequence of actions you go
away. through as you carry out
familiar routines.
Birth-11
months
■■ Have some understanding that ■■ Babies’ interest in looking for ■■ Play games such as peek- ■■ Provide lift-the-flap books to
things exist, even when out things that disappear from sight. a-boo or comment when a show something hidden from
of sight. ■■ Babies’ persistence in trying puppet pops out of a sock. view.
■■ Are alert to and investigate to achieve something they ■■ Talk to babies about puzzles ■■ Provide a variety of interesting
8-20
things that challenge their have managed before, such as they encounter such as how to displays for babies to see when
months
expectations. lifting the lid on a box that has get their sock back from where they are looking around them,
previously popped open. it has fallen, asking whether looking up at the ceiling or
they can do it or if they might peering into a corner.
need help.
■■ Are learning to classify by ■■ Occasions when young children ■■ Foster children’s ability to ■■ Encourage children, when
organising and arranging toys gather things together, such classify and compare amounts. helping with domestic tasks, to
with increasing intent. as collecting several books or ■■ Use ‘tidy up time’ to promote put all the pieces of apple on
■■ Categorise objects according to lining up cars. logic and reasoning about one dish and all the pieces of
16-26
their properties. ■■ Children’s interest in helping where things fit in or are kept. celery on another for snacks.
months
when an adult sorts the fruit at ■■ Use pictures or shapes of
snack time, for example, putting objects to indicate where
all the apples together. things are kept and encourage

00266-2008BKT-EN
children to work out where

things belong.
■■ Begin to make comparisons ■■ The deductions children make ■■ Help children to organise their ■■ Provide props for children to
between quantities. about whether there is some ideas by talking to them about act out counting songs and
■■ Know that a group of things juice left, or whether it is ‘all what they are doing. rhymes.
changes in quantity when gone’. ■■ Play games which relate to ■■ Provide games and equipment
22-36
something is added or taken ■■ Children’s attempts at number order, addition and that offer opportunities for
months
away. estimation and their efforts to subtraction, such as hopscotch counting, such as skittles.
check by counting. and skittles.
69

Calculating
70
■■ How children engage with ■■ Sing counting songs and ■■ Plan to incorporate a
simple counting songs and rhymes which help to develop mathematical component in
games, for example, ‘Five children’s understanding of areas such as the sand, water
Practice Guidance
Currant Buns’. number, such as ‘Two Little or other play areas.

22-36
■■ When children begin to know Dickie Birds’.
months
about dividing things equally
into two groups.
■■ Compare two groups of ■■ The strategies children use ■■ Demonstrate language such as ■■ Create opportunities for children
objects, saying when they have that show they are working out ‘same as’, ‘less’ or ‘fewer’. to separate objects into unequal
the same number. whether a group of objects is ■■ As you read number stories or groups as well as equal groups.
■■ Show an interest in number the same or different. rhymes, ask, for example, “How ■■ Provide story props that
30-50
problems. ■■ How children work out a many will there be in the pool children can use in their play, for
months
■■ Separate a group of three or solution to a simple problem by when one more frog jumps in?”. example, varieties of fruit and
four objects in different ways, using fingers or counting aloud. ■■ Use pictures and objects to several baskets like Handa’s in
beginning to recognise that the illustrate counting songs, the story Handa’s Surprise by
total is still the same. rhymes and number stories. Eileen Browne.
This will benefit all children and
be particularly supportive to
■■ Find the total number of items in ■■ Methods children use to answer ■■ Show interest in how children ■■ Encourage children to record
two groups by counting all a problem they have posed, for solve problems and value their what they have done, for
of them. example, “Get one more, and different solutions. example, by drawing or tallying.
■■ Use own methods to work then we will both have two”. ■■ Make sure children are secure ■■ Use number staircases to show
40-60+
through a problem. ■■ How children find the sum of about the order of numbers a starting point and how you
months
■■ Say the number that is one two numbers. before asking what comes after arrive at another point when
00266-2008BKT-EN
more than a given number. ■■ The variety in responses when or before each number. something is added or taken
■■ Select two groups of objects to children work out a calculation. ■■ Discuss with children how away.
make a given total of objects. ■■ The ways children count problems relate to others they ■■ Provide a wide range of number
■■ Count repeated groups of the repeated groups of the same have met, and their different resources and encourage
same size. size, for example, counting the solutions. children to be creative in
number of socks in five pairs. thinking up problems and
solutions in all areas of learning.
Calculating
Practice Guidance
■■ Share objects into equal groups ■■ How children share objects, for ■■ Encourage children to make ■■ Encourage children to make
and count how many in each example, sharing eight crayons up their own story problems for links between cardinal numbers
group. equally among four children and other children to solve. (quantity) and ordinal numbers
■■ In practical activities and knowing that each child has ■■ Encourage children to extend (position).
40-60+
discussion, begin to use the two crayons. problems, for example, ■■ Make number lines available
months
vocabulary involved in adding ■■ Children working out what “Suppose there were three for reference and encourage
Early and subtracting. remains if something is taken people to share the bricks children to use them in their
learning ■■ Use language such as ‘more’ away. between instead of two”. own play.
goals or ‘less’ to compare two ■■ Use mathematical vocabulary ■■ Help children to understand
numbers. and demonstrate methods that five fingers on each hand
■■ Find one more or one less than of recording, using standard make a total of ten fingers
a number from one to ten. notation where appropriate. altogether, or that two rows of
■■ Begin to relate addition to ■■ Give children learning English three eggs in the box make six
combining two groups of as an additional language eggs altogether.
objects and subtraction to opportunities to work in their
‘taking away’. home language to ensure
accurate understanding of
concepts.
00266-2008BKT-EN
71

Shape, Space and Measures

72
■■ Develop an awareness of ■■ Babies’ explorations of space ■■ Talk to babies about things ■■ Display things to look at that
shape, form and texture as they through their movements, for that interest them, describing encourage their interest in
encounter people and things in example, by rolling from back particular features, such as the movement, such as a spiral.
Practice Guidance
their environment. to front. patterns formed when sunlight

Birth-11
■■ How babies begin to be aware filters through the leaves on to
months
of distance, as they grasp and the ground.
reach out.
■■ Find out what toys are like and ■■ Instances of babies’ ■■ Play games that involve curling ■■ Provide a range of objects of
can do through handling objects. investigation of objects and and stretching, popping up and various textures and weights in
■■ Recognise big things and small space such as looking for bobbing down. treasure baskets to excite and
things in meaningful contexts. hidden objects or putting ■■ Encourage babies’ explorations encourage babies’ interests.
8-20
things in and taking them out of of the characteristics of objects, ■■ Look at books showing objects
months
containers. for example, by rolling a ball such as a big truck and a little
■■ How they hold out their arms to them. truck; or a big cat and a small
wide to gather up a big teddy ■■ Talk about what objects are kitten.
and bring hands together to like and how objects, such as a ■■ Use story props to support all
pick up a small ball. sponge, can change their shape children and particularly those
by being squeezed or stretched. learning English as an additional
language.
■■ Attempt, sometimes ■■ Children’s strategies as they ■■ Talk to children, as they ■■ Provide different sizes and
successfully, to fit shapes into select and fit shapes in a puzzle play with water or sand, to shapes of containers in water
spaces on inset boards or or balance blocks on one encourage them to think about play, so that children can
jigsaw puzzles. another. when something is full, empty experiment with quantities
16-26
■■ Use blocks to create their ■■ Children’s interest in and or holds more. and measures.
months
own simple structures and familiarity with the shapes of ■■ Help young children to create ■■ Offer a range of puzzles with
arrangements. everyday objects. different arrangements in the large pieces and knobs or
00266-2008BKT-EN
■■ Enjoy filling and emptying layout of road and rail tracks. handles to support success in
containers. ■■ Highlight patterns in daily fitting shapes into spaces.
activities and routines.
■■ Help children to touch, see and
feel shape through art, music
and dance.
Practice Guidance
■■ Encourage children to create

their own patterns in art, music
and dance.
16-26
months
■■ Notice simple shapes and ■■ Observations made by children ■■ Talk about and help children to ■■ Collect pictures that illustrate
patterns in pictures. relating to shapes or patterns. recognise patterns. the use of shapes and patterns
■■ Begin to categorise objects ■■ When children begin to use ■■ Draw children’s attention to from a variety of cultures, for
according to properties such as some words that describe time, the pattern of square/oblong/ example, Arabic designs.
22-36
shape or size. amount and size, for example, square which emerges as you ■■ Provide opportunities for
months
■■ Are beginning to understand when children say things like fold or unfold a tablecloth or children to measure time (sand
variations in size. “me bigger” to a smaller friend. napkin. timer), weight (balances) and
■■ Be consistent in your use of measure (non-standard units).
vocabulary for weight and mass. ■■ Vary the use of volume and
■■ Sort coins on play trays into capacity equipment in the sand,
interesting arrangements and water and other play areas to
shapes; sort them into bags, maintain interest.
purses and containers.
■■ Measure for a purpose, such as
finding out whether a teddy will
fit in a bed.
■■ Show an interest in shape and ■■ Children’s skills in matching ■■ Demonstrate the language for ■■ Have large and small blocks
00266-2008BKT-EN
space by playing with shapes shapes and in completing shape, position and measures and boxes available for
or making arrangements with puzzles. in discussions, for example, construction both indoors and
objects. ■■ Children’s recognition of ‘ball shape’, ‘box shape’, ‘in’, outdoors.
30-50
■■ Show awareness of similarities shapes in the environment, ‘on’, ‘inside’, ‘under’, ‘longer’, ■■ Play games involving children
months
in shapes in the environment. for example, that a roof has a ‘shorter’, ‘heavy’, ‘light’, ‘full’ positioning themselves inside,
■■ Observe and use positional triangle at one end. and ‘empty’. Find out and use behind, on top and so on.
language. ■■ Children’s ideas about why equivalent terms for these ■■ Provide rich and varied
■■ Are beginning to understand something is the correct size, measures in home languages. opportunities for comparing
‘bigger than’ and ‘enough’. for example, a piece of paper to ■■ Encourage children to talk length, weight and time.
73
wrap a gift. about the shapes they see and

use and how they are arranged.


74
■■ Show interest in shape by ■■ How children apply their ■■ Value children’s constructions ■■ Use stories such as Rosie’s
sustained construction activity understanding of shape and by helping to display them or Walk by Pat Hutchins to talk
or by talking about shapes or space, for example, knowing take photographs of them. about distance and stimulate
Practice Guidance
arrangements. they need one flat shape and ■■ Organise the environment to discussion about non-standard
30-50
■■ Use shapes appropriately for one that is ‘pointy’. foster shape matching, for units and the need for standard
months
tasks. ■■ Children’s use of mathematical example, pictures of different units.
■■ Begin to talk about the shapes names for shapes, such as bricks on containers to show ■■ Show pictures that have
of everyday objects. ‘circle’ and ‘triangle’. where they are kept. symmetry or pattern and talk to
children about them.
■■ Show curiosity about and ■■ Children’s interest in and ■■ Ask ‘silly’ questions, for ■■ Provide a range of boxes
observation of shapes by observation of shapes, such example, show a tiny box and and materials for models and
talking about how they are the as how some are the same or ask if there is a bicycle in it. constructions such as ‘dens’,
same or different. different. ■■ Play peek-a-boo, revealing indoors and outdoors.
40-60+
■■ Match some shapes by ■■ How children match some shapes a little at a time and at ■■ Provide examples of the same
months
recognising similarities and shapes by recognising different angles, asking children shape in different sizes.
orientation. similarities and orientation, for to say what they think the ■■ Have areas where children
■■ Begin to use mathematical example, Stevie looked at a shape is, what else it could be can explore the properties of
names for ‘solid’ 3D shapes rhomboid, saying, “It looks like or what it could not be. objects and where they can
and ‘flat’ 2D shapes, and a boat”. Picking up a triangle, ■■ Make books about shape, weigh and measure, such
mathematical terms to describe she says, “This one’s different… time and measure: shapes as a cookery station or a
shapes. it’s only got three points”. found in the environment; long building area.
■■ Select a particular named shape. ■■ How children select a named and short things; things of a ■■ Plan opportunities for children
■■ Show awareness of symmetry. shape for a particular purpose. specific length; and ones about to describe and compare
■■ Find items from positional or ■■ Children’s use of positional or patterns, or comparing things shapes, measures and
directional clues. directional clues, for example, that are heavier or lighter. distance.
■■ Order two or three items by “We had to come round the ■■ Be a robot and ask children to ■■ Provide materials and resources
length or height. park and past the shops”. give you instructions to get to for children to observe and
00266-2008BKT-EN
■■ Order two items by weight or ■■ Children’s ordering of two somewhere. Let them have a describe patterns in the indoor
capacity. items by length or height, for turn at being the robot for you and outdoor environment and in
■■ Match sets of objects to example, comparing the length to instruct. daily routines, orally, in pictures
numerals that represent the of zips on coats: “Too long for or using objects.
number of objects. your coat”. ■■ Provide a range of natural
materials for children to
arrange, compare and order.
Practice Guidance
■■ Sort familiar objects to identify ■■ Children’s identification of a ■■ Introduce children to the use of
their similarities and differences, mathematical problem involving mathematical names for ‘solid’
making choices and justifying shape, space or measures and 3D shapes and ‘flat’ 2D shapes,
decisions. the ways they solve them. and the mathematical terms to
40-60+
■■ Describe solutions to practical ■■ Children’s use of positional describe shapes.
months
problems, drawing on language, for example, “I’m ■■ Ensure children use everyday
experience, talking about own near the end of the path”. words to describe position,
ideas, methods and choices. ■■ Words children use to describe for example, when following
■■ Use familiar objects and common comparisons and measures pathways or playing with
shapes to create and recreate such as ‘greater’, ‘smaller’, outdoor apparatus.
patterns and build models. ‘heavier’ or ‘lighter’.
■■ Use everyday language related
to time; order and sequence
familiar events, and measure
short periods of time with a
non-standard unit, for example,
with a sand timer.
■■ Count how many objects share
a particular property, presenting
results using pictures, drawings
or numerals.
Early ■■ Use language such as
‘greater’, ‘smaller’, ‘heavier’
learning
or ‘lighter’ to compare
00266-2008BKT-EN
goals
quantities.
■■ Talk about, recognise and
recreate simple patterns.
■■ Use language such as ‘circle’
or ‘bigger’ to describe the
shape and size of solids and
flat shapes.
■■ Use everyday words to
75
describe position.


76
■■ Use developing mathematical
ideas and methods to solve
practical problems.
Practice Guidance
40-60+
months
Early
learning
goals
00266-2008BKT-EN
Knowledge and Understanding of the World
Requirements
Children must be supported in developing the knowledge, skills and understanding that help them to
make sense of the world. Their learning must be supported through offering opportunities for them to
use a range of tools safely; encounter creatures, people, plants and objects in their natural environments
and in real-life situations; undertake practical ‘experiments’; and work with a range of materials.
What Knowledge and Understanding of the World means for children
■■ Babies and children find out about the world through exploration and from a variety of sources,
including their families and friends, the media, and through what they see and hear.
■■ Babies and children need regular opportunities to learn about different ways of life, to be given
accurate information and to develop positive and caring attitudes towards others.
■■ Children should be helped to learn to respect and value all people and learn to avoid
misapprehensions and negative attitudes towards others when they develop their Knowledge and
Understanding of the World.
■■ Children should be involved in the practical applications of their knowledge and skills which will promote

self-esteem through allowing them to make decisions about what to investigate and how to do it.
To give all children the best opportunities for effective development and learning in Knowledge and
Understanding of the World practitioners should give particular attention to the following areas.
■■ Use parents’ knowledge to extend children’s experiences of the world.
■■ Help children become aware of, explore and question differences in gender, ethnicity, language,
religion, culture, special educational needs and disability issues.
■■ Support children with sensory impairment by providing supplementary experience and information
to enhance their learning about the world around them.
■■ Create a stimulating environment that offers a range of activities which will encourage children’s
interest and curiosity, both indoors and outdoors.
■■ Make effective use of outdoors, including the local neighbourhood.

■■ Use correct terms so that, for example, children will enjoy naming a chrysalis if the practitioner uses
its correct name.
■■ Pose carefully framed open-ended questions, such as “How can we…?” or “What would happen
if…?”.
■■ Plan activities based on first-hand experiences that encourage exploration, experimentation,

observation, problem solving, prediction, critical thinking, decision making and discussion.
■■ Teach skills and knowledge in the context of practical activities, for example, learning about the
characteristics of liquids and solids by involving children in melting chocolate or cooking eggs.
■■ Encourage children to tell each other what they have found out, to speculate on future findings or to
describe their experiences. This enables them to rehearse and reflect upon their knowledge and to
practise new vocabulary.
■■ Support children in using a range of ICT to include cameras, photocopiers, CD players, tape
recorders and programmable toys in addition to computers.
■■ Give children accurate information which challenges cultural, racial, social and gender stereotypes.

Exploration and Investigation
Practice Guidance
■■ Use movement and senses ■■ How young babies use their ■■ Give opportunities for babies to ■■ Provide a range of everyday
to focus on, reach for and senses to investigate such explore objects and materials. objects for babies to explore
handle objects. things as your face, your hair, and investigate.
■■ Learn by observation about a rattle.
Birth-11
actions and their effects.
months
■■ As they pull to stand and ■■ Babies’ interests and the ways ■■ Give babies choices about what ■■ Plan varied arrangements of
become more mobile, the in which they investigate and they can play with. equipment and materials that
scope of babies’ investigations manipulate objects. can be used with babies in
widens. a variety of ways to maintain
8-20
interest and provide challenges.
months
■■ Sometimes focus their enquiries ■■ The things young children ■■ Encourage young children as ■■ Provide materials that support
on particular features or investigate repeatedly, for they explore particular patterns particular schemas, for
processes. example, becoming absorbed of thought or movement, example, things to throw, for a
in opening and shutting. sometimes referred to as child who is exploring trajectory.
16-26
schemas. ■■ Find out from parents about their
months
children’s interests and discuss
how they can be encouraged.
■■ Plan for inclusion of information
from parents who do not speak
English.
■■ Explore, play and seek meaning ■■ Children’s actions and talk, in ■■ Recognise that when a child ■■ Make use of outdoor areas
00266-2008BKT-EN
in their experiences. response to what they find and does such things as jumping in to give opportunities for
■■ Use others as sources of the questions they ask. a puddle, they are engaging in investigations of the natural
information and learning. investigation. world, for example, provide
22-36
■■ Show an interest in why things chimes, streamers, windmills
months
happen. and bubbles to investigate the
effects of wind.
79

Exploration and Investigation

80
■■ Show curiosity and interest in ■■ How children examine objects ■■ Encourage and respond to ■■ Use the local area for exploring
the features of objects and living and living things to find out children’s signs of interest, both the built and the natural
things. more about them, for example, and extend these through environment.
Practice Guidance
■■ Describe and talk about what observing plants and animals, or questions, discussions and ■■ Provide opportunities to
30-50
they see. noticing the different materials further investigation. observe things closely through
months
■■ Show curiosity about why things that things are made of. ■■ Give additional support to a variety of means, including
happen and how things work. ■■ How children express choices children who are learning magnifiers and photographs.
■■ Show understanding of cause/ and preferences where verbal English as an additional
effect relations. communication is through a language, through pictorial
language other than English. support, or from familiar adults
who can interpret for them.
■■ Notice and comment on ■■ The changes and patterns that ■■ Help children to notice and ■■ Give opportunities to record
patterns. children notice. discuss patterns around them, findings by, for example,
■■ Show an awareness of change. ■■ Instances of children identifying for example, rubbings from drawing, writing, making a
■■ Explain own knowledge features of living things or grates, covers, or bricks. model or photographing.
40-60+
and understanding, and ask objects. ■■ Encourage children to raise ■■ Provide a range of materials and
months
appropriate questions of others. ■■ Ways in which children find out questions and suggest objects to play with that work
■■ Investigate objects and about things in the environment, solutions and answers. in different ways for different
Early
materials by using all of their for example, by handling ■■ Examine change over time, for purposes, for example, egg
learning
senses as appropriate. something and looking at it example, growing plants, and whisk, torch, other household
goals
■■ Find out about, and identify, closely. change that may be reversed, implements, pulleys, construction
some features of living things, ■■ Instances of children for example, melting ice. kits and tape recorder.
objects and events they investigating everyday events, ■■ Encourage children to speculate
observe. such as why a bicycle stops on the reasons why things
■■ Look closely at similarities, when the brakes are pressed. happen or how things work.
differences, patterns and

00266-2008BKT-EN
change.
■■ Ask questions about why
things happen and how
things work.
Designing and Making
Practice Guidance
■■ Explore objects and materials ■■ The objects that interest and ■■ Talk to babies about particular ■■ Provide objects that give young
with hands and mouth. engage babies’ attention. objects and materials, drawing babies opportunities to explore
their attention to features such textures, shapes and sizes.
as their feel or sound.
Birth-11
months
■■ Show curiosity and interest in ■■ How babies handle and arrange ■■ Talk about the way things ■■ Provide a range of resources
things that are built up and fall objects such as blocks or bricks. balance or what happens when that babies can use in their play
down, and that open and close. a structure falls down. that encourage their interest in
balancing and building things.
8-20
months
■■ Are interested in pushing and ■■ The things young children enjoy ■■ Offer a commentary on what ■■ Provide a range of items to
pulling things, and begin to building, opening and closing or young children are doing, inspire young children’s curiosity,
build structures. pushing and pulling. describing actions such as ensuring that their investigations
“You nearly managed it then, by are conducted safely.
16-26
pulling that handle”. ■■ Provide culturally diverse
months
artefacts and encourage
parents to bring in culturally
specific and familiar items from
home to share.
■■ Are curious and interested in ■■ How children investigate by, for ■■ Recognise that children’s ■■ Build on children’s particular
making things happen. example, taking all the cushions investigations may appear futile, interests by adding resources to
00266-2008BKT-EN
from several areas, piling them but that a child may be on the sustain and extend their efforts.
up and jumping on top of them. brink of an amazing discovery as
22-36
they meticulously place more and
months
more things on top of one another.
■■ Investigate various construction ■■ How children are using tools, ■■ Introduce children to appropriate ■■ Provide ideas and stimuli
materials. for example, using a stick to tools for different materials. for children, for example,
■■ Realise tools can be used for a make holes in dough. photographs, books, visits and
purpose. ■■ How children link experiences close observation of buildings.
30-50
Join construction pieces and use their knowledge to
81
■■
months
together to build and balance. design and make things.

Designing and Making

82
■■ Begin to try out a range of tools ■■ Children’s developing skills in ■■ Provide a range of construction ■■ Provide a range of tools, for
and techniques safely. using tools, including which tools materials, including example, scissors, hole punch,
they choose for particular tasks. construction kits containing a stapler, junior hacksaw, glue
Practice Guidance
variety of shapes, sizes and spreader, rolling pin, cutter,

30-50
ways of joining, and support knife, grater, and encourage
months
children in their use. children to handle them carefully
and use their correct names.
■■ Construct with a purpose ■■ The ways that children make ■■ Discuss purposes of design and ■■ Make links with children’s
in mind, using a variety of things, for example, a child making tasks. experiences to provide
resources. might use card, scissors, ■■ Teach joining, measuring, opportunities to design and
■■ Use simple tools and techniques glue, string and a hole punch cutting and finishing techniques make things, such as a ladder
40-60+
competently and appropriately. to make a bag to carry some and their names. for Anansi the spider (in the
months
■■ Build and construct with things home. ■■ Encourage children’s West African traditional tale).
a wide range of objects, ■■ How children construct for their evaluations, helping them to ■■ Provide opportunities for
Early
selecting appropriate own purposes. use words to explain, such as children to practise skills, initiate
learning
resources and adapting their ■■ Children’s own assessment of ‘longer’, ‘shorter’, ‘lighter’. and plan simple projects, and
goals
work where necessary. the fitness for purpose of their find their own solutions in the
■■ Select the tools and designs and the modifications design and making process.
techniques they need to they decide to make to them. ■■ Ensure that the organisation of
shape, assemble and join workshop areas allows children
materials they are using. real choices of techniques,
materials and resources.
00266-2008BKT-EN
ICT
Practice Guidance
■■ Show interest in toys and ■■ Which toys and resources ■■ Talk about the features of items ■■ Provide a range of playthings
resources that incorporate interest babies. that interest them such as a toy that excite babies’ attention,
technology. rabbit’s floppy ears or a bear including battery-operated
with a rumbling tummy. mobiles and wind-up radios.
Birth-11
months
■■ Explore things with interest and ■■ How babies begin to explore ■■ Share observations with ■■ Have available robust resources
sometimes press parts or lift technology in toys and personal parents so that you can with knobs, flaps, keys or
flaps to achieve effects such items, for example, pressing a compare notes. shutters.
as sounds, movements or new button or lifting the spout on a
8-20
images. drinking cup.
months
■■ Show interest in toys with ■■ The ways in which young ■■ Talk about the effect of ■■ Incorporate technology
buttons and flaps and simple children investigate how to children’s actions, as they resources that children
mechanisms and begin to learn push, pull, lift or press parts of investigate what things can do. recognise into their play, such
to operate them. toys and domestic equipment. as a camera.
16-26
months
■■ Show an interest in ICT. ■■ How children use the control ■■ Talk about ICT apparatus, what ■■ Provide safe equipment to play
■■ Seek to acquire basic skills in technology of toys, for example, it does, what they can do with it with, such as torches, transistor
turning on and operating some a toy electronic keyboard. and how to use it safely. radios or karaoke machines.
ICT equipment. ■■ Let children use the
22-36
photocopier to copy their own
months
pictures.
00266-2008BKT-EN
■■ Know how to operate simple ■■ The skills children develop ■■ Draw young children’s attention ■■ When out in the locality, ask
equipment. as they become familiar with to pieces of ICT apparatus they children to help to press the
simple equipment, such as see or that they use with adult button at the pelican crossing,
twisting or turning a knob. supervision. or speak into an intercom to tell
30-50
somebody you have come back
months
to the setting.
83

ICT
84
■■ Complete a simple program on ■■ How children coordinate ■■ Teach and encourage children ■■ Provide a range of
a computer. actions to use technology, to click on different icons to programmable toys, as well as
■■ Use ICT to perform simple for example, to direct dial a cause things to happen in a equipment involving ICT, such
Practice Guidance
functions, such as selecting telephone number. computer program. as computers.

40-60+
a channel on the TV remote ■■ Ensure safe use of all
months
control. ICT apparatus and make
■■ Use a mouse and keyboard to appropriate risk assessments
Early
interact with age-appropriate for their use.
learning
computer software.
goals
■■ Find out about and
identify the uses of
everyday technology
and use information and
communication technology
and programmable toys to
support their learning.
00266-2008BKT-EN
Time
Practice Guidance
■■ Anticipate repeated sounds, ■■ The sounds, sights and actions ■■ Talk about what you are doing ■■ Provide pictures or
sights and actions. that interest young babies, as you prepare a feed or a bath. photographs of things
for example, seeing a bottle, associated with regular
hearing bath water running. routines.
Birth-11
months
■■ Get to know and enjoy daily ■■ Children’s anticipation of the ■■ Spend time looking at and ■■ Ask parents about significant
routines, such as getting-up events of the day. talking about pictures of babies events in their babies’ day and
time, mealtimes, nappy time, eating, sleeping, bathing and how these are talked about, for
and bedtime. playing. example, “boboes” for sleep
8-20
or bedtime, “din-din” for dinner
months
time.
■■ Associate a sequence of ■■ Actions that show young ■■ Let young children know that ■■ Collect stories that focus on
actions with daily routines. children understand the you understand their routines. the sequence of routines, for
■■ Begin to understand that things sequence of routines, for Talk them through the things example, getting dressed,
might happen ‘now’. example, going to the you do as you get things ready. asking “How do I put it on?”.
16-26
cloakroom area when you say it
months
is time to go outdoors.
■■ Recognise some special times in ■■ How children talk about the ■■ Make a diary of photographs to ■■ Provide opportunities for
their lives and the lives of others. special events they experience record a special occasion. children to work through
■■ Understand some talk about in the home and in the setting. ■■ Use the language of time such routines in role-play, such as
immediate past and future, for ■■ The ways children show their as ‘yesterday’, ‘tomorrow’ or putting a ‘baby’ to bed.
22-36
example, ‘before’, ‘later’ or ‘soon’. growing understanding of the ‘next week’.
00266-2008BKT-EN
months
■■ Anticipate specific time-based past, for example, familiarity with
events such as mealtimes or places or people seen previously.
home time.
■■ Remember and talk about ■■ How children remember and ■■ Talk about and show interest ■■ Plan time when children can
significant events in their own recount a significant event, in children’s lives and discuss past events in their lives,
experience. such as finding a dead jellyfish experiences. such as what they did in the
■■ Show interest in the lives of at the beach. ■■ Use, and encourage children holidays or what happened when
30-50
people familiar to them. to use, the language of time they went to have a splinter
months
85
■■ Talk about past and future in conversations, for example, removed from their hand.
events. ‘past’, ‘now’ and ‘then’.

Time
86
■■ Develop an understanding of ■■ The comparisons children make ■■ Encourage discussion of ■■ Ask parents to share
growth, decay and changes about what they can do now important events in the lives of photographs from home that
over time. with what they could do when people children know, such as show things such as a sunflower
Practice Guidance
they were younger. their family. that their child took home from
30-50
■■ Make books of events in school in a pot, which has now
months
settings, for example, summer grown taller than them.
fair, building a climbing frame, ■■ Ensure the full participation of
shopping expedition or learning children learning English as an
about a festival. additional language by offering
■■ Encourage role-play of events in additional visual support and
children’s lives. encouraging children to use
■■ Observe changes in the their home language.
environment, for example,
through the seasons or as a
building extension is completed.
■■ Begin to differentiate between ■■ How children refer to past ■■ Sequence events, for example, ■■ Provide long-term growing
past and present. events, such as how long ago photographs of children from birth. projects, for example, sowing
■■ Use time-related words in it was since they visited the ■■ Use stories that introduce a sense seeds or looking after chicken
conversation. swimming baths. of time and people from the past. eggs.
40-60+
■■ Understand about the seasons ■■ How a child compares ■■ Encourage children to ask ■■ Provide reference material for
months
of the year and their regularity. experiences in their own questions about events in each children to use, for example,
■■ Make short-term future plans. life with those of others, for other’s lives in discussions, and comparing old and recent
Early ■■ Find out about past and example, comparing their own explore these experiences in photographs.
learning present events in their own play and playthings with their role-play. ■■ Draw on the local community
goals lives, and in those of their grandparents’ experiences of ■■ Compare artefacts of different to support projects about the
families and other people play and playthings. times, for example, garden and seasons. Tap into knowledge
00266-2008BKT-EN
they know. household tools. and expertise of local farmers,

■■ Make the most of opportunities gardeners, allotment holders
to value children’s histories. and so on.
Involve families in sharing
memories. This might include
celebration of a travelling
background or of African–
Caribbean roots.
Place
Practice Guidance
■■ Explore the space around them ■■ The movements that young ■■ Encourage young babies’ ■■ Provide spaces that give young
through movements of hands babies make as they find out movements through your babies different views of their
and feet and by rolling. about their environment. interactions, for example, surroundings, such as a soft
touching their fingers and toes play area, with different levels to
Birth-11
and showing delight at their explore.
months
kicking and waving.
■■ Love to be outdoors and closely ■■ How babies explore space, ■■ Draw attention to things in ■■ Display and talk about
observe what animals, people objects and features of the different areas that stimulate photographs of babies’
and vehicles do. environment. interest, such as a patterned favourite places.
surface.
8-20
months
■■ Are curious about the ■■ Responses to sights, sounds ■■ Encourage young children ■■ Develop use of the outdoors
environment. and smells in the environment to explore puddles, trees so that young children can
and what they like about playing and surfaces such as grass, investigate features, for example,
outdoors. concrete or pebbles. a mound, a path or a wall.
16-26
months
■■ Enjoy playing with small-world ■■ The things children say about ■■ Tell stories about places and ■■ Provide story and information
models such as a farm, a their environment. journeys, for example, Whatever books about places, such as
garage, or a train track. Next! by Jill Murphy. a zoo or the beach, to build on
visits to real places.
22-36
months
00266-2008BKT-EN
■■ Show an interest in the world in ■■ Children’s interest in things they ■■ Arouse awareness of features ■■ Plan time for visits to the local
which they live. see while out for a walk. of the environment in the setting area.
■■ Comment and ask questions ■■ The questions children ask about and immediate local area, for ■■ Provide play maps and small-
about where they live and the features of the built environment, example, make visits to shops world equipment for children to
30-50
natural world. such as road signs. or a park. create their own environments.
months
■■ Introduce vocabulary to
enable children to talk about
their observations and to ask
87
questions.

Place
88
■■ Encourage parents to provide
vocabulary in their home
language to support language
Practice Guidance
development and reinforce

30-50
understanding.
months
■■ Notice differences between ■■ How children talk about ■■ Use appropriate words, for ■■ Provide stories that help
features of the local the different features of the example, ‘town’, ‘village’, ‘road’, children to make sense of
environment. surroundings, such as the sizes, ‘path’, ‘house’, ‘flat’, ’temple’ and different environments.
■■ Observe, find out about and shapes, uses and types of ‘synagogue’, to help children make ■■ Provide stimuli and resources
40-60+
identify features in the place buildings or spaces they notice distinctions in their observations. for children to create simple
months
they live and the natural on a walk to the shops. ■■ Help children to find out about maps and plans, paintings,
Early world. ■■ How children connect the environment by talking to drawings and models of
learning ■■ Find out about their photographs to places in the people, examining photographs observations of known and
goals environment, and talk about environment and can work out and simple maps and visiting imaginary landscapes.
those features they like and a route, for example, from the local places. ■■ Give opportunities to
dislike. local shop to their setting. ■■ Encourage children to express design practical, attractive
■■ How children talk about and opinions on natural and environments, for example,
evaluate the quality of their built environments and give taking care of the flowerbeds or
environment, by, for example, opportunities for them to hear organising equipment outdoors.
talking about how the flower different points of view on the
baskets improve the area, and quality of the environment.
how the litter makes it look untidy. ■■ Ensure all children have
opportunities to express
themselves and learn the
vocabulary to talk about their
surroundings, drawing on
00266-2008BKT-EN
and encouraging the home

language to support the
learning of English.
■■ Encourage the use of words
that help children to express
opinions, for example, ‘busy’,
‘quiet’ and ‘pollution’.
Communities
Practice Guidance
■■ Concentrate intently on faces ■■ How young babies respond to ■■ Provide support for young ■■ Ask parents to share
and enjoy interaction. your attention. babies when they are not with photographs of special people
■■ Form attachments to special ■■ The attachments babies make their key person, to give them from home and place them
people. to special people. manageable experiences with where babies can see them.
Birth-11
others, for example, ensure that
months
others know a young baby’s
special characteristics and
preferences.
■■ Recognise special people, such ■■ Differences in the ways ■■ Nurture babies’ sense of ■■ Collect and share some stories
as family, friends or their key that babies respond to and themselves, while also helping and songs that parents and
person. communicate with adults and them to feel that they belong to babies use at home.
■■ Show interest in social life other children. the group, for example, saying
8-20
around them. “This is Max’s cup and there
months
is a cup for Earl, Frankie and
Lacey too”.
■■ Are curious about people and ■■ Young children’s questions ■■ Talk to young children about the ■■ Give opportunities for talk with
show interest in stories about about differences such as skin special people in their lives. other children, visitors and adults.
themselves and their family. colour, hair and friends. ■■ Talk with young children
■■ Enjoy stories about themselves, about valuing all skin colour
16-26
their families and other people. differences.
months
■■ Like to play alongside other
children.
00266-2008BKT-EN
■■ Are interested in others and ■■ How children play, socialise and ■■ Encourage children to take on ■■ Provide a soft toy for children
their families. talk about family life. different roles during role-play. to take home overnight, in turn.
■■ Have a sense of own immediate ■■ Support children’s friendships Talk with children about what
family and relations. by talking to them about their the toy has done during these
22-36
■■ Begin to have their own friends. characteristics, such as being excursions.
months
kind, or fun to be with.
89

Communities
90
■■ Express feelings about a ■■ How children respond to a ■■ Introduce language that ■■ Plan time to listen to children
significant personal event. significant event, such as the describes emotions, for wanting to talk about significant
■■ Describe significant events for birth of a baby or the death of example, ‘sad’, ‘happy’, ‘angry’ events and give them time to
Practice Guidance
family or friends. a pet. and ‘lonely’, in conversations formulate thoughts and words
30-50
■■ Enjoy imaginative and role-play ■■ The ways children recall special when children express their to express feelings. Provide the
months
with peers. events such as a wedding they feelings about special events. support of adults who share
■■ Show interest in different have attended. ■■ Use group times to share languages other than English
occupations and ways of life. events in children’s lives. with children.
■■ Listen carefully and ask ■■ Provide ways of preserving
questions that show respect memories of special events,
for children’s individual for example, making a book,
contributions. collecting photographs, tape
■■ Explain the significance of recording, drawing and writing.
special events to children. ■■ Invite children and families
■■ Visit workplaces and invite with experiences of living in
people who work in the other countries to bring in
community to talk to children photographs and objects from
about their roles. Wherever their home cultures including
possible encourage the those from family members
challenging of stereotypes living in different areas of the UK
by, for example, using a male and abroad.
midwife or a female firefighter.
■■ Gain an awareness of the ■■ The interest children show in ■■ Introduce children to a range ■■ Provide opportunities for
cultures and beliefs of others. stories, music and dance from a of cultures and religions, for children to sample food from
■■ Feel a sense of belonging to range of cultures. example, tell stories, listen to a variety of cultures, such as a
own community and place. ■■ How children talk about the music, dance and eat foods traditional Caribbean dish.
40-60+
00266-2008BKT-EN
■■ Begin to know about their practices and beliefs of their from a range of cultures. Use ■■ Provide books that show a
months
own cultures and beliefs and friends. resources in role-play that range of languages, dress and
Early those of other people. ■■ How children express their reflect a variety of cultures, such customs.
learning attitudes such as about as clothes, symbols, candles ■■ Use appropriate resources at
goals differences in skin colours. and toys. circle time to enable children
■■ How children respond to to learn positive attitudes and
information about people’s behaviour towards people who
unfamiliar lifestyles. are different to themselves.
Communities
Practice Guidance
■■ Extend children’s knowledge of ■■ Ensure the use of modern

cultures within and beyond the photographs of parts
setting through books, videos of the world that are
and DVDs, and photographs; commonly stereotyped and
40-60+
listening to simple short stories misrepresented.
months
in various languages; handling
artefacts; inviting visitors from
a range of religious and ethnic
groups, and visiting local places
of worship and cultural centres.
■■ Ensure that any cultural
assumptions and stereotypes
that are already held are
countered in activities.
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91

Physical Development
Requirements
The physical development of babies and young children must be encouraged through the provision of
opportunities for them to be active and interactive and to improve their skills of coordination, control,
manipulation and movement. They must be supported in using all of their senses to learn about the
world around them and to make connections between new information and what they already know.
They must be supported in developing an understanding of the importance of physical activity and
making healthy choices in relation to food.
What Physical Development means for children
■■ Babies and children learn by being active and Physical Development takes place across all areas of
Learning and Development.
■■ Physical Development helps children gain confidence in what they can do.
■■ Physical Development enables children to feel the positive benefits of being healthy and active.
■■ Physical Development helps children to develop a positive sense of well-being.
■■ Good health in the early years helps to safeguard health and well-being throughout life. It is
important that children develop healthy habits when they first learn about food and activity. Growing
with appropriate weight gain in the first years of life helps to guard against obesity in later life.
To give all children the best opportunities for effective development and learning in Physical
Development practitioners should give particular attention to the following areas.
■■ Build children’s confidence to take manageable risks in their play.
■■ Motivate children to be active and help them develop movement skills through praise,
encouragement, games and appropriate guidance.
■■ Notice and value children’s natural and spontaneous movements, through which they are finding
out about their bodies and exploring sensations such as balance.
■■ Provide time to support children’s understanding of how exercise, eating, sleeping, and hygiene
promote good health.

■■ Provide equipment and resources that are sufficient, challenging and interesting and that can be
used in a variety of ways, or to support specific skills.
■■ Allow sufficient space, indoors and outdoors, to set up relevant activities for energetic play.
■■ Provide time and opportunities for children with physical disabilities or motor impairments to
develop their physical skills, working in partnership with relevant specialists such as physiotherapists
and occupational therapists.
■■ Use additional adult help, as necessary, to support individuals and to encourage increased
independence in physical activities.
■■ Plan activities that offer physical challenges and plenty of opportunities for physical activity.
■■ Give sufficient time for children to use a range of equipment to persist in activities, practising new
and existing skills and learning from their mistakes.
■■ Introduce appropriate vocabulary to children, alongside their actions.
■■ Treat mealtimes as an opportunity to promote children’s social development, while enjoying food
and highlighting the importance of making healthy choices.

Movement and Space

94
■■ Make movements with arms ■■ How young babies begin to ■■ Let babies kick and stretch freely ■■ Have well-planned areas that
and legs which gradually explore through their bodily on their tummies and backs. allow babies maximum space to
become more controlled. movements. ■■ Encourage babies to explore move, roll, stretch and explore
Practice Guidance
■■ Use movement and sensory ■■ The physical skills that young the space near them by putting in safety indoors and outdoors.
Birth-11
exploration to link up with their babies use to make contact interesting things beside them, ■■ Provide resources that move or
months
immediate environment. with people and objects. such as crinkly paper, or light, make a noise when touched to
soft material. stimulate babies to reach out
with their arms and legs.
■■ Make strong and purposeful ■■ The way young babies ■■ Engage babies in varied physical ■■ Provide novelty in the
movements, often moving coordinate actions to move experiences, such as bouncing, environment that encourages
from the position in which they around the space on their feet, rolling, rocking and splashing, babies to use all of their senses
are placed. bottoms, backs, tummies and both indoors and outdoors. and move indoors and outdoors.
8-20
■■ Use their increasing mobility hands and knees. ■■ Encourage babies to use ■■ Offer low-level equipment so
months
to connect with toys, objects ■■ How babies like to move. resources they can grasp, that babies can pull up to a
and people. ■■ What babies like to try to reach squeeze and throw. standing position.
■■ Show delight in the freedom for and play with, and the skills ■■ Encourage babies to notice ■■ Provide tunnels, slopes and
and changing perspectives they develop, such as pulling to other babies and children low-level steps to stimulate and
that standing or beginning to stand and walking. coming and going near to them. challenge toddlers.
walk brings. ■■ Support and encourage babies’ ■■ Make toys easily accessible for
drive to stand and walk. children to reach and fetch.
■■ Plan space to encourage free
movement.
■■ Have a biological drive to use ■■ How young children move with ■■ Encourage independence ■■ Provide young children who
their bodies and develop their their whole bodies to show as young children explore have physical disabilities
physical skills. their excitement, interest, particular patterns of with equipment that is easily
■■ Express themselves through amusement or annoyance. movement, sometimes referred accessed and resources that
16-26
00266-2008BKT-EN
action and sound. ■■ The sensory experiences of, to as schemas. meet their individual needs.
months
■■ Are excited by their own for example, rolling, spinning, ■■ Use music to stimulate ■■ Tell stories that encourage
increasing mobility and often rocking and physical contact exploration with rhythms of children to think about the way
set their own challenges. with adults enjoyed by children. movement. they move.
Movement and Space
Practice Guidance
■■ The ways in which young ■■ Anticipate young children’s ■■ Provide different arrangements
children are developing skills, exuberance and ensure the of toys and soft play materials
sometimes creeping, crawling, space is clear and suitable for to encourage crawling,
climbing, walking or throwing. their rapid, and sometimes tumbling, rolling and climbing.
16-26
unpredictable, movements.
months
■■ Gradually gain control of their ■■ The new skills children continue ■■ Be aware that children can be ■■ Provide a range of large play
whole bodies and are becoming to achieve such as jumping, very energetic for short bursts equipment that can be used in
aware of how to negotiate the kicking a ball or balancing on and need periods of rest and different ways, such as boxes,
space and objects around them. one leg. relaxation. ladders, ‘A’ frames and barrels.
22-36
■■ Move spontaneously within ■■ Chosen ways of moving and ■■ Encourage and guide children ■■ Plan time for children to
months
available space. the way children experiment to persevere at a skill. experiment with equipment and
■■ Respond to rhythm, music and with movement and balance, ■■ Value the ways children choose to practise their skills.
story by means of gesture and turning upside down, crawling to move. ■■ Undertake risk assessment
movement. or rolling. ■■ Give as much opportunity as and provide safe spaces where
■■ Are able to stop. ■■ How a child responds physically possible for children to move children can move freely. Create
■■ Manage body to create to stimuli such as seeing an freely between indoors and ‘zones’ for some activities and
intended movements. aeroplane flying overhead. outdoors. explain safety to children and
■■ Combine and repeat a range ■■ How children respond to ■■ Talk to children about their parents.
of movements. different types of music. movements and help them to ■■ Plan to respect individual
■■ The ways children try to copy explore new ways of moving, progress and preoccupations.
movements or repeat skills they such as squirming, slithering Allow time for exploration
have achieved. and twisting along the ground and for children to practise
■■ How children join movements like a snake. movements they choose.

00266-2008BKT-EN
such as running, stopping and ■■ Encourage children to ■■ Provide real and role-play
jumping, climbing and turning. move, using a range of body opportunities for children to
■■ The different ways children parts, and to perform given create pathways, for example,
use their bodies to express movements at more than one road layouts, ‘taking the
themselves imaginatively. speed, such as quickly, slowly, pushchair to the home corner’
or on tiptoe. or ‘going on a picnic’.
■■ Encourage body tension activities ■■ Provide CD and tape players,
such as stretching, reaching, scarves, streamers and musical
95
curling, twisting and turning. instruments so that children can

respond spontaneously to music.
Movement and Space

96
■■ Be alert to the safety of children, ■■ Plan activities that involve
particularly those who might moving and stopping, such as
overstretch themselves. musical bumps.
Practice Guidance
■■ Introduce the vocabulary of

22-36
spatial relationships, such
months
as ‘between’, ‘through’ and
‘above’.
■■ Move freely with pleasure and ■■ How children move ■■ Teach skills which will help ■■ Plan opportunities for children
confidence in a range of ways, enthusiastically, using their children to keep themselves to tackle a range of levels and
such as slithering, shuffling, arms and legs in a spontaneous safe, for example, responding surfaces including flat and hilly
rolling, crawling, walking, dance, or shaking their bodies rapidly to signals including ground, grass, pebbles, asphalt,
30-50
running, jumping, skipping, in time to music, when they are visual signs and notes of music. smooth floors and carpets.
months
sliding and hopping. sad, happy or excited. ■■ Encourage children to move ■■ Ensure that equipment is
■■ Use movement to express ■■ Children’s increasing confidence with controlled effort, and use appropriate to the size and
feelings. in what they can do and their associated vocabulary such as weight of children in the group
■■ Negotiate space successfully enjoyment of physical activities. ‘strong’, ‘firm’, ‘gentle’, ‘heavy’, and offers challenges to
when playing racing and chasing ■■ Some of the strategies children ‘stretch’, ‘reach’, ‘tense’ and children at different levels of
games with other children, find to avoid banging into one ‘floppy’. development.
adjusting speed or changing another, and objects, as they ■■ Use music to create moods ■■ Plan activities where children
direction to avoid obstacles. negotiate space. and talk about how people can move in different ways and
■■ Sit up, stand up and balance on ■■ Children’s skill development, move when they are sad, happy at different speeds.
various parts of the body. deciding if it is exploratory and or cross. ■■ Provide balancing challenges,
■■ Demonstrate the control experimental or repetitive, and ■■ Lead imaginative movement such as a straight or curved
necessary to hold a shape or whether they are ready for a sessions based on children’s chalk line for children to follow.
fixed position. new challenge. current interests such as space ■■ Mark out boundaries for some
■■ Operate equipment by means of ■■ Efforts to try something new travel, zoo animals or shadows. activities, such as games
pushing and pulling movements. and persevere at a skill. Motivate children to be active involving wheeled toys or balls,
00266-2008BKT-EN
■■
■■ Mount stairs, steps or climbing ■■ The ideas that children suggest through games such as follow so that children can more easily
equipment using alternate feet. to make things ‘fair’. the leader. regulate their own activities.
■■ Negotiate an appropriate ■■ Provide sufficient equipment for
pathway when walking, running children to share, so that waiting
or using a wheelchair or other to take turns does not spoil
mobility aids, both indoors and enjoyment.
outdoors.
Movement and Space
Practice Guidance
■■ Judge body space in relation ■■ Talk about why children ■■ Provide construction materials
to spaces available when should take care when moving such as crates, blocks or boxes
fitting into confined spaces freely, and help them to to create personal and shared
or negotiating openings and remember some simple rules spaces and dens.
30-50
boundaries. to remind them how to move ■■ Take photographs to put in a
months
■■ Show respect for other about without endangering book about ‘Me and the things
children’s personal space when themselves or others. I can do’.
playing among them. ■■ Praise children’s efforts
■■ Persevere in repeating some when they consider others or
actions or attempts when collaborate in tasks.
developing a new skill. ■■ Encourage children to
■■ Collaborate in devising and persevere through praise,
sharing tasks, including those guidance or instruction when
which involve accepting rules. success is not immediate.
■■ Go backwards and sideways as ■■ The different ways children find ■■ Encourage children to use ■■ Plan target throwing, rolling,
well as forwards. of moving across and off and the vocabulary of movement, kicking and catching games.
■■ Experiment with different ways on objects. such as ‘gallop’ and ‘slither’; ■■ Plan games where children can
of moving. ■■ How children combine of instruction, such as ‘follow’, use skills in different ways, such
40-60+
■■ Initiate new combinations of movements to make simple ‘lead’ and ‘copy’; and of feeling, as hopping backwards and
months
movement and gesture in order sequences. such as ‘excited’, ‘scared’ and galloping sideways.
to express and respond to ■■ The way children recognise ‘happy’. ■■ Provide open-ended resources
feelings, ideas and experiences. the need to take account of ■■ Help children communicate for large-scale building.
■■ Jump off an object and land space when they plan to do through their bodies by ■■ Use whole-body action rhymes
00266-2008BKT-EN
appropriately. things such as building and encouraging expressive such as ‘Head, Shoulders,
■■ Show understanding of the demolishing a tower or riding a movement linked to their Knees and Toes’.
need for safety when tackling wheeled toy. imaginative ideas. ■■ Provide time and space to
new challenges. ■■ The ways children manage ■■ Talk with children about body enjoy energetic play daily, either
■■ Avoid dangerous places and themselves safely. parts and bodily activity, teaching indoors or outdoors, visiting
equipment. ■■ The ways children negotiate the vocabulary of body parts. parks if other spaces are limited.
■■ Construct with large materials equipment by, for example, ■■ Help children to think about ■■ Ensure children know the rules
such as cartons, fabric and balancing, climbing, sliding or how their movements and for being safe in different spaces.
Early planks. slithering. actions can impact on others.
97
learning ■■ Move with confidence, ■■ Children’s fine motor control

goals imagination and in safety. when using a pencil or a brush.
Movement and Space

98
■■ Move with control and ■■ Children’s free, spontaneous ■■ Pose challenging questions ■■ Regularly check resources for
coordination. movement and how they such as “Can you get all the way safety, for example, ensuring
■■ Travel around, under, over demonstrate control. round the climbing frame without that fabric is clean and that
Practice Guidance
and through balancing and your knees touching it?”. planks are free from splinters
40-60+
climbing equipment. ■■ Talk with children about the and rough edges.
months
■■ Show awareness of space, of need to match their actions to ■■ Provide a range of equipment
Early themselves and of others. the space they are in. at different levels, such as an
learning ■■ Encourage children to be active overhead ladder, a tunnel, a
goals and energetic by organising bench and a mat.
lively games. ■■ Provide large portable
■■ Provide opportunities for children equipment that children
to repeat and change their can move about safely and
actions so that they can think cooperatively to create their
about, refine and improve them. own structures.
■■ Help children to be aware of ■■ Plan imaginative, active
risks and to consider their own experiences, such as ‘Going
and others’ safety. on a bear hunt’. Help them
■■ Take time to review individual remember the actions of the
needs for space and equipment story (We’re Going on a Bear
for a child who may require Hunt by Michael Rosen and
modifications to either or both. Helen Oxenbury) and think
■■ Show children how to about the different ways of
collaborate in throwing, rolling, moving and ways of avoiding
fetching and receiving games, bumping into each other.
encouraging children to play ■■ Practise movement skills
with one another once their through games with beanbags,
skills are sufficient. cones, balls and hoops.

00266-2008BKT-EN
Health and Bodily Awareness
Practice Guidance
■■ Thrive when their nutritional ■■ Young babies’ hunger patterns ■■ Talk to parents about the feeding ■■ Plan feeding times that take
needs are met. and how they regulate the patterns of young babies. account of the individual and
■■ Respond to and thrive on speed and intensity with which ■■ Talk to young babies as you cultural feeding needs of young
warm, sensitive physical they suck. stroke their cheeks, or pat their babies, remembering that some
Birth-11
contact and care. ■■ How they show they are backs, reminding them that you babies may be used to being
months
relaxed when they feel safe are there and they are safe. fed while sitting on the lap of a
and cared for. ■■ Discuss the cultural needs and familiar adult.
expectations for skin and hair ■■ Introduce baby massage
care with parents prior to entry sessions that make young
to the setting, ensuring that the babies feel nurtured and
needs of all children are met promote a sense of well-being.
appropriately and that parents’
wishes are respected.
■■ Need rest and sleep, as well ■■ How babies’ behaviour ■■ Help children to enjoy their ■■ Provide a comfortable,
as food. changes as they get tired and food and appreciate healthier accessible place where babies
■■ Focus on what they want as they require sleep. choices by combining favourites can rest or sleep when they
begin to crawl, pull to stand, ■■ The ways in which babies with new tastes and textures. want to.
8-20
creep, shuffle, walk or climb. indicate that they need help. ■■ Make space for young children ■■ Plan alternative activities for
months
to be able to pull themselves babies who do not need sleep
up, shuffle or walk, ensuring at the same time as others do.
that they are safe at all times, ■■ Provide safe surroundings in
while not restricting their which young children have
explorations. freedom to move as they

00266-2008BKT-EN
■■ Be aware that babies have little want, while being kept safe by
sense of danger when their watchful adults.
interests are focused on getting
something they want.
99

100
■■ Show some awareness of ■■ Young children’s interest in ■■ Support parents’ routines with ■■ Offer choices for children in
bladder and bowel urges. bodily functions and when they young children’s toileting by terms of potties, trainer seats
■■ Develop their own likes and communicate their needs. having flexible routines and by or steps.
Practice Guidance
dislikes in food, drink and activity. ■■ The choices young children encouraging children’s efforts ■■ Establish routines that enable
16-26
■■ Practise and develop what they make, for example, asking for at independence. children to look after themselves,
months
can do. the same story again and again. ■■ Discuss cultural expectations for example, putting their clothes
■■ Patterns of play, such as for toileting, since in some and aprons on hooks or washing
repeatedly climbing on to and cultures young boys may be themselves.
off a step. used to sitting rather than ■■ Create time to discuss options
standing at the toilet. so that young children have
■■ Value children’s choices choices between healthy
and encourage them to try options, such as whether they
something new and healthy. will drink water, juice or milk.
■■ Communicate their needs for ■■ The signs, gestures or words ■■ Involve young children in the ■■ Ensure children’s safety, while
things such as food, drinks and young children use to convey preparation of food. not unduly inhibiting their
when they are uncomfortable. what their needs are at any time. ■■ Encourage repetition in risk-taking.
■■ Show emerging autonomy in movements and sensory ■■ Display a colourful daily menu
22-36
self-care. experiences. showing healthy meals and
months
■■ Give children the chance to snacks and discuss choices
talk about what they like to eat, with the children, reminding
while reinforcing messages them, for example, that they
about healthier choices, and tried something previously and
to learn about each other’s might like to try it again.
preferences. ■■ Be aware of eating habits
■■ Remember that children who at home and of the different
have limited opportunity to play ways people eat their food. For
00266-2008BKT-EN
outdoors may lack a sense of example, some families use

danger. hands to eat and some cultures
strongly discourage the use of
the left hand for eating.
Practice Guidance
■■ Show awareness of own needs ■■ Children’s recognition of their ■■ Talk to children about why you ■■ Provide a cosy place with a
with regard to eating, sleeping own needs, such as when they encourage them to rest when cushion and a soft light where
and hygiene. tell you their lace is undone and they are tired or why they need a child can rest quietly if they
■■ Often need adult support to need help to fasten it. to wear wellingtons when it is need to.
30-50
meet those needs. ■■ The ways children demonstrate muddy outdoors. ■■ Plan so that children can be
months
■■ Show awareness of a range of understanding of healthy ■■ Create opportunities for moving active in a range of ways,
healthy practices with regard to practices such as by saying they towards independence, for including while using a
eating, sleeping and hygiene. need a tissue, or putting a cup in example, have hand-washing wheelchair.
■■ Observe the effects of activity the sink ready to be washed. facilities safely within reach, ■■ Be aware that physical activity
on their bodies. ■■ Children’s understanding that and support children in making is important in maintaining good
they need a rest or a drink after healthy choices about the food health and in guarding against
a burst of activity. they eat. children becoming overweight
■■ Encourage children to notice or obese in later life.
the changes in their bodies after
exercise, such as their heart
beating faster.
■■ Show some understanding ■■ How children indicate that they ■■ Promote health awareness ■■ Ensure that children who get
that good practices with regard are hungry or need to wash their by talking to children about out of breath will have time to
to exercise, eating, sleeping hands before starting to cook. exercise, its effect on their bodies recover.
and hygiene can contribute to ■■ Children’s familiarity with and the positive contribution it ■■ Place water containers where
40-60+
good health. hygienic practices, such as can make to their health. children can find them easily and
months
■■ Recognise the importance of throwing used tissues in a bin. ■■ Help children to understand the get a drink when they need one.
Early keeping healthy, and those ■■ Children’s understanding thinking behind the good practices ■■ Plan opportunities, particularly
00266-2008BKT-EN
learning things which contribute to this. of what they need to do to they are encouraged to adopt. after exercise, for children to
goals ■■ Recognise the changes that maintain health, for example, ■■ Be aware of specific health talk about how their bodies feel.
happen to their bodies when a child telling others they are difficulties among the children in
they are active. going to the dentist: “I need to the group, such as allergies.
have a check-up to keep my ■■ Be sensitive to varying family
teeth strong”. expectations and life patterns
■■ Children talking about and when encouraging thinking
feeling their heart beating after about health.
101
running, without prompting

from an adult.

102
■■ Find ways to involve children so
that they are all able to be active
in ways that interest them and
Practice Guidance
match their health and ability.

40-60+
■■ Discuss with children why they
months
get hot and encourage them to
think about the effects of the
environment, such as whether
opening a window helps
everybody to be cooler.
00266-2008BKT-EN
Using Equipment and Materials
Practice Guidance
■■ Watch and explore hands ■■ The way young babies’ eyes ■■ Play games, such as offering a ■■ Have baskets of small colourful
and feet. follow the movements of their small toy and taking it again to toys near to where you feed a
■■ Reach out for, touch and begin fingers and toes. rattle, or sail through the air. young baby, or attached to the
to hold objects. ■■ How young babies grasp and ■■ Encourage young babies in pram, buggy or soft chair.
Birth-11
clutch at anything in reach. their efforts to gradually share ■■ Provide objects to be sucked,
months
control of the bottle with you. pulled, squeezed and held, to
encourage the development of
fine motor skills.
■■ Imitate and improvise actions ■■ Babies’ actions such as ■■ Use feeding, changing and ■■ Provide resources that
they have observed, such as clapping, pointing, grasping bathing times to share finger stimulate babies to handle and
clapping and waving. and dropping things. plays, such as ‘Round and manipulate things, for example,
■■ Become absorbed in putting ■■ The ways babies pat, pinch and Round the Garden’. toys with buttons to press or
8-20
objects in and out of containers. grasp sand, paste or paint. ■■ Show babies different ways to books with flaps to open.
months
■■ Enjoy the sensory experience make marks in dough or paint ■■ Use gloop (cornflour and water)
of making marks in damp by swirling, poking or patting it. in small trays so that babies can
sand, paste or paint. This is enjoy putting fingers into it and
particularly important for babies lifting them out.
who have a visual impairment.
■■ Use tools and materials for ■■ Ways babies prefer to eat ■■ Treat mealtimes as an ■■ Provide materials that enable
particular purposes. their food, such as grasping a opportunity to help children to children to help with chores
■■ Begin to make, and manipulate, spoon, using their fingers, or use fingers, spoon and cup to such as sweeping, pouring,
objects and tools. holding a fork. feed themselves. digging or feeding pets.
16-26
■■ Put together a sequence of ■■ How young children begin to ■■ Help young children to find ■■ Provide sticks, rollers and
00266-2008BKT-EN
months
actions. recognise the conventional uses comfortable ways of grasping, moulds for young children to
of some objects, such as a cup holding and using things they use in dough, clay or sand.
for drinking. wish to use, such as a hammer,
a paintbrush or a teapot in the
home corner.
■■ Balance blocks to create simple ■■ How children are developing ■■ Encourage children in their ■■ Resource the home play area
structures. fine movements of their fingers efforts to do up buttons or pour with cooking utensils and babies’
103
and hands to grip, twist, bang a drink. clothes so that children can handle
and make marks. tools and materials meaningfully in
22-36
their imaginative play.
months

104
■■ Show increasing control in ■■ How they are building up ■■ Provide ‘tool boxes’ containing
holding and using hammers, strength in their arms and things that make marks, so that
books, beaters and mark- hands through large muscle children can explore their use
Practice Guidance
making tools. activities such as climbing. both indoors and outdoors.

22-36
months
■■ Engage in activities requiring ■■ The ways children manage to ■■ Teach children the skills they ■■ Make equipment available and
hand–eye coordination. make things work successfully, need to use equipment safely, accessible to all children for the
■■ Use one-handed tools and such as when they wheel a for example, cutting with whole of the day or session,
equipment. buggy, turn a whisk or ‘vacuum’ scissors or using tools. if possible.
30-50
■■ Show increasing control over the carpet. ■■ Check children’s clothing for ■■ Provide activities that give
months
clothing and fastenings. ■■ The things that inspire children safety, for example, ensuring children the opportunity
■■ Show increasing control in to want to create or construct. that toggles on coats and and motivation to practise
using equipment for climbing, ■■ The variety of skills children use hoods cannot get tangled in manipulative skills, for example,
scrambling, sliding and swinging. to manipulate materials and tricycle wheels. cooking, painting and playing
■■ Demonstrate increasing skill objects, such as picking up, ■■ Introduce the vocabulary of instruments.
and control in the use of mark- releasing, threading and direction, including, where ■■ Provide opportunities for
making implements, blocks, posting objects. appropriate, ‘clockwise’ and children to sometimes use all
construction sets and small- ■■ Children’s strategies, efforts ‘anticlockwise’. their fingers or the whole hand,
world activities. and achievements in fastening for example with finger-paints
■■ Understand that equipment and and unfastening items such or cornflour, and sometimes
tools have to be used safely. as containers, clothing and use just one finger, for example
cupboards. when making patterns in damp
■■ Children’s skills in fixing, sand or paint.
creating play worlds and using ■■ Provide objects that can be
materials and equipment safely handled safely, including
and appropriately. small-world toys, construction

00266-2008BKT-EN
sets, threading and posting

toys, dolls’ clothes and material
for collage.
Practice Guidance
■■ Explore malleable materials ■■ Children’s preferred hand for ■■ Encourage children’s large ■■ Provide a range of left-handed
by patting, stroking, poking, putting on clothes or using a arm and hand movements and tools, especially left-handed
squeezing, pinching and paintbrush. activities that strengthen their scissors, for children who
twisting them. ■■ Children’s developing ball skills. hands and fingers, for example, need them.
40-60+
■■ Use increasing control over ■■ Children’s play patterns, throwing and catching. ■■ Provide a wide range of
months
an object, such as a ball, by identifying the ways they show ■■ Introduce and encourage materials, such as clay, that
touching, pushing, patting, interest in using a range of children to use the vocabulary encourage manipulation.
throwing, catching or kicking it. equipment and materials. of manipulation, for example, ■■ Offer different tools, techniques
■■ Manipulate materials to achieve ■■ The different ways children ‘squeeze’ and ‘prod’, and the or materials when the available
a planned effect. explore and manipulate materials. language of description, for tools are inadequate to achieve
■■ Use simple tools to effect ■■ The tools children use to example, ‘spiky’, ‘silky’, ‘lumpy’ the desired effects.
changes to the materials. achieve effects. and ‘tall’. ■■ Provide tweezers, tongs and
■■ Show understanding of how ■■ Some of the ways ■■ Justify and explain why safety is small scoops for use in play and
to transport and store children demonstrate their an important factor in handling investigation.
equipment safely. understanding of the need for tools, equipment and materials, ■■ Provide a range of construction
■■ Practise some appropriate handling equipment safely, and have sensible rules for toys of different sizes, made of
safety measures without direct such as when they carry a everybody to follow. wood, rubber or plastic, that fix
supervision. chair, ensuring they point its ■■ Teach skills where necessary together in a variety of ways, for
Early ■■ Use a range of small and legs towards the ground. and then give children the example by twisting, pushing,
learning large equipment. ■■ How children use their skills chance to practise them. slotting or magnetism.
goals ■■ Handle tools, objects, when creating something they ■■ Teach children how to use
construction and malleable need in their play, or want to tools and materials effectively
materials safely and with give to a friend. and safely.
increasing control. ■■ Talk with children about what

00266-2008BKT-EN
they are doing, how they plan

to do it, what worked well
and what they would change
next time.
105
Creative Development
Requirements
Children’s creativity must be extended by the provision of support for their curiosity, exploration and
play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings,
for example, through a variety of art, music, movement, dance, imaginative and role-play activities,
mathematics, and design and technology.
What Creative Development means for children
■■ Creativity is about taking risks and making connections and is strongly linked to play.
■■ Creativity emerges as children become absorbed in action and explorations of their own ideas,
expressing them through movement, making and transforming things using media and materials
such as crayons, paints, scissors, words, sounds, movement, props and make-believe.
■■ Creativity involves children in initiating their own learning and making choices and decisions.
■■ Children’s responses to what they see, hear and experience through their senses are individual and
the way they represent their experiences is unique and valuable.
■■ Being creative enables babies and children to explore many processes, media and materials and to
make new things emerge as a result.
To give all children the best opportunity for effective development and learning in Creative Development
practitioners should give particular attention to the following areas.
■■ Ensure children feel secure enough to ‘have a go’, learn new things and be adventurous.
■■ Value what children can do and children’s own ideas rather than expecting them to reproduce
someone else’s picture, dance or model, for example.
■■ Give opportunities for children to work alongside artists and other creative adults so that they see at
first hand different ways of expressing and communicating ideas and different responses to media
and materials.
■■ Accommodate children’s specific religious or cultural beliefs relating to particular forms of art or
methods of representation.

■■ Provide a stimulating environment in which creativity, originality and expressiveness are valued.
■■ Include resources from a variety of cultures to stimulate new ideas and different ways of thinking.
■■ Offer opportunities for children with visual impairment to access and have physical contact with
artefacts, materials, spaces and movements.
■■ Provide opportunities for children with hearing impairment to experience sound through physical
contact with instruments and other sources of sound.
■■ Encourage children who cannot communicate by voice to respond to music in different ways, such
as gestures.
■■ Present a wide range of experiences and activities that children can respond to by using many of
their senses.
■■ Allow sufficient time for children to explore and develop ideas and finish working through these ideas.
■■ Create opportunities for children to express their ideas through a wide range of types of
representation.

Being Creative – Responding to Experiences, Expressing and Communicating Ideas

108
■■ Use movement and sensory ■■ Expressions of emotion shown ■■ Use gentle touch to trace ■■ Make available resources such
exploration to connect with their through the movements of ‘Round and Round the Garden’ as soft feathers, silk squares and
immediate environment. fingers, arms and bodies. or to pat hands for ‘Pat-a-Cake’ pom-poms which offer sensory
Practice Guidance
with young babies. interest to young babies.

Birth-11
months
■■ Respond to what they see, ■■ Young children’s favourite ■■ Maintain the calm atmosphere ■■ Vary sensory experiences by
hear, smell, touch and feel. materials, music, lights and of a light room or area by placing herbs such as basil,
aromas. playing quiet music so that parsley or sage in muslin bags
young children can rest from for babies to squeeze or catch
8-20
stimulation for short periods. with their fingers.
months
■■ Express themselves through ■■ The ways that young children ■■ Support children’s patterns of ■■ Introduce young children to
physical action and sound. may repeat actions or make play in different activities, for light fabric curtains, full-length
■■ Explore by repeating patterns tuneful sounds as they climb example, transporting blocks to mirrors and soft play cubes
of play. steps, or step up and down the sand area. for hiding in, peeping at and
16-26
from a stool. crawling through.
months
■■ Seek to make sense of what ■■ Word plays, signs, body ■■ Help children to value their ■■ Provide props such as
they see, hear, smell, touch language and gestures that creative responses by your streamers for children to wave
and feel. young children use in response interest in the way they move, to make swirling lines, or place
■■ Begin to use representation as to their experiences, for represent or express their mood. shiny mobiles, made from
22-36
a form of communication. example, a child may jump up unwanted CDs, in the trees to
months
and down or whirr around when whirl around in the wind.
they are excited, or eagerly
engaged.
00266-2008BKT-EN
■■ Use language and other forms ■■ The ways children capture their ■■ Provide appropriate materials ■■ Ensure that there is enough
of communication to share experiences by, for example, and extend children’s thinking time for children to express their
the things they create, or to finding materials to make wings through involvement in thoughts, ideas and feelings
indicate personal satisfaction or from large pieces of red paper their play, using questions in a variety of ways, such as in
30-50
frustration. after watching some ladybirds thoughtfully and appropriately. role-play, by painting and by
months
■■ Explore and experience using a in the garden. ■■ Encourage children to describe responding to music.
range of senses and movement. their experiences.
Being Creative – Responding to Experiences, Expressing and Communicating Ideas
Practice Guidance
■■ Capture experiences and ■■ The ways in which children ■■ Be interested in children’s ■■ Encourage children to discuss
responses with music, dance, explore materials and the responses, observing their and appreciate the beauty
paint and other materials or effects they can create, for actions and listening carefully. around them in nature and the
words. example, making swirling lines environment.
30-50
■■ Develop preferences for forms with scarves and streamers by
months
of expression. twirling round.
■■ Talk about personal intentions, ■■ The connections children make ■■ Support children in expressing ■■ Introduce language that
describing what they were as they respond to different opinions and introduce enables children to talk about
trying to do. experiences, for example, language such as ‘like’, ‘dislike’, their experiences in greater
■■ Respond to comments and remembering being cold at ‘prefer’ and ‘disagree’. depth and detail.
40-60+
questions, entering into Diwali and seeing the cheery ■■ Be alert to children’s changing ■■ Provide children with examples
months
dialogue about their creations. lights may inspire one child to interest and the way they of how other people have
■■ Make comparisons and create begin to dance like the flames of respond to experiences responded to experiences,
new connections. the Diwali lamps. differently when they are in a engage them in discussions of
Early ■■ Respond in a variety of ways ■■ How children respond to new happy, sad or reflective mood. these examples and help them
learning to what they see, hear, smell, experiences and how they to make links and connections.
goals touch and feel. respond differently to similar ■■ Provide and organise resources
■■ Express and communicate experiences, for example, a and materials so children can
their ideas, thoughts and child may run around moving make their own choices in order
feelings by using a widening their arms rhythmically when to express their ideas.
range of materials, suitable they see or hear a train, or run ■■ Be sensitive to the needs of
tools, imaginative and role- along calling “train, train” as if children who may not be able
play, movement, designing they are trying to catch up with to express themselves easily
00266-2008BKT-EN
and making, and a variety it, while another day they may in English, using interpreter
of songs and musical want to draw, paint or represent support from known adults, or
instruments. the power of the train. strategies such as picture cards
■■ How children design and create, to enable children to express
either using their own ideas or preferences.
developing those of others.
109
Exploring Media and Materials

110
■■ Discover mark-making by ■■ The way young babies respond ■■ Talk to young babies about the ■■ Make a basket of things each
chance, noticing, for instance, when they touch or feel sensations of different materials baby likes to explore. One may
that trailing a finger through spilt something such as warm milk, they feel, whether they are cold prefer all the squashy things
Practice Guidance
juice changes it. or a fluffy toy. or warm, smooth or soft. such as sponges, soft toys or
Birth-11
balls, another may prefer crinkly,
months
noisy things.
■■ Explore and experiment with ■■ What babies like to make marks ■■ Encourage babies to make ■■ Place big sheets of plastic
a range of media using in and the tools they use to marks and to squeeze and feel or paper on the floor so that
whole body. make them. media such as paint, gloop babies can be near or crawl
■■ How babies move their whole (cornflour and water), dough on to it to make marks, or add
8-20
bodies as they explore media. and bubbles. materials using large motor
months
movements, sprinkling, throwing
or spreading paint, glue, torn
paper or other materials.
■■ Create and experiment with ■■ The processes which children ■■ Accept wholeheartedly young ■■ Make notes detailing the
blocks, colour and marks. engage in as they explore and children’s creations and help processes involved in a child’s
experiment with media. them to see them as something creations, to share with parents.
unique and valuable.
16-26
months
■■ Begin to combine movement, ■■ The inventive ways in which ■■ Be interested in the children’s ■■ Choose unusual or interesting
materials, media or marks. children add, or mix media, creative processes and talk to materials and resources that
or wallow in a particular them about what they mean inspire exploration such as
experience. to them. textured wall coverings, raffia,
22-36
string, translucent paper or water-
months
based glues with colour added.
00266-2008BKT-EN
■■ Begin to be interested in and ■■ Children’s responses to ■■ Make time and space for ■■ Introduce vocabulary to enable
describe the texture of things. different textures, for example, children to express their curiosity children to talk about their
■■ Explore colour and begin to touching sections of a texture and explore the environment observations and experiences,
differentiate between colours. display with their fingers, or using all of their senses. for example, ‘smooth’,
30-50
■■ Differentiate marks and feeling it with their cheeks to get ‘shiny’, ‘rough’, ‘prickly’, ‘flat’,
months
movements on paper. a sense of different properties. ‘patterned’, ‘jagged’, ‘bumpy’,
‘soft’ and ‘hard’.
Practice Guidance
■■ Use their bodies to explore ■■ Children’s growing interest in ■■ Talk to a child about images or ■■ Provide a wide range of
texture and space. and use of colour as they effects that they see, such as materials, resources and sensory
■■ Understand that they can use begin to find differences the effect of light hitting a shiny experiences to enable children
lines to enclose a space, and between colours. piece of paper. to explore colour, texture and
30-50
then begin to use these shapes ■■ How one child spontaneously ■■ Talk to children about colours space. Document the processes
months
to represent objects. makes lots of ‘spiral’ marks they like and why they like them. children go through to create
■■ Create 3D structures. and movements on their paper, ■■ Demonstrate and teach skills their own ‘work’.
■■ Begin to construct, stacking while others may imitate each and techniques associated with ■■ Provide a place where work in
blocks vertically and other’s movements. the things children are doing, progress can be kept safely.
horizontally, making enclosures ■■ How children begin to describe for example, show them how to Talk to children about where
and creating spaces. the objects they represent. stop the paint from dripping or they can see models and plans
■■ The patterns and structures how to balance bricks so that in the environment, such as
children talk about, make or they will not fall down. at the local planning office, in
construct. ■■ Introduce children to a wide the town square, or at the new
range of music, painting and apartments down the road.
sculpture.
■■ Encourage children to take
time to think about painting or
sculpture that is unfamiliar to
them before they talk about it or
express an opinion.
■■ Make suggestions and ask
questions to extend children’s

ideas of what is possible, for
00266-2008BKT-EN
example, “I wonder what would

happen if…”.
■■ Support children in thinking
about what they want to make,
the processes that may be
involved and the materials and
resources they might need,
such as a photograph to remind
111
them what the climbing frame

is like.

112
■■ Explore what happens when ■■ The inventive ways in which ■■ Help children to gain confidence ■■ Provide resources for mixing
they mix colours. children mix colours. in their own way of representing colours, joining things together
■■ Choose particular colours to ■■ The decisions that children ideas. and combining materials,
Practice Guidance
use for a purpose. make about colour choices. ■■ Talk to children about ways demonstrating where
40-60+
■■ Understand that different media ■■ How children experiment to of finding out what they can appropriate.
months
can be combined to create create new effects and textures, do with different media and ■■ Introduce pieces of wood,
new effects. for example, by drizzling glue what happens when they put stone, rock or seaweed for
■■ Experiment to create different over wool, or squirting pools of different things together such children to feel and discover.
textures. colour on to paper. as sand, paint and sawdust. ■■ Provide children with
■■ Create constructions, collages, ■■ How children combine their ■■ Help children to develop a opportunities to use their skills
painting and drawings. creative skills and imagination to problem-solving approach to and explore concepts and ideas
■■ Use ideas involving fitting, create something new, such as overcome hindrances as they through their representations.
overlapping, in, out, enclosure, when a small group of children explore possibilities that media ■■ Have a ‘holding bay’ where
grids and sun-like shapes. are using large blocks to combinations present. Offer 2D and 3D models and works
■■ Work creatively on a large or represent their experience of a advice and additional resources can be retained for a period for
small scale. visit to the ferry port. After much as appropriate. children to enjoy, develop, or
Early ■■ Explore colour, texture, discussion and negotiation they ■■ Alert children to changes in refer to.
learning shape, form and space in two make arrows for the one-way properties of media as they are
goals or three dimensions. system and a variety of signs transformed through becoming
and symbols. They tell the wet, dry, flaky or fixed. Talk
stories of people who will go about what is happening,
on the ferry and wonder about helping them to think about
whether one family will get there cause and effect.
on time.
■■ The numerous ways in which
children create and construct,
and how their explorations

00266-2008BKT-EN
lead to new understandings

about media.
Creating Music and Dance
Practice Guidance
■■ Respond to a range of familiar ■■ The voices, sounds and music, ■■ Sing action rhymes such as ■■ Select toys that will make
sounds, for example, turning to such as lullabies, that young ‘Head, Shoulders, Knees and different sounds, such as a
a sound source such as babies respond to. Toes’ or clap and sing about wooden cylinder with a little bell
a voice. something that you are doing, or a small toy that squeaks, and
Birth-11
such as “We’re getting Mina talk about the sounds babies
months
ready for bed”. hear when they mouth or hold
them.
■■ Move their whole bodies to ■■ The different ways babies move ■■ Imitate familiar sounds such as ■■ Have a range of puppets that
sounds they enjoy, such as in response to sounds, for ‘quack, quack’, encouraging can glide along the table, or
music or a regular beat. example, patting the floor when the baby to join in. dance around on the end of a
on their tummy, flexing and fist in time to some lively music.
8-20
relaxing their legs, or opening
months
and closing their palms.
■■ Begin to move to music, listen ■■ How children like to use ■■ Listen with children to a variety of ■■ Make a sound line using a
to or join in rhymes or songs. shakers, blocks and body sounds, talking about favourite variety of objects strung safely,
movement when they hear sounds, songs and music. that will make different sounds,
music, or to explore sound. ■■ Introduce children to language such as wood, pans and plastic
16-26
to describe sounds and rhythm, bottles filled with different
months
for example, loud and soft, fast things.
and slow.
■■ Join in singing favourite songs. ■■ Children’s responses to ■■ Help children to listen to ■■ Invite dancers and musicians
■■ Create sounds by banging, different songs, dance or music. music and watch dance when from theatre groups, the locality
00266-2008BKT-EN
shaking, tapping or blowing. opportunities arise, encouraging or a nearby school so that

■■ Show an interest in the way them to focus on how sound children begin to experience live
22-36
musical instruments sound. and movement develop from performances.
months
feelings and ideas. ■■ Draw on a wide range of
musicians and story-tellers
from a variety of cultural
backgrounds to extend
children’s experiences and to
113
reflect their cultural heritages.
Creating Music and Dance

114
■■ Enjoy joining in with dancing ■■ The ways children choose ■■ Widen children’s experience of ■■ Provide experiences that involve
and ring games. to explore sound, song or music from different cultures, all the senses and movement.
■■ Sing a few familiar songs. movement, for example, a through experiences with
Practice Guidance
■■ Sing to themselves and make group of children explored different instruments and styles
30-50
up simple songs. a rainforest theme through so that they are inspired to
months
■■ Tap out simple repeated music and movement. Some experiment, imitate, enjoy and
rhythms and make some up. used instruments to make the extend their own expressions.
■■ Explore and learn how sounds sounds of the rainforest, while
can be changed. others imitated the movements
■■ Imitate and create movement in of rainforest animals.
response to music.
■■ Begin to build a repertoire of ■■ Children’s interest in exploring ■■ Support children’s developing ■■ Extend children’s experience
songs and dances. sound, rhythm and the arts understanding of the ways in and expand their imagination
■■ Explore the different sounds of such as when, in response which paintings, pictures and through the provision of
instruments. to listening to music that music and dance can express pictures, paintings, poems,
40-60+
■■ Begin to move rhythmically. represents the sea, the children different ideas, thoughts and music, dance and story.
months
■■ Recognise and explore how composed their own sound feelings. ■■ Provide a stimulus for
sounds can be changed, sing picture. This led them into ■■ Encourage discussion about imaginative recreation and
Early
simple songs from memory, planning and constructing a the beauty of nature and composition by introducing
learning
recognise repeated sounds pirate ship in the role-play area people’s responsibility to care atmospheric features in the role-
goals
and sound patterns and and using materials in the art for it. Help children to support play area, such as the sounds
match movements to music. and technology area to make other children and offer another of rain beating on a roof, or
hats, flags and other props to viewpoint. placing a spotlight to suggest a
support their play. stage set. Provide curtains and
place dressing-up materials and
instruments close by.

00266-2008BKT-EN
Developing Imagination and Imaginative Play
Practice Guidance
■■ Smile with pleasure at ■■ How a baby is pleased to see a ■■ Play games such as hiding the ■■ Have a variety of familiar toys
recognisable playthings. stripy bee soft toy, or a colourful snake behind your back and and playthings that babies
snake that crackles when it is slowly showing it coming round enjoy looking at, listening
squeezed. the corner of the play mat. to, touching, grasping and
Birth-11
squeezing.
months
■■ Enjoy making noises or ■■ The way a young baby may join ■■ Make exaggerated facial ■■ Use your face as a resource
movements spontaneously. in with you, moving their head movements when you tell a when you play pretend games.
or making sounds as you say, story or join in pretend play,
for example, “The dog went so that young babies notice
8-20
woof, woof”. changes in your body language.
months
■■ Pretend that one object ■■ How children may turn to ■■ Show genuine interest and ■■ Provide a variety of familiar
represents another, pretend play when an object be willing to play along with a resources reflecting everyday
especially when objects have comes to hand, for example, young child who is beginning life, such as magazines, fabric
characteristics in common. when a child uses a wooden to pretend. shopping bags, telephones or
16-26
block as a telephone. washing materials.
months
■■ Begin to make-believe by ■■ Children’s make-believe play in ■■ Sometimes speak quietly, ■■ Offer additional resources
pretending. order to gain an understanding slowly or gruffly for fun in reflecting interests such as
of their interests. pretend scenarios with children. tunics, cloaks and bags.
22-36
months
00266-2008BKT-EN
■■ Notice what adults do, imitating ■■ The range of experiences ■■ Support children’s excursions ■■ Offer a story stimulus by
what is observed and then children represent through into imaginary worlds by suggesting an imaginary event
doing it spontaneously when imaginative play. encouraging inventiveness, or set of circumstances, for
the adult is not there. ■■ How children respond in offering support and advice on example, “This bear has arrived
30-50
■■ Use available resources to create different ways to stories, ideas occasions and ensuring that in the post. He has a letter
months
props to support role-play. and their own life experiences. they have experiences that pinned to his jacket. It says
■■ Develop a repertoire of actions stimulate their interest. ‘Please look after this bear’.
by putting a sequence of ■■ Tell stories based on children’s We should look after him in our
115
movements together. experiences and the people and room. How can we do that?”.
places they know well.
Developing Imagination and Imaginative Play

116
■■ Engage in imaginative play and
role-play based on own first-
hand experiences.
Practice Guidance
30-50
months
■■ Introduce a storyline or narrative ■■ The way stories are developed ■■ Be aware of the link between ■■ Make materials accessible so
into their play. in children’s play, for example, imaginative play and children’s that children are able to imagine
■■ Play alongside other children children may start ‘swimming’ ability to handle narrative. and bring to fruition their
who are engaged in the same on the ‘beach’ and extend their ■■ Carefully support children who projects and ideas while they
40-60+
theme. storyline into a meeting with a are less confident. are still fresh in their minds and
months
■■ Play cooperatively as part of a mermaid and their adventures ■■ Introduce descriptive language important to them.
group to act out a narrative. with her. to support children, for ■■ Provide opportunities indoors
Early
■■ Use their imagination in art example, ‘rustle’ and ‘shuffle’. and outdoors and support the
learning
and design, music, dance, different interests of children,
goals
imaginative and role-play and for example, in role-play of
stories. a builder’s yard, encourage
narratives to do with building
and mending.
00266-2008BKT-EN
www.teachernet.gov.uk/publications
You can download this publication and obtain
further information at:
www.standards.dcsf.gov.uk/eyfs
DCSF Publications
Statutory Framework for the
PO Box 5050
Sherwood Park
Annesley
Early Years Foundation Stage
Nottingham NG15 ODJ May 2008
Tel 0845 60 222 60
Fax 0845 60 333 60
Textphone 0845 60 555 60 Setting the Standards for Learning, Development
email: dcsf@prolog.uk.com
Please quote ref: 00266-2008BKT-EN
and Care for children from birth to five
[ISBN: 978-1-84775-128-7]
First published 2007

This revised edition published May 2008
Published by the Department for
Children, Schools and Families
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Section 1 – Implementing the EYFS

■■ Putting the Principles into practice 05

■■ General points on provision of the EYFS 06

■■ Meeting the diverse needs of children 06

■■ Quality improvement – a continuous process 08

■■ The characteristics of a continuously improving setting 08

■■ Transition, continuity and coherence 10

■■ Guidance from the end of the EYFS to Years 6 and 7 10

Section 2 – Learning and Development

■■ Overview of the Learning and Development guidance 11

■■ Look, listen and note 11

■■ Planning and resourcing 12

The Early Years Foundation Stage 00266-2008BKT-EN

Section 3 – Welfare requirements

■■ Overview of the welfare requirements 14

■■ Safeguarding and promoting children’s welfare 14

■■ Staffing arrangements to ensure safety, and to meet the needs of children 16

■■ Children attending reception classes 17

■■ Staffing large groups of children and mixed age groups 18

■■ Examples of staff:child ratios in mixed-age groups 19

■■ Suitable premises, environment and equipment 20

Appendix 1 – Criteria for effective paediatric first aid training 23

Appendix 2 – Areas of Learning and Development 24

The Early Years Foundation Stage 00266-2008BKT-EN

Putting the Principles into practice

The Early Years Foundation Stage 00266-2008BKT-EN

General points on provision of the EYFS

The Early Years Foundation Stage 00266-2008BKT-EN

1.21 The role of the practitioner is crucial in:

■■ observing and reflecting on children’s spontaneous play;

■■ building on this by planning and resourcing a challenging environment which:

–– supports and extends specific areas of children’s learning;

–– extends and develops children’s language and communication in their play.

The Early Years Foundation Stage 00266-2008BKT-EN

■■ practise and build up ideas, concepts and skills;

■■ learn how to understand the need for rules;

■■ take risks and make mistakes;

■■ think creatively and imaginatively;

■■ communicate with others as they investigate or solve problems.

Quality improvement – a continuous process

■■ builds the foundations for future success;

The characteristics of a continuously improving setting

1.26 In a continuously improving setting the leader will:

■■ have energy, enthusiasm and a principled educational vision;

The Early Years Foundation Stage 00266-2008BKT-EN

■■ are committed to the development of sustained shared thinking by offering encouragement,

■■ children are valued as unique individuals and diversity is respected;

The Early Years Foundation Stage 00266-2008BKT-EN

■■ promotes physical, mental and emotional health and well-being;

Transition, continuity and coherence

Guidance from the end of the EYFS to Years 6 and 7

The Early Years Foundation Stage 00266-2008BKT-EN

Overview of the Learning and Development guidance

Look, listen and note

■■ further develop your understanding of a child’s development;

The Early Years Foundation Stage 00266-2008BKT-EN

–– Formative assessment is the type of assessment based on observations, photographs,

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