Our curriculum is designed to:
- Meet all EYFS statutory requirements.
- Prioritise the Prime Areas in the earliest years and extend into the Specific
Areas as children grow.
- Promote developmentally appropriate learning through play, exploration,
adult modelling, guided learning, and independent practice.
- Respect and reflect children’s interests, cultures, languages, and lived
experiences.
- Prepare children for a smooth transition to primary school, equipped with
foundational skills in communication, relationships, early literacy,
numeracy, and self-regulation.

 

 

Curriculum Structure
The Seven Areas of Learning:

Prime Areas:
1. Communication and Language
2. Personal, Social and Emotional Development (PSED)
3. Physical Development
Specific Areas:
4. Literacy
5. Mathematics
6. Understanding the World
7. Expressive Arts and Design

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Baby Room (6 months – 2 years)
Curriculum Priorities:
- Forming secure attachments and building confidence.
- Sensory exploration and early communication.
- Supporting physical development (tummy time, crawling, cruising).
Key Experiences:
- Heuristic play and treasure baskets.
- Singing and rhymes.
- Baby signing and responsive language.
- Floor play and movement-rich environments.
 

Toddler Room (2 – 3 years)
Curriculum Priorities:
- Language development through real-life experiences.
- Understanding emotions and beginnings of regulation.
- Physical autonomy (feeding self, toileting, dressing).
Key Experiences:
- Cause-and-effect play and open-ended resources.
- Adult-supported small group play.
- Storytelling and puppet play.

- Sand, water, and construction play.
 

Preschool Room (3 – 5 years)
Curriculum Priorities:
- Consolidating social skills and turn-taking.
- Early phonics (Phase 1 and introduction to Phase 2).
- Emergent writing, number sense, and pattern awareness.
- Investigative learning – building curiosity and inquiry.
Key Experiences:
- Systematic Synthetic Phonics Phase 1 (SSP) activities.
- Daily literacy and maths experiences (story-based learning).
- Expressive arts (music, role-play, mark-making).
- Science and nature exploration.
Literacy and Phonics Approach
We follow a Systematic Synthetic Phonics Phase 1 (SSP) approach in the
Preschool room, aligned with DfE-approved principles.
Literacy Development includes:
- Daily storytime and rhyme sessions
- Encouraging mark-making in all areas of provision
- Letter-sound awareness through playful learning (Phase 1 Letters and
Sounds)

Math’s Development
- Number recognition through daily routines
- Subitising with real objects
- Counting songs and number-rich environments
- Early shape, space, and measure through block play, puzzles, and outdoor
learning
Understanding the World
We build children’s awareness of:
- Nature and seasonal change

- Their families and local community
- Cultures, traditions, and celebrations
- ICT and real-world technology
Expressive Arts and Design
- Daily opportunities for drawing, painting, collage, music, and dance
- Access to role-play, puppets, and storytelling
- Child-led creative expression valued over product-focused outcomes
 

Planning and Assessment
Our approach follows the cycle of observation, assessment, and planning,
informed by:
- Development Matters and Birth to 5 Matters
- The child’s voice and interests
- Close partnership with parents/carers
- Regular progress tracking and cohort analysis
We maintain focus weeks or key-person observations to track progress and
inform next steps.
Teaching Style and Pedagogy
 

Our curriculum is embedded in real-life experiences and delivered through:
- In the moment planning and spontaneous learning opportunities
- A strong Key Person approach to support individual learning journeys
- Sustained shared thinking between adults and children
- Environment as the third teacher – rich, purposeful, and well-organised
spaces
Inclusion and Equal Opportunities
We provide a fully inclusive curriculum that:
- Recognises and celebrates all languages, cultures, and abilities
- Uses SEND best practice to ensure all children can access and thrive
- Works with outside professionals (e.g. SALT, Psychologists, social carers
etc.) where appropriate
Transition to School
We work closely with local schools and parents to:

- Prepare children with the emotional resilience and self-help skills they
need
- Ensure they are confident communicators and eager learners
- Provide transition records, school visits, and parent workshops