Your setting — Curriculum
Built on the EYFS seven areas of learning · 4 age bands
1. Our intent — what we are here to do
Every child at Our setting leaves us confident, curious and ready for what comes next.
Our curriculum is built on the seven areas of learning in the EYFS, sequenced so that each new experience builds on what children already know. What makes it ours is how we teach it: through kindness, curiosity and independence.
We serve a multicultural community, and every home language and family story is welcome here.
2. The character we grow
These are the qualities we want every child at Our setting to carry with them, whatever their starting point.
- Kindness and respect
- Curiosity
- Independence
- Resilience
3. The seven areas of learning in our setting
For each area we say what we want children to know, the order we teach it, and how we know they got there.
- Communication and Language — taught daily through planned play, adult modelling and revisited each term.
- Personal, Social and Emotional Development — taught daily through planned play, adult modelling and revisited each term.
- Physical Development — taught daily through planned play, adult modelling and revisited each term.
- Literacy — taught daily through planned play, adult modelling and revisited each term.
- Mathematics — taught daily through planned play, adult modelling and revisited each term.
- Understanding the World — taught daily through planned play, adult modelling and revisited each term.
- Expressive Arts and Design — taught daily through planned play, adult modelling and revisited each term.
4. End points — Babies (0–12 months)
By the end of this room, children at Our setting are able to:
- Feels safe and settled with a familiar key person, and seeks them out for comfort.
- Babbles, points and gestures to share what they notice and want.
- Rolls, sits, reaches and moves with growing control to get to what interests them.
- Explores real objects and natural materials with hands, eyes and mouth.
- Experiences kindness, curiosity and independence through warm, unhurried care routines.
5. End points — Pre-toddlers (13–24 months)
By the end of this room, children at Our setting are able to:
- Separates from a carer and returns to play with confidence.
- Uses single words and short phrases, and follows simple instructions.
- Walks, climbs and carries with steadily better balance.
- Joins in songs, rhymes and story times, and turns the pages of a favourite book.
- Begins to notice and copy how others show care for each other.
6. End points — Toddlers (24–36 months)
By the end of this room, children at Our setting are able to:
- Plays alongside and then with other children, and starts to take turns.
- Speaks in short sentences and asks simple questions.
- Uses the toilet with support and manages hand-washing with reminders.
- Counts a few objects, notices patterns and sorts by colour and size.
- Feeds themselves, tries to dress themselves, and keeps going when something is tricky.
7. End points — Pre-school (36 months+)
By the end of this room, children at Our setting are able to:
- Talks confidently with adults and children, explaining ideas and using 'because'.
- Manages their own needs — toileting, dressing, hand-washing — independently.
- Recognises numbers, counts reliably and talks about shape, size and pattern.
- Hears and says sounds in words and enjoys retelling familiar stories.
- Plays kindly, resolves small disagreements and keeps going when things are hard.
8. Enrichment is curriculum, not an extra part
Not every setting runs extra classes, and that is fine — our enrichment lives in the everyday curriculum: outdoor play, music, cooking, talk and visits around our community. Whatever we offer is planned into the year and linked back to the areas of learning, not added on top.
9. Inclusion, SEND and EAL
Every child is known by name, need and interest. Adaptations are planned before the session, not improvised.
- Key person knows each child's starting point and next step.
- Visual supports, home-language vocabulary and extra modelling for children learning English.
- SEND support plans reviewed each term with parents.
- Funded places and fee-paying families together
10. How we know it is working
We check the curriculum is landing by looking at children, not paperwork.
- Weekly jottings against the end points above.
- Termly room review: who is secure, who needs a boost, what we change.
- Monthly wins and validation points shared with the whole team.
- Parent and child voice gathered each term.