EYFS (NURSERY & RECEPTION)

EYFS Listening, attention and understanding

Children have opportunities to listen and respond to each other, adults and to stories in conversations.

Progression in Learning

(Nursery to ELG)

How do practitioners support your child in this area?

How can you support at home?

Nursery

Listens to simple stories with the help of artefacts, actions and pictures
Repeats refrains and phrases in stories
Recalls and anticipate key events in stories
Responds to two part instructions and questions including ‘why’
Conducts conversations listening to partner taking several responsive turns
Engages in small group conversations on topics of interest

Practitioners promote concentration through:

repeatedly telling stories so that pupils become familiar with them, leaving space in storytelling sessions for children to comment, recall and join in
using Poetry Basket to provide children with opportunities to listen to, then learn, a new poem each week.

Staff plan opportunities for whole class learning which:

respond to needs of children, e.g. smaller group sizes where appropriate, to ensure that children have targeted support to acquire listening skills
supports conversational interactions about engaging, shared experiences within the setting, e.g. collecting autumn leaves, walks around the environment looking at buildings, reflecting on celebrations - experience of Eid, Easter and weddings.

Practitioners extend understanding through:

providing role play and small world resources which enable children to re-enact and further explore events they have heard in stories, while listening to one another
highlighting vocabulary in stories is highlighted and explaining and modelling vocabulary when sharing books
providing a running commentary of children’s activities, building and developing vocabulary through use of descriptive language and encouraging the comments and explanations offered by children. Practitioners work alongside children while they are engaged in their learning, offering interested questions.

Have a daily story time at home.

Extend vocabulary by explaining unfamiliar words in stories. Have fun with new words by saying them in different voices.

Ask questions when you are visiting places like the park: “Which animals might live here? Why do you think that? Can you identify an animal that flies?”

Reception

Maintains careful listening, understands it is important to listen
Listens to stories, songs, poems and rhymes and non-fiction to develop vocabulary and knowledge
Clarifies understanding and knowledge with questions
Carries out activities requiring concentration and sustained attention

Practitioners promote concentration through:

group reading of a shared book
sharing songs and poems and learning these by heart
giving children opportunities to create observational drawings and detailed models
playing memory games, both in groups and using technology

Staff plan opportunities for whole class learning which:

include explicit teaching of listening skills – giving eye contact, turn taking, responding with relevant comments
give space for sharing children’s experiences, interests and concerns
give children opportunities to ‘show and tell’ – asking relevant questions and responding to peers. Children benefit from ‘Helicopter stories’, in which they present their own stories and ask one another questions.

Practitioners extend understanding through:

providing role play, props and small world for children to explore ideas and characterisation in stories
discussing the humour in familiar stories
giving two part instructions when explaining use of resources and activities progressing to sequenced two part instructions where the order matters
encouraging children to notice patterns and observe and explain why things occur and how things change, such as seasonal changes
promoting sustained shared thinking in which they model their thinking and hypotheses aloud, then discuss these in their conversations with children
sharing a WOW word of the week, which is repeated daily and discussed in context to embed understanding.

Emphasise the link between listening and learning, e.g. “I could tell you were listening very carefully, you are a brilliant learner!”

Model exciting words in context, e.g. ‘downpour’ instead of ‘rain’ or ‘booming’ instead of ‘loud’.

Model asking ‘I wonder’ questions, e.g. “I wonder why this animal is so powerful?”

ELG

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;

Make comments about what they have heard and ask questions to clarify their understanding;

Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

EYFS Speaking
Children have opportunities to speak in a range of situations and to develop their confidence and skills in expressing themselves.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Uses simple sentences and phrases Retells simple events from stories and own experiences Uses sentences of 4-6 words Words from books and activities are incorporated into child’s talk Children build up sequences of sentences Use a range of tenses, although there may be errors in irregular forms Know and uses many rhymes and songs	Practitioners develop confidence through: giving children thinking time so they are can independently form sentences opening conversations with phrases like, “I wonder what …, why ...” using their knowledge of the children to encourage them to discuss their interests. Staff plan opportunities for whole class learning which: encourage children to expand on their thoughts and respond to the ideas of others model the structure/sequence of sentences through stories encourage use of language from stories already read, through using props and story baskets build presentation skills, through learning and reciting poetry. Practitioners extend understanding through: using curiosity cubes which share items and vocabulary linked to new topics asking open ended questions, encouraging children to ask questions and modelling sustained shared thinking providing role play and small world provision which enables children to replay familiar stories modelling correct grammar and Standard English, e.g. correcting ‘bringed’ to ‘brought’ sharing exciting language, found in stories and wider reading, and embedding it within the environment.	Expand on children’s phrases. For example, if a child says, “going out shop”, you could reply: “Yes, Henna is going to the shop”. As well as adding language, add new ideas. For example: “I wonder if they’ll get the 26 bus?” Model language that promotes thinking and challenges children: “I can see that’s empty – I wonder what happened to the snail that used to be in that shell?” Use open ended questions like, “I wonder what would happen if…?” Help your child to elaborate on how they are feeling, e.g., “You look sad. Are you upset because ___?”
Reception
Acquires and uses new vocabulary and social phrases Extends sentences with connectives Adopts the vocabulary in texts – stories, non-fiction, rhymes and poems Uses talk for range of purposes – imagine, retell, discuss, clarify, explaining how and why, expressing feelings, describing details Correctly uses tenses of past, present and future tenses and extends vocabulary	Practitioners develop confidence through: asking open ended questions throughout the day, consistently modelling problem solving and not giving one word answers scaffolding responses for pupils who require further support celebrating the achievements of pupils, by giving them opportunities to present their work/ideas to their peers providing opportunities for children to work together on projects so they need to negotiate, explain and report back. Staff plan opportunities for whole class learning which: address how to read body language and listen carefully, to support others when they are speaking provide opportunities to: explain and clarify, retell familiar stories or own experiences, describe what could be done to tackle a problem or construct something, discuss future family events and use vocabulary of feelings to explain emotional responses to events and stories give children opportunities to share their own tales with their peers during Helicopter Stories. Practitioners extend understanding through: providing role play and small world provision which enables children to replay familiar stories and converse with playmates, using language acquired from stories, non-fiction or wider experiences identifying the extension in key vocabulary required for activities and new experiences and ensuring this is modelled consistently, encouraging children to make use of it using ambitious vocabulary and synonyms in context maintaining a language rich environment, through sharing vocabulary on a weekly basis modelling correct grammar and Standard English at all times.	Use complete sentences in everyday talk Narrating events, actions and play in full sentences, e.g., “I’ve never seen so many beautiful bubbles, I can see all of the colours of the rainbow in them!” Model thinking out loud about how a problem can be solved. Talk about the plot and main problems in a story. Read books more than once so that your child learns the language within the book.
ELG Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

EYFS Self-regulation

Children: • learn how to recognise and manage their feelings • learn to plan and delay gratification • develop attention span and understanding of instructions

Progression in Learning

(Nursery to ELG)

How do practitioners support your child in this area?

How can you support at home?

Nursery

Talks about how they are feeling
Selects resources needed to achieve goals, sometimes with help
Is able to focus in play and get involved in longer activities
Takes account of the feelings of others, can take turns and share resources sometimes with support

Practitioners develop confidence and understanding through:

working alongside children, modelling sharing and turn taking
talking about the feelings of characters in stories, making links with children’s own experiences and feelings
modelling turn taking consistently and explaining why this is important
encouraging independence through use of timers and signs and commenting on children’s choice and use of resources
regulating sharing with timers when resources are popular, playing board games with dice to reinforce turn taking and providing large spaces for construction to support working and playing together
organising the day so that children have time to work at length and depth, developing their own activities and involvement with them.

Talk about feelings and what can cause us to feel something.

Play board games, reinforcing turn taking and enjoyment of the game itself over winning.

Explain why we have rules.

Help children explore situations from another point of view, e.g., “I wonder how __ is feeling?”

Reception

Recognises and identifies feeling: sad, angry, worried, happy, and excited. Knows the reasons for these feelings
Uses strategies to stay calm sometimes with support
Concentration is developed and able to refocus if necessary, for example on instructions being given
Has plans/wishes and works towards them delaying gratification if necessary

Practitioners develop confidence and understanding through:

supporting children when they encounter unwelcome feelings and exploring these feelings through story-telling and circle time
using familiar stories to consider the effect of our actions on others
using visual timetables, showing the order of daily activities and routines
planning activities which support and develop an ability to focus, appreciate detail and listen carefully
teaching strategies for dealing with immediate impulses, using phrases like, “when you…, I feel…, I would like you to try…”
sharing rules and behaviour expectations clearly and consistently so that children understand consequences of different choices and know how to ask for help.

Discuss and create rules to follow at home.

Support your child to recognise when their behaviour was not in accordance with rules at home.

Ask your child to explain how they thought about a problem or feeling and how they dealt with it.

ELG

Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;

Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions

EYFS Managing self
Children: • learn right and wrong and the need for rules • develop perseverance and initiative • manage their own personal needs and hygiene
Progression in Learning (Nursery to ELG)		How do practitioners support your child in this area?	How can you support at home?
Nursery
Noticeable development of independence- want to do things for themselves Follows rules and finds ways of sorting out conflict, sometimes with adult help Chooses appropriate ways to be assertive, sometimes with adult help Typically manages hygiene, toileting and simple dressing independently		Practitioners develop confidence and understanding through: encouraging children to try different activities, both inside and outside of the classroom praising children when they try new activities organising resources, tools and materials so that children help themselves to them independently commenting on and asking about how children feel and encouraging them to make links between what they could do, e.g. tiredness and rest, feeling cold/hot and clothing needs explaining rules and providing visual cues supporting children who may find it difficult to share by modelling this teaching children to put on their own aprons, coats, hats and gloves and modelling helping one another teaching the same and correct use of tools and resources teaching routines for hygiene, e.g. how do we wash our hands and when do we need to do this?	Talk about importance of careful hand washing throughout the day, including before eating and after using the toilet. Talk about the importance of eating healthily and encourage children to try a new pieces of fruit or vegetables. Talk about the importance of oral hygiene.
Reception
Developing confidence with unfamiliar activities and new learning Aware of boundaries and of behavioural expectations Uses knowledge of behavioural expectations and moral code to influence own behaviour Show some understanding that exercise, eating and sleeping habits and hygiene can affect health	Practitioners develop confidence and understanding through: establishing a culture of trying new things modelling that recognising different ways to solve a problem is a positive thing organising the week so that children have time to persevere and re-think their activities establishing codes of behaviour such as kindness, keeping hands to ourselves and recognising when this is happening establishing a culture of eating fresh fruit and vegetables at snack time and lunch time, emphasising choice and explaining why food is important modelling ‘eating etiquette’ during lunch times, using cutlery and having discussions around health and taking care of ourselves discussing road safety and how we can take steps to be as safe as possible and when we need to ‘think twice’ providing activities in the Repair Shop involving tools and explicitly talking through extra safety measures discussing hygiene and how to avoid infection, e.g. staying away from others if they are unwell, using tissues and disposing of them, washing hands regularly, etc. establishing a culture of clearing resources away and looking after the classroom environment, respecting one another and not shouting out.		Discuss safety around the home, e.g. with water and electricity. Verbalise the process for crossing the road safely. Use language of safety, e.g. cautious, risk, risky, care, caution, danger.
ELG Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

EYFS Building Relationships
Children: • develop a positive sense of themselves and others • form positive relationships and develop respect for others
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Begins to get to know other children beyond family or close contacts Takes part in community activities – clearing up, giving out fruit, fetching resources Plays in groups beyond one or two other children beginning to develop their confidence in social contacts beyond close family and friends Shows awareness of the needs of others	Practitioners develop confidence and understanding through: modelling language of invitation, request and response so that children can make decisions and be involved with others managing the transition from Pre-School through home visits and establishing relationships with children before they start school encouraging children to join activities so they can experience a wider circle of relationships taking part in the learning activities within the environment so Nursery children become confident with a range of adults involving children in daily routines, e.g. setting things up and clearing up sharing achievements with photographs of children next to “I can statements” encouraging children to seek help independently and work cooperatively discussing reading body language and signals from others using social stories and talking about familiar stories, exploring how characters behave towards each other modelling positive responses to children’s ideas supporting children to reflect on behaviours which do not support good relationships and consider how these might make others feel.	Use language of invitation, e.g. “would you like…?” or, “come and play”. Use language of request, e.g. “May I, could I…?” Model phrases like, “yes please”, “no thank you”, “what a good idea!” Explain exactly what you like about your child’s behaviour.
Reception
Sees themselves as a worthwhile individual Confident to develop constructive and respectful relationships with unfamiliar children and familiar adults Developing important social attributes – kindness, sharing, listening Takes account of views and needs of others in play and when working together co-operatively	Practitioners develop confidence and understanding through: getting to know each child’s interests and talents, then recognising these in conversations and in the curriculum modelling respectful listening and conversation, giving space for children to formulate ideas enquiring about children’s choice of activities and feelings around their own learning and achievements teaching the language of explanation and enquiry in context emphasising helping one another, e.g. asking your friend to help you zip up your jacket building confidence in asking a range of suitable people for help providing appropriate challenges, e.g. “Teddy is lost and needs help… how can we work together to help him?”	Model positive conversational behaviours, e.g. eye contact and turn taking Use language like “considerate” and “thoughtful” in context.
ELG Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others’ needs

EYFS Gross Motor Skills
Children develop their co-ordination, strength, balance, control and range of movement.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Manoeuvres scooters, trikes, bikes Uses large arm/shoulder movements – throwing, painting outside Developing range of movements – running, jumping, skipping, hopping Chooses right tool and movement for task in hand – spade for digging, crawling under an obstacle	Practitioners teach specific skills within outside activities, including: walking over low obstacle courses, over wooden blocks, planks and balancing and jumping, exploring how to land dance and creative movements painting and creating using chalk to cover large surface areas using scooters and bikes to follow a course and park using control lead movement -play and encourage children to follow waving streamers, flags and scarves in windy weather travelling in a range of ways as part of lead movement-play activities building with large wooden blocks and planks digging and building, using the mud kitchen and construction area balancing and crawling, making use of the climbing frame finding different ways to throw and catch a ball, developing arm and shoulder movement. Adults offer feedback and remark on skills demonstrated when children are engaging in activities. Teachers talk about the importance of exercise and physical activity to support good health and wellbeing.	Use the vocabulary of movement, e.g. ‘gallop’, ‘slither’, ‘leap’ etc. Play movement-play games at home, e.g. ‘Follow the Leader’ Encourage your child to climb stairs using alternate feet
Reception
Uses and combines a range of movements Shows developing strength, co-ordination, balance, agility Capable with ball skills – throwing, catching, kicking, passing, batting and aiming	Practitioners teach specific skills within outside activities, including: Riding, pulling and pushing a range of wheeled resources including bikes, scooters, wheelbarrows and carts throwing, catching and travelling with balls which range in size, e.g. tennis balls, ping pong balls, footballs, large sponge balls access to a range of ball sizes – tennis balls, ping pong balls, beach balls, balloons travelling on an obstacle course or using the climbing frame through rolling, crawling, running, hopping or skipping how to hit balls using resources like bats, offering a range of sizes to increase challenge using resources in the construction area to lift, carry, push, pull, stack and climb manipulating and controlling an object during parachute games, using a range of wider-muscle movements balancing on obstacle courses developing stamina and physical capability. Adults remark on skills demonstrated and offer challenges, such as climbing higher, running faster, jumping further etc. Teachers talk about the importance of exercise and physical activity to support good health and wellbeing.	Encourage your child to be highly active and get out of breath several times a day Model precise vocabulary to describe movement and direction
ELG Negotiate space and obstacles safely, with consideration for themselves and others; Demonstrate strength, balance and coordination when playing; Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

EYFS Fine motor skills

Children practise dexterity in the use of small tools and mark makers, learning to work with accuracy and discrimination.

Progression in Learning

(Nursery to ELG)

How do practitioners support your child in this area?

How can you support at home?

Nursery

Uses simple one handed tools – glue sticks, brushes
Shows preference for dominant hand
Uses scissors, hammers, tools
Uses comfortable grip – pencils, paintbrushes

Practitioners help children to develop fine motor control through:

the use of pegs, scissors, rolling playdo, using cutters, threading, marking in cornflour mixture, tools in the mud kitchen, digging, chopping and holding books and turning pages

the use of tools within role play (the home corner, the garage)
using a range of mark making materials – chalks, rollers, textured sponges, finger/hand painting, sand mark making, printing and painting using range of brush sizes
giving children opportunities for pouring, emptying and filling containers
developing mark making skills such as art, writing, model making
teaching how to hold pencils and brushes
providing a variety of surfaces for mark making – vertical, on the floor, at tables, etc.

Encouraging children to do the last steps e.g. pulling up their own zip after you have started it off.

Encourage your child to pick up small objects like individual gravel stones or chalk to draw with.

Model the tripod pencil grip when holding a pencil or pen.

Reception

Uses small motor skills – tools, pencils, brushes, scissors, cutlery with competency and safety
Maintains posture/core strength
Holds pencil effectively to form recognisable letters, often correctly formed
Developing handwriting which is fast, accurate and efficient

Practitioners help children to develop fine motor control through:

teaching safety in the use of scissors, knives, hammers and other wood work tools in the Repair Shop
daily teaching of how to form letters correctly
modelling use of cutlery at lunch time
modelling excellent posture when sitting and standing
using finger dancing as a warm up for fine motor skills activities
encouraging delicate and intricate work with beads, threading, and collage, using finer paintbrushes, screw drivers and straws for construction.

Encourage your child to draw freely.

Offer your child structured activities related to drawing and writing, e.g. guide them in what to draw, follow instructions or copy

ELG

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;

Use a range of small tools, including scissors, paint brushes and cutlery;

Begin to show accuracy and care when drawing.

EYFS Comprehension
Discussions support children to learn and use the vocabulary found in a range of texts, use the narratives in their storytelling and role play and think about how stories may unfold.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Understands print has meaning Repertoire of stories, joins in with some, recalls some Reads own name label – logos, signs, choosing books/ materials to read independently Reading name labels and familiar words. Uses stories – characters and names, story in role play, settings from stories in role play Talks – able to talk about the story they are sharing	Teachers develop language acquisition through: displaying books inside the classroom which reflect children's interests and current pursuits, including fiction and non-fiction and poetry/rhymes displaying notices throughout the environment, using real pictures and words so children can independently access resources Teachers foster a love of reading through: following children’s interests in book and rhyme choices learning and reciting poems which link to current learning retelling stories and repeating poems using actions and props, encouraging children to use repeated phrases and then use props to play out stories using pictures of the children engaged in activities, alongside key words, and encouraging them to look back on these, e.g. a recipe book after cooking modelling following the direction of print, turning pages and storing books carefully using language related to books e.g. ‘cover’, ‘author’ and ‘illustrator’ offering story baskets to children so they can use familiar props to re-tell stories or make up their own accompanying wordless books with cards to encourage verbal retelling, sequencing and to build an understanding of ‘what happened first, next, etc.’	When reading at home, draw your child’s attention to parts of the book like the cover, the author and page numbers. Show your child that English print is read from the left to the right and the top to the bottom. Show your child that some words are longer than others and that there are spaces between them. Make rhymes personal to your child by putting their names into them.
Reception
Reads and responds to words, phrases on notices, in texts Uses ideas/characters/ vocabulary from stories in role play and discussions Suggests what might happen next Re- reads what they have written to check it makes sense	Teachers develop language acquisition through: displaying well-pitched print around the learning environment so children are prompted to read notices displaying books as part of enhanced provision, related to overarching topics, to encourage engagement and build upon understanding. Teachers foster a love of reading through: providing and modelling use of simple instructions using story maps to recall events and put them in order encouraging children to read their written work back, aloud learning and reciting poems which link to current learning retelling stories and repeating poems using actions and props, encouraging children to use repeated phrases and then use props to play out stories.	Read books to your child which are beyond their current phonic knowledge and talk about the language, characters and events Perform poems at home, creating actions.
ELG Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; Anticipate – where appropriate – key events in stories; Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

EYFS Word reading
Children learn to match letters and sounds and use this knowledge to decode texts and to recognise common irregular words.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Fills in missing words from rhymes/songs Claps words/syllables in rhymes Follows text from left to right Hears initial sounds that are the same – such as the first sound in own name	Teachers support children in learning to match letters to sounds through: embedding Phase 1 phonics throughout learning opportunities singing familiar songs and encouraging children to fill in missing words printing Nursery rhyme of the week for each child, to model and develop reading habits such as following the text.	Help your child to notice the different sounds in English by making changes to rhymes and songs, like changing a word so that there is still a rhyme, for example: “Twinkle, twinkle yellow car”.
Reception
Reads letters by saying their sounds Blend letters in short words; reads few common exception words Reads some letter groups that each represent one sound and say sounds for them Reads simple phrases	Teachers support children in developing grapheme/phoneme correspondence, decoding and recognition of tricky words through: teaching phonics daily in attainment groups, using consistent strategies to teach segmenting and blending using correct phonics terminology like ‘digraphs’, ‘phonemes’ ‘graphemes’ and ‘sound buttons’ interchangeably with ‘letters’ and ‘sounds’ so that children use and apply phonic knowledge with confidence providing children with signs and notices around the environment which are well-pitched to their current phonic knowledge. Notices and labels change through the year to reflect children’s advancing phonic knowledge using interactive resources on the whiteboard routinely to recap and build upon phase 1-5 phonic knowledge. giving all children books which are closely matched to their current stage in phonics.	Listen to your child read aloud and model segmenting by saying each sound and tapping your chin, e.g. “ch-a-t… chat.” When reading at home, identify the tricky words like ‘the’ and talk about what makes them tricky.
ELG Say a sound for each letter in the alphabet and at least 10 digraphs; Read words consistent with their phonic knowledge by sound-blending; Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

EYFS Writing
Children learn to match letters and sounds and use this knowledge to write simple phrases and sentences and to form letters correctly.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Gives meaning to marks Use different kinds of marks for writing and for drawing/painting Uses letter strings Writes some letters correctly – from name	Teachers encourage purposeful mark-making and foster enjoyment through: following children’s interests and providing opportunities for writing in response to these introducing a range of mark-marking materials such as chalks, rollers, sponges, finger/hand painting, printing, sand/flour trays and paint brushes offering a range of mark making areas such as vertical spaces, paper on walls, floors, etc. commenting on marks made by children using vocabulary like writing, picture, painting, letters and words relating to shapes providing children with opportunities to write for a purpose, such as making cards, lists for role play, annotating pictures, etc.	Encourage your child to draw freely. Provide opportunities for writing on a range of surfaces like note pads, clipboards, chalks and paper Help your child to form the letters in their name accurately.
Reception
Forms correctly lower case and capital letters of learned sounds Spells short words by segmenting the sounds Writes words, simple phrases Writes short sentences with words with known sound- letter correspondences using a capital letter and full stop	Teachers foster a love of writing and independence through: using Talk 4 Writing to develop confidence and children’s ability to write key words and ideas, in conjunction with developing speaking and listening skills showing examples of different writing writing story maps to support children in independently writing phrases and sentences related to a topic modelling writing for different purposes and providing opportunities to write for a range of purposes that are meaningful, including: recipes, lists, letters, stories, information texts, reminders and signs, labels, instructions, etc. Teachers develop a secure knowledge of segmenting for writing through: teaching phonics in attainment groups, using multisensory approaches to encourage children to make links between letters and sounds teaching consistent strategies for segmenting and writing the sounds you can hear teaching daily whole class handwriting, focused primarily on letter formation in Autumn, before moving to shared writing. When children learn a new digraph, handwriting sessions provide opportunities for them to practise these.	Help your child to form the letters in their name and the names of family members accurately, focusing on the difference between a capital letter and lower case letters. Help children to say sentences aloud before writing. Emphasise full stops at the end of a sentence – you can use an action for this.
ELG Write recognisable letters, most of which are correctly formed; Spell words by identifying sounds in them and representing the sounds with a letter or letters; Write simple phrases and sentences that can be read by others.

EYFS Number
Children learn to recognise amounts, recall number facts and understand the composition of numbers
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Recites numbers, uses random numbers in songs and games Subitises to 3 Counts accurately to 5 in practical contexts Begins mathematical mark making Accurately counts 5 objects and recognises numerals to 5	Practitioners support children in developing number recognition through: labelling resources with pictures and numbers to reinforce understanding labels display objects arranged to support children in subitising including opportunities to find numbers within the continuous provision using numbers that are significant to children, e.g. their door numbers, age, etc. Teachers support development of counting skills through: using counting in games introducing counting when exercising and counting the number of jumps keeping score in games. Teachers embed mathematical concepts and knowledge and encourage application through: using numbers as part of everyday conversation, e.g. “How many do we have today? What do we need more of? What do we have less of?” talking alongside children’s activities, paying attention to amount and how much is there regularly singing number songs and exposing children to more numbers over time modelling representing numbers by making marks and writing some numerals.	Read fairy tales with numbers within them, such as The Three Billy Goats Gruff, Goldilocks and the Three Bears and Owl Babies. Sing Nursery Rhymes which include numbers and number patterns, e.g. “1, 2, 3, 4, 5 once I caught a fish alive…” Use words like, “how many, few, more, enough/not enough.”
Reception
Subitises beyond 3 Matches numeral with number Counting beyond 10 Begins to know some number bonds Automatic recall of some number bonds	Practitioners support children in developing number recognition from 5 to 10 and beyond through: regularly singing number songs and extending the range of numbers overtime playing dice games and modelling recognising the patterns of numbers on a dice playing a range of subitising games on Numbots – revealing numbers of objects and saying how many are there, reinforcing ‘counting without counting’. Teachers support development of counting skills through: playing scoring games including throwing beanbags, parachute games, basketball, hop scotch, skittles and encouraging children to count scores in 2s and record Teachers embed mathematical concepts and knowledge and encourage application through: using numbers and language of problem solving in everyday contexts within the classroom providing opportunities around the environment to match numerals to amounts providing role play opportunities with money, increasing prices as children’s skills develop and adding challenge through adding amounts, finding change, doubling/halving prices, increasing prices and decreasing prices encouraging children to share resources and fruit by halving.	Use words like, “how many, few, more, enough/not enough, double, half, one more, one less, total, altogether, reduce, increase”. Share activities like cooking. Play games/dice games and ask your child to keep score.
ELG Have a deep understanding of number to 10, including the composition of each number; Subitise (recognise quantities without counting) up to 5; Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

EYFS Numerical patterns

Children learn to count, compare amounts, notice patterns in numbers and how to share

Progression in Learning

(Nursery to ELG)

How do practitioners support your child in this area?

How can you support at home?

Nursery

Notices things that are the same and those that are different – precursor to pattern recognition
Notices numerals which are the same – as their age, house number, phone number
Notices number patterns in stories and songs – The very hungry caterpillar
Compares amounts using more and fewer

Practitioners follow children’s interests using numbers, patterns and sequences in context through:

providing a range of natural and everyday objects, along with blocks and shapes, for children to play with and make patterns with
engaging children in following and inventing movement and music patterns, by clapping, clicking, tapping and stamping
regularly singing number songs, extending the range of numbers over time
talking about numbers in stories – how many goats are there?
using vocabulary related to time, like ‘morning’, ‘afternoon’, ‘evening’ and ‘night time’
talking about the order of events at school, in getting dressed, when cooking, etc.

Provide objects and encourage your child to make a pattern.

Use language like ‘later’, ‘after that’ and ‘next’.

Use words like, “how many, few, more, enough/not enough.”

Reception

Recognises same number of objects / more / fewer
Compares amounts – less, more, same as, up to ten
Recognises composition, bonds of 2,3,4 and 5 in contexts
Shares in context

Practitioners follow children’s interests using numbers, patterns and sequences in context through:

providing role play opportunities with prices matched to children’s current mathematical knowledge
estimating how many objects there are, subitising and then checking by counting
sharing out objects, cards and equipment in games
exploring the composition of numbers within whole class teaching, paired and independent learning.

Play games which involve partitioning and recombining sets, e.g. “Can you throw 5 beanbags into the hoop? How many go in? How many don’t?”

Use language like ‘double’ and ‘half’ and model doubling and halving objects in play or when cooking.

ELG

Verbally count beyond 20, recognising the pattern of the counting system;

Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

EYFS Past and present
Children make sense of the past and present, their families and community through storytelling, books, artefacts and visits and visitors.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Shows interest in the lives of people who are familiar to them Shows interest in different occupations and ways of life through role play, visitors and stories Comments on photographs, pictures in books Notices and comments on differences between now and then drawing on their own family experiences	Practitioners plan for meaningful learning experiences through: encouraging children to share photographs of their families, homes and special celebrations providing role play opportunities, resources and props to re-enact local experiences, interests, celebrations and other events from pupils’ own experiences arranging visits from those in the community discussing the special events in pupils’ lives including celebrations; what they wear, where they go, what they do, songs they may sing, etc.	Talk about the names of places of worship and festivals that are important to you and your family. Use language like celebration, friend, helper, decorate, enjoy, teacher, etc.
Reception
Knows about the work of familiar community workers Comments on pictures, stories, oral tales, artefacts, buildings from the past Comments on differences/similarities from the past of artefacts, buildings, people, stories within their own lives	Practitioners plan for meaningful learning experiences through: showing genuine interest in children’s lives and events that are important to them developing role play on occupations, e.g. the airport, a doctor’s surgery, repair shop, shoe shop, etc. encouraging children to look at pictures of their own homes, modes of transport and local area and compare these with pictures taken at other times arranging visits from those in the community, to develop children’s understanding of their roles arranging visits to places of interest in the local community, including the park and Library.	Go out for walks and talk about features within the community, using words like: flats, bungalow, semi, detached, tall, low, brick, stone, home, shop, factory, school
ELG Talk about the lives of the people around them and their roles in society; Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; Understand the past through settings, characters and events encountered in books read in class and storytelling.

EYFS People, Culture and Communities
Children make sense of their environment, culture and of faiths noticing similarities and differences by comparing stories, through observation, discussion, non-fiction texts and maps
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?		How can you support at home?
Nursery
Talks about special times or events for family Is interested in the special times or events of friends Notices differences between their family cultures and those of others Knows about their own environment and other places/countries through visits, pictures and family experiences	Practitioners plan for meaningful learning experiences through: using Circle Time for children to share special times, celebrations and experiences developing a classroom ethos where children can explore similarities and differences providing role play opportunities to explore special events, such as the arrival of a new baby or a festival providing small world play resources to explore a range of environments sharing stories from different cultures and faiths exploring music and dance from different cultures looking at non-fiction recounts and photographs of children’s own special times.		Talk about the names of places of worship and festivals that are important to you and your family. Go for walks and name things you can see in the environment.
Reception
Talks about, names and describes life of family Knows about features of local and other environments including other countries Recognises people have different beliefs, places of worship and ways of celebrating Able to use reference materials to find out – stories, non-fiction books, photographs, anecdotal information, simple early stage maps, video clips		Practitioners plan for meaningful learning experiences through: sharing celebrations and traditions within the class community, focusing upon what children do with their families and why this is important to them inviting parents to talk about their family customs responding to stories from different cultures and religions planning visits to different places of worship and visits from faith leaders studying satellite and photographic maps of familiar areas, e.g. the school and surrounding area planning visits to local places of interest and talking about what these bring to the community giving children opportunities to create their own maps of the local environment.	Talk about the names of places of worship and festivals that are important to you and your family. Go for walks and name things you can see in the environment. Ask your child what these things contribute to the local community – why are they important?
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

EYFS The Natural World
Children explore the natural world, environments, seasons and materials through observation and books.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Explores natural objects, plants, creatures and materials in the environment Talks about things they have seen and explored such as plants, animals, natural objects and materials Comments and asks questions about the natural world, seasons and talks about why things happen Developing understanding of the cycle: growth, decay and changes. Shows care and concern for living things and environment	Practitioners provide opportunities for children to explore the natural world through: offering small word play which includes dinosaurs, farm animals and wild animals, supported by non-fiction book to extend understanding planning nature walks to study the local environment and create collections of found objects, exploring their similarities and differences talking about where food comes from during daily snack time using the Mud Kitchen to create recipes made of natural ingredients observing how caterpillars change into butterflies setting up the outdoor learning environment with provision that encourages children to notice changes to temperature and the seasons, e.g. wind and ice.	Plant some seeds and notice how they change. Measure plants and flowers over time. Talk about the life cycles of animals and how they change.
Reception
Explores natural world -collects, smells, listens, records Talks about features of plants, animals, materials, environments Understands the effects of changing seasons on natural world around them, and changes in materials, such as caused by changes in temperature and cooking	Practitioners provide opportunities for children to explore the natural world through: watching eggs hatch into chicks and observing how they change and grow, talking about life cycles linking animal life cycles to how humans change by comparing photographs of ourselves as babies to now researching by reading non-fiction books, talking to experts and using the internet collecting natural materials to create art caring for plants, fruit and vegetables grown in the vegetable patch and observing what they need in order to stay healthy planning seasonal walks around the environment, noticing features of different seasons, changes in temperature, weather, plants, foliage, wild life, etc.	Plant some seeds and notice how they change. Measure plants and flowers over time. Talk about the life cycles of animals and how they change. Talk about the seasons and changes children notice, e.g. icy puddles.
ELG Explore the natural world around them, making observations and drawing pictures of animals and plants; Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

EYFS Creating with materials
Children are supported to explore and play with a wide range of tools, techniques and materials. Children are encouraged to talk about their creations and use props in storytelling.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?		How can you support at home?
Nursery
Explores colour, textures and constructions using range of materials Uses materials, tools and techniques to express own ideas Becomes involved in pretend play using pretend objects Talks about what is created and how Draws and paints with increasingly complexity and detail	Practitioners support children to explore ways to be creative through: offering a range of mark making materials including chalk, rollers, sponges, paint and objects to build models with teaching children to choose colours and mix them to create secondary colours providing mixed media materials for children to access independently, explore and use to create art and models including tools such as scissors, glue, tape, a range of brushes and pencils in continuous provision so children can access them independently asking questions to extend children’s ideas of what is possible, for example, “I wonder what would happen if … supporting children in thinking about what they want to make, the processes that may be involved and the materials and resources they might need.		Talk about colours and what you get if you mix one colour with another Listen to music from a range of cultures. Model using objects in pretend play and play alongside your child.
Reception
Creates colour, texture, form, design in their work Uses and creates props and uses materials in role/pretend play Uses techniques for combining materials and manipulating materials for effect Makes safe use of range of tools, materials and techniques and talks about own work		Practitioners continue to provide the above tools and materials and teach a variety of techniques, while extending discussion of intentions for creating and reasons for choice of material, tools and techniques. Teachers introduce techniques for joining and combining media and materials. Children are taught to use tools in the Repair Shop to construct, mend and join materials together, then appraise and evaluate designs. Teachers talk about what is happening, helping pupils to think about cause and effect and: evaluate what they have done and chosen and any changes they want to make or other tools or materials they need take before and after photos of children’s work in order to self-evaluate and add different media record children’s creations and processes, for reflection and adaptation.	Talk about colours and what you get if you mix one colour with another Listen to music from a range of cultures. Model using objects in pretend play and play alongside your child. Visit an art gallery.
ELG Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; Share their creations, explaining the process they have used; Make use of props and materials when role playing characters in narratives and stories.

EYFS Being imaginative and expressive
Children acquire a repertoire of stories, rhymes, poems, songs and dance. They use these to create and perform new versions.
Progression in Learning (Nursery to ELG)	How do practitioners support your child in this area?	How can you support at home?
Nursery
Participates in action songs and rhymes, dancing, and music making Begins to develop complex narratives in small world and role play Creates movements, role play, songs, music Plays, shares and performs songs, music and dance	Practitioners encourage children to generate and explore their own ideas through: singing Nursery rhymes, number songs and traditional songs, then offering props to support these providing a range of objects and instruments for percussion inspiring children to make up stories, play and pretend using a range of props, fabric, construction materials and small world objects telling stories, using props and puppets arranging visits from external drama experts to explore particular themes teaching variation of movement in dance encouraging children to explore tone, tempo and rhythm in singing and using instruments building on storytelling through role play, art work, construction and themed days, e.g. Dress like a dinosaur day.	Play music at home and talk about the rhythm. Challenge your child to find the beat and clap/tap along. Sing songs with your child.
Reception
Builds a repertoire of performance arts: songs, dance and role play Begins to adapt techniques learnt Choreographs own dance, develops narratives in role play and storytelling and composes own music	Practitioners encourage children to generate and explore their own ideas through: exploring characters in stories through role play, discussion and art work encouraging children to use small world play and resources to develop their own narratives offering real objects, photos and instruments from around the world to inspire creativity including a stage in the outdoor learning environment encouraging children to use a range of techniques learned in singing, music making and dance for choreography and composition arranging visits from external drama experts to explore particular themes introducing children to different music from around the world, including traditional/folk music from Britain.	Play music at home and encourage your child to choreograph, then perform, a dance routine. Visit a theatre. Watch examples of dance and drama performances online.
ELG Invent, adapt and recount narratives and stories with peers and their teacher; Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.

EYFS (NURSERY & RECEPTION)

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