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EYFS Learning

Within the nursery, all children are supported in developing their potential at their own pace. We offer a curriculum that follows the approved Early Years Foundation Stage guidelines.


Communication & Language

Children’s learning and competence in communication, speaking and listening 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. In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening, and by hearing and responding to stories, songs and rhymes.

 Children learn language skills from:

  • Interesting and challenging experiences which give them plenty to talk about in the nursery and afterwards at home

  • Encouragement to talk about experiences that are important to them

  • Lots of time, adult attention and response when they talk

  • Hearing language used by adults talking to children and other adults, in pair or small groups

Physical Development

A range of equipment and opportunities allow the children to develop confidence and enjoyment in the use and development of their bodily skills. Children create and meet physical challenges, developing increasing skills and control in moving and balancing. At the same time children are supported in the development of the fine motor skills required to use tools, including pens and pencils and to handle small objects with increasing control and precision. When outside in our play area, the children are encouraged to explore and develop their gross motor skills. We also set up an indoors obstacle course to encourage their control and co-ordination. They are supported in developing an understanding of the importance of physical activity and make healthy choices in relation to food

Personal, Social & Emotional Development

We aim to create a stimulating and caring environment in which children are encouraged to become independent and resilient. Developing confidence in their abilities and by raising their awareness of the needs of others. Through activities, conversation and practical example, they learn acceptable ways to express their own feelings and to have respect for the feeling of others, their different cultures and beliefs.


Specific Learning Areas


Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and when they are ready, to use drawn and written symbols for themselves. A well-stocked book shelves gives every child the opportunity and encouragement to become familiar with books, able to handle them and be aware of their uses, both for reference and as a source of stories and pictures. At Jelly Tots each room have a designated rich book area, designed to encourage engagement.


Involves providing children with opportunities to develop and improve their skills. By means of practical experience, children become familiar with the sorting, matching, ordering, sequencing and counting activities which form the basis for early problem solving.

Understanding of the world

Children are encouraged to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Children have a natural curiosity about their surroundings. We encourage them through discussion and observation to understand their environment. With visits around the local environment children are able to experience many features and services of the town and discuss their purposes.

Expressive Arts & Designs

Involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Children are encouraged to use a wide range of resources in order to express their own ideas and feelings.


Art equipment, including paint, glue, crayons and pencils as well as natural and discarded resources provides for exploration of colour, shape and texture and the development of skills in paint, drawing and collage. Through music and dance the children are encouraged to use their imagination and express their ideas and communicate their feelings.


Characteristics of Effective Learning

This part of the Early Years Foundation Stage (EYFS) curriculum describes children's attitudes to learning and 'how' they learn rather than 'what' they learn. If positive habits are formed in their early years, children will be able to apply these learning styles throughout their lives.

Playing & Exploring

  • Finding out and Exploring: children use all their senses to understand the natural world and the changes

  • Being willing to have a go: children have lots of opportunities to risk take and risk manage

  • Playing with what they know: children have endless opportunities for role play and for testing out ideas

Active Learning

  • Being involved and concentrating: children are naturally more engaged in self-chosen activities. With time for them to extend their play and learning in their own direction, they will enjoy the benefits of staying with a task or activity for an extended period.

  • Enjoying what they set out to achieve: enjoying achieving what they set out to do. There is no right or wrong way to play with the open-ended resources

  • Keeping on trying: activities and being outdoors promotes resilience, falling over, getting muddy

Creating & Critical Thinking

  • Having their own ideas: children will develop their own games and play and be involved in planning their own activities

  • Making links: children notice patterns in the natural world from seasons to leaf shapes. They use their knowledge to make predictions and test their ideas

  • Choosing ways to do things: problem solving through real life experiences.

Education is the most powerful weapon which you can use to change the world.

Nelson Mandela

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