Early Years Foundation Stage

Planning Examples Pack

-Reception
-Reception/Year one
January 2013

Early Years Foundation Stage (EYFS)

Planning Examples Pack
This pack has been put together by Wiltshire Early Learning and Development Team to
support teachers in school, in planning for both a Reception class and a mixed
Reception/Year one class.
It must be recognised that these are only examples collected from a range of teachers and
internet websites. They are not prescriptive and Wiltshire ELD Team does not endorse
the use of one particular example or format, but expects that any chosen planning
formats will adhere to the requirements of the EYFS.
Electronic copies of this document and the individual blank planning templates can be found
at:

Index of Contents
General Guidance
Page
Page
Page
Page

3
4
5
6

Mixed age classes What should we consider?

A suggestion for a planning grid for mixed age classes
Recipe for long term planning for a mixed reception and key stage 1 class
Recipe for medium term planning for a mixed reception and key stage 1 class

Examples of completed planning documents

Page 8
Page 9
Page 10
Page 11
Page 12

Medium term planning for fictional reception class

Adult guided/focus activity planning sheet (completed example)
Coloured example weekly plan (completed example)
Provision plan reception (completed example)
Weekly environment plan for 2-5 year olds (completed example)

Planning templates
Page 13
Page 14
Page 15
Page 16
Page 17
Page 18
Page 19
Page 20
Page 21
Page 24
Page 26
Page 27
Page 28

EYFS medium term planning for children aged 2-5

Weekly planning for phonic teaching
Short term planning; literacy reception
Short term planning; mathematics reception
Short term planning; phonics reception
Adult guided/focus activity planning sheet
Coloured example weekly plan
Provision plan reception
Weekly plan
Adult led and adult initiated experiences short term planning
Weekly environment plan for 2-5 year olds
Indoor and outdoor adult-initiated experiences
Continuous provision plan for older EYFS children

Observation templates and challenge card templates

Page 29
Page 31
Page 32
Page 33

Planned observation sheet

Observation sheet
Challenge card - cloud
Challenge card - lightbulbs

Mixed age classes What should we consider?

Routines/training of children timing of sessions
Organisation of the day flexibility with time/gaining time
Use of the outdoors/outdoor play
Continuous provision ensuring differentiation so that it offers challenges and takes
account of the interests of both Reception and Year 1 Children
Use of adult time
Having mixed groups dependent on ability
The environment and how it is set up what can be done if there is little space?
Role play area
Ideas for independent tasks how to ensure children stay on task
Extension of play activities through flexible use of resources, eg using small world
for recreating stories, small world in the construction area etc.
Cross curricular links
Opportunities for active learning
Picking out key elements as appropriate

Literacy Tips
Remember big books started in the Early Years!
Be confident to differentiate texts accordingly
Use different starting points
It may not be appropriate for the youngest children to take part in all of a whole class
session
Ensure that the Reception children have a share of teacher time
All children will benefit from active learning. It creates resentment if older children
never have the opportunity to work/play in other areas of the environment
Some play activities can be extended in other areas for the rest of the day. There is
no need to pack away each time
Involve Year R progressively throughout the year

Mathematics
Group the children by ability
Use all the time appropriately
Consider the medium term plan
Consider the whole class input
Try not to introduce too many themes in one week

A Suggestion for a planning grid for mixed age classes

(This is not prescriptive, it is merely a suggested way of working. The teacher will be
aware of what works best for both teacher and children in the class and what
compliments the schools directive for ways of working)
Based on a session of 1 to 1.5 hours.
The 2/3 groups could be further differentiated in the direct teaching input and independent
tasks.
Obviously, with younger children the routines will have to be established first, before this
model will work.
TAs may become involved in any of these phases through the session. The teacher needs
to be aware of the potential training needs in order to be able to carry this out successfully.
Other adults for example volunteers may also be involved in the non directed teaching
sessions, but will need support and direction in how to carry this out.
Whole class
mental/oral
or Intro
Group 1

Group (15/20 mins)

Group (15/20
mins)

Groups (15/20
mins)

Plenary

Mathematics/Literacy Follow up
Direct input from
Mathematics
teacher.
/Literacy tasksindependent.

Routine tasks

Whole
class

Group 2

Child
initiated/routine/ongoing activities

Mathematics
/Literacy-Direct
input from teacher

Follow up
Whole
Numeracy/Literacy class
tasks-independent

Group 3

Child
initiated/routine/ongoing activities.

Child
Mathematics
initiated/routine/on- /Literacy direct
going activities.
teacher input with
youngest children
or most able who
can follow up the
next day.

Whole
class

Recipe for long term planning for a mixed reception and key stage 1 class
Ingredients
Knowledge of child development (ages and stages) and how to put the EYFS Principles into practice;
High aspirations for the children and families in your community so that your long term meets their needs;
Information from parents and other settings about the childrens interests and previous experiences.

Method (Mapping out possible learning opportunities)

1. Annual review and evaluation - What is working well? What do we need to change?
Our overall provision is working well, but we need to make sure that boys do better in writing, so we will;
- implement ideas from write-dance and provide workmens toolkits for graphics;
- review the stories we use to introduce themes;
- adapt the QCA history units so that we include more drama and role-play.
2. From past experience, which broad themes, units of work, stories and experiences enthuse the children and produce the most powerful learning?

Adapt settling in
programme build
on pre-school
childrens
fascination with
earthworks set
up archaeology site
and laboratory -

Research Polish and

Portuguese
celebrations to make
sure this unit reflects
our community

Remember to add
whole school theme
week (This year
its Jambo Africa)

Adapt this QCA unit of work

children have a good
understanding of houses and
homes in the local area change
to grand designs and
incorporate museum visit and

We need to plan to develop

childrens knowledge and
understanding of weather and
seasons as a continuous unit of
work and be flexible so that our
role play can respond to boys
interests (Perhaps adapt garden
centre topic to include grain
storage depot depending on
childrens interests?)

These are our resource boxes and topic starting points (Tried and tested themes and units of work)
Final check: Broad? Balanced? Inclusive Builds on childrens prior learning? Flexible enough to respond to childrens interests?
Lets try it out and review our new long term plan at the end of the year.

Recipe for medium term planning for a mixed reception

and key stage 1 class
Ingredients

We know that these topic starting

points always stimulate childrens
thinking and result in good
learning we agreed to keep
them in our long term plan

Long Term Plan;

Medium Term Plans for any topic starting points that have been particularly successful in the past;
Availability of communal areas e.g. hall, ICT suite, library etc;
Timetable of whole-school events such as, book week, eco-school week, special themed weeks (e.g. Sports / DT);
Special events happening nationally or internationally (e.g. Olympic games);
Dates of special faith and cultural celebrations that you want to include to show consideration and respect to children in your class.

Method
1.How can we combine the units of work and topic starting points taken from the long term to ensure a coherent experience for
children?

Autumn term needs to include:

Harvest celebration
World Book Day
Christmas celebration
School Pantomime Visit (This year Jack & the Beanstalk),
Whole School Theme week Nov 1st 8th Jambo Africa.
NC History PoS - famous person we could study Nelson Mandela
Geography our contrasting locality will be Africa Bo in Sierra Leone (we already have contacts here)
Art looking at African art (Gideon Chidongo sculptor)
Music introduce children to music by The Jambo Boys (need to liaise with CMS staff)
2. Which units of work from the Renewed Frameworks for Maths and English will complement the topic starting points?
Maths: e.g.
Handling Data

e.g.
Stories from a range of cultures. Unit 2

3.

Map out the weeks when special events are taking place during the term
Autumn Term
Settling in topic
Excavations and
Earthworks (Builds
on pre-school
childrens interests)
Organise YR buddies

4.

World
Book Day
th
4 Oct

Harvest
th
17
October

Book
Week

Jambo
Africa
whole school
18-22
November

Christmas
Nativity theme
is journeys
th
December 10
14th

What are the anticipated learning outcomes for this term?

a.
b.
c.
d.

Write down the expected learning outcomes in brief using the EYFS, National Curriculum PoS, Renewed Frameworks;
Sketch out some possible activities/experiences you might offer to enable the children to achieve these outcomes;
Think about special resources and the organisation of space which spaces might you need to adapt?;
What special resources are likely to be needed? Who will be responsible for collecting them?

Remain flexible
Remember this is only a sketch children will influence your thinking and your planning week by week.

Final checks:

Broad ? Balanced? Inclusive ? Builds on childrens prior learning?

Flexible enough to respond to childrens interests?

Medium term planning for fictional Reception Class

Spring term Jan-half-term, related theme Settling in

Main focus: Settling in

Displays: Childrens photographs, names
Tidy-up board and visual timetable
Area signs and how to use them (for parents as
well as children)
Displays that show routines
Displays of childrens self portraits for welcome
board
Personal, Social and Emotional
Developing independence in using the provision
Supporting children in developing listening &
attention skills
Focus on self-help skills: dressing, undressing,
using the toilet etc
Establish routines for children and make explicit
Develop relationship with parents/carers
Helping children and parents to make friends
Start to develop profile books for new children
and use regularly as focus activity
Develop familiarity of the school environment /
staff small group tours of the school taking
photos of some key people e.g. FS staff, head
teacher, secretary, premise manager, cook etc
Opportunities for older children to support
younger children
Mathematics
Begin to develop a repertoire of number rhymes
and songs
Focus on rich mathematical environment,
especially outside
Focus on numbers personal to children , their
age, house number, telephone, siblings age etc

Assessment:
Narrative observation & discussion with parents &
child to be completed for all children by half-term
Providing appropriate support and differentiation
for . (children with special needs, or EAL)

Environment and Resources:

Listening and responsive adults
Organisation inside and out of workshop areas
Resources accessible and labelled
Use outside to provide/support all areas of
learning

Physical
Provide lots of opportunities for large, physical
movement, e.g. climbing equipment, wheeled
toys, balancing equipment, large construction
equipment, hoops, tyres etc
Provide physical activities which will support
childrens friendships / co-operation skills, e.g.
throwing & kicking balls to each other, using large
boxes to make a construction together etc
Ensure that children sit as a whole group for no
longer than 10 minutes at a time
Everyday opportunities for malleable, sand and
water play

Communication and Language

Opportunities for children to talk with adults on
one-to-one and small group basis
Opportunities for children to share a story with
an adult on one-to one or small group basis
Begin to establish a repertoire of rhymes and
songs and favourite stories
Short daily phonics session to continue as
previous for older September children
Literacy
Encouraging children to link Sounds and
Letters and begin to read and write. Children
must be given access to a wide range of
reading material (books, poems and other
written materials) to ignite their interest.

Expressive Arts
Understanding the World
Encourage and support small world and role play
Local trips in small groups to shops, park etc to
assess childrens storying, interests and
provide opportunities for talk about who we
concerns in these areas
are, where we come from and to get to know
Ensure workshop areas for children to express
one another.
themselves creatively are set up and children
Opportunities for the children to use a wide
know how to use them (painting, music,
range of technology for specific purposes
technology, malleable etc)
Parents: invite parents on local trips to shops, park etc, invite parents to story time at the end of the session
Plan parent / child breakfast morning aim to introduce new parents to existing parents and build up familiarity of setting and how children learn
through play
Adapted from Islington EYFS Team (2008)

Adult guided/focus activity planning sheet

(Inside and Outside)

Date:

Name of staff: Sue

Area of learning: Personal, social, emotional

Communication and Language
Learning intention:
To develop vocabulary and use language to retell a familiar story
Opportunities for assessment:
Can Tyrone participate in the oral story telling by saying (or showing using the props) what
happens next in the story?
Can Issy & Ismail use their phonic knowledge of initial sounds to match the names of the owl
baby characters (Mummy, Bill, Sarah, Percy) to the appropriate story props?
Targeted children:
Tyrone, Ismail, Issy
Resources:
Owl baby book, story sack, stick puppets and name labels for the owl babies
Experience/activity:
Adult to lead on retelling the story using props, pausing to allow children the opportunity to
continue the story. After story retelling play matching game with owl baby name cards and props
Adult input (including language to be introduced, questions to be asked):
What do you think happens next?
Who is your favourite owl baby and why?
How do you think the owl babies are feeling?
Vocab twigs, branches, nest, forest
Differentiation (how will you adapt this activity to meet all childrens needs?):
Tyrone allow him the opportunity to contribute to the repetitive parts of the story, e.g. I
want my Mummy . Also allow Tyrone the opportunity to participate in the story telling through
non verbal ways, e.g. using the stick puppets and props.
Ismail & Issy to model more complex language and ask more open ended questions
Evaluation to inform future planning (in addition to individual observations):
Children were very animated hearing and participating in the story in small groups. They were
very keen to make their own owl baby stick puppets to take and retell at home. Will set this
activity up in the workshop area later this week

Adapted from: Focus on Planning: Effective planning and assessment in the

Foundation Stage Lewisham Early Years Advice and Resource Network
Islington Early Years Foundation Stage Team 2008

Example Weekly Plan

Date:

Monday

Adult
Initiated
Special
Activity or
New
Provision

Mix paints
Tuff Spot, dogs
and biscuits

Tuesday
Spread crackers,
cut and taste
avocado, tomato,
peppers and
cucumber
Tractor wheel
printing

Wednesday

Thursday

Friday

Digging the
vegetable
patch

Music

Autumn
weather walk

CD Player
animal
soundtracks

Croissants and
hot chocolate

Story role-play

Continuous Provision
Malleable
materials

Dough, activity
set

Clay, tools and

sponges

Cornflour and
water

Dough
and cutters

Dry
Paints

Free choice

Dinosaurs

Tractors and
diggers

Wheels

Containers with
holes

Boats and
people

Green water and

containers

Bubbles

Recycled
materials

Free
choice

Design and
Tech Area

Building bricks

Farm and dolls

house

Free choice

Train set

Wooden bricks

Information
Technology

Tizzys Busy
Week

Fizzys Numbers

Musical Leaps and

Bounds

2Simple Paint

Alphabet Soup

Puzzles,
toys, games

Quack Quack
game

People puzzles

Books and toys

Cobble Road
maths game

Magnetic letters

Stories and
group times

Little Farmer
Joe, by Ian
Whybrow and
Christian
Birmingham,
number rhymes

Webster J Duck,
by Martin
Waddell and
David Parkings,
number rhymes

And The Good

Brown Earth, by
Kathy
Henderson,
number rhymes

Handas Hen, by
Eileen Browne,
music,
number rhymes

Roaring Rockets,
by Tony Mitton
and Ant Parker,
number rhymes

Milk,apples

Milk, crackers,
tomato, avocado,
cucumber

Milk carrots

Milk bananas

Hot chocolate
croissants

Spades, buckets,
seeds and
dibbers
Large sand tray

Large water
equipment,
aqua play

Sand
Water

Food and
drinks
Garden
(activities vary
according to
the weather)

Push-along
tractors
Rakes, spades

Push-along
tractors and
toys

Wheelbarrows,
rakes, buckets,
sweeping brushes

Key

Green

Activities planned in response to the

childrens interests.

Blue

10

Activities to ensure a balance

across the curriculum.

Provision Plan Reception

Term: Autumn 1
Teacher:
Area

Provision

Area of
Learning

Writing Area

Selection of papers and writing implements to introduce

areas use

Number Area

Rotation of rhyme time sack contents, shape feely bags, felt

shape game, timed shape game, simple board games

Creative Area

Selection of materials and tools available to introduce the

areas use.

Exploration Area

Nursery rhyme books, puzzle and selection of

props/characters from nursery rhymes Can you tell a
nursery rhyme using any of these things?

Construction Area

Selection of construction available to introduce the areas

use

Role Play Area

Bakers shop linked to simple simon, 5 currant buns, pata-cake etc to include:
Cooking utensils that could be used for baking in a bakers
shop, copies of rhymes/posters, salt-dough buns with
different numbers painted on the bottom or different
numbers of currants on, salt-dough biscuits of different
shapes and sizes, selection of plate sizes, till and money,
laminated giant pennies, microwave and oven (to be made),
recipe book with instructional writing, pretend ingredient
jars, aprons/costumes, paper bags.

Small world

Nursery rhyme land to include; Jack and Jill, Humpty

Dumpty, Mary Mary, Mulberry Bush and Little Miss Muffet.

Sand

Glittter, shells and glass beads to make attractive for

children to explore use.

Water

Different coloured water and pouring apparatus to

encourage exploration and use of area

Computer, IWB, ICT

Introduce use of IWB and active Primary.

Number every day (linked to ikeepbookmarks) and nursery
rhyme games

Book Corner

Old class books from last years class, selection of simple

nursery rhymes and story books

Listening Station

Nursery rhyme tapes and CDs

Outside

Introduce use of shed and equipment.

Large wall building equipment
Play house: Hospital for Humpty Dumpty, Jack and Jill and
other nursery rhyme characters

Story Time

The listening walk

Starting school stories
Various nursery rhymes

11

Assessment to
inform planning

Weekly Environment Plan for 2-5 year olds

Week beginning:
Area
Mon - Wed

Thursday - Friday

Outdoors

Small world dinosaurs and nonfiction books

Childrens dinosaur book

Books about dinosaurs in tent

Mark making

Thick felt tips, crayons, colouring

pencils
Small home made books

Clipboards in block area

White and blue chalks on

blackboard easel outside

Construction
and blocks

Different sized dinosaurs in block

area

Story/talk
Props, objects

Workshop

Creative

Duplo set

Junk modelling using cardboard

boxes, fabrics, card, paper, and
all making tools made available:
masking tape, glue, scissors,
staplers
Water colour: pallets and paint
trays, small and medium size
brushes,

Water

Exploring with a range of boats

(including ones children have
made) Can anyone make a
plasticine boat that will float?
(Marian; mon. a.m &p.m)

Sand

Damp sand + small dinosaurs:

Small World
Play

Printing with cars and big

trucks (use shallow trays)

Small objects to drop into

water (pebbles, buttons,
plasticine in different
shapes) and explore effects
(Nuray)
Add boxes, twigs, leaves,
stones, pebbles etc for
dinosaur environment

Garage, train set and small cars;

small dinosaurs (Josh & Hamza)

Start making signs for parking

bays for bikes.

Corn flour and water builders

tray,
with spatulas and wooden spoons
and sticks
Clay

Playdough - add twigs

and leaves

Clay on builders tray; wed-fri

Take out small drums and

shakers: use sticks on fence

Music

ICT

Big easel.
Use big
blocks/fabric/dinosaurs/sticks/s
tones etc for mountain
landscape (Josh)
Dropping larger objects in
puddles and water tray.
Buckets of water and
decorators paintbrushes for
painting walls

Bricks and buses, cars, on

road mat

Role play/
Home corner /
dressing up
Malleable/tactile

Large wooden blocks for parking

bays for bikes.
Making ramps for cars and trucks
to travel down (Hamza) Rolling
large trucks and cars down ramps
which goes furthest?

(put 5 minute sand timers in

computer area and
clipboard for names)
Circle dances: Mulberry bush

Large physical
development

12

13

Adapted from Islington EYFS Team (2008)

Parents

Physical Development

Communication and Language

Personal, Social and Emotional

Mathematics

Assessment:

Main focus:
Displays:

Date:

Expressive Arts and Design

Understanding the World

Literacy

Environment and Resources:

EYFS medium term planning children aged 2-5

14

Friday

Thursday

Wednesday

Tuesday

Monday

Class:
Year:
Teacher:

KEY Objectives:

Revisit/review

Weekly planning for phonic teaching

Teach

Date:

Practise

This weeks phonemes

Apply

Lead:

Assess focus:

Focus grp:

Lead:

Assess focus:

Focus grp:

Lead:

Assess focus:

Focus grp:

Lead:

Assess focus:

Focus grp:

Lead:

Assess focus:

Pupil assessment within

session/ use of support
Focus grp:

This weeks HFWs

Evaluation of session

Adapted from CEA@Islington

Adapted from a Wiltshire school

Short term planning; literacy reception

Teacher:
Term:
Week Beginning:
Topic:
Key learning outcomes:

Links to
other areas:
C of EL

Whole class activity:

Teacher directed group activities:

Differentiation of the activity for individual children/extension work:

Resources:

Key vocabulary:

Assessment opportunities:

Evaluation/Next steps

15

16

Session

Assessment
Focus CT

Teacher
Directed Tasks

Key Learning
Outcomes
LO for Quick
Maths

Teacher:
Term:
Week beginning:

TA:

CT:

Teacher Input

1
2
3
EF

Differentation

Assessment
Focus TA

Teacher
Initiated
Tasks

Links to
other areas

Vocabulary
C of
EL

Plenary/Celebration

Short term planning; mathematics reception

Assessment to
inform planning

Adapted from a Wiltshire School

Adapted from a Wiltshire School

Short term planning; phonics reception

Teacher:
Term:
Week beginning:
Topic:
Letters and Sounds Objective:

Phase

Monday
(Review)
Tuesday
Wednesday
(PE)
Thursday
(PE)
Friday
(Welly Walk)
Letters and Sounds Objective:

Phase

Monday
(Review)
Tuesday
Wednesday
(PE)
Thursday
(PE)
Friday
(Welly Walk)

17

Adult guided/focus activity planning sheet

(Inside and Outside)

Date:

Name of staff:

Area of learning: Personal, social, emotional

Communication and Language
Literacy
Understanding of the world

Physical
Mathematics
Expressive Arts and Design

Learning intention:
Opportunities for assessment:

Targeted children:
Resources:

Experience/activity:

Adult input (including language to be introduced, questions to be asked):

Differentiation (how will you adapt this activity to meet all childrens needs?):

Evaluation to inform future planning (in addition to individual observations):

Adapted from: Focus on Planning: Effective planning and assessment in the

Foundation Stage Lewisham Early Years Advice and Resource Network
Islington Early Years Foundation Stage Team 2008

18

Weekly Plan
Date:

Monday

Tuesday

Wednesday

Thursday

Adultinitiated,
special
activity
or new
provision
Continuous Provision

Key

Green

Activities planned in response

to the childrens interests.

Blue

19

Activities to ensure a balance

across the curriculum.

Friday

Provision plan reception

Term:
Teacher:
Area

Provision

Area of
Learning

Writing Area

Number Area

Creative Area

Exploration Area

Construction Area

Role Play Area

Small world

Sand

Water

Computer, IWB, ICT

Book Corner

Listening Station

Outside

Story Time

20

Assessment to
inform planning

21

Literacy

Expressive Arts
and Design

Understanding
of the World

Mathematical
Development

Language and
Communication

Monday

Tuesday

Wednesday

Weekly plan
Thursday

Friday

Adapted from a Wiltshire School

22

Outdoor Play

Bilingualism &
Multi-cultural

Personal &
Social
Development

Physical
Development

Monday

Wednesday

Evaluation Report and Way Forward

Tuesday

Thursday

Friday

23

Headteacher/
co-ordinator
Comments

Outdoor Play

Personal & Social

Development

Physical
Development

Literacy

Expressive Arts
and Design

Understanding of
the World

Mathematical
Development

Language and
Communication

Adult led & adult initiated experiences short term planning (birth to 5yrs)
Areas of Learning

PSED

CL

Lit

Maths

UW

CD

PD

Information from Home

/ Summary of
Observations (Needs &
Interests)

EYFS Development
Matters /
Learning Intention
Whole Group / Class
Shared Experience
(FS1 & FS2 /
Nursery & Reception)

Differentiation
(Individual and / or Group
Support & Challenge)

Role of Adult
(During
Child-Initiated / AdultInitiated / Adult-Led
Experiences)

- Vocabulary
- Key Open-Ended
Questions
- Resources
Possible adult-led & adult-initiated experiences in the workshops / learning areas:
Role Play
Sand
Water
Sensory / Messy
Play
Construction

24

Small World
Malleable
Painting / Collage
Printing
Model Making
Mark-making
Books & Stories
Games / Discovery
ICT
Music
Evaluation
(Supported by
Observations)
NB: The learning intention / development matters can be met anywhere within the indoor/outdoor learning environment
Footnotes for Guidance / Reference
Planning needs to be flexible and a working document
Daily routines may be used to meet the planned learning intentions / development matters
The EYFS requires providers to ensure a balance of child-initiated and adult-led play based activities
There should be an adult focused activity for each area of learning
Symbols or colours may also be used to indicate adult-led and adult-initiated experiences in the workshop /
learning areas
A proportion of blank boxes promotes a balance between child-initiated and adult-initiated /led experiences
Child initiated activity - a self initiated activity wholly decided upon by the child and is the result of their own
motivation to explore a project or express an idea. The child takes total ownership of the activity and may change
it to a different purpose than originally intended by an adult
Adult initiated activity - an activity planned by an adult that focuses on a specific learning intention that the child
may complete independently or with adult support. Children can have free access or they may be directed
particularly if they will benefit from the experience
Adult led activity an activity planned, structured and delivered by an adult to a child or group of children. It
focuses on the direct teaching of skills and knowledge with a specific learning intention in mind
Adapted from

25

Weekly Environment Plan for 2-5 year olds

Week beginning:
Area
Mon - Wed
Thursday - Friday
Outdoors
Story/talk
Props, objects
Mark making

Construction
and blocks

Workshop

Creative

Water

Sand

Small World
Play
Role play/
Home corner /
dressing up
Malleable/tactile

Music

ICT
Large physical
development

26

Indoor and outdoor adultinitiated experiences

Independent play / workshop experiences which support
the planned adult-initiated learning experiences
Date:
Week no:
Personal,
Social &
Emotional
Development

Communication &
Language

Literacy

Mathematics

Understanding of the
World

Physical
Development

Role Play /
Home-Corner

Sand

Water

Construction

Small World

Malleable

Painting
Collage
Printing
Model
Making
Sensory /
Exploration &
Investigation
Messy Play

Mark-making

Books &
Stories

ICT

NB: Ensure there is a balance of adult guided and child initiated experiences across all 6 areas of learning
Adapted from

27

Creative
Development

28
Inside

Sand
Outside

Inside

Malleable play
Outside

Outside

Inside

Inside

Sensory area
Outside

Puzzles and games

Outside

Investigation area/ interest table

Inside
Outside

Inside

Inside

Book corner

Blue Activities to ensure a balance across the

curriculum

Water
Outside

Green Activities planned in response to childrens

interests

Inside

Inside

Inside

Construction area
Outside

ICT / listening corner

Inside
Outside

Music/ dance area

Outside

Inside

Small world
Outside

Designing/ making area

Inside
Outside

Outside

Creative Area
Outside

Inside

Outside

Role play

Inside

Week beginning:
Graphics/ mark making area

Continuous provision plan for older EYFS children

Adapted from

Adapted From

Early Years Foundation Stage

No.

Planned observation
Childs name:
SEN
Context (where, how)

Age (in months):

EAL

Observer:

Date:

Time:

Adult involvement:

yes

no

OBSERVATION: What did you find out about the childs learning across any of the 3 prime
areas and 4 specific areas of learning? What was significant for the child?
GENERAL
PSED (MR; SC&SA; MF&B)

PD (M&H; H&SC)

CL(L&A; U; S)

L (R; W)

M (N; SSM)

UW (P&C; TW; T)

EAD (E&UM&M; BI)

29

Characteristics of Effective Learning

Playing and Exploring (Engagement)

General (continued)

Active Learning (Motivation)

Creating and Thinking Critically (Thinking)

Childs Response (verbal and / or non-verbal (try to make time to inform the child about
the observation. Consider showing the child a photograph of his / her play that was observed
and capture his / her response).

Significant progress and achievements identified

during the observation.

30

Learning priorities identified

What next?

Observation
Primary School:
Childs Name:

Context:

Date:

Links to the Early

Years Foundation
Stage

Observation

Next Steps:

How did the adult support

the learning:

31

32

I am ............

33

Was that what we expected?

Observations and Results:

Predictions and Reasons:

Question:

Names: