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New to EYFS Day 2��“Every teacher needs to improve, not because they are not good enough, but because they can be even better.”�Dylan Wiliam

18th September and 9th October 2025

Susan Gregg, Associate Leader RoSIS

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Why are we here?

Our Vision

Our Vision is to work in partnership to inspire, raise aspirations and improve the quality of education for all.

Our CPD Curriculum Intent

The future prosperity of our communities is inextricably linked to the quality of education and the raising of aspirations. RoSIS are proud to work in partnership with schools and our educational partners to provide a service that is responsive to need and rooted in collaborative practice to improve outcomes for all. Our workforce of serving school leaders and consultants understand the local and national picture to provide expert support, challenge and evidence informed training and development opportunities.

Together, we make a difference.

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Making the most of today

Take a

risk and contribute

Take

care and show respect

Take

time and be present

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Last time…

Where are you on your EYFS journey?
To consider the 4 guiding principles of the EYFS and what they mean for children
To consider the characteristics of effective learning and what they mean for children
To become familiar with statutory and non-statutory documentation and how they support practitioners
To become familiar with summative and formative assessment in the EYFS

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Aims of today – Session 2

To explore reflections from previous session
To explore early years curriculum and pedagogy
To explore the importance of communication and language, including high-quality adult/ child interactions
To explore key messages from Ofsted
Key messages around early writing
To explore training to support your role

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Reflections from last time…

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Early years curriculum and pedagogy – �Best Start in Life Part 1, Ofsted�

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The areas of learning and development in the EYFS must shape the educational programmes or curriculum for children in all settings. It is crucial that all providers carefully consider what children need to learn over time so they are able to reach ambitious end points by the end of their time in the early years.
High-quality curriculums are coherently planned and well sequenced.
Although the EYFS framework enables practitioners to decide on the detail of the curriculum they teach, it is important that they plan and sequence what they intend all children to learn, rather than it happening by chance or for some children and not others.

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Ofsted views the curriculum (or programme of learning) as a progression model.
A coherently planned and well-sequenced curriculum enables children to make progress by knowing more, understanding more and being able to do more. In the early years, the curriculum enables all children to make progress in the areas of learning. In this way, early education provides the building blocks of knowledge for subjects that children will study in later years. The early years curriculum does not include formal subjects. However, it does prepare children for later learning in those formal subjects. For example, learning about kings, castles and knights from traditional story books, together with language such as ’a long time ago’, helps children to develop foundational knowledge for learning history later on.

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Once practitioners have decided what they want all children in their setting to learn, they need to consider the most effective ways to teach it. Sometimes it will be appropriate to show or tell children what to do through explicit teaching. For example, when they are learning something for the first time. This may be followed by opportunities for children to use and apply this new knowledge through play. At other times, it may be appropriate for children to explore something through play first and for the practitioner to intervene with guidance at appropriate points.
When considering the curriculum in the early years, it is important to think about the knowledge that children may already have. Effective practitioners do not make assumptions about the kind of knowledge that children may bring with them from home. Therefore, curriculum planning should include making sure that all children have the prior knowledge they need so that they can learn what leaders intend.

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Just as no 2 children are the same, no 2 settings are the same. Some settings may have higher numbers of children who speak English as an additional language, while others have higher numbers of disadvantaged children and/or those with SEND. This means that practitioners and leaders should construct a curriculum that considers the local context, while ensuring that they have high expectations for all children. If practitioners know all of the children well, they are more likely to be aware of the knowledge the children have brought from home or other settings, and the interests they have already formed. If practitioners know the children’s starting points, this will help them to consider what knowledge each child needs to acquire to reach the ambitious end points of the curriculum.
It does children a disservice to plan learning that is based only on their pre-existing interests and does not give them the chance to develop new ones. The consequence of planning based purely on a child’s interests is that the curriculum begins to narrow for them at a very young age.
When practitioners are clear about what children already know and can do, and what they need to learn next, then they can decide what to teach the children and how best to use their time with them to ensure that they learn the intended curriculum. Every interaction a practitioner has with a child is an opportunity for teaching and learning.

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Play is an important and enjoyable part of children’s early education. When planning for play, practitioners should consider whether children are learning something new or are consolidating previous learning. Thinking about what children already know can help practitioners consider how much adult support and guidance the children require in their play. If children are learning something for the first time, it might be more appropriate for them to be taught it explicitly.
It is not necessary for an adult to be physically present to support play. Practitioners can support children by planning how to use play areas within the setting. Book corners and room displays can provide stimulus material that encourages further play, building on teaching that has taken place. These activities should be planned carefully so that children are able to make connections between what is set out and what they have already learned. This gives them opportunities to use and apply the knowledge and vocabulary that they have already learned during their play.

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Reflection�How are you planning your provision?

‘When practitioners are clear about what children already know and can do, and what they need to learn next, then they can decide what to teach the children and how best to use their time with them to ensure that they learn the intended curriculum.’

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What do we want our children to learn? Skills Progression.

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What do we want our children to learn? Skills Progression.

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Deliberate Intentions in provision.

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Deliberate Intentions in provision.

Birth to 5 Matters

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Explicit teaching is an approach to teaching where the practitioner introduces information or skills through direct instruction. In the context of early education, it can be an effective way to teach children specific knowledge, for example early mathematical concepts such as counting or how to fasten the buttons on a coat. In the EYFS, explicit teaching is likely to be for very short periods of time and take place in different areas of a setting. It can also be followed by other forms of teaching, such as guided play.
Direct vocabulary teaching and modelling are important ways for children to learn new vocabulary. Adults are then able to reinforce children’s understanding of the new vocabulary they have introduced by using it in other contexts.

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