Personal, Social and Emotional Development 0-2 Years What we want children to learn and experience:  Form strong bonds with their key person through consistent and loving
care
Feel safe, secure and comforted in the nursery environment Express needs and feelings through cries, gestures, sounds and early
words knowing they will be understood Relax into routines such as feeding, nappy changing, sleeping and play Anticipate familiar routines like snack time or bedtime songs Gain pleasure from face-to-face play such as peekaboo, clapping games
and row row row your boat Show curiosity about other babies by looking, smiling or reaching out Develop confidence to explore when a trusted adult is close Recognise their own name and familiar voices Enjoy spaces that feel calm, cosy and homelike How we support this:
• Allocate a consistent key person who builds a close bond with the child and
family
• Welcome every baby with an individual greeting to create belonging
• Provide comfort items, family photos and cosy corners for security
• Respond warmly to all communication including cries, babble and gestures
• Keep routines predictable and unhurried with plenty of time for connection
• Use naming and narration during care routines
• Offer treasure baskets, sensory play and soft play for shared exploration Progression
In the earliest years babies move from relying completely on adults
for comfort and regulation to showing growing confidence in exploring short
distances on their own. Communication develops from cries and babble to early
words and gestures which let them express needs more clearly. At first they
notice other babies only in passing but gradually begin to watch, smile at
and show interest in parallel play. 2-3 Years What we want children to learn and experience: Show pride in new independence such as feeding themselves or putting
on shoes Take part in daily routines with less support such as tidying or
finding their cup Express a wider range of feelings including excitement, frustration,
sadness and pride Begin to use words for emotions and point out feelings in others Form simple friendships by copying, holding hands or laughing together Take turns with support in games such as rolling a ball or sliding
down a ramp Make choices about play, food or books Enjoy role play based on family life Experience calm and consistent transitions with adult support Begin to understand simple group boundaries like waiting for snack or
helping to tidy up How we support this:
• Celebrate independence with achievable tasks and choices
• Use visual cues, songs and familiar words to support routines
• Provide role play areas that reflect home life with real utensils and props
• Model naming feelings and provide calming strategies
• Provide turn taking games and cooperative activities daily
• Offer books, puppets and circle times that explore emotions and friendships
• Involve children in helping with snack, watering plants or carrying small
items Progression
Toddlers manage more routines independently and show pride in doing
things for themselves. Play shifts from mostly side by side to short bursts
of cooperative play such as rolling a ball or cooking together. Children move
from simply naming feelings to noticing emotions in others and starting to
respond with adult guidance. 3-4 Years What we want children to learn and experience: Build friendships that last and develop shared games Show empathy and care such as comforting a friend or including others
in play Begin to solve conflicts with support, negotiating roles and sharing
resources Take on responsibilities such as snack helper, plant carer or tidy-up
leader Show resilience by trying again when something is difficult and
celebrating success Develop self-regulation through simple calming strategies such as
breathing, sensory breaks or talking Begin to understand perspective Work collaboratively on group projects Join in cooperative games with rules Reflect on feelings and actions and begin to talk about consequences Develop pride and belonging in the nursery community How we support this:
• Support children to negotiate play and model respectful words and actions
• Plan group projects that require cooperation, turn taking and problem
solving
• Provide opportunities for real responsibility
• Introduce mindfulness activities and breathing games
• Offer a wide range of cooperative games indoors and outdoors
• Celebrate achievements with families and displays
• Model resilience and self-regulation, narrating calm responses
• Use circle times, stories and role play to explore fairness, kindness and
friendship Progression
Preschool children sustain friendships and work together on shared
projects. They move from needing adults to resolve conflict to using their
own words and simple negotiation. Self-regulation develops as they use
strategies like breathing or sensory breaks. Understanding of fairness and
perspective grows as they reflect on the impact of their actions and develop
pride in their community. Communication and Language 0-2 Years What we want children to learn and experience: Tune into familiar voices, rhythms and sounds Communicate with eye contact, gestures, babble and first words Recognise their name and respond to simple instructions Enjoy daily songs, rhymes and simple stories with repetition and
actions Imitate sounds, words and actions such as waving and clapping Take part in playful turn taking games such as peekaboo or ready
steady go Hear rich language in care routines, songs and stories Experience communication supported by gestures, tone and facial
expression By 18 months, s/he is able to say 20 clear words By two years of age, s/he uses up to 50 words By two years of age, s/he is able to put 2-3 words together Around the age of 2, s/he can understand simple questions and
instructions like: “Where’s your hat?” or “What’s the boy in the picture
doing?” How we support this:
• Respond immediately to gestures, babble and sounds, modelling back and
forth exchanges
• Use a wide range of songs and nursery rhymes with props, actions and
repetition
• Share sturdy picture books one to one with clear images and expression
• Name objects and actions during everyday routines
• Use gestures, signing and visual props alongside speech
• Provide cosy areas for story sharing and singing Progression
Babies move from experimenting with sounds and babble to first recognisable
words. Communication begins with gestures and eye contact and blends with
words and actions to share meaning. At first they respond mainly to tone of
voice but over time they understand familiar instructions. Pleasure in songs,
rhymes and repeated stories builds foundations for language and listening. 2-3 Years What we want children to learn and experience: Combine words into short sentences such as “me go park” Follow simple two-part instructions such as “get your cup and sit
down” Grow vocabulary through everyday play and familiar routines Ask simple questions such as “what’s that” or “where’s mummy” Join in with patterned and repetitive stories and rhymes Begin to listen and take turns in short conversations Use talk in play to describe what they are doing Recognise and repeat familiar phrases from stories and songs By 3 years of age, s/he uses 300 words By 3 years of age, s/he is able to link 5 words together By 3 years of age, s/he is using pronouns (me, him, she) and plurals
and prepositions (in, on, under) By 3 years of age, s/he can follow simple instructions with 3 keywords
like ‘Can you wash dolly’s face?’ How we support this:
• Comment on play rather than asking too many questions
• Provide role play, small world play and props to encourage conversation
• Share stories with strong patterns and repetition that invite children to
join in
• Model new words in context such as tall tower or splashing water
• Use visual timetables, props and gestures to support routines
• Provide small group times where children practise listening and talking
with peers Progression
Toddlers link words into short sentences. Understanding develops from
following single instructions to simple two-part directions. Vocabulary grows
rapidly as they use descriptive and action words in play. Conversation
emerges through short back and forth exchanges and familiar books and songs
give phrases they repeat in their own play. 3-4 Years What we want children to learn and experience: Use longer sentences joined with and or because Ask and answer a range of questions such as why, what, who and where Retell simple stories and describe personal experiences in sequence Listen to others for longer periods during group times Understand and carry out longer instructions with several parts Use talk to organise play, share ideas and solve problems Use rich vocabulary connected to stories, experiences and the
environment Experiment with imaginative language in play such as the dragon is
sleeping Develop confidence in speaking to adults and peers in small and large
groups Around the age of 4, s/he is using sentences of 4 to 6 words – “I want
to play with cars” or “What’s that thing called?” S/he use sentences joined up with words like ‘because’, ‘or’, ‘and’?
For example, “I like ice cream because it makes my tongue shiver”. S/he is using the future and past tense: “I am going to the park” and
“I went to the shop” How we support this:
• Plan daily group story times with props, puppets and repeated refrains
• Encourage children to retell and act out stories in their own words
• Model longer sentences and extend what children say with I wonder prompts
• Introduce new vocabulary through experiences such as cooking, gardening or
outings
• Provide opportunities for drama, role play and collaborative projects
• Listen attentively and give children time to finish what they want to say
• Create environments that encourage talk such as role play shops, cafés or
building sites Progression
Children’s sentences become longer and more complex with connectives
like ‘and’ and ‘because’. They move from answering simple questions to asking
why and how. Attention develops from short bursts to sustained focus in small
and larger groups. Talk becomes a tool for organising play and solving
problems. Children move from talking about the here and now to retelling
events and imagining possibilities through storytelling and role play. Physical Development 0-2 Years What we want children to learn and experience: Gain control over head, arms, legs and body through tummy time,
rolling, crawling, cruising and walking Explore different ways of moving such as wriggling, crawling,
climbing, pulling and pushing Develop hand-eye coordination by grasping, shaking, transferring and
dropping objects Strengthen muscles through climbing, crawling tunnels and pushing
walkers or prams Develop balance by pulling to stand, cruising along furniture and
taking first steps Build fine motor skills by grasping rattles, feeding finger foods and
banging blocks together Explore sensory movement such as water play, messy play and soft play Begin to feed themselves with fingers, spoons and open cups Respond physically to music through swaying, bouncing and clapping How we support this:
• Provide daily tummy time, rolling mats, crawl spaces and low-level climbing
• Offer sturdy push toys, soft balls, tunnels, steps and ramps
• Ensure indoor and outdoor space for large movement
• Provide treasure baskets with varied textures, sizes and weights
• Encourage self-feeding with finger foods and supported spoon use
• Join children on the floor to model and encourage movement
• Provide safe sensory-rich play such as water, foam, paint and sand Progression
Babies move from reflexive grasping to controlled movement. They learn
to roll, crawl, pull to stand and take first steps with growing balance. Hand
use develops from grasping to purposeful actions like shaking, banging and
transferring objects. Sensory play builds fine and gross motor strength.
Feeding progresses from finger foods to supported spoon use, strengthening
coordination. 2-3 Years What we want children to learn and experience: Move confidently using walking, running, climbing, kicking and jumping Develop coordination through throwing, catching and rolling balls Explore different ways of moving such as hopping, twirling, crawling,
sliding and dancing Use gross motor skills in active play such as riding trikes, pushing
prams and pulling wagons Use climbing equipment with more control, exploring height and balance Develop independence in feeding with spoons, forks and open cups Show interest in self-care such as washing hands, brushing teeth and
dressing with support Strengthen fine motor skills through puzzles, threading, peg boards,
small blocks and dough Begin to use simple tools such as paintbrushes, chalks, large scissors
and glue sticks Explore movement to music with ribbons, scarves and instruments How we support this:
• Provide safe outdoor areas with climbing frames, slides, trikes and push or
pull toys
• Encourage ball games that involve rolling, throwing and kicking
• Offer dough, clay, sand and water daily to strengthen hands and fingers
• Provide chunky pencils, brushes, crayons and simple scissors
• Build self-care into the day with visual cues and time to practise
• Plan music and movement sessions with dancing, action songs and simple yoga
• Model independence by showing how to wash hands or put on coats Progression Toddlers refine gross motor skills, moving from
early walking to coordinated climbing, jumping and kicking. Ball skills
develop through rolling and throwing. Movement becomes varied and expressive
with hopping, twirling and dancing. Fine motor control progresses through
puzzles, peg boards and dough. Tool use begins with chunky brushes, crayons
and scissors. Independence grows in feeding with cutlery and open cups and in
early self-care. 3-4 Years What we want children to learn and experience: Move with confidence and control using running, climbing, hopping,
skipping and jumping Show strength and balance on large equipment such as climbing frames,
obstacle courses and balancing beams Develop coordination through ball skills such as throwing, catching,
kicking and aiming Use movement to express themselves in dance, drama and imaginative
play Build stamina through active outdoor play such as running games,
digging and cycling Develop fine motor skills for tasks such as threading beads, using
tweezers and cutting with scissors Hold tools with control such as pencils, paintbrushes and scissors Use real tools safely such as spades, hammers, rolling pins and glue
spreaders Take increasing responsibility for self-care such as toileting,
dressing, washing and eating Develop awareness of health and wellbeing through active play, rest,
eating and hygiene How we support this:
• Provide daily outdoor play with large equipment, bikes, balls, ropes and
balance activities
• Plan obstacle courses and games that encourage coordination, problem
solving and teamwork
• Offer fine motor resources such as tweezers, threading, peg boards, sewing
cards and construction sets
• Provide mark making tools of different sizes and textures indoors and
outdoors
• Involve children in cooking, gardening and woodwork to use real tools with
care
• Encourage independence in dressing, toileting and hygiene through
consistent routines
• Model healthy habits and provide calm rest spaces alongside active play
• Offer dance, drama and music sessions that invite expression through
movement Progression Preschool children move confidently on larger
equipment, catch and throw with aim and kick with control. Movement becomes
creative through dance and drama. Fine motor control supports cutting,
drawing and real tool use. Mark making becomes more controlled and
purposeful. Self-care becomes more independent and children show stamina and
resilience in physical challenges. Literacy 0-2 Years What we want children to learn and experience: Develop a love of books by exploring cloth, board and bath books
independently Hear stories, rhymes and songs every day with repetition, rhythm and
actions Sit closely with an adult to share books one to one, enjoying touch,
eye contact and voice Explore books with bold images of faces, animals and familiar objects Turn pages with help and point to pictures with excitement Copy sounds, gestures and actions linked to books and songs Recognise familiar logos and symbols such as food packets and family
photos Explore sensory mark making such as finger painting or marks in flour,
sand or soft foods Experiment with chunky crayons, chalks and brushes Anticipate repeated phrases in familiar rhymes and stories How we support this:
• Provide cosy book corners with cushions, drapes, baskets of sturdy books
and soft toys
• Share the same stories often so babies become familiar and join in
• Place books in every area of provision including outdoors
• Exaggerate voices and facial expressions when reading aloud
• Provide safe messy mark making daily in trays, highchairs or outside
• Sing action rhymes during daily routines such as nappy changing or snack
time Progression
Babies begin by mouthing and exploring books before pointing at
pictures and turning pages with help. They move from babbling and copying
sounds to joining in with gestures and repeated phrases. Mark making starts
with random swipes and becomes intentional with crayons, chalks and brushes. 2-3 Years What we want children to learn and experience: Join in with favourite rhymes and songs with growing independence Repeat predictable lines in familiar stories Handle books carefully and begin to turn pages one at a time Talk about pictures in books, naming characters or describing what is
happening Anticipate what might happen next in a familiar story Recognise signs and logos in the environment such as shop signs or bus
numbers Understand that pictures and symbols carry meaning Act out familiar stories with puppets, small world play and role play Use a wide range of tools for mark making including crayons, pens,
chalks and paintbrushes Give meaning to their marks such as that says mummy or this is a car Explore large scale writing outdoors with chalks, sticks in mud or
brushes with water How we support this:
• Provide daily story times with props and puppets and invite children to
join in
• Place books across the environment including outdoors and in role play
areas
• Use real print in the environment such as menus, labels, signs and posters
• Model writing with purpose such as a shopping list or a card
• Encourage children to talk about their marks and display them with their
words
• Provide clipboards, notepads and chalkboards in all play areas Progression
Toddlers move from enjoying refrains to retelling short parts of
stories in their own words. They handle books with care, turn pages one at a
time and talk about characters and events. Marks develop from scribbles into
purposeful representations with simple explanations. Recognition of meaning
grows from spotting logos to noticing real print and understanding that it
carries information. 3-4 Years What we want children to learn and experience: Retell simple stories with a beginning, middle and end using props,
puppets and their own words Enjoy rhyme, rhythm and alliteration in games, songs and poems Invent their own stories and share them through play, talk or drawing Sequence events from stories using story maps, role play, small world
and drama Recognise their own name in context such as on a peg or picture card Notice familiar words and signs in the environment such as STOP or
EXIT Understand that stories and books can be imagined or factual Build stamina for mark making, moving from large sweeping lines to
more controlled shapes and patterns Use drawing and early writing in play such as maps, shopping lists,
menus or birthday cards Enjoy a print rich environment with displays, posters and their own
marks or captions How we support this:
• Provide varied daily story times with a wide range of genres and chances to
retell
• Use oral storytelling, drama and role play to encourage children to invent
and perform stories
• Provide meaningful writing opportunities in play areas such as tickets in a
travel office or notes in a post box
• Offer a wide range of tools indoors and outdoors including chalks, brushes,
crayons, pens and sticks
• Model writing for real purposes and narrate the process aloud
• Display children’s attempts at writing with their words explaining what it
means
• Invite families to share favourite stories, songs and rhymes from home Progression
Preschool children retell full stories and invent new ones, showing
awareness of sequence and structure. They recognise their own name and
familiar signs and notice environmental print more widely. Mark making
becomes controlled with shapes, patterns and early letter-like forms. Drawing
and writing are used purposefully in play such as writing menus, maps or
birthday cards. Maths 0-2 Years What we want children to learn and experience: Notice differences in size, shape and quantity through everyday play
such as one spoon, two cups, big ball, little ball Experience repeated actions that build early maths concepts such as
filling and emptying containers or stacking blocks Explore objects with different shapes, textures and weights such as
balls, rings, boxes and pebbles Hear number language naturally in routines such as two socks, one more
spoonful, all gone Enjoy songs and rhymes with counting and actions such as Two Little
Dickie Birds or Five Little Ducks Explore patterns with sound and movement through clapping, stamping or
peekaboo Begin to show awareness of order in routines such as snack before
sleep or shoes before outdoors How we support this:
• Provide nesting cups, stacking toys, shape sorters and containers for
filling and emptying
• Count aloud during everyday routines such as one arm in, now the other arm
in
• Use repeated number rhymes with props such as ducks, frogs or teddies
• Provide treasure baskets with objects of different sizes, shapes and
weights
• Encourage exploration of patterns with scarves, instruments and clapping
games
• Model comparative language such as big apple and small apple, more water
and less water Progression
From mouthing and banging objects to purposeful filling, stacking and
sorting. From noticing differences in quantity to responding when an adult
counts out loud. From reacting to routines to anticipating what comes next. 2-3 Years What we want children to learn and experience: Count in play up to three and begin to match numbers with small groups
of objects Join in with number songs and rhymes, holding up fingers or collecting
props Begin to understand more, lots, all gone and one more Explore size and capacity by pouring, tipping, building and comparing Sort objects by simple attributes such as big and small or red and
blue Build towers and enclosures with blocks noticing height, length and
balance Use shape names such as circle, square and triangle through puzzles
and play Notice and copy simple patterns in movement, sound and colour Begin to use positional language such as in, on and under in play Anticipate familiar parts of the day using time language such as after
snack or home time soon How we support this:
• Provide practical counting opportunities such as cups at snack or stairs
when climbing
• Play number rhymes with props and finger puppets
• Use construction blocks, shape puzzles and posting boxes daily
• Encourage children to compare towers, plates of food or groups of objects
• Provide sorting trays with buttons, shells, beads or natural loose parts
• Introduce simple pattern activities such as threading beads, stamping or
printing
• Model positional language during play such as the bear is under the chair Progression
From reciting number words to counting small sets accurately. From
noticing size and shape informally to naming and comparing. From copying
patterns to creating their own simple sequences. From using positional words
with support to applying them in independent play. 3-4 Years What we want children to learn and experience: Count objects with one-to-one correspondence and understand that the
last number tells how many Subitise small quantities such as instantly recognising three dots on
a dice Compare quantities and begin to solve practical problems such as
sharing food fairly Understand and use more, fewer and same in play Begin to explore early addition and subtraction through play such as
two cars add one more now three Recognise and name common 2D shapes such as circle, square, rectangle
and triangle Explore 3D shapes in block play such as cubes, cylinders and spheres Create and extend repeating patterns using beads, blocks, paint or
movement Use positional language confidently such as beside, behind, in front
or next to Explore length, weight and capacity with sand, water, blocks, dough
and cooking Talk about time using language such as morning, afternoon, yesterday
and tomorrow Sequence events in stories and routines with props or story maps How we support this
• Provide rich counting opportunities through games, snack routines, outdoor
play and songs
• Play dice and board games that encourage counting on, recognising amounts
and turn taking
• Provide scales, measuring jugs, rulers and tape measures for exploration in
play
• Encourage children to build and compare in block play, modelling shape
names and balance
• Offer natural loose parts for sorting, patterning and sequencing
• Use stories and rhymes that involve problem solving, quantities and sharing
• Introduce cooking, gardening and real life maths such as weighing,
measuring and pouring
• Model maths language daily such as let’s share these apples two each or
this tower is taller Progression
Preschool children count objects with one-to-one correspondence,
showing that the last number said represents the total. They recognise small
groups without counting and compare amounts with words such as more, fewer
and same. Through play they begin to solve problems with early addition and
subtraction. Their shape knowledge extends to 2D and 3D forms. They create
and extend repeating patterns and explore length, weight and capacity through
play and cooking. Their use of positional language becomes confident and they
use time words more securely, sequencing events in stories and routines. Understanding the World 0-2 Years What we want children to learn and experience: Explore the world through their senses such as mouthing, banging,
splashing, crawling, reaching and tasting Notice differences in light, sound, texture and temperature indoors
and outdoors Experience natural materials such as sand, water, mud, leaves, shells
and pinecones Explore everyday objects from home such as brushes, spoons, pots and
keys Watch animals, pets and people with fascination by following them with
eyes or reaching out Recognise familiar adults, family members and carers in person and in
photos Experience seasonal changes such as sunshine, wind, rain or frost Begin to anticipate familiar routines and patterns in the day Explore cause and effect by pushing a button to make a sound or
dropping a toy to watch it fall Notice differences in people such as voices, hair, clothing and skin How we support this:
• Provide treasure baskets with natural, household and sensory objects
• Offer sensory trays with sand, water, fabric, wood, metal and natural
materials
• Take babies outdoors daily to feel the wind, watch trees move and notice
birds or insects
• Display family photos and use them in songs, stories and conversations
• Encourage early exploration with simple cause and effect toys and household
objects
• Describe what babies notice such as cold wind, soft teddy or loud sound Progression
From exploring with the whole body and mouth to using hands and tools
more purposefully. From watching animals and people to recognising and
responding with gestures or words. From experiencing routines passively to
anticipating them with excitement. 2-3 Years What we want children to learn and experience: Explore a wider range of natural materials such as soil, stones,
feathers, sticks and flowers Take part in planting, watering and growing experiences Notice and talk about animals, insects and pets with simple words such
as big dog or tiny bug Experience seasonal changes by collecting leaves, watching frost or
playing in puddles Begin to notice similarities and differences in people, homes and
families Explore role play based on family life such as cooking, cleaning or
caring for babies Show interest in machines and technology such as toy phones, torches,
buttons or wheels Begin to use positional and descriptive language in play such as up,
down, fast, slow Build with blocks and loose parts to explore balance, height and
design Talk about past and future in simple terms such as yesterday park or
tomorrow Nana How we support this:
• Provide bug hunts, magnifying glasses and nature walks
• Involve children in planting seeds, watering plants and caring for the
garden
• Use real objects in role play areas to connect to home experiences
• Share books and stories that show different families, communities and homes
• Provide construction resources such as blocks, crates and tubes for
building
• Encourage children to talk about past experiences using photos and memory
boxes
• Offer simple technology such as push button toys, torches and wind-up
gadgets Progression
From exploring nature with curiosity to beginning to care for plants
and animals with support. From noticing differences to talking about
similarities and differences between people and places. From imitating daily
routines in role play to creating their own storylines. 3-4 Years What we want children to learn and experience: Talk with pride about their family, culture and community Celebrate and respect festivals and traditions from their own and
other cultures Notice and describe similarities and differences between themselves
and others Explore lifecycles of plants and animals such as frogs, butterflies
and beans Care for the natural world through planting, recycling, feeding
animals and looking after the setting Use simple tools such as magnifying glasses, magnets, torches and
measuring tapes to explore Begin to understand past, present and future by talking about what
happened, what is happening now and what will happen Use maps, globes and photos to learn about places beyond their
immediate environment Explore technology for real purposes such as taking photos, recording
sounds or programming toys Take part in real-world tasks such as cooking, cleaning, building and
gardening with adults Ask questions about how things work and why things happen How we support this:
• Celebrate home cultures with cooking, music, books and contributions from
families
• Plan seasonal walks and outdoor projects such as making bird feeders or
exploring ice
• Provide real-life lifecycle resources such as caterpillars or seeds to grow
• Invite visitors into the setting such as parents, community workers or
people with pets
• Provide opportunities to use maps, photos and globes in play
• Offer real tools and resources for exploration such as tape measures,
magnets and cameras
• Support children to use simple technology with purpose such as taking
photos or recording a story
• Create displays and discussions around daily routines, family photos and
the local community Progression
Preschool children build on early experiences with a deeper curiosity
about the world. They investigate how things work, ask questions and notice
patterns in the weather and seasons. Their awareness of cultures and
communities broadens as they celebrate traditions and learn about
similarities and differences between people. Their time awareness develops
into sequencing events in stories and routines. Construction and play become
more purposeful as they plan and test ideas. They develop a stronger sense of
belonging as they connect family and community experiences to the wider
world. Expressive Arts and Design 0-2 Years What we want children to learn and experience: Explore sounds with their voices, bodies and objects such as babbling,
squealing, banging, shaking and tapping Experience music daily through lullabies, action songs, clapping games
and repeated rhymes that build memory and rhythm Begin to copy actions such as clapping, waving, stamping or patting in
time with music Explore the sensory properties of materials such as paint on their
hands, dough squeezed between fingers, sand sprinkled or water splashed Make marks with whole hand movements before progressing to tools such
as large brushes, rollers and chalks Discover light, shadow and reflection with mirrors, shiny objects,
torch play and sensory lights Take part in very early pretend play such as holding a toy phone,
stirring with a spoon or hugging a doll Express joy in sensory rich play such as rustling paper, scrunching
foil, banging pans or twirling scarves How we support this:
• Daily singing and rhyme times with puppets, props and scarves to make
actions memorable
• Treasure baskets filled with natural and household objects that provide
different textures, weights and sounds
• Low level messy play with edible paint, safe gloop, yoghurt painting, jelly
play and finger paints
• Provide sturdy musical instruments that encourage exploration such as
shakers, drums, rain sticks and tambourines
• Adults model pretend play in parallel with children such as pretending to
drink, stir, rock or feed
• Use mirrors and reflective surfaces in play areas so babies can watch their
own expressions and movements
• Create cosy areas where music, movement, sensory play and storytelling are
blended Progression
From random banging and shaking to repeating sounds with intention.
From copying one action to combining actions into short play sequences. From
making marks with the whole hand to beginning to use lines, swirls and dots.
From imitating adult pretend play to beginning to initiate their own. 2-3 Years What we want children to learn and experience: Join in with songs and rhymes, filling in missing words and singing
repeated lines Use instruments to experiment with volume, speed and rhythm Respond physically to different types of music such as stamping to
drums, twirling to strings or swaying to gentle sounds Explore a wide range of media such as paint, chalk, clay, sand, dough,
collage materials, recycled boxes and natural resources Make marks intentionally and begin to talk about them, for example
saying that’s mummy or that’s my house Choose colours, tools and materials to match their ideas, showing
preference Combine textures and media such as sticking fabric, pressing sequins
into dough or printing with sponges and leaves Take part in imaginative play that mirrors daily life such as
shopping, cooking, going to the doctor or looking after babies Begin to link role play to familiar stories or rhymes Use small world play to create simple narratives such as animals on a
farm or cars on a road Enjoy process based creativity such as splashing paint, squeezing
dough or scribbling vigorously How we support this:
• Provide open access to creative areas with paint, chalks, crayons, fabric,
glue and scissors
• Stock role play with real and familiar objects to help children copy what
they see at home
• Offer music and movement sessions with beanbags, ribbons and scarves
• Introduce props for storytelling such as puppets, masks, costumes and small
figures
• Provide sensory trays for creative exploration such as shaving foam, pasta,
mud, flour, cornflour and gloop
• Adults join role play as co players, introducing new vocabulary and
extending children’s ideas
• Display children’s work at their eye level with their own words describing
what they did Progression
From joining in with actions and words to singing whole songs. From
random marks to purposeful patterns and recognisable shapes. From solitary
pretend play to cooperative play with one or two peers. From exploring
materials to making deliberate creative choices.
3-4 Years
What we want children to learn and experience: Sing familiar songs confidently and invent their own new verses or
songs Experience music from a wide range of cultures and styles and respond
with movement, clapping, drumming or dancing Create their own dances or movements to express feelings, rhythms or
ideas Use tools and media with increasing skill such as cutting, folding,
rolling, stapling, gluing and painting Explore clay and dough in more sophisticated ways such as rolling,
coiling, joining, imprinting and modelling Mix colours with purpose and predict what will happen when they blend Combine materials to create imaginative work such as collaging with
paper and fabric, building junk models or layering paint and chalk Develop small world and role play into sustained narratives with peers
such as running a café, going on a journey or building a zoo Take inspiration from books, real artists, musicians and performers,
copying techniques then adapting them Play instruments with control to create rhythms and begin to copy or
invent patterns Join in group music making such as call and response singing, drumming
circles or making sound effects for a story Express emotions and ideas through art, music and drama such as
stamping when angry, twirling when excited or choosing colours to show
feelings Talk about their creations with detail, describing what they did and
why Return to unfinished work to add detail, showing pride in developing
their ideas over time How we support this:
• Provide varied, high quality creative materials and tools both indoors and
outdoors
• Plan provocations inspired by artists, illustrators, musicians or cultural
events
• Encourage large scale collaborative projects such as murals, sculptures or
music performances
• Use role play linked to children’s interests and new experiences, from a
home corner to a vet’s surgery or a garden centre
• Provide real instruments alongside homemade ones, encouraging children to
experiment
• Adults join in play and creative activities to model imagination,
resilience and risk taking
• Introduce digital tools such as recording voices, photographing models or
projecting artwork as another creative medium
• Celebrate process over product, valuing exploration and invention Progression
Preschool children develop confidence as creative thinkers and
performers. They sing familiar songs with assurance and invent new verses or
rhythms. Their pretend play evolves into complex, negotiated storylines
shared with peers. In art and making, they combine techniques such as
cutting, folding, collaging and modelling to produce more detailed outcomes.
Their use of materials becomes intentional, from mixing colours with purpose
to returning to unfinished work to refine ideas. Music making becomes more
collaborative as they keep a steady beat, copy rhythms and contribute to
group performances. They reflect on their work with detail, describing not
only what they made but also how and why, showing pride and ownership in the
process. | 