Curriculum

Regular singing of rhymes including number rhymes and action songs
Story sessions throughout the day
Talking to children about the way stories are structured e.g. Beginning, middle, and end
Encourage children to create their own stories
Introducing helicopter stories to children
Arrange books attractively in the book corner making sure a mixture of fiction and non-fiction are available
Correct and teach the correct pronunciation of speech sounds
Describe what is happening in the pictures to children
Adults read books that are brought in from home
Songs and rhymes which are sung at home are recognized and included in song time

Ensure different books, print or mark making are available in each activity
Books are used when celebrating festivals
Regular use of story and sensory garden outside
Set up book area with picture prompts to support story sequencing
Alternative methods for reading and recording are available
Regular opportunities for children to discover and connect with books of their choice and increase their enjoyment of reading and writing
Resources are labelled with either words or pictures
Books that reflect the diversity of families

Go down to child level when talking to them
Display active listening
Allowing time to listen process and respond to a question or a simple instruction
Use simple language
Use age-appropriate language
Speak clearly and at an appropriate pace
Allow the children to speak for themselves do not answer for them
Respect individual means of communication
Reinforce positive behavior
Provide structured conversations
Model language and communication
Ask open ended questions
Build on what the children say
Following child's lead
Recognizes the importance of children's own experiences
Photos etc. are brought in from home to talk about
Repeat what they are saying build on their sentences
Extend back and forth interactions

Visual timetable
Posters and signs to identify different areas and resources
Use photographs
Make cosey quiet spaces
Story sacks for familiar books
Story time
Books in the book corner and at tables with activities
Areas for children to engage in role play, creative and messy play and outside play
Try to minimize the noise level

Children are given the time to complete tasks before help is offered
Encouragement to have a go praise for trying if they succeed or not
Routines children can carry out by themselves
Think aloud with children, point out the things that worked, ask them what they think about how to fix things
Ask them to ask another child to help them rather than an adult
Use open ended questions
At the end of the day ask them to get their coats and bags
Craft aprons and dressing up costumes to be put on independently
Providing visual timetable to help with understanding the routine of the day
Keyperson to support with transition into setting and individual development planning
To support independence at snack time
To talk about healthy foods and practices
Adults to model

Sequence photos of hand washing, nose wiping to show how it's done
Smaller jugs on snack table to allow children to pour their own drink
Photos of children to remove before washing hands before going to the snack table
Take your own lunch boxes from the trolley and select who to sit next to opening their own packages
Low level toilets and sinks for independent use
Water machine to have drinks
Selection of resources to choose from in writing area, home corner and building corner
Doors open if they want to go into the garden
Visual timetable
Activities which motivate children's curiosity
Photos of children showing where to hang their coats, bags on the trolley collect belongings at the end of the day
Activities differentiated to allow children to extend their learning

To encourage group play
Adults to be role models
Encouragement to share and take turns
Books with different languages available
Books made for home language for support eg toilet, coat
Look at emotions of themselves and that of their peers
Praise for good sharing and supporting peers
Adults knowing when to intervene in group play to help extend play
Adults to model golden rules
Building a relationship with children and parents
Listen to any concerns and answer questions in a friendly and calm manner on a child level
Creating a friendly environment
Each child communicates in circle time if they wanted to using gestures, words or body language

Rules of the setting displayed
Range of books in the book corner, including fiction and non-fiction
Reward systems
Community wall celebrating festivals of all our children
Allowing enough space for all children to attend activities
Space to explore and make friends
Communication friendly spaces
Snack/lunch time to sit with friends
Choices given
Be aware of their surroundings, making sure children play in a friendly manner
Activities are differentiated to allow children to work at the stage of development they are working at
Provide an events calendar with visuals of festivals we are celebrating
Visual pictures in the writing area

All children should feel respected for who they are
All children to be given the same opportunities
Model respect so others will pick up this behavior e.g. raising hands before speaking in circle time
Play games that encourage turn taking
Encourage everyone to listen to the person who is talking
Adults to be mindful of words, tones, and actions
British values
Allowing time to complete tasks e.g. building models
Respect wishes of parents giving support and advice
Talk about the settings, rules and why they are important
To provide opportunities to complete craft activities celebrating festivals

To develop a love for literacy