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North SomersetEarly Years Foundation Stage(EYFS)

My Learning DiaryName:

I was born on

I learn and play at

I come here (on)

I started here on

I finished here on

My key person / teacher(s) is

So, who am I and what can I do?

My pen portrait by my family

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EYFS My learning diary

This is my learning diary.

It is a record of all the unique,interesting, surprising and powerfulthings I say and do during the EarlyYears Foundation Stage.

I am becoming a capable, confident,self-assured and strong person throughhaving loving and secure relationshipswith my family and the key person/people in my setting or school.

Through play, I am developing andlearning in different ways and atdifferent rates but all the areas ofLearning and Development are equallyimportant for me to experience.

My learning diary shows that I am aunique person and a competentlearner.

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The Early Years Foundation Stage -Parent NotesThe EYFS is a stage of children’s development from birth to the end of thefirst (Reception) year in school.

The EYFS Framework describes how early year’s practitioners and teachersshould work with children and their families to support their learning anddevelopment. It describes how children should be kept safe and cared forand how all concerned can make sure children achieve the most that theycan in their earliest years of life.

It is based on four important principles and four themes.

What are the EYFS principles?Theme: A Unique ChildEvery child is a competent learner from birth who can be resilient, capable,confident and self-assured.

Theme: Positive RelationshipsChildren learn to be strong and independent from a base of loving andsecure relationships with parents and/or a key person.

Theme: Enabling EnvironmentsThe environment plays a key role in supporting and extending children’sdevelopment and learning.

Theme: Learning and DevelopmentChildren develop and learn in different ways and at different rates and allareas of Learning and Development are equally important andinterconnected.

Getting to know your child and meeting their needs and interests over time -Parent Notes

Practitioners’ observations of children help them to assess the progress thatchildren are making. Observations help practitioners to decide wherechildren are in their learning and development and to plan what to do. Thisis an essential part of daily practice in any setting, regardless of the age ofthe baby or child.

The role of the practitioner is crucial in:

• observing and reflecting on children’s spontaneous play;

• building on this by planning and resourcing a challenging environmentthat supports and extends specific areas of children’s learning;

This diary is a collection of snippets from the every day life of your childwhilst attending this setting. It is a record of your unique child and their ownunique approaches to learning and development.

In this learning diary, practitioners will also write a brief statement that helpssummarise your child’s achievements over time at three points in the year.They will also suggest what their plans are for supporting your child’s nextsteps, in discussion with you.

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Observing, reflecting, and planning -Practitioner NotesAll effective assessment involves reflecting, analysing and reviewing whatyou know about each child’s development and learning through sensitiveand ongoing observation. You can then make informed decisions about thechild’s motivations, fascinations, strengths and needs. It also enables you toassess the progress a child is making in their developing skills, knowledgeand attitudes and plan next steps to meet their development and learningneeds and interests.

Formative assessment is the type of assessment based on sensitiveobservations, photographs, video, and things children have made or drawnand information from parents. It informs or guides everyday practice andprovision so that you can build on a child’s strengths and interests, andmeet their learning and development needs.

Summative assessment is a summary of all the formative assessments youhave collected and what you know in your head about individual childrenand makes a summary statement about a child’s achievements over time.

Looking, listening and noting is crucial because it helps you to:

• get to know a child better and develop positive relationships withchildren and their parents – all children are unique, thereforeassessments should reflect the uniqueness of each child.

• plan appropriate play and learning experiences based on a child’sinterests and needs, and identify any concerns about a child’sdevelopment in the appropriate place;

• further develop your understanding of a child’s development;

• use assessment to plan the next steps in a child’s developmentalprogress and regularly review this approach.

• develop a systematic and routine approach to using observations;

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Personal, Social and EmotionalDevelopment

Educational programme requirementsChildren must be provided with experiences and support which will helpthem to develop a positive sense of themselves and of others; respect forothers; social skills; and a positive disposition to learn. Providers mustensure support for children’s emotional well-being to help them to knowthemselves and what they can do.

Look, listen and note: • Any patterns in what children choose to do ornot to do.

• The decisions that children begin to make.

• The efforts young children make to take offtheir own clothes.

• Children’s choices.

• Children’s ability to value what they dothemselves and what others do.

• The strategies that children use to join in playwith individual children or groups of children

• Responses to stories in which someone couldbe hurt or harmed

• Examples of independence, for example, achild playing happily with building blocks, orputting their cup back on a table.

• What children choose to do when presentedwith several options

• Children’s references to groups, people andplaces in the different communities of whichthey are members

• Children’s curiosity and drive to explore thingsaround them.

• Situations in which children show confidenceand independence.

• Instances of children’s confidence and how theyexpress their needs.

• Children’s ability to talk about, and take pridein, their homes and communities.

• Ways in which children show that they feelsafe and cared for.

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• Children who like to be with others, and thosewho need support to join in.

• Children’s strategies for coping with change.

• Children’s recognition of the needs of others.

• How children show their care for others and theenvironment

• Instances of children celebrating theirachievements.

• How children use their own ideas to developplay

• Instances of children drawing upon theirexperiences beyond the setting, for examplerecognising that the lunchtime helper issomebody who lives near to them.

• The activities that absorb and interestindividual children.

• Reactions to new activities and experiences,understanding that for some children suchexperiences can be both exciting andworrying.

• Children’s attentiveness to others, such as atgroup time, when a child is telling the othersabout something they have done at home,for example helping to bath the baby

• The different ways children find to expresstheir feelings, such as, “We are going to thetree house because the scary monsters areafter us”.

• Children’s pleasure in who they are andwhat they can do.

• How children show their own feelings andare sensitive to the needs, views and feelingsof others.

• Children’s awareness and appreciation oftheir own cultures and beliefs and those ofother people.

• Children’s acceptance that they may need towait for something, or to share things.

• Children’s relationships with other childrenand with adults.

• Children’s understanding of boundaries andbehavioural expectations.

• Children’s increasing understanding ofacceptable behaviour for themselves andothers.

• Children’s ideas and explanations aboutwhat is right and wrong.

• Children’s awareness of the consequences oftheir words and actions

• Children’s reactions to and relationships withpeers and adults, particularly those whosecompany they enjoy.

• How children show their enthusiasm forthings they like, or their anxiety about thingsthat concern them

• How children look to others to check theacceptability of their actions.

• The different ways in which young childrenshow their concern for other children.

• Children’s awareness of their ownbelongings, and those of others

• How children set about a chosen activity ortask, and the success they achieve.

• Children’s recognition and management oftheir own needs, for example, that they needto put on a waterproof coat to go out in therain.

• Children’s interest in and respect for differentways of life.

• Children’s recognition and appreciation oftheir place in the world and extended family,and among friends and neighbours.

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Personal, Social and Emotional Development

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My progress over time in Personal, Social and Emotional Development

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What I can do now…

What I might do next with support…

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Look, listen and note: • How children begin to use words to questionand negotiate.

• Features of adult/child interaction,remembering these are culturally determined,and that conventions for interaction vary, bothwithin and across speech communities.

• Situations where children use actions andsome talk to support and think about what theyare doing.

• How children show what they understand, bywhat they do and say, for example, actions,questions, new words and the rhythms andintonations they use

• The words, phrases and sounds children like tosay or sing.

• The languages they understand and use.

• Children’s favourite stories, rhymes, songs,poems or jingles.

• What children tell you about the marks theymake.

• Ways in which children begin to develop finemotor skills, for example, the way they usetheir fingers when trying to do up buttons, pullup a zip, pour a drink or use a watering can.

• The gestures and body language children use.

• Children’s responses to stories and informationbooks you read with them.

• How children act out rhymes and stories.

• Instances of children recalling and recountingtheir own experiences and sharing them withothers.

Communication, Language andLiteracy

Educational programme requirementsChildren’s learning and competence in communicating, speaking andlistening, being read to and beginning to read and write must be supportedand extended. They must be provided with opportunity and encouragementto use their skills in a range of situations and for a range of purposes, andbe supported in developing the confidence and disposition to do so.

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• How children take account of what others sayduring one-to-one conversations.

• Children’s understanding of instructions and thequestions they ask.

• The range and variety of words that childrenuse.

• How children are beginning to develop andexpand on what they say, for example, “Comein, it’s time for dinner. You’ll get hungry if youstay out there”.

• Children’s developing use of a preferredlanguage and whether this has changed since,for example, attending the current setting.

• How children use talk to think through andrevise what they are doing. For example,following a farm visit, Fiona talks as sherearranges toy farm animals, “Put baby sheephere… oh no… no mummy…that sheep haslost its mum”.

• How children use talk to connect ideas andexplain things.

• The rhymes and rhythms that children enjoy,recite and create in words and music, forexample, tapping out the rhythms of theirnames.

• The stories and poems children choose andknow how to follow. For example, retelling astory, using words and phrases from a well-known story.

• Children’s familiarity with the way books work.For example, turning the pages and telling thestory using the pictures and using phrases suchas “Once upon a time”.

• Children’s references to and understanding ofhow print works. For example, asking what aword says or what instructions mean.

• Children’s recognition of their names, or lettersor words, in scripts other than English

• The marks children make and the meanings thatthey give to them, such as when a child coversa whole piece of paper and says, “I’mwriting”.

• The way children control equipment andmaterials.

• The marks children like to make.

• Children’s readiness to engage inconversation.

• Children’s awareness of conventions, such astaking turns to talk.

• How children link statements to developstories and explanations.

• The purposes for which children use talk, forexample, to gain attention or to resolvedisagreements.

• How children concentrate on what others sayand their responses to what they have heard.

• Rhymes and songs children know by heart.

• Children’s made-up songs.

• Children’s growing vocabulary.

• The occasions when children speak clearlyand confidently and show awareness of thelistener.

• How children use talk to reflect upon, clarify,sequence and think about present and pastexperiences, ideas and feelings.

• How children link one thing to another toexplain and anticipate things. For example,“We won’t play out today because it’s toowindy… you might get blown away”.

• Ways in which children use language intheir pretend and imaginary play.

• For children speaking languages other thanEnglish, note which language is dominant,as well as their use of gesture and intonationto convey meaning.

• Children’s alternative versions of favouriterhymes that draw upon their phonicknowledge.

• Children’s knowledge of initial sounds at thebeginning of words, short vowel soundswithin words and endings of words. Forexample, Ranjit notices the letters in hisname whenever he sees them, such as ‘j’ atthe beginning of jam.

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• How children link sounds to letters and beginto use this knowledge to write words, forexample, “Pz cn I hv a d” (Please can I havea drink).

• Children’s confidence in blending andsegmenting and in using grapheme-phonemeknowledge to read and spell regularconsonant-vowel-consonant (CVC) words,including consonant digraphs and longvowels.

• The ways in which children use their phonicknowledge and the number of grapheme-phoneme correspondences used for readingand writing in a variety of contexts.

• How children read simple words bysounding out and blending the phonemes allthrough the word from left to right.

• Children’s book choices.

• Children’s understanding about howinformation is kept in different places andcan be retrieved.

• Children’s understanding of the elements ofstories, for example, Mehmet refers to the‘beginning’ and ‘end’ of a story. He says, “Idon’t like that ending. I think he should’verun away and been happy ever after”.

• How children use non-fiction books.

• The favourite books, songs and rhymeschildren turn to, to be reread and enjoyed.

• The phonic skills children use in decodingtext.

• The strategies that children use to read.

• The words that children recognise, such astheir name and signs such as ‘open’.

• The confidence with which children use theirdeveloping phonic knowledge.

• How children use writing to record things orto communicate, for example, Marcus writes“Marcus, fz (Faraz) and tm (Tommy)” on adrawing of himself and his two friendsplaying together.

• Instances of writing for different purposessuch as labelling the contents on the outsideof a box.

• How children make use of phonic knowledgeas they attempt to write words and simplesentences, for example,“I went to see fiyuwercs and hat to pc by thehut” (I went to see fireworks and had to parkby the hut).

• Children’s dexterity in using a range of toolsin their play and writing.

• Children’s formation of recognisable letters.

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Communication, Language and Literacy

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My progress over time in Communication, Language and Literacy




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Problem Solving, Reasoning andNumeracy

Educational programme requirementsChildren must be supported in developing their understanding of ProblemSolving, Reasoning and Numeracy in a broad range of contexts in whichthey can explore, enjoy, learn, practise and talk about their developingunderstanding. They must be provided with opportunities to practise andextend their skills in these areas and to gain confidence and competence intheir use.

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Look, listen and note: • How young children show their understandingof number labels such as 1, 2, 3.

• The contexts in which young children usemarks and symbols.

• Situations that prompt children to talk aboutnumbers.

• The numbers children recite spontaneously intheir games.

• Children matching one thing with another, forexample, glasses and straws.

• Children putting things in order of ‘turn’.

• The deductions children make about whetherthere is some juice left, or whether it is ‘allgone’.

• Children’s attempts at estimation and theirefforts to check by counting

• How children engage with simple countingsongs and games, for example, ‘Five CurrantBuns’.

• When children begin to know about dividingthings equally into two groups.

• Observations made by children relating toshapes or patterns.

• When children begin to use some words thatdescribe time, amount and size, for example,when children say things like “me bigger” to asmaller friend

• Children knowing that different numbers havedifferent names.

• Children using the names for numbersaccurately.

• The range of numbers that children refer to, andwhy they use certain numbers.

• Children’s guesses about numbers of things andtheir ability to check them.

• Accuracy in the use of ordinals (first, second,third and so on).

• The strategies that children use to match numberand quantity, for example, using fingers ortallying by making marks.

• The strategies children use that show they areworking out whether a group of objects is thesame or different.

• How children work out a solution to a simpleproblem by using fingers or counting aloud

• Children’s skills in matching shapes and incompleting puzzles.

• Children’s recognition of shapes in theenvironment, for example, that a roof has atriangle at one end.

• Children’s ideas about why something is thecorrect size, for example, a piece of paper towrap a gift.

• How children apply their understanding ofshape and space, for example, knowing theyneed one flat shape and one that is ‘pointy’.

• Children’s use of mathematical names forshapes, such as ‘circle’ and ‘triangle’

• The personal numbers that children refer to,such as their age, house number, telephonenumber or the number of people in theirfamily.

• Instances of children counting an irregulararrangement of up to ten objects.

• Children’s methods of counting out up to sixobjects from a larger group, for example,when children do a jigsaw together andshare out the pieces, counting to checkeveryone has the same number.

• How children begin to represent numbersusing fingers, marks on paper or pictures.

• Children’s recognition of numerals.

• How children use their developingunderstanding of maths to solvemathematical problems, for example, solvinga debate about which of two piles ofpebbles has more in it.

• Methods children use to answer a problemthey have posed, for example, “Get onemore, and then we will both have two”.

• How children find the sum of two numbers.

• The variety in responses when children workout a calculation.

• The ways children count repeated groups ofthe same size, for example, counting thenumber of socks in five pairs.

• How children share objects, for example,sharing eight crayons equally among fourchildren and knowing that each child hastwo crayons.

• Children working out what remains ifsomething is taken away.

• Children’s interest in and observation ofshapes, such as how some are the same ordifferent.

• How children match some shapes byrecognising similarities and orientation, forexample, Stevie looked at a rhomboid,saying, “It looks like a boat”. Picking up atriangle, she says, “This one’s different…it’sonly got three points”.

• How children select a named shape for aparticular purpose.

• Children’s use of positional or directionalclues, for example, “We had to come roundthe park and past the shops”.

• Children’s ordering of two items by length orheight, for example, comparing the length ofzips on coats: “Too long for your coat”.

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Problem Solving, Reasoning and Numeracy

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My progress over time in Problem Solving, Reasoning and Numeracy




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Knowledge and Understanding of theWorld

Educational programme requirementsChildren must be supported in developing the knowledge, skills andunderstanding that help them to make sense of the world. Their learningmust be supported through offering opportunities for them to use a range oftools safely; encounter creatures, people, plants and objects in their naturalenvironments and in real-life situations; undertake practical ‘experiments’;and work with a range of materials.

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Look, listen and note: • Children’s actions and talk, in response towhat they find and the questions they ask.

• How children investigate by, for example,taking all the cushions from several areas,piling them up and jumping on top of them.

• How children use the control technology oftoys, for example, a toy electronic keyboard

• How children talk about the special events theyexperience in the home and in the setting.

• The ways children show their growingunderstanding of the past, for example,familiarity with places or people seenpreviously.

• The things children say about theirenvironment.

• Young children’s questions about differencessuch as skin colour, hair and friends

• How children play, socialise and talk aboutfamily life.

• How children examine objects and living thingsto find out more about them, for example,observing plants and animals, or noticing thedifferent materials that things are made of.

• How children express choices and preferenceswhere verbal communication is through alanguage other than English.

• How children are using tools, for example,using a stick to make holes in dough.

• How children link experiences and use theirknowledge to design and make things.

• Children’s developing skills in using tools,including which tools they choose for particulartasks.

• The skills children develop as they becomefamiliar with simple equipment, such as twistingor turning a knob.

• How children remember and recount asignificant event, such as finding a deadjellyfish at the beach.

• Children’s interest in things they see while outfor a walk.

• The questions children ask about features of thebuilt environment, such as road signs

• How children respond to a significant event,such as the birth of a baby or the death of apet.

• The ways children recall special events such asa wedding they have attended.

• The changes and patterns that childrennotice.

• Instances of children identifying features ofliving things or objects.

• Ways in which children find out about thingsin the environment, for example, by handlingsomething and looking at it closely.

• Instances of children investigating everydayevents, such as why a bicycle stops when thebrakes are pressed.

• The ways that children make things, forexample, a child might use card, scissors,glue, string and a hole punch

• to make a bag to carry some things home.

• How children construct for their ownpurposes.

• Children’s own assessment of the fitness forpurpose of their designs and themodifications they decide to make to them

• How children coordinate actions to usetechnology, for example, to direct dial atelephone number.

• How children refer to past events, such ashow long ago it was since they visited theswimming baths.

• How a child compares experiences in theirown life with those of others, for example,comparing their own play and playthingswith their grandparents’ experiences of playand playthings

• How children talk about the different featuresof the surroundings, such as the sizes,shapes, uses and types of buildings orspaces they notice on a walk to the shops.

• How children connect photographs to placesin the environment and can work out a route,for example, from the local shop to theirsetting.

• How children talk about and evaluate thequality of their environment, by, for example,talking about how the flower basketsimprove the area, and how the litter makes itlook untidy.

• The interest children show in stories, musicand dance from a range of cultures.

• How children talk about the practices andbeliefs of their friends.

• How children express their attitudes such asabout differences in skin colours.

• How children respond to information aboutpeople’s unfamiliar lifestyles.

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Knowledge and Understanding of the World

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My progress over time in Knowledge and Understanding of the World




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Look, listen and note: • The new skills children continue to achievesuch as jumping, kicking a ball or balancingon one leg.

• Chosen ways of moving and the way childrenexperiment with movement and balance,turning upside down, crawling or rolling.

• How a child responds physically to stimuli suchas seeing an aeroplane flying overhead.

• How children respond to different types ofmusic.

• The ways children try to copy movements orrepeat skills they have achieved.

• How children join movements such as running,stopping and jumping, climbing and turning.

• The different ways children use their bodies toexpress themselves imaginatively.

• The signs, gestures or words young childrenuse to convey what their needs are at anytime.

• How children are developing fine movementsof their fingers and hands to grip, twist, bangand make marks.

• How they are building up strength in theirarms and hands through large muscleactivities such as climbing

• How children move enthusiastically, using theirarms and legs in a spontaneous dance, orshaking their bodies in time to music, whenthey are sad, happy or excited.

• Children’s increasing confidence in what theycan do and their enjoyment of physicalactivities.

Physical Development

Educational programme requirementsThe physical development of babies and young children must be encouraged through the provisionof opportunities for them to be active and interactive and to improve their skills of coordination,control, manipulation and movement. They must be supported in using all of their senses to learnabout the world around them and to make connections between new information and what theyalready know.

They must be supported in developing an understanding of the importance of physical activity andmaking healthy choices in relation to food.

• Some of the strategies children find to avoidbanging into one another, and objects, as theynegotiate space.

• Children’s skill development, deciding if it isexploratory and experimental or repetitive, andwhether they are ready for a new challenge.

• Efforts to try something new and persevere at askill.

• The ideas that children suggest to make things‘fair’.

• Children’s recognition of their own needs, suchas when they tell you their lace is undone andneed help to fasten it.

• The ways children demonstrate understandingof healthy practices such as by saying theyneed a tissue, or putting a cup in the sink readyto be washed.

• Children’s understanding that they need a restor a drink after a burst of activity.

• The ways children manage to make thingswork successfully, such as when they wheel abuggy, turn a whisk or ‘vacuum’ the carpet.

• The things that inspire children to want to createor construct.

• The variety of skills children use to manipulatematerials and objects, such as picking up,releasing, threading and posting objects.

• Children’s strategies, efforts and achievementsin fastening and unfastening items such ascontainers, clothing and cupboards.

• Children’s skills in fixing, creating play worldsand using materials and equipment safely andappropriately.

• The different ways children find of movingacross and off and on objects.

• How children combine movements to makesimple sequences.

• The way children recognise the need to takeaccount of space when they plan to dothings such as building and demolishing atower or riding a wheeled toy.

• The ways children manage themselves safely.

• The ways children negotiate equipment by,for example, balancing, climbing, sliding orslithering.

• Children’s fine motor control when using apencil or a brush.

• Children’s free, spontaneous movement andhow they demonstrate control.

• How children indicate that they are hungryor need to wash their hands before startingto cook.

• Children’s familiarity with hygienic practices,such as throwing used tissues in a bin.

• Children’s understanding of what they needto do to maintain health, for example, achild telling others they are going to thedentist: “I need to have a check-up to keepmy teeth strong”.

• Children talking about and feeling their heartbeating after running, without promptingfrom an adult.

• Children’s preferred hand for putting onclothes or using a paintbrush.

• Children’s developing ball skills.

• Children’s play patterns, identifying the waysthey show interest in using a range ofequipment and materials.

• The different ways children explore andmanipulate materials.

• The tools children use to achieve effects.

• Some of the ways children demonstrate theirunderstanding of the need for handlingequipment safely such as when they carry achair, ensuring they point its legs towards theground.

• How children use their skills when creatingsomething they need in their play, or want togive to a friend.

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My progress over time in Physical Development




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Creative Development

Educational programme requirementsChildren’s creativity must be extended by the provision of support for their curiosity, exploration andplay. They must be provided with opportunities to explore and share their thoughts, ideas andfeelings, for example, through a variety of art, music, movement, dance, imaginative and role-playactivities, mathematics, and design and technology.

Look, listen and note: • The ways that young children may repeatactions or make tuneful sounds as they climbsteps, or step up and down from a stool.

• Word plays, signs, body language andgestures that young children use in response totheir experiences, for

• example, a child may jump up and down orwhirr around when they are excited, oreagerly engaged.

• The processes which children engage in asthey explore and experiment with media.

• The inventive ways in which children add, ormix media, or wallow in a particularexperience.

• Children’s responses to different songs, danceor music.

• Children’s make-believe play in order to gainan understanding of their interests.

• The ways children capture their experiences by,for example, finding materials to make wingsfrom large pieces of red paper after watchingsome ladybirds in the garden.

• The ways in which children explore materialsand the effects they can create, for example,making swirling lines with scarves andstreamers by twirling round.

• Children’s responses to different textures, forexample, touching sections of a texture displaywith their fingers, or feeling it with their cheeksto get a sense of different properties.

• Children’s growing interest in and use of colouras they begin to find differences betweencolours.

• How one child spontaneously makes lots of‘spiral’ marks and movements on their paper,while others may imitate each other’smovements.

• How children begin to describe the objectsthey represent.

• The patterns and structures children talk about,make or construct.

• The ways children choose to explore sound,song or movement, for example, a group ofchildren explored a rainforest theme throughmusic and movement. Some used instrumentsto make the sounds of the rainforest, whileothers imitated the movements of rainforestanimals

• The range of experiences children representthrough imaginative play.

• How children respond in different ways tostories, ideas and their own life experiences

• The connections children make as theyrespond to different experiences.

• How children respond to new experiencesand how they respond differently to similarexperiences, for example, a child may runaround moving their arms rhythmically whenthey see or hear a train, while another daythey may want to draw, paint or representthe power of the train.

• How children design and create, either usingtheir own ideas or developing those ofothers.

• The inventive ways in which children mixcolours.

• The decisions that children make aboutcolour choices.

• How children experiment to create neweffects and textures, for example, bydrizzling glue over wool, or squirting poolsof colour on to paper.

• How children combine their creative skillsand imagination to create something new,such as when a small group of children areusing large blocks to represent theirexperience of a visit to the ferry port. Theydecide to make arrows for the one-waysystem and a variety of signs and symbols.They tell the stories of people who will go onthe ferry.

• The numerous ways in which children createand construct, and how their explorationslead to new understandings about media.

• Children’s interest in exploring sound, rhythmand the arts such as when, in response tolistening to music that represents the sea, thechildren composed their own sound picture.This led them into planning and constructinga pirate ship in the role-play area and usingmaterials in the art and technology area tomake hats, flags and other props to supporttheir play.

• The way stories are developed in children’splay, for example, children may start‘swimming’ on the ‘beach’ and extend theirstoryline into a meeting with a mermaid andtheir adventures with her.

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My progress over time in Creative Development




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Information about council services is available in large print,audio, easy read and other formats.

Help is available for people who require council informationin languages other than English.

Contact 01934 ??? ???

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