Our Curriculum - South Wonston Day Nursery, A Great Place to Grow!

A guide for parents and staff to what your child learns at South Wonston Day Nursery, written in the language of the Early Years Foundation Stage (EYFS) and in line with Hampshire County Council guidance.

1. About our curriculum

Our curriculum follows the EYFS, the Government framework every nursery in England must use for children from birth to five. It builds on what your child is interested in, so they learn through play they choose, with skilled adults helping them take the next step.

Our aim: every child leaves us happy, confident and ready for the next stage of learning, including starting school.

What we want for every child

The EYFS says it seeks to provide:

• Quality and consistency — so every child makes good progress and no child gets left behind.

• A secure foundation — learning planned around each child’s individual needs and interests.

• Partnership working — between practitioners and with parents and carers.

• Equality of opportunity — every child is included and supported.

What “following your child’s interests” means

The EYFS asks practitioners to consider the individual needs, interests and development of each child when planning. So if your child loves diggers, we might count diggers, read a digger story, make tracks in the sand and learn new words like scoop and heavy. They are learning maths, language and physical skills through something they care about. This is balanced with activities adults lead, such as story time and small group games. As children get older, adult-led activities increase to help prepare them for school.

2. The EYFS explained

We follow the EYFS statutory framework for group and school-based providers, updated by the Department for Education in July 2026 and in force from 1 September 2026. We use the Department for Education’s Development Matters guidance to check children’s progress. The September 2026 update did not change what children learn: the seven areas of learning, Early Learning Goals and assessment stay the same. The changes are about keeping children safe and well, and are explained in section 9.

The four guiding principles

EYFS principle	What it means for your child	Example at nursery
A unique child	Every child is constantly learning and can be resilient, capable, confident and self-assured	We learn your child’s routines, words for things and favourite activities before they start
Physical Development	Children learn to be strong and independent through positive relationships	Your child has a key person who greets them, comforts them and shares their day with you
Enabling environments	Children learn and develop well in environments that respond to their individual needs, with a strong partnership between practitioners and parents	Toys and resources at child height, so your child can choose; indoor and outdoor play every day
Learning and development	Children develop and learn at different rates	We plan next steps for your child, not a one-size-fits-all timetable

Characteristic	What it means	Example you might see
Playing and exploring	Children investigate and experience things, and “have a go”	Your child pours water between jugs to see what happens
Active learning	Children concentrate, keep on trying if they have difficulties, and enjoy achievements	Your child keeps rebuilding a tower that falls, then cheers when it stands
Creating and thinking critically	Children have and develop their own ideas, make links between ideas, and develop strategies for doing things	Your child decides a box can be a boat and finds a stick for an oar

Word	Plain meaning
Key person	The practitioner responsible for your child’s care and learning, and your main contact
Next steps	What we will help your child learn next
Early Learning Goals (ELGs)	The expected level of development by the end of the Reception year at school
Progress check at age two	A short written summary of your child’s development between ages 2 and 3
Ongoing (formative) assessment	Watching and listening to your child to understand what they know and can do
Child-initiated / adult-led	Play your child chooses / activities an adult plans and leads

An enabling environment

• Natural and real-life resources — wooden blocks, pine cones, shells, real pots and pans, fabric, so children can explore with all their senses.

• Calm, well-organised rooms — resources at child height and clearly stored, so children can choose and tidy up independently.

• Continuous provision — areas always available, such as the book corner, home corner, sand, water, construction and mark-making.

• Outdoor learning every day — digging, planting, climbing, mud kitchen play and den building, in all weathers.

Example: your key person notices your child trying to fasten their coat. They show them how to hold the zip, practise with a dressing-up jacket in play, and share the next step with you so you can practise at home.

What the adults do

The EYFS explains that teaching in the early years happens in lots of small, everyday moments. Here is what that looks like when our practitioners play alongside your child:

• Communicate and model language — chatting with your child throughout the day and sharing new words. For example, while splashing in puddles: “Splish, splash! Your wellies are making big ripples.”

• Show, explain and demonstrate — showing how to do something one small step at a time. For example, “Watch me: I hold the jug with two hands and pour slowly so the water stays in the cup.”

• Encourage exploration — sparking curiosity with gentle questions. For example, at the water tray: “Do you think the pine cone will float or sink? Let’s try!”

• Help children solve problems — giving just enough help so your child can do it themselves. For example, when a tower keeps toppling: “Hmm, which blocks could go at the bottom to make it strong?”

• Set challenges — offering safe, supervised challenges that build confidence. For example, walking along a low balance beam, climbing the steps to the slide, or helping to dig in the garden with child-sized tools.

• Describe what children are doing — talking about your child’s play as it happens, so they hear the words for their actions. For example, “You’re rolling the playdough into a long, wiggly snake!”

Child-initiated and adult-led learning

The EYFS says each area of learning should be implemented through a mix of adult-led and child-initiated activity, with more adult-led activity as children move towards Reception.

Aspect

Birth to three: you might see

Three and four-year olds: you might see

At nursery we…

At home you could…

Listening, Attention and Understanding

Your baby turns to a familiar voice; your toddler follows “get your shoes”

Your child listens to a story in a small group and answers “why” questions

Share stories, songs and rhymes every day

Turn off the TV and chat during meals

Speaking

Babbling, first words, then two-word phrases like “more juice”

Talking in sentences, e.g. “I went to the park and saw a squirrel”

Introduce new words linked to play, e.g. enormous, slippery

Talk about what you’re doing: “I’m cutting the apple in half”

Aspect	Birth to three: you might see	Three and four-year olds: you might see	At nursery we…	At home you could…
Self-Regulation	Your child is comforted by their key person when upset	Your child talks about feelings, e.g. “I’m cross because he took my car”	Name feelings and help children calm down	Read books about feelings and name them together
Managing Self	Trying to feed themselves with a spoon	Putting on their own coat; knowing to wash hands before eating	Build independence into snack, dressing and tidy-up	Let your child try small jobs, like putting shoes on
Building Relationships	Playing alongside other children	Taking turns and playing with friends in a shared game	Model sharing and turn-taking in games	Play simple turn taking games like rolling a ball

Aspect

Birth to three: you might see

Three and four-year olds: you might see

At nursery we…

At home you could…

Gross Motor Skills

Rolling, crawling, walking, climbing onto low steps

Running, jumping, balancing, pedalling a trike, climbing

Offer daily outdoor play with climbing and balancing

Visit the park and play ball games

Fine Motor Skills

Picking up small food with finger and thumb; making marks with chunky crayons

Using scissors; holding a pencil to draw a person

Provide dough, tweezers, paint brushes and markmaking tools

Play with playdough, peg clothes on a line, draw together

Aspect	Birth to three: you might see	Three and four-year olds: you might see	At nursery we…	At home you could…
Comprehension	Enjoying looking at books and pointing at pictures	Retelling a favourite story and predicting what happens next	Read and reread a core set of high quality books	Read a bedtime story every night and ask “what happens next?”
Word Reading	Joining in with rhymes and repeated phrases	Spotting their own name; noticing words that rhyme or start with the same sound	Play rhyming and sound games	Sing nursery rhymes and play “I spy”
Writing	Making marks in paint, sand or with a crayon	Giving meaning to marks (“this says Mummy”); starting to write some letters of their name	Offer clipboards, chalk and writing in role play	Let your child “write” a shopping list with you

Aspect

Birth to three: you might see

Three and four-year olds: you might see

At nursery we…

At home you could…

Number

Noticing “more” or “all gone”; saying some counting words

Counting objects one at a time; seeing how many up to 5 without counting

Count in real life: children at snack, steps outside

Count stairs, grapes or cars together

Numerical Patterns

Lining up toys; exploring shapes by fitting them in containers

Making repeating patterns; comparing “bigger” and “smaller”; using words like under and next to

Make patterns with natural objects and play shape games

Spot shapes and patterns on a walk

Aspect	Birth to three: you might see	Three and four-year olds: you might see	At nursery we…	At home you could…
Past and Present	Recognising family members in photos	Talking about when they were a baby; noticing how people and things change	Share family photo books	Look at old photos together
People, Culture and Communities	Noticing people around them	Talking about their family, local community and different festivals	Celebrate festivals from our families; take walks around South Wonston	Visit local places: the shop, library, church, or park
The Natural World	Exploring leaves, water and sand with their senses	Noticing seasons, growing plants, describing what they see	Plant, grow, hunt for minibeasts, watch the weather	Plant seeds on a windowsill; collect autumn leaves

Aspect

Birth to three: you might see

Three and four-year olds: you might see

At nursery we…

At home you could…

Creating with Materials

Exploring paint and textures with hands

Choosing materials to build or make something, e.g. a rocket from boxes

Offer paint, clay, collage and junk modelling

Keep a box of cardboard tubes, boxes and tape

Being Imaginative and Expressive

Moving to music; copying actions in songs

Acting out stories; singing songs from memory; making up their own songs

Provide dressing-up, role play and music every day

Sing and dance together; join in pretend play

Cultural capital

Ofsted expects nurseries to widen children’s experiences, particularly for those who might not otherwise have them. At South Wonston this includes local walks, visits from people who help us, cooking, gardening, live music and a love of books.

5. Your child’s day and year

Learning happens all day, 8.00am–6.00pm, 50 weeks a year: nappy changes, meals, sleep and play are all chances to learn.

Rooms and ratios

The EYFS sets the minimum number of adults for each age group. These are the minimums we meet or exceed.

Time	What happens	EYFS areas your child is learning in
8.00–9.00	Welcome and settling into play	Personal, Social and Emotional Development
9.00–9.15	Hello time: songs, weather, who’s here	Communication and Language; Mathematics
9.15–10.30	Free play indoors and outdoors	All seven areas, led by interests
10.30–10.45	Snack	Managing Self; Speaking
10.45–11.45	Outdoor learning and small group time	Physical Development; Understanding the World
11.45–12.30	Lunch together	Managing Self; Building Relationships
12.30–2.00	Rest or sleep, following your child’s routine; quiet play	Self-Regulation
2.00–3.30	Free play and planned activities	Expressive Arts and Design; Literacy
3.30–4.00	Tea	Managing Self; Building Relationships
4.00–5.30	Outdoor play, stories and music	Physical Development; Literacy
5.30–6.00	Calm play and home time	Communication and Language

Babies follow their own feeding and sleep routines from home. Sleeping children are always within sight and hearing of staff, following the EYFS safer sleep requirements (see section 9).

Outdoor learning

Children go outside every day, in all weathers. Please send suitable clothes: waterproofs and wellies in wet weather, a sun hat and suncream in summer.

Screens and technology

The EYFS now requires nurseries to have regard to the Department for Education’s screen use guidance for early years settings. It says screen use should be avoided for under twos and limited to up to an hour a day for children aged two to five.

6. Your child’s key person and progress

The EYFS says every child must be assigned a key person, whose role is to help ensure each child’s care is tailored to their needs and to build a relationship with their parents.

What your key person does

• Helps your child settle and feel safe.

• Gets to know your child’s interests and what they can do.

• Plans next steps and shares them with you.

• Is your main contact, and helps you find extra support if it’s needed.

How we check progress

The EYFS says assessment should not take practitioners away from interacting with children, or require excessive paperwork. We only record what is useful.

When	What happens	What you receive
Before your child starts	You tell us about routines, interests and what they can already do	An “All about me” form to complete
First six weeks	Your key person gets to know your child	A settling-in chat
Every day	Ongoing (formative) assessment: watching, listening and playing	A quick handover and occasional photos and notes
Each term	A short summary of progress in the prime areas (and specific areas for older children)	A parent meeting and next steps
Between ages 2 and 3	Progress check at age two: a written summary of progress in Communication and Language, Physical Development, and Personal, Social and Emotional Development	A copy to keep; we encourage you to share it with your health visitor for the 2-year review
Before school	Transition information about your child’s learning and interests	A copy of what we share with the school

If we notice your child needs more help

If your child is not making the expected progress, we will talk with you first. Together we agree how to help, and may involve our SENCo or other professionals (see section 7).

7. Including every child

Every child is welcome and supported to take part fully, including children with special educational needs and disabilities (SEND) and children learning English as an additional language.

Special educational needs and disabilities (SEND)

The EYFS requires nurseries to have arrangements in place to support children with SEND. We follow the SEND Code of Practice: 0 to 25 years and Hampshire County Council’s SEN Support Guidance for Early Years Providers

How it works for your child:

1. Assess — we talk with you about what your child finds tricky and what helps.

2. Plan — we agree small, clear targets, e.g. “Mia will use two words to ask for a snack”.

3. Do — we build support into everyday play, e.g. picture cards, signing, quieter spaces.

4. Review — we meet with you regularly to see what’s working.

Our SENCo (special educational needs coordinator) leads this and can involve outside professionals, such as speech and language therapists or health visitors.

Support from Hampshire County Council

Hampshire support	What it is	How it helps your child
Services for Young Children (SfYC) Inclusion Team	Hampshire’s early years advisers for SEND and inclusion	Advice and training for our staff to meet your child’s needs
SEN Inclusion Funding (SEN IF)	Extra funding the nursery can apply for	Pays for additional support for eligible children with SEND attending funded early years education
Early Years Specialist Hub Provision	Specialist nursery places for children under five with significant and complex SEND, allocated each term by a Pre-school Advisory Group (PAG)	For children who need more than a mainstream nursery can offer; local hubs serve Winchester and Eastleigh
Hampshire SEND Local Offer	Information on Hampshire’s services for children with SEND, found through the Family Information and Services Hub (FISH)	Helps you find support, groups and advice

Children learning English as an additional language

The EYFS asks nurseries to give children opportunities to develop and use their home language in play and learning, while making sure they reach a good standard of English before Reception.

• We ask you for key words in your home language.

• We welcome books and songs in your home language.

• We use pictures, gestures and repetition to support English.

Extra funding for children who need it

• Early Years Pupil Premium — extra money the nursery receives for eligible children, used for things like additional language support or outdoor experiences.

• Disability Access Fund — a yearly payment to the nursery for eligible children receiving Disability Living Allowance, to make reasonable adjustments.

Please speak to the Nursery Manager in confidence if you think your child may be eligible.

8. Working together with parents

You know your child best. The EYFS calls this a strong partnership between practitioners and parents, and it makes the biggest difference to your child’s learning.

How we keep you involved

• Daily chats at drop-off and collection about sleep, meals and a learning moment.

• Photos and notes about your child’s learning, and we love hearing about “wow” moments at home.

• Termly meetings with your key person to talk about progress and next steps.

• Home learning ideas such as story bags and simple activities (see the “At home you could…” column in section 4).

• Stay-and-play sessions and workshops, for example on talking, toilet training and starting school.

• Your feedback through surveys and conversations, which helps us improve.

Funded early years education in Hampshire

We are a Hampshire County Council approved provider of Early Years Education (EYE) funding. Funding starts in the funding period after your child’s eligible birthday: 1 January, 1 April or 1 September.

9. Keeping children safe and checking our curriculum works

Children learn best when they feel safe, so safeguarding and welfare come first, and we review this curriculum every year.

Safeguarding and welfare

• We meet the EYFS safeguarding and welfare requirements, including safer recruitment, a trained Designated Safeguarding Lead (DSL), and paediatric first aid cover.

• We follow the procedures of the Hampshire Safeguarding Children Partnership and refer concerns to Hampshire Children’s Services when needed.

• The EYFS requires us to respect children’s privacy during nappy changing and toileting.

• Meals and snacks are healthy, balanced and nutritious, and we record allergies and dietary needs before your child starts.

What changed in the EYFS from 1 September 2026

The Department for Education published updated EYFS frameworks on 13 July 2026. Ofsted has used its updated early years inspection toolkit since 1 September 2026. Here is what the changes mean at South Wonston Day Nursery.

EYFS change	What it means for your child	What we do
Safer sleep requirements are now written into the EYFS itself	Your child sleeps safely, in a way that follows the national rules	Sleeping children are always within sight and hearing of staff; babies are put down to sleep safely, and sleep is checked and recorded
Screen use: nurseries must have regard to the DfE screen use guidance	Under twos avoid screens; 2 to 5 year-olds have very limited screen time	See “Screens and technology” in section 5
Enhanced DBS checks for all volunteers, including supervised volunteers	Every adult helping in the nursery has been properly checked	Volunteers, students and parent helpers have an enhanced DBS check before they help
No new staff start before their DBS check is received	Only checked adults work with your child	New staff do not begin work until their enhanced DBS certificate has come back
Suitability disclosures updated	Staff tell us about anything that could affect their suitability to work with children	Staff are told exactly what they must disclose, at interview and in supervision
Lower threshold for reporting allegations: Ofsted must be told about allegations of harm, not only serious harm	Concerns are taken seriously and reported early	We inform Ofsted of any allegation of harm by anyone working or looking after children here, and follow Hampshire safeguarding procedures
Banned dog breeds may not be kept or present on childcare premises	Your child is protected from dangerous dogs	No banned breed dog is allowed on our premises at any time; please do not bring one to drop-off or collection

These changes are reflected in our safeguarding, recruitment, safer sleep and screen use policies, which parents can ask to see at any time.

How we know the curriculum is working

• Children are happy, settled and involved in their play.

• Children make good progress from their starting points, including children with SEND and those receiving extra funding.

• Children use the new words and skills they’ve learned.

• Parents tell us their child is sharing learning at home.

• Schools tell us children are ready for Reception.

How we check and improve

What we do	How often	Who
Check each room is an enabling environment	Every half term	Nursery Manager
Watch and support staff interactions with children	Every term	Nursery Manager and room leaders
Review children’s progress across the nursery	Every term	Nursery Manager and SENCo
Supervision meetings for staff (an EYFS requirement)	At least every term	Line manager
Staff training, including Hampshire SfYC courses	Throughout the year	Nursery Manager
Review this curriculum with staff and parents	Every year	Nursery Manager

Age group	Child-initiated play	Adult-led activities (examples)
Under 2s	Most of the day, through play and care routines	Songs, rhymes and sharing books one-to-one
2-year-olds	Most of the day	Short small-group stories, songs and language games (about 5–10 minutes)
3 and 4-year-olds	Most of the day	Daily group times for listening, early sounds, number and stories (about 10–20 minutes), increasing before school

Group	Age	Minimum ratio (EYFS)	Curriculum emphasis
Babies	0–2 years	1:3	Prime areas: feeling secure, early talk, movement, exploring with the senses
Toddlers	2–3 years	1:5	Prime areas: talking, independence, physical confidence
Preschool	3–5 years	1:8	All seven areas and getting ready for school

Term	At nursery
Autumn	Settling in, autumn leaves, harvest, Bonfire Night safety, Diwali, Remembrance, winter festivals
Spring	Lunar New Year, planting seeds, Mother’s Day, Easter and new life, Eid when celebrated by our families
Summer	Growing food, minibeasts, sun safety, Father’s Day, sports day, getting ready for school

Funded hours	Who can get it
Universal entitlement: up to 570 hours a year (about 15 hours a week, term time)	All 3 and 4-year-olds
Working Families Entitlement: up to 1,140 hours a year (about 30 hours a week, term time)	Eligible working families with children from 9 months old; you must reconfirm eligibility with HMRC every three months
Early Learning for 2-Year-Olds: up to 570 hours a year	Eligible 2-year-olds, e.g. families receiving certain benefits

Change	How we help
Starting nursery	A visit before starting, flexible settling-in sessions and an “All about me” form
Moving rooms	Visits with your key person, a gradual move, and we tell you in advance
Attending another setting too	With your permission, we share your child’s interests and next steps
Starting school	School role play, trying on uniform, photos of the new school, Reception teacher visits and a written transition summary

Play, Learn, Thrive - Together

Early Years Curriculum

A guide for parents and staff to what your child learns at South Wonston Day Nursery, written in the language of the Early Years Foundation Stage (EYFS) and in line with Hampshire County Council guidance.

1. About our curriculum

What we want for every child

What “following your child’s interests” means

2. The EYFS explained

The four guiding principles

The seven areas of learning

Characteristics of effective teaching and learning

EYFS words you may hear

4. The seven areas of learning

5. Your child’s day and year

6. Your child’s key person and progress

7. Including every child

8. Working together with parents

9. Keeping children safe and checking our curriculum works

Our Gallery

LOCATION

ENQUIRY FORM

Prime areas	Specific areas
Communication and Language	Literacy
Physical Development	Mathematics
Personal, Social and Emotional Development	Understanding the World
	Expressive Arts and Design