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Non-statutory curriculum guidance for the early years foundation stage.

Applies to England

Documents

Details

Development Matters offers a top-level view of how children develop and learn for all early years practitioners, including:

childminders

staff in nurseries

nursery schools

school nursery and reception classes in school

The guidance can help meet the requirements of the early years foundation stage (EYFS) statutory framework.

Thank you for your feedback

Report a problem with this page

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Non-statutory curriculum guidance for the early years foundation stage.

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EY transitions briefing, including access to the best practice books, Nurturing Norfolk Play and new Supporting Transitions and Inclusion Record (STAIR).

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STORE | Published: 29/09/2017 | REC | Service profile

School 2 School support is a service offered by the consortium of Norfolk Complex Needs Schools, formally known as Trust Norfolk-SEN. School 2 School Support offers support to schools staff and learners to develop a climate of opportunity and success for all. If there is a school, federation, partnership or academy/academy trust that would like to discuss a different service option, please contact us. | Benefits | We aim to support you and hope that we can generate the following: Improve outcomes for children with SEN-D whilst supporting personal development, behaviour and welfare To offer relevant and practical support to schools To empower the referring school to support all pupils within their setting To develop effective, sustainable practice with positive observable outcomes Promote capacity for inclusion across Norfolk Intervention and support early into a child's education to ensure successful transition into secondary phase education | More details | School 2 School Support can help you in any of the following ways: Support in connection with a specific child or a wider whole school issue Observations and recommendations in relation to pupils learning environments, curriculum or resources Developing skills , knowledge and confidence Training for key staff at the referring school Modelling strategies and approaches to meet individual need Visits to assigned Complex Needs School to see strategies in action Signpost to other relevant services and organisations Lesson modelling at your school Support in writing and evaluating IEPs Support at certain school meetings including Annual Reviews, FSP meetings and transition meetings Differentiated curriculum ideas Support in setting up intervention groups Soft-touch support such as phone and email support Sharing ideas around assessment (P Scales, B Squared, Learning Journals etc) | Terms | To get the most out of S2S support we expect subscribing schools to: * Ensure parental permission has been sought before making a referral * Ensure that the Head Teacher, SENCo, Class Teacher and any other relevant staff are made aware that a referral has been made * Prompt response when contact is first made by School 2 School Support. Ensure the assigned Complex Needs School has the correct contact details. * Willingness and commitment to engage in the process and ensuring relevant staff are available for the initial meeting and have access to any supporting information for discussion * Engage in conversation during the initial meeting to create a programme of support including anticipated outcomes * Communicate with assigned Complex Needs School in making arrangements for the support to commence * Commitment from school to implement strategy(s) suggested and take on board advice given * Mutual respect and open dialogue between all parties * Engage in the evaluation and feedback process to help us monitor quality assurance and make necessary improvements * We may not be able to carry forward unused hours from one financial year to another, therefore please ensure you use your quota within the given financial year * If you sign up for a chargeable training course and do not cancel within 72 hours before the start of the course you will be charged the full price Standard terms and conditions apply. | Contact Us | Matthew Smith (School Business Manager) Sheringham Woodfields School, Holt Road, Sheringham, Norfolk NR26 8ND Tel: 01263 820520 Fax: 01263 820521 E-mail: admin@s2ssupport.co.uk | Services | Communication | Training and events | Downloads | Useful Links | School 2 School Support Website | Official website for School 2 School Support | www.s2ssupport.co.uk

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Global Search | Norfolk Services for Schools

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STORE | Published: 29/09/2017 | REC | Service profile School 2 School support is a service offered by the consortium of Norfolk Complex Needs Schools, formally known as Trust Norfolk-SEN. School 2 School Support offers support to schools staff and learners to develop a climate of opportunity and success for all.

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ShREC Approach to Promote High Quality Interactions

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ShREC Approach to Promote High Quality Interactions

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Supporting children to become better communicators is one of the most powerful things we do as early years educators. Oral language skills are fundamental to children's learning, thinking and emotional wellbeing. Children who can communicate well can make friends, play, resolve conflicts and tell us how they are feeling.

The evidence tells us that we should prioritise the development of children's communication and language through socially-meaningful interactions. Children thrive on conversation and discussion with people they have a strong relationship with, focused on things they want to talk about.

As James Law and his colleagues found, these types of interactions ​'optimise early development' (Law et al, 2017).

High quality interactions often look effortless, but they are not easy to do well. So, to support early years professionals, we have distilled the evidence into . This provides us with a simple and memorable set of specific, evidence-informed strategies which we can embed into everyday practice. We can use these strategies with every child, every day.

Sh: Share attention - be at the child's level. Pay close attention to what they are focused on.

R: Respond - follow the child's lead. Respond to their non-verbal and verbal communication. You could make a brief comment on what they can see, hear or feel.

E: Expand - repeat what the child says and build on it by adding more words to turn it into a sentence.

C: Conversation - have extended back and forth interactions. Give children time to listen, process and reply.

These strategies encourage us to become more responsive and attuned to children. They encourage children's active participation in meaningful, stimulating, and linguistically rich back and forth conversations.

Watch the video of ShREC in action below.

Read more about the ShREC approach here.

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supporting children to become better communicators is one of the most powerful things we do as early years educators. oral language skills are fundamental to children’s learning

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thinking and emotional wellbeing. children who can communicate well can make friends

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resolve conflicts and tell us how they are feeling.  the evidence tells us that we should prioritise the development of children’s communication and language through socially-meaningful interactions. children thrive on conversation and discussion with people they have a strong relationship with

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focused on things they want to talk about. as james law and his colleagues found

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these types of interactions ‘optimise early development’ (law et al

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2017).  high quality interactions often look effortless

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we have distilled the evidence into  t he  shrec  approach  . this provides us with a simple and memorable set of specific

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evidence-informed strategies which we can embed into everyday practice. we can use these strategies with every child

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every day.    sh: share attention  – be at the child’s level. pay close attention to what they are focused on.  r: respond  – follow the child’s lead. respond to their non-verbal and verbal communication. you could make a brief comment on what they can see

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hear or feel.  e:  expand  – repeat what the child says and build on it by adding more words to turn it into a sentence.  c: conversation  – have extended back and forth interactions. give children time to listen

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process and reply.  these strategies encourage us to become more responsive and attuned to children. they encourage children’s active participation in meaningful

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and linguistically rich back and forth conversations.  watch the video of shrec in action below.  read more about the shrec approach here .

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The ShREC approach - Four evidence informed strategies to promote...

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Improving Mathematics in the Early Years EEF

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Improving Mathematics in the Early Years EEF

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'improving mathematics in the early years and key stage 1' reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds.  recommendations include integrating maths into different activities throughout the day – for example

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at registration and snack time – to familiarise children with maths language and make the most of the school day.  it also highlights that story and picture books can be a powerful tool for engaging children with basic maths concepts

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while board games (such as snakes and ladders) are particularly beneficial to developing understanding of numbers.  based on the best available international research – and drawing on the expertise of teachers and academics – this report is packed with examples and case studies to support practitioners.

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Improving Mathematics in the Early Years and Key Stage 1

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Five recommendations to support practitioners in developing the maths skills of 3-7 year-olds

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Anna and the Tent Village Making Accurate Assessments

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Anna and the Tent Village Making Accurate Assessments

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Observation Making Accurate Assessments Anna and the Tent Village

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Emotional Wellbeing in Schools Anna Freud

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Emotional Wellbeing in Schools Anna Freud

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Mental Health Resource for Schools & Colleges | Anna Freud Centre

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Norfolk County Council Early Years Training

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Norfolk County Council Early Years Training

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The brochures below include early years and childcare courses taking place during autumn 2023. Further dates and titles will be added to these brochures throughout the term. Please refer to the Mailing List section below to ensure you are subscribed to receive emails when we add new training opportunities.

The majority of courses will take place online using Zoom or Teams, however, some courses are scheduled to take place face to face. Please check the venue details for each course carefully before you apply.

Settings can apply for multiple places per course, however, a maximum of 4 spaces* per setting will be allocated initially to ensure fairness of opportunity. Additional members of staff will be added to a waiting list and allocated a place should the course have spaces prior to the start date.

*1 space per setting for Signalong Introduction and Signalong Routines workshops due to reduced training group size.

EYFS Training Brochure Autumn 2023

Health and Safety Training Brochure Autumn 2023

Inclusion/SEND Training Brochure Autumn 2023

Leadership and Management Training Brochure Autumn 2023
Safeguarding Training Brochure Autumn 2023
Early Years and Childcare Training Summer 2023

EYFS Practice Training Brochure Summer 2023

Health and Safety Training Brochure Summer 2023

Inclusion/SEND Training Brochure Summer 2023

Leadership and Management Training Brochure Summer 2023

Safeguarding Training Brochure Summer 2023

First Aid Training

12 Hour Paediatric First Aid courses are available to book with Norfolk Adult Learning. Please type 'Level 3 paediatric first aid' into the search bar on the site for a list of courses in Norfolk this term.

If you are unable to book with Norfolk Adult Learning please email earlyyearschildcare@norfolk.gov.uk for advice on your options.

Applications for training must be made at least 24 hours** prior to the course start date. We are unable to accept bookings after this time. If the course is taking place on a Monday we would need you to apply by the morning of the Friday before in order for your booking to be processed.

Joining instructions are emailed 3 days prior to the start of the course (unless you have applied late, then you will receive them 24 hours in advance of the start of the course).

If you are booked on to a course please ensure you have the joining instructions 24 hours in advance of the course so there is time to contact us if there are any issues.

**48 hours for courses in the Safeguarding Training brochure.

If you would like to be kept up to date with future training opportunities and early years developments, please subscribe to our email newsletter service

FAQs
How do I pay for training?
If there is a charge for your course, your setting will be invoiced after the training takes place - usually towards the end of each half term period. You must pay promptly to avoid your future training applications being affected.
What happens after I've applied?
We will email you regarding your training application within 24 hours (during business hours, Monday-Friday). If you fail to receive any communication from us during this time frame you will need to contact us to check on the status of your application, in order to avoid any unnecessary non-attendance fees. It is the responsibility of the setting to check on the progress of applications if you fail to receive anything from us.
What should I do if I cannot attend a course?
If you are unable to attend a course you must email your name, setting and details of the course you're cancelling your place on to earlyyearschildcare@norfolk.gov.uk

You will receive an email acknowledgement confirming the cancellation.
*We do not accept cancellations by phone* Cancellation and Non-Attendance Charges:

Cancelled place more than 24 hours' notice - No charge

Cancelled place less than 24 hours' notice - Cost of the place

No notice, didn't turn up or didn't fully complete a course with advertised costs - Cost of the place

When will I get my certificate?
If there is no charge for the training, certificates are issued after the training has taken place and will be emailed to you. If there is a charge, certificates are issued after the invoice has been paid (invoices are sent towards the end of each half term period).

If you did not find what you were looking for please contact the Early Years Learning & Achievement Service by email earlyyearschildcare@norfolk.gov.uk , alternatively call 01603 222300

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EYFS Achieving Accuracy in Statutory Assessment FINAL

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Building Resilience with young children

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15457 RDP Building the Resilience Jigsaw - Coping

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Communication and language observation: speaking

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Guidance on completing the early years foundation stage (EYFS) profile assessment in the 2023 to 2024 academic year.

Documents

Details

This guidance is for:

reception and key stage 1 teachers and teams, or other early years practitioners where relevant

headteachers and setting managers

local authorities

This handbook will help teachers and other early years practitioners to complete the EYFS profile assessment in line with the statutory requirements in the EYFS framework.

The EYFS profile is a statutory assessment of children's development at the end of the academic year in which children turn 5. You must complete it for all eligible children registered at the school or early years setting and submit it to your local authority no later than 30 June 2024.

Thank you for your feedback

Report a problem with this page

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Early years foundation stage profile handbook

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Guidance on completing the early years foundation stage (EYFS) profile assessment in the 2023 to 2024 academic year.

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The relationship between physical, motor, and intellectual development of preschool children

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The relationship between physical, motor, and intellectual development of preschool children

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ScienceDirect.com | Science, health and medical journals, full text articles and books.

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ScienceDirect is the world's leading source for scientific, technical, and medical research. Explore journals, books and articles.

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Motor Development

Gross motor skills at age 2 years should allow a child to walk with good balance and fluidity, turn, pivot, and run. Table 4-2 summarizes development in this domain. A 2-year-old would be tentative on stairs, able to go up better than down, initially using two feet together on each stair. Children at this age also are beginning to climb with better balance. By age 3 years, children can negotiate stairs, going up and down with alternating feet, and can ride a tricycle, run, jump, climb, and slide with little likelihood of falling (Fig. 4-1). They are capable of relatively independent motor functioning in a playground situation. Between 3 and 5 years, most children learn how to hop and skip and can learn more complex gross motor skills, such as roller skating, dancing, riding a two-wheeler, and pumping their feet to swing.

There is wide variation in how children display balance, coordination, and overall quality of movement, some of which is due to familial genetic factors. Some variation may be influenced by environmental factors, such as how much children have the opportunity to practice and perform. Generally, all children advance in these areas during the preschool years, so any loss of balance, coordination, or gross motor skills during this age would constitute a significant abnormality in need of assessment by a physician.

With regard to fine motor skills, 2- to 3-year-olds can use their hands for holding utensils and feeding themselves, and they gain dexterity throughout the year. Additionally, most children master downward zipping and taking shoes and socks off first, stacking blocks, fitting simple shapes into puzzles, and dressing dolls. A 2-year-old may be able to imitate a line or scribble a crude circle. Between 3 and 5 years, rapid advancement is made in drawing and copying skills, with a 3-year-old capable of copying a simple circle, a 4-year-old capable of copying a square, and a 5-year-old capable of printing the letters of her or his name. During this time, a child progresses in ability to draw a picture by adding details to the figure drawing. Use of scissors to cut simple shapes also begins at 3 years and is much refined by 5 years.

These advancing skills are necessary for mastery of many preschool craft activities and are the precursors for handwriting skills. Children having difficulty in these areas may refuse to participate in a craft, or may display avoidance behavior or defiance during the activity. It is important to recognize fine motor problems and provide appropriate referrals for evaluation and treatment by occupational therapists or educators to advance a child's skill set during the preschool years. Primary care clinicians should routinely screen fine and gross motor milestones in preschoolers at well-child visits (see Table 4-2).

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B9781416033707000043

What to Ask

Parents will usually find reporting of gross motor skills the easiest of all areas of development. In addition to asking what the child can do, ask how the child approaches the task (i.e., with caution at one extreme or with abandon and impulsivity at the other). The manner or style in which these skills are performed may reflect the emerging personality, family expectations or difficulty with motor coordination.

The parents' response about the child's accomplishments may provide data about any underlying anxiety or specific worries. By beginning questions at a lower level of functioning than anticipated, the clinician can find the floor of the child's performance and convey the importance of individual expectations in motor development.

Children readily practice newly emerging skills in motor development, as well as in other areas of development. The relatively invariant order of motor skill acquisition allows a clinician taking the history of a child whose development is generally normal to simply ask what kind of new movements or activities the child is doing. The internally regulated and self-fueling nature of this area of development is highlighted in this approach.

A child whose motor development is not synchronous with other areas of development or is delayed beyond levels of normal variation (see Box 14-1) needs a more detailed history. Disorders of movement versus disorders of tone and posture can be specified through the history, coupled with a careful examination. Perinatal difficulties must alert the clinician to the need for careful evaluation of gross motor competencies, particularly if walking is delayed beyond 18 months.

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B0323029159500185

Motor Scale

The Motor Scale assesses fine motor and gross motor skills separately. New items were added to expand the coverage across the age range, increase the focus on the quality of a child's movement and to provide greater content coverage in accord with scholarship and clinical practices associated with motor development.

The 66-item Fine Motor subtest assesses how well children use their eyes, fingers, and hands to engage their environment. Fine motor skills include muscle control of the eyes, prehension (e.g., grasping, stacking blocks), perceptual-motor integration (e.g., building simple structures), motor planning and speed (e.g., tracing an outline on paper), visual tracking (e.g., following an object), reaching (e.g., acquiring a block from across the table), functional hand skills (e.g., cutting paper with scissors), and response to tactile information (e.g., discriminating objects by touch).

The 72-item Gross Motor subtest assesses how well children control and move their body. Gross motor skills include head control in infants, and stepping, standing, walking, climbing, and running in toddlers and preschoolers. Items measure movement of the limbs and torso, static positioning (e.g., sitting, standing), dynamic movement (e.g., locomotion and coordination), balance, and motor planning.

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B9780123741776100017

Children aged 5-12 years (schoolchildren)

School-age children typically have fairly good gross motor skills, but there is wide variance in coordination, endurance, balance, physical tolerance and fine motor skills. They are usually able to use simple, complete, short sentences consistently. Receptive language skills necessary to understand long or complex instructions and the use of increasingly complex sentences develop. Delayed language development may indicate hearing or learning impairment. The attention span increases from about 15 minutes in 5-year-olds to about an hour by the age of 10. By about 10 years old, most children can follow five commands in a row. Reduced attention may herald attention deficiency.

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B9780702054013000254

Developing chewing skills

Before typically developing children move on to the lumpier food textures, they have already engaged in a great deal of oral exploration. From the age of 4-5 months children tend to put everything into their mouths, and it is possible that this experience is necessary to allow the child to move on from purée and fluids, to more challenging textures that require differentiated tongue movements. A child with CP may not be able to pick up and transfer objects to the mouth, and consequently may be missing necessary sensory input. Parents should be aware of this potential need and help to provide the child with appropriate oral experience. It may be necessary to provide positive touch actively on the face and around the mouth through kissing and stroking, letting the child chomp on the carer's finger, supporting the child in bringing his or her own fingers to the mouth and holding teething toys for the child to chew on. This type of positive touch is particularly important if the child has had negative oral experience from reflux or invasive treatments such as ventilation or nasogastric tube use (Figure 13.6).

Lumpy purée is usually introduced to typically developing children at around 7 months of age. This stage of feeding may be problematic for a child with CP, particularly if there has been a history of gastro-oesophageal reflux: this can cause extreme hypersensitivity to texture and may result in gagging and a reluctance to feed. Also, more mature tongue movements are required for this texture. Children must learn to prepare the food so it is sufficiently smooth to swallow. Initially, children use a crude munching action that involves the jaw and tongue moving together to squash the lumps, before reverting to a suckle pattern to swallow the food. Gradually, the tongue movements become more refined and the food is moved around the mouth, using less jaw action and more controlled tongue movements. This enables children to move through the stages of soft-chew foods to foods of increasing firmness, moving towards the rotary chewing pattern that is required for chewy food such as meat.

Some children with CP who struggle with this texture may need to avoid the lumpy purée stage and instead move towards chewing through the introduction of bite-and-dissolve or bite-and-melt foods. Many popular snack foods are of this texture and so can be used for practice. Placing small pieces of food to the side of the child's mouth, along the line of the jaw, can stimulate munching movements in the jaw and lateral (side-to-side) movements of the tongue.

For children who cannot cope with pieces of food in the mouth, that is, they continue to use a sucking pattern and so gag or cough on foods that are inadequately prepared for swallowing, an intermediate stage of chewing practice may be necessary. Pieces of chewable food can be placed in a pouch made of thin cotton using a moist handkerchief and then positioned along the jaw line within the mouth to stimulate chomping and lateral tongue movement, without having to swallow. A speech and language therapist who specializes in feeding difficulties can advise on the appropriateness of such techniques (Figure 13.7).

Once a child can cope with lumps, finger foods are typically introduced. Foods such as breadsticks, toast, thin sticks of cooked vegetables and lumps of cheese are offered to children to mouth. Again, a typically developing child tends to use a combination of chomping and sucking when making the transition from soft to chewable foods. A child with CP may also be able to progress through such textures, although may need help with holding the foods. However, some children do not make this transition as they do not have adequate oral-motor skills to deal with such textures safely: an inability to adapt to the challenge may result in choking and possible aspiration. A child with a bite reflex may be able to bite off pieces of food, but then produce only a sucking response so that the food is not adequately prepared for swallowing.

Postural management

Eating and drinking skills develop alongside changes in a child's gross motor skills; that is, as the child acquires head control and sitting balance, oral-motor skills also change. When the usual pattern of development is disturbed by CP it is often necessary to compensate through the use of seating and other postural management systems. Tensions can arise as a result of the need to develop both gross motor skills and oral-motor skills for eating and drinking. Parents may be advised that too much postural support can prevent a child developing head control or sitting balance. However, at mealtimes, if such postural support is lacking, it can have negative consequences for safe and efficient eating and drinking. A child who is struggling to maintain sitting balance will not be able to manage food within the mouth as effectively as the child who is given additional trunk support.

For efficient eating a young child should have a stable base, with the bottom on a supportive surface, with symmetrical hips flexed at 90° or less, feet on a flat surface (but not able to push back), sufficient trunk posture to ensure shoulder stability and independent head control. If a child with CP is not able to achieve these requirements independently, supportive seating (or an alternative such as a standing frame) should be provided, with hands-on support as necessary.

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B9780750688109000137

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Gross motor skills at age 2 years should allow a child to walk with good balance and fluidity, turn, pivot, and run. Table 4-2 summarizes development in this domain. A 2-year-old would be tentative on stairs, able to go up better than down, initially using two feet together on each stair.

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Early years foundation stage: exemplification materials

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To support teachers in making early years foundation stage profile (EYFSP) judgements.

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How to use the DFE EYFS exemplification materials

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How to use the DFE EYFS exemplification materials

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Overview of the revised EYFS Profile from DFE and Ofsted

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Overview of the revised EYFS Profile from DFE and Ofsted

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PSED planning on the moment example

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Video 5 Engagement 'Stunning Starters' video ideas

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Video 5 Engagement 'Stunning Starters' video ideas

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Birth To 5 Matters – Guidance by the sector, for the sector

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Autumn 2022 Inclusion-SEND Training Brochure (1)

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Links to MS Forms to share YR, Y2 and Y6 email addresses so that we can send you details of briefings and training

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Links to MS Forms to share YR, Y2 and Y6 email addresses so that we can send you details of briefings and training

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Contact details for YR Y2 and Y6 teachers

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The DfE has published exemplification materials to provide support for schools when completing the Early Years Foundation Stage Profile (EYFSP) assessment for children at the end of reception year. These are a collection of case study videos that demonstrate teachers and leaders having professional discussions about individual children's development and their EYFSP judgements. A vodcast for schools, multi-academy trusts and local authorities has also been published alongside the videos to explain the changes and what is different this year.
The videos are designed to help schools understand and use the new early learning goals (ELGs) and profile assessment under the 2021 EYFS framework. Schools do not need to replicate the discussions held in the videos. The videos include a combination of children who have met and not met the expected levels of development across the ELGs, with teachers discussing how they came to those judgements. The EYFSP handbook sets out the statutory requirements for the EYFSP assessment in the 2021/22 academic year.

DfE have deliberately taken a different approach to these exemplification materials to be clear that teachers, schools and settings should move away from excessive tracking and evidence collection and to avoid giving schools additional criteria to consider when completing the EYFSP, beyond what is set out in the new goals themselves. The exemplification materials demonstrate how, over the course of the reception year, practitioners build their knowledge and understanding of what children know, understand and can do. Practitioners show how they can draw on this knowledge and their own expert professional judgement to make an accurate summative assessment at the end of the year. This is sufficient to assess a child's individual level of development in relation to each of the ELGs. Teachers are not expected to record evidence for each of the ELGs or provide proof of the child's level of development for the purposes of completing the EYFSP. What matters most is providing information to parents/carers and Key Stage 1 teachers in order to support each child's development and next steps. Local authorities will also still collect the data to form the national dataset on early years children's outcomes.

DfE previously published a small suite of videos with direct messages from DfE, Ofsted and early adopter schools talking about their experiences in delivering the reforms and how they have changed their approach to the EYFS and assessment. These earlier videos are also part of efforts to ensure a shift in culture away from unnecessary assessment paperwork for teachers and are available here.

If you have specific queries about the EYFSP or the ELGs after exploring the new materials and the vodcast please send them to us at foundationyears@ncb.org.uk and we will share them with the DfE.

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The Foundation Years website is the best place to find information and support if you work in the early years and childcare delivering services for children and families. The broad range of information accessible on this site is developed by government, professionals and the voluntary and community sector and is continually updated with the latest news, information and resources.

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Physical development - Help for early years providers - GOV.UK

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Access resources, activity ideas and advice for supporting early years children with physical development.

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Early Years CPD Training and Consultancy Helen is an internationally renowned consultant, trainer, author and speaker in Physical activity/movement in Early and Primary Education with an MA in Early Childhood Physical Activity and Movement Studies. Her training style is energetic, passionate and highly motivational.

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EYFS – Physical development – Core strength and co-ordination

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Just Imagine Blog on Developing Fluency with Non-Fiction

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Just Imagine Blog on Developing Fluency with Non-Fiction

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Narrative - bridging the Gap

This all makes sense, especially when we consider the main purpose of informational texts is to introduce unfamiliar ideas. So how do we bridge this gap?

First and foremost, harness the power of reading aloud. There are many examples of narrative nonfiction books that provide a supportive bridge from the familiar genre of fiction to nonfiction.

Recently published, Swim, Shark, Swim is a poetic retelling of a shark's journey through the oceans. The author's note acknowledges that this is fictional, but the sharks and other marine life encountered are real. Ice Bear by Nicola Davies is another excellent example of narrative non-fiction, as is Meredith Hooper's The Pebble in my Pocket. Both of these feature in Just Imagine's Take One Book resource.

Take One Book

Take One Book is Just Imagine's resource for teaching reading using high-quality children's books. Starting with personal response, lesson sequences (made of flexible building blocks) integrate reading skills teaching using strategies that are engaging and purposeful. Fluency is woven into the learning experience so that children develop the skills they need in context with a wide range of texts of increasing complexity and challenge.

Exploring Emphasis

One way of drawing attention to prosodic elements is by exploring emphasis.

Young readers can struggle with which words or syllables to place emphasis on, and the following learning offers a supportive and engaging way of doing this.

You may be familiar with Planet Awesome by Stacy McAnulty and illustrated by David Litchfield. The friendly first-person narration style makes this nonfiction book accessible and fun to read. Reading this information text is an excellent way of building comprehension of abstract scientific concepts.

An example of practice

We begin this learning by telling the class that we are going to focus on reading with greater fluency and expression the display the following sentence from page 1:

My name is Earth.

Now show the sentence in four different ways:

My name is Earth.

My name is Earth.

My name is Earth.

My name is Earth.

Read each sentence, placing emphasis on the word in bold in each sentence. Repeat, inviting the children to join in. Ask pairs to reread the sentences considering:

How does changing the emphasis affect the meaning of the sentence?

Which version works best do you think?

Some work better than others, but there is more than one answer. The important thing is to get the children listening, thinking and explaining their thinking.

Repeat with this sentence from page 2:

You can call me Planet Awesome.

You can call me Planet Awesome.

You can call me Planet Awesome.

You can call me Planet Awesome.

You can call me Planet Awesome.

You can call me Planet Awesome.

Repeat the process. This time add a further question which moves the children into thinking about the author's intention:

Which sounds friendliest?

Do any of these make Earth seem a bit boastful?

Finally, ask:

How does my voice help us understand more about what I'm reading?

The learning can be applied through repeated reading of the pages studied in the session, which allows the children to master the material before moving on. Developing mastery over a text develops skills that transfer to the first reading of a new text. This particular short sequence was developed for Key Stage One children but can be adapted to different texts and age groups.

Planet Awesome is featured in Just Imagine's resource. You can freely download the teaching sequence for The Pebble in my Pocket for a limited time.

Forthcoming training

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Developing Reading Fluency with Nonfiction - Just Imagine

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This all makes sense, especially when we consider the main purpose of informational texts is to introduce unfamiliar ideas. So how do we bridge this gap? First and foremost, harness the power of reading aloud. There are many examples of narrative nonfiction books that provide a supportive bridge from the familiar genre of fiction to nonfiction.

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Books for Topics - Early Years Book Collections

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Books for Topics - Early Years Book Collections

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Books Trust - Non-Fiction Books for Younger Readers

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Books Trust - Non-Fiction Books for Younger Readers

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Non-fiction and fact books your child will love (younger children)

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There are loads of brilliant non-fiction books that can teach your child about the world, as well as being entertaining, funny and gorgeous to look at. Sometimes non-fiction is also a fantastic way to tempt a reluctant reader into sitting down with a book.

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Longlisted for the UKLA Book Awards 2021 | The newest addition to Yuval Zommer's bestselling series answers these questions and more as it introduces young children to all kinds of colourful, carnivorous, weird and wonderful flowering plants from around the world. Readers will enjoy learning about different edible flowers and why flowers are fragrant or colourful, not to mention grisly details about carnivorous and poisonous flowers.

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Yuval Zommer Books and Book Reviews | LoveReading4Kids

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Longlisted for the UKLA Book Awards 2021 | The newest addition to Yuval Zommer's bestselling series answers these questions and more as it introduces young children to all kinds of colourful, carnivorous, weird and wonderful flowering plants from around the world.

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Books by Nicola Davies (linked to natural world)

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Books by Nicola Davies (linked to natural world)

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Books By Nicola Davies | LoveReading4Kids

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Nicola Davies. Nicola Davies is an award-winning author whose many books for children include Ice Bear, Big Blue Whale and King of the Sky .

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Try our Bookfinder

Looking for funny books, science books, sporty books... or something else altogether? Use our Bookfinder to search thousands of children's books by age group and theme, then read our reviews to find out more.
Find your next book

New books we love

We review lots of new children's books every month, and here's where you can find the ones we liked best of all.

Storybooks and games

Read along together with our brilliant interactive storybooks and play counting, colouring and drawing games.

Bookstart

Find out all about Bookstart, our early years programme offering free books for every child at two key stages before school.

Back to top

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BookTrust's best books for 0-5s by age | BookTrust

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Looking for a brilliant book for your baby, or the perfect present for a 3-year-old? Look no further. We've created tailor-made lists of some of our favourite books for every age up to five years old.

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Ideas to support families, play ideas for using at home

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Ideas to support families, play ideas for using at home

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Find out what home learning is, and how parents can improve their child's learning between the ages of 0-5s. Ideas for fun activities that you can do together at home.

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Non-statutory curriculum guidance for the early years foundation stage.

Applies to England

Documents

Details

Development Matters offers a top-level view of how children develop and learn for all early years practitioners, including:

childminders

staff in nurseries

nursery schools

school nursery and reception classes in school

The guidance can help meet the requirements of the early years foundation stage (EYFS) statutory framework.

Thank you for your feedback

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Non-statutory curriculum guidance for the early years foundation stage.

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Anna and the Tent Village Making Accurate Assessments

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Anna and the Tent Village Making Accurate Assessments

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Observation Making Accurate Assessments Anna and the Tent Village