What Does Teaching and Learning look Like in EYFS

“Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term that covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations.”

Ofsted September 2015

That said, you might see our staff working alongside your child in this was…

Our role/Interaction When might we do this?
I commented Extending language/thinking out oud
I modelled

I demonstrated

Using a new resource, technique or language e.g. language to describe thinking to support children to think about their learning.

Applying knowledge e.g. knowledge of counting or letter sounds.

I asked

I wondered

Posing a problem to encourage deeper thinking or involvement.

t could be part of modelling thinking out loud as you and a child explore a problem together.

I helped Helping a child to do something so they can see an idea through and continue to engage in an activity.
I explained Providing information linked to child’s activity/interest that increases their knowledge/understanding
I encouraged Supporting children to negotiate conflicts, agree rules or find a way to take turns. Offering emotional support so that a child feels ok to have a go at something new.
I introduced

I suggested

Perhaps giving new information to extend an activity e.g. suggesting that there is a fire in the woods when children are playing firefighters.
I provided Perhaps providing additional resources or suggesting he right resources for the task the child is trying to complete. It could be getting a book or laptop to find out information a child is looking for e.g. videos of cows being milked.


The children set the agenda and the adults are there to show interest and engage with the children. As they interact, the adults will look for ‘teachable moments’ – moments in which they can move the learning forward. They might model vocabulary or a skill, provide a resource, give encouragement, help with a small part of a process, comment, explain or ponder.

When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active. High level involvement occurs most often when children are able to pursue their own interests in an enabling environment.

In the moment planning helps to make this possible because young children are experiencing and learning in the here and now, not storing up their questions until tomorrow or next week. It is in that moment of curiosity, puzzlement, effort or interest – the ‘teachable moment’ – that the skilful adult makes a difference. By using this cycle on a moment by moment basis, the adult will always be alert to individual children (observation) always thinking about what it tells us about the child’s thinking (assessment) and always ready to respond by using appropriate strategies at the right moment to support children’s well-being and learning (planning for the next moment).”


Mrs. Quinn


Welcome to Early Years at Abbots Langley Primary


Here is the welcome presentation given to reception parents on July 7th.

Welcome to Reception Parents Talk

The early years foundation stage (EYFS) is the curriculum that the Government sets for all early years providers (0-5 years) to make sure that ‘all children learn and develop well and are kept healthy and safe’. (Department for Education) There are 17 early learning goals to be aimed for by the end of the Reception year in school

The Framework is divided into 3 sections;

1.  Characteristics of Learning
2.  3 prime areas of learning
3.  4 specific areas of learning

Characteristics of learning

Playing and exploring, which is about finding out and exploring, playing with what they know and being willing to ‘have a go’.

Active Learning, which is about being involved and concentrating, persevering and enjoying achieving, what they set out to do.

Creating and thinking critically, which is about having their own ideas, making links and choosing ways to do things.

Prime areas

Personal, Social and Emotional Development 
which is about making making relationships and getting along with other children and adults, having confidence and self-awareness, and being able to manage their feelings and behaviour.

Communication and Language,
which is about developing good listening and attention skills, to have good understanding and also speak and express themselves clearly.

Physical Development,
which is about large and small movements in a variety of ways, having good control and co-ordination, handling different tools and equipment well. It also covers health and self-care, looking at ways to keep healthy and safe.

Specific Areas

which is about stories, rhymes, books and reading, and also mark making/writing.

which looks at numbers, counting, shape, space and measure.

Understanding the World,
which is about people and communities and helps children understand about the world they live in, including ICT.

Expressive Arts and Design,
which develops different forms of expression, exploring music, dance and song, encouraging children to be creative in all respects. It also focuses on media and materials and imaginative/pretend play.

The staff plan to deliver a broad and balanced curriculum that touches on all aspects across the year, based on the observations of children’s play and what their interests are. This appears in the weekly enhancements to the continuous provision (resources readily available every day) as well as in the adult-led group-time work.

Children are observed closely and their achievements are celebrated in their Learning Journal and planning documents. This information is then used to tailor the curriculum to meet the interests and enthusiasms of each child using methods of delivery that are appropriate to their needs.

Teaching styles

At Abbots Langley School we have four full time Early Years Educators dedicated to working with  the children. All have a wealth of experience and have supported children with a wide range of needs.


In addition, all school staff receive specialist support and training when there is a need eg strategies to use when supporting a child with a hearing impairment or visual impairment. As a team we continually support each other and share expertise to ensure our teaching styles can be adapted appropriately so that all children reach their full potential.

Children with SEND are supported in a variety of ways – through one to one support, group activities or whole key worker tasks. The key worker for each SEND child will decide how everyday activities and experiences within the curriculum can be adjusted to ensure their child is fully involved at the appropriate level.



Mrs. Quinn

Early Years Leader.