Ofsted considers the curriculum as a progression model. By progress, we mean that children know more, remember more and can do more of what was intended in the curriculum, which are the EYFS learning and development requirements. In early years, progress might mean: for example, knowing the sounds of farm animals, knowing that an oven gets hot, knowing the meaning of countless words and knowing what facial expressions suggest ‘know how’ – for example, knowing how to hold a pair of scissors, knowing how to catch a ball, knowing that we should take turns and how to do so, knowing how to dress and undress a doll and knowing how to hold and turn the pages of a book knowing behaviours and habits for the future – for example, knowing to look at the teacher, knowing to listen when others speak and knowing that we sit and listen to stories Inspectors will want to see that the curriculum on offer sequences the knowledge that children need. They will look at what staff teach children, and whether children know and remember that curriculum. I have created a large document, looking at all 17 aspects of the Early Years Curriculum. This breaks the knowledge and skills down into terms, starting from Nursery Autumn 1. It also details vocabulary for each year group and consideration of Key stage one readiness for each aspect.

“Childcare workers who care for children and young people need to be aware of any dangers in the work environment, in order to minimise or prevent accidents and injuries, so risk assessments must be undertaken both indoors and outdoors throughout the day.” This risk assessment covers: Hazard / Risk Who might be harmed and how? What are you already doing? What further action is necessary? Are these actions in place?