At Surbiton Hill Nursery School, we know that each child is unique with different experiences and interests. We have developed a spiral curriculum to reflect this. All children are able to access our curriculum and are suitably challenged to develop their skills and knowledge. Learning is revisited and consolidated throughout the year.
“Stories play a key role in the curriculum. Core texts have been identified. These are read
and re-read, so that children can practise familiar language, rhyme and repetition through
their play. This helps to prepare them for learning to read when they transition to the
Reception Year. Vocabulary and developing children’s language is also a key priority” ofsted report june 2025
50 things you will do whilst at Surbiton Hill
We have used the following documents to design our broad and balanced curriculum following children’s interests and ensuring every child will make progress from their starting points
Our curriculum has 8 goals and is linked to the areas of learning in the EYFS Statutory Guidance
Click on each number to access our spiral curriculum for each goal.
Termly Overview for 3-4 year old children in The nest and The Burrow
Spring 2025
To enable the children to access the curriculum, all staff are knowledgeable educators who have a secure understanding of child development as well as knowing the children well. This supports them in providing an enabling environment. Many years of research have shown that children learn best through play.
Our staff work hard to provide a stimulating workshop style environment which sparks curiosity and interest for the children.
We know that interactions with children are key to the development of communication and language skills, so our staff skillfully interact with children to move them forward in their learning.
“The staff have ensured that all areas of learning are interwoven,
meeting the varied needs and interests of all children” Ofsted report Jan 2020
What to expect in the Early Years Foundation Stage: a guide for parents
The provision within the Nursery
The Nest and the Burrow – 3 and 4 year old Nursery classes – 15 hours, 30 hours and wrap around care
The Hive (Bees Class) – 2 and 3 year old provision – 15 hours funded and self funded
The Green – Specialist Resource Provision – Nursery – 3 and 4 year old – allocated through the local authority
Emerald – Specialist Resource Provision – Reception – 4 and 5 year old – allocated through the local authority
In the moment Planning & Child led learning approaches
Young children have a natural desire to learn, explore and be curious about the world. Their play often mimics their real life experiences and through their play is the opportunity to practice new skills and develop their interests.
The adults role within ‘In the Moment Planning’:
- is all about seeing the child doing something & then enhancing the child’s play to move the child’s learning on straight away.
- is reacting to the children’s needs “now & in the moment” rather than observe a child , evaluate & then plan an activity a few days down the line when the child might have moved on or forgotten something
- is to observe children in a variety of situations where they have chosen to engage. Assess what the child’s play and interactions mean and then sensitively identifying potential gaps in a children’s knowledge and the potential openings for further learning in that moment.
- relies upon high quality interactions between adult and child.
A Seasonal approach to learning
We are influenced by many different theorists including :
Freidrich Froebel’s principles
we are also gaining the accreditation for the Natural Thinkers programme this year (2024/25)
Engaging with nature and learning outdoors is embedded in our practice. We have a long standing commitment to providing children with access to outdoor learning, whatever the weather! Children have the opportunity to play outside for long, uninterrupted periods each day, developing the ability to manage their own risks, work together and challenge themselves.
As a school, we took part in an ERASMUS project, sharing early childhood practice with colleagues in Sweden, Norway and Spain. Our current curriculum reflects our experiences, building relationships with the children and families, focusing on the prime areas of learning, and using the outdoors to build on the indoor curriculum.
core books, songs and rhymes
We use core stories stories to teach the children about reading. These stories reflect the seasons and the times of year. They also help develop Oracy skills which in turn leads to children becoming writers and storytellers. We have chosen books/songs that link to our community, the seasons and that promote rhyming and pattern.
2-3 year old class Core texts
3-4 year old class core texts
Green class core texts
Emerald class core texts
How we Plan, Record and Report for individual children
Our assessments are:
Effective – all children are supported in reaching their significant milestones
Meaningful – Relates to the children’s interests and is an insight to children’s thinking, needs and feelings. Our curriculum and environment will be based upon these assessments
Principled – observing to understand our children and to recognise them as individuals
Various methods are used to record observations: written notes, assessments, photos and samples of work. We keep floor books for each key group. We integrate observations from parents, other professionals and children’s own comments into our records. We use Tapestry to share our observations with parents/carers as well as receiving updates from parents/carers to share their achievements and wow moments from home.
Each half term, the class teacher will meet with every Key Person to share their knowledge and understanding of each child and plan accordingly. Our planning also reflects our seasonal approach and links to Natural Thinkers programme.
We are guided by Birth to Five matters and our Spiral curriculum to assess each individual child. We also use Skills ladders and SCERTS for children with Special educational needs.
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