Pre-Nursery/Nursery Curriculum

Golders Hill School

Nursery Ethos and Curriculum






The first years in Nursery are based on children learning through play. The importance of play is often under estimated. Young children respond with more interest when presented with fun and exciting activities that capture their imagination as well as teaching them important skills. These children are then more emotionally more mature and ready to face the next steps in their lives. Throughout the year, we plan according to all the children’s individual needs and abilities, ensuring that we cover the EYFS, which sets the standards for learning and the care of young children. The Nursery is run by a team of experienced and caring staff who over the years have formed many friendships with a lot of returning parents and their children. Each morning the children and their parents/carers are welcomed by all staff into the classroom. Parents are encouraged to play an active part in their child’s time in nursery whether it’s helping us celebrate festivals or being part of FROGHS. (Friends of Golders Hill Sch.)

Below is a map of our curriculum although we have written this out by term a lot of the activities we do, cover more than one area of the EYFS at a time.


During each term we also follow religious festivals and celebrations and topics chosen by the children or from observations. Such as:- ourselves, Colours, Numbers, Shapes, Autumn, Jewish New Year, Diwali, Christmas, Winter, Spring and Summer.












“Play is the highest form of research.” - Albert Einstein


 Pre-Nursery & Nursery.




Autumn Term

Spring Term

Summer Term

Personal, Social &

Emotional Development.


















Separates from main carer with support.

Wary of unfamiliar people.

Plays alongside others.

Uses a familiar adult as a secure base from which to explore from.

Interested in others play and starting to join in.

Can play in a group extending and elaborating play ideas/Initiates play.

Learns that own voice and actions have effects on others.

Explores new toys and environments, but regularly ‘checks ’in with familiar adult.

Expresses own preferences and interests.

Can select and choose own resources.

Able to soothe themselves with a comforter

Beginning to understand ‘yes and ’no’ boundaries.

Can express own feelings. Sad/happy etc

Beginning to share and take turns

Interacts with others & explores new situations.

Plays cooperatively with a familiar adult

Seeks out to share experiences

Shows affection and concern for people who are special to them.

Keeps play going by responding to what others are saying and doing.

Uses pointing with eye gaze to make requests and to share an interest

Demonstrates sense of self.

Enjoys responsibility of carrying out small tasks

Is more out going towards unfamiliar people and situations.

Growing sense of will and determination -may have tantrums.

Responds to a few appropriate boundaries

Responds to the feelings of others.



Shows interest in the activities of others and responds differently to adults and children

May form special friendship with another child.

Demonstrates friendly behaviour, initiating conversations and forming good relationships.

Engages another person to help achieve a goal.

Confident to talk to other children when playing and will happily talk about home-life. Is confident to ask for adults help

Begins to understand that some things are theirs and some are shared and some belong to others.

Can inhibit own actions/behaviours.

Can tolerate delay when needs are not immediately met

Can change and adapt behaviour to different circumstances.

Aware of own feelings and that some actions can hurt.

Cooperates with dressing


Communication and language





Communication and language skills are continually developed throughout the Foundation stage, in both a formal and non-formal context. Children are constantly given the opportunity to speak and to be listened to, to develop their confidence in expressing themselves.

Listening and Attention.

All children are introduced to rhythmic patterns in a range of situations.  They listen to stories and songs and begin to anticipate the next lines, with words and actions  They are encouraged to listen and talk to others, engaging in simple conversations, responding appropriately while engaged in another activity


All children are given the opportunity to follow  instructions, using language and basic signing depending on age and ability .They are encouraged to ask questions, ‘how’ and ‘why’ and talk about  their own experiences


The children are encouraged to express their wishes and needs verbally. Teachers will use single words or simple sentences to encourage children to speak. Children are encouraged to listen to others before responding back. They develop their own narratives and explanations by connecting ideas and events.


Mark making and encouraging the correct pencil grip.

Begin to listen and respond to stories and nursery rhymes



Physical Development

Autumn Term

Spring Term

Summer Term

Moving and handling.









Health and safe-care

Picks up small objects between thumb

And finger.

Walks upstairs with adult help.

Runs safely on whole foot and able to squat to reach toys.

Beginning to use three fingers to hold writing tools.




Can actively co-operate with nappy changing.

Develops own likes and dislikes in food.

Beginning to recognise danger and seeks help of adult to help.



Holds pen/crayon between in palmer grasp

Beginning to balance bricks to make small tower.

Climbs confidently and is beginning to pull themselves up onto nursery gym equipment.

Can kick a ball.

Imitates drawing simple shapes such as circles and lines.

Moves freely with pleasure in a variety of ways, is able to skilfully negotiate spaces when running



Holds cup with both hands and drinks without spilling.

Clearly communicates wet/soiled nappy and is beginning to show awareness of bladder and bowel urges.

Helps with clothing by un-zipping jacket etc

Enjoys sensory mark making in damp sand or paint.

Makes connections between movement and the marks they make.

Able to turn pages in a book.

Shows control when holding and using jugs to pour, hammers and mark marking tools.

Able to walk upstairs and downstairs holding onto the rail using two feet to a step.




Shows an awareness of what a potty/toilet is used for.

Shows a desire to help with dressing/undressing and hygiene routines.

Beginning to be independent in self-care but still needs support.

Can tell adults when hungry or tired.

Gains more bladder/bowel control.



Autumn Term

Spring Term

Summer Term


Interested in books and rhymes & may have favourites.

Enjoys rhyming and rhythmic activities

Repeats words and phrases from familiar stories.

Listens to and joins in with stories on one-to-one or in small groups.

Fills in missing words or phrases from familiar songs/stories & rhymes.

Sometimes give meanings to marks they draw or paint.



Develops an awareness of number names through songs and rhymes.

Recites some number names in sequence

Attempts, sometimes successfully to fit shapes into puzzles.

Uses blocks to create own simple structures.

Anticipates some time based events such as snack and home time.

Knows that things exist even when out of sight

Creates and experiments with symbols and marks representing ideas of number.

Uses some language of quantities such as more or less.

Enjoys filling and emptying containers.

Associates a sequence of actions with a daily routine

Selects a small number of objects from a group when asked.

Knows that a group of things change in quantity when something is added or taken away.

Notices simple patterns and shapes in pictures

Begins to use the language of size.

Understands some talk about past and future.

Understanding the world

Enjoys pictures and stories about themselves.

Explores objects by linking together different approaches, shaking, hitting, looking etc.

Remembers where objects belong

Enjoys playing with small world models such as a farm, garage, train set

Show an interest in toys with buttons and flaps with simple mechanism.

Has a sense of own and immediate family and relations.

Beginning to have own friends

Able to match objects that fit together

Seeks to acquire basic ICT skills


Imitates everyday actions and events fro own family and cultural background.

Learns that they have similarities and differences that connect them to and distinguish them from others.

Operates mechanical and windup toys.

Knows how to operate simple equipment, i.e. CD players and remote controls




Autumn Term

Spring Term

Summer Term

Expressive arts 

and design

Explores and experiments with a wide range of media

through sensory exploration

Begins to move to music, listen and join in songs with actions.

Joins in with favourite songs

Creates sounds by banging, shaking, tapping or blowing

Beginning to make believe by pretending


Notices and is interested in the effects of making movements that leave marks.

Shows an interest in the way musical instruments sound

Experiments with block and colour

Beginning to use representation to communicate a line by saying ‘that’s me


If you require further information regarding the curriculum we teach, please speak with Mrs Eglash or your Key Person.