About Our Reception Curriculum Phase Framework | 4-5 Years

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(This pathway component is currently available to read on the page below and will be available for download by: March 31st 2026)

About Our Reception Curriculum Phase Framework

A professional guidance document explaining the rationale and structure behind our phase-based approach to Reception curriculum design.

Purpose of This Document

This document explains the rationale, structure and pedagogical intent behind our Reception Curriculum Phase Framework.

It is designed to help practitioners and leaders understand:

• why the Reception curriculum is organised into phases

• how the phases reflect how children develop and learn across the year

• how this approach supports both EYFS principles and statutory expectations

• how the framework differs from Preschool and Year 1 models

This document should be read alongside:

• Reception Curriculum Overview & Rationale

• Reception Pedagogy Position Statement

• Reception Curriculum Phase Framework

• How To Use the Reception Curriculum Phase Pack

Why a Phase-Based Framework in Reception?

Reception is a unique year:

• the final year of the EYFS

• a statutory assessment year

• a bridge between early childhood and formal schooling

Children’s development in Reception does not progress neatly by:

• topics

• half terms

• isolated subject blocks

Instead, progress is best supported through overlapping phases of development, where:

• independence increases gradually

• application deepens over time

• expectations are raised responsively, not abruptly

A phase-based framework:

• reflects how children actually learn

• supports depth rather than pace

• avoids artificial “termly jumps” in expectations

How This Differs from Preschool

In Preschool:

• curriculum focus is broader and more exploratory

• progression is more flexible and experience-led

• adult-led teaching is lighter and shorter

In Reception:

• curriculum intent is clearer and more explicit

• phonics, maths and writing are taught systematically

• children are expected to apply learning independently

• assessment expectations increase

The Phase Framework allows for:

• increased rigour without abandoning EYFS pedagogy

• purposeful repetition and consolidation

• a gradual shift in responsibility from adult to child

How This Differs from Year 1

Reception is not Year 1.

This framework explicitly avoids:

• subject-heavy timetables

• reduced play opportunities

• premature formalisation

• expectation of sustained written outcomes

Instead:

• play remains central for application

• adult-led teaching remains short and focused

• provision continues to be carefully planned and resourced

• physical, social and emotional development remain priorities

The final phase supports transition without rushing children.

Overview of the Reception Curriculum Phases

The Reception year is organised into four overlapping phases:

Phase 1: Settling & Foundations

Focus:

• emotional security and belonging

• routines and expectations

• baseline observation and understanding children

• foundational skills in communication, PSED and physical development

Teaching is:

• highly supportive

• routine-based

• focused on modelling and relationships

Phase 2: Exploration & Early Application

Focus:

• introducing and embedding core teaching routines

• early phonics, maths and writing application

• exploration of provision with increasing independence

Teaching is:

• systematic but flexible

• closely linked to provision

• supported by adult-guided learning

Phase 3: Independence & Depth

Focus:

• independent application of taught skills

• deeper engagement and sustained learning

• increasing reasoning, problem-solving and explanation

Teaching is:

• responsive

• focused on consolidation and depth

• supported by targeted intervention where needed

Phase 4: Consolidation & Transition

Focus:

• securing core learning

• applying skills across contexts

• building confidence and learning stamina

• preparing for Year 1 expectations

Teaching:

• maintains EYFS principles

• supports gradual transition

• avoids sudden changes in pedagogy

How the Phases Work in Practice

The phases:

• are not fixed dates or rigid blocks

• overlap and flex based on cohort needs

• support professional judgement

Children:

• may move through phases at different rates

• may show characteristics of multiple phases at once

Planning:

• is informed by observation

• responds to learning needs

• avoids “coverage-driven” approaches

Relationship to Assessment and EYFSP

The Phase Framework:

• supports ongoing formative assessment

• helps practitioners recognise progress over time

• aligns with best-fit EYFSP judgement

It does not:

• map phases directly to ELGs

• treat ELGs as termly targets

• reduce learning to checklists

Assessment remains:

• holistic

• observation-led

• grounded in everyday learning

Leadership and Inspection Readiness

This framework supports leaders to:

• articulate clear curriculum intent

• explain progression across the year

• demonstrate ambitious but appropriate expectations

• justify play-based and adult-guided learning

It aligns with Ofsted expectations that:

• curriculum is coherently planned and sequenced

• teaching builds knowledge and skills over time

• early years pedagogy is understood and defended

Summary

Our Reception Curriculum Phase Framework:

• reflects how children develop and learn

• balances play with purposeful teaching

• supports depth, independence and confidence

• protects EYFS principles

• prepares children for Year 1 without rushing

It provides a clear, flexible structure that supports high-quality Reception practice across the year.

Document Updated: January 2026

Download Document Here:

(This pathway component is currently available to read on the page above and will be available for download by: March 31st 2026)

Recommended next read Selection

Professional Membership Contents (Reception 4-5 Years)

Below you will find listed the component documents of our ‘Reception Curriculum & Pedagogy Suite’. They are separated into Strands 1-10. You do not need to use everything all at once.

• 1. Welcome to Reception (Start Here)

  👉 This section is essential for alignment.

  • Reception Curriculum Overview & Rationale [Free Orienting Sample]

  • Reception Pedagogy Position Statement [Free Orienting Sample]

  • About Our Reception Curriculum Phase Framework

  • How To Use The Reception Pathway

  • Why Themes Are Optional in Reception

• 2. Reception Curriculum & Progression

  👉 Curriculum clarity and sequencing.

  • Reception Curriculum Progression Maps (all areas of learning)

    • Guide to Learning Progression: How to Use the Reception Curriculum Progression Maps

    • Progression Maps for:

      • Communication and Language

      • Personal, Social and Emotional Development

      • Physical Development

      • Literacy

      • Mathematics

      • Understanding the World

      • Expressive Arts and Design

  • Reception Curriculum Phase Framework

    • How To Use The Reception Curriculum Phase Pack

    • Phase 1: Settling & Foundations

    • Phase 2: Exploration & Early Application

    • Phase 3: Independence & Depth

    • Phase 4: Consolidation & Transition

• 3. Observation, Assessment & Planning (OAP)

  👉 OAP as the organising principle.

  • Reception OAP Cycle Guidance

  • Reception Collaborative Planning & Reflective Sheet Pack

  • Self-Regulation & Learning Behaviours in Reception

  • Reception Baseline Assessment (RBA)

  • Characteristics of Effective Learning in Reception

• 4. Continuous Provision in Reception

  👉 Stable, purposeful provision.

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

  • Reception Labelling Pack | 4-5 Years

• 5. Enhanced Provision & Contexts

  👉 Light-touch, application-focused.

  • Reception Enhanced Provision Planning Toolkit

  • Reception Optional Themed Enhancements - Idea Banks

• 6. Adult-Led Teaching in Reception

  👉 Systematic teaching without Year 1 drift.

  Phonics (Scheme-Compatible)

  • Phonics in Reception: Teaching, Application & Inclusion

    • Pedagogy

    • Adult-Led Sessions

    • Phonics in Provision

    • Supporting Children Not Keeping Up

    • Phonics & EYFSP

    • Scheme Compatibility Statement

  Maths

  • Reception Maths Teaching Framework

    • Term by Tem Maths Concept Emphasis Map

    • Maths Adult-Led Mini Session Banks (9 Banks)

    • Maths Across the Curriculum & Provision

    • Maths & EYFSP Guidance

  Writing

  • Reception Early Writing Purpose Pack

    • Writing Adult-Led Mini Session Bank (12 Sessions)

  • Fine Motor & Physical Development

    • Guidance Surrounding Foundations for Writing in Reception (4–5 Years)

• 7. Language & Interaction in Reception

  👉 Precision language for application.

  • Adult-Guided Learning in Provision

  • Theme-Based High-Impact Question & Vocabulary Banks

    • Leadership Rationale: Why Questions Differ by Age

  • Five Sentence Stems For Reception Practitioners

• 8. EYFSP, SEND & Inclusion

  👉 Statutory confidence with inclusive practice.

  • EYFSP Interpretation & Assessment Toolkit

    • ELG Unpacking

    • Best-Fit Exemplification

    • Moderation Guidance

  • Reception SEND & Inclusion Toolkit

    • The graduated response (Universal → Targeted → Specialist)

    • Adaptations across phonics, maths & writing

    • Visual Communication Pack

    • Language-first strategies for inclusion

    • Observation, assessment and SEND

    • Collaborative working with families and specialists

    • Referral Preparation — for EHCP pathway

    • Reception APDR Template

    • Leadership and inspection readiness

• 9. Leadership & Inspection Readiness

  👉 Leadership assurance.

  • Reception Leadership & Inspection Readiness Pack

    • Curriculum Intent & Implementation Guidance

    • Ofsted Conversation Prompts

• 10. Parent Partnership & Transition

  👉 Clear communication beyond the classroom.

  • Reception Parent Partnership Pack

  • Reception Transition to Year 1 Pack

Additional Whole-Setting Guidance | for Professional Members

Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • EYFS Group Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Policy Sign-Off and Confirmation Document

    ↪ EYFS Setting Policy Folder Contents List

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

• EYFS Glossary

  EYFS Glossary

  ↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.

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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.

Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.

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