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Characteristics of Effective Learning in Reception
Reception (4-5 Years)
A practical professional guide to recognising, planning for and assessing how Reception children learn through play, teaching and application.
Purpose of This Document
This document explains how we interpret and implement the Characteristics of Effective Learning (CoEL) in Reception.
It supports practitioners to:
recognise CoEL in both adult-led teaching and continuous provision
plan for CoEL deliberately (rather than hoping they “happen”)
use CoEL as part of a Reception approach that balances systematic teaching with playful application
strengthen observation and assessment without creating unnecessary workload
The EYFS requires practitioners to consider how children learn, as well as what they learn, including the three Characteristics of Effective Learning.
Why CoEL Matter in Reception
Reception is a distinct phase: children are older, more independent, and ready for greater curriculum structure. The EYFS is explicit that as children move into Reception, there should be greater focus on teaching essential knowledge and skills, while still learning through play and adult-guided learning.
CoEL matter because they help practitioners ensure that:
learning is deep, transferable and sustained
children are not simply “doing activities” but developing learning behaviours
teaching leads to application (in provision and across contexts)
observation focuses on meaningful evidence of learning, not volume of paperwork
Ofsted’s inspection guidance is explicit that teaching in early years includes planned and child-initiated play, adult interaction, modelling, routines and environment design, and that it should take account of children’s dispositions to learn (CoEL).
Our Reception View: CoEL Are Not an Add-On
In our Reception pedagogy:
adult-led teaching builds knowledge and skills (phonics, maths, writing, talk)
continuous provision provides the context to apply that learning
CoEL describe how well children engage with that learning, not a separate “subject”
CoEL are most visible when:
children use taught knowledge independently
adults model and guide thinking (without taking over)
children persevere, revisit, refine and explain their ideas
The Three Characteristics in Reception
The EYFS defines the three CoEL as:
Playing and exploring – children investigate and experience things, and “have a go”
Active learning – children concentrate, keep trying, and enjoy achievements
Creating and thinking critically – children develop ideas, make links, and develop strategies
Below is what these look like specifically in Reception.
1) Playing and Exploring in Reception
What it looks like (Reception indicators)
Children:
explore resources with purpose and curiosity
ask questions and seek information (“How do I…?”, “What happens if…?”)
make choices and initiate play that links to lived experience or taught content
“have a go” at writing, reading, counting, building, drawing, explaining
move between areas with increasing independence and intention
What adults do in Reception
Adults deliberately:
create provision that invites exploration with clear learning potential
model how to use resources (especially early in the year)
teach children how to access equipment and tidy/restore areas so exploration can continue
notice “teachable moments” and guide learning through interaction rather than worksheets
Examples (application of taught learning)
Phonics: child chooses to write labels/signs in role play using taught graphemes
Maths: child uses a number line / ten frame to solve a problem they created in play
Understanding the World: child investigates magnets/water/soil and records findings in drawings or marks
Communication & Language: child retells a story using props and adapts it creatively
Observation prompts (for assessment without workload)
Look for evidence of:
curiosity and risk-taking
purposeful choice-making
willingness to attempt challenging tasks (especially writing/reading/maths)
independence in accessing resources
2) Active Learning in Reception
What it looks like (Reception indicators)
Children:
sustain attention for longer periods (with support where needed)
practise and revisit learning through play (not just once)
show pride in improving work (better model, clearer writing, more accurate counting)
respond to feedback and try again
persevere even when learning is effortful (e.g., blending, forming letters, solving problems)
What adults do in Reception
Adults deliberately:
teach in small steps and build in repetition
keep core teaching routines predictable (helping children concentrate and remember)
praise effort, strategies and improvement, not just completion
help children recognise progress (“Yesterday you needed help… today you did it yourself”)
ensure provision includes opportunities to practise taught content frequently
Ofsted’s inspection guidance emphasises high-quality teaching and interaction that helps children practise key knowledge and transfer it into long-term memory.
Examples (application over time)
child returns to the writing area across the week to improve a message/sign
child repeats a maths game, becomes faster/more accurate, explains strategy
child sustains a collaborative build over several sessions and adapts when it collapses
Observation prompts
Look for evidence of:
concentration and persistence
return to tasks across days/weeks
resilience and recovery from mistakes
increasing independence in practising taught skills
3) Creating and Thinking Critically in Reception
What it looks like (Reception indicators)
Children:
plan and explain ideas (“First we need… because…”)
make links between new learning and prior knowledge
adapt strategies (“That didn’t work — I’ll try…”)
solve problems collaboratively and talk through reasoning
represent thinking through talk, drawings, models, maps, marks, captions
What adults do in Reception
Adults deliberately:
model thinking aloud (“I wonder…”, “Let’s test…”, “What else could we try?”)
ask questions that promote reasoning, not just recall
support children to use taught vocabulary in explanations
teach children how to check, refine, and improve work (especially in maths and writing)
Examples (reasoning and strategy)
Maths: child explains why two amounts are equal using a model
Literacy: child changes story ending and justifies the choice
Construction: child evaluates why a bridge won’t hold weight and redesigns it
Provision: child invents a role-play scenario, sets rules, negotiates roles, solves disputes
Observation prompts
Look for evidence of:
planning and evaluation
linking ideas across contexts
strategy use and problem-solving
reasoning language (“because”, “if…then”, “I noticed”, “I predict”)
Inclusion: Ensuring Every Child Can Demonstrate CoEL
CoEL are not about personality (e.g., “quiet children don’t show CoEL”). They are about whether children:
can access experiences
are supported to engage, persist and think
can communicate learning in ways that work for them
In Reception, some children will need:
adjustments to the environment (reduced choices, clearer organisation, visual cues)
adult proximity and coaching to sustain engagement
alternative ways to show thinking (talk, photos, models, gestures, symbols)
predictable routines and repeated modelling
This aligns with the EYFS commitment to inclusion and supporting all children, including those with SEND.
How CoEL Fit With Observation, Planning and EYFSP
In our approach:
CoEL are observed in the flow of learning (teaching and provision)
evidence is gathered through normal practice (talk, work samples, photos where useful)
CoEL strengthen assessment because they show whether learning is secure and usable, not just attempted
CoEL support EYFSP judgements by adding depth to “best fit” understanding:
not just what a child can do
but whether they can do it independently, consistently, and in different contexts
Leadership Summary: What Strong CoEL Implementation Looks Like
In a strong Reception classroom:
systematic teaching is clear
provision is designed for application
adults interact deliberately during play
children practise core learning frequently
CoEL are visible in talk, problem-solving, persistence, and independent use of taught knowledge
This reflects both EYFS expectations for mixed approaches (play + adult-guided learning) and inspection expectations for ambitious curriculum and effective teaching across the day.
Document Updated: January 2026
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(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.
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👉 This section is essential for alignment.
Reception Curriculum Overview & Rationale [Free Orienting Sample]
Reception Pedagogy Position Statement [Free Orienting Sample]
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👉 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
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👉 Stable, purposeful provision.
Universal Continuous Provision Pack (Areas listed below)
Construction
Creative
Investigation / Discovery
Maths
Reading
Role Play / Small World
Malleable / Sensory
Writing
Outdoor Continuous Provision (Reception)
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👉 Light-touch, application-focused.
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👉 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)
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👉 Precision language for application.
Theme-Based High-Impact Question & Vocabulary Banks
Leadership Rationale: Why Questions Differ by Age
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👉 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
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👉 Leadership assurance.
Reception Leadership & Inspection Readiness Pack
Curriculum Intent & Implementation Guidance
Ofsted Conversation Prompts
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👉 Clear communication beyond the classroom.
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.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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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
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↪ 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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