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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)
Ofsted Questions We’re Ready For
Toddlers (18–36 Months)
A practitioner-facing articulation tool for confident, inspection-ready toddler practice.
Purpose of This Document
This page supports leaders and practitioners in confidently articulating toddler practice during inspection.
It provides clear, consistent responses to common Ofsted-style questions, grounded in:
the EYFS statutory framework
Development Matters
current best practice in early childhood education
our Toddler Pedagogy Position Statement
The answers reflect how our curriculum actually works in practice.
“What is your curriculum intent for toddlers?”
Our intent for toddlers aged 18–36 months is to provide a secure, relationship-led environment where children can explore, communicate and regulate their emotions through play.
Our intent is held by adults and is demonstrated through:
carefully designed continuous provision
responsive adult interaction
strong focus on language and emotional security
We do not set outcomes for toddlers. Instead, we support developmental foundations that prepare children for Preschool in a developmentally appropriate way.
“How does your curriculum support progress?”
Progress for toddlers is understood through changes in:
engagement
confidence and independence
communication (verbal and non-verbal)
emotional regulation
complexity of play
Adults understand developmental progression, but children are not expected to demonstrate it in fixed timeframes. Progress is seen over time through observation and reflection.
“How do you plan learning for toddlers?”
Planning is observation-led and responsive.
We use:
continuous provision as the core of learning
in-the-moment responses to children’s play
flexible project contexts to support shared language and experiences
Planning supports adult decision-making; it does not prescribe what children must do.
“Why don’t you have structured group teaching?”
Toddlers learn best through play, movement, repetition and secure relationships.
Adult-led experiences such as songs or stories are:
brief
optional
responsive to children’s interest
There is no expectation of formal group teaching at this developmental stage.
“How do you ensure coverage of the EYFS?”
EYFS coverage is ensured through:
rich continuous provision across all areas of learning
adult understanding of developmental pathways
thoughtful environment design
Coverage is not demonstrated through activities but through what the environment and adults make possible every day.
“How do you support children with SEND?”
We assume competence in every child.
Our approach:
adapts environments before expecting children to adapt
prioritises communication and regulation
embeds support into everyday practice
works closely with families
Early support is relational and preventative, not diagnosis-led.
“How do you manage behaviour in the toddler room?”
We view behaviour as communication.
Adults:
support emotional regulation through co-regulation
use calm, consistent language
provide predictable routines
adapt provision to meet sensory and schematic needs
We do not use punitive or reward-based behaviour systems with toddlers.
“How do you develop language?”
Language is developed through:
shared attention
narration of play and routines
repetition of key vocabulary
songs, rhymes and stories
secure relationships
We value all forms of communication and do not pressure toddlers to speak.
“How do projects and themes fit into your curriculum?”
Projects provide a shared context for learning, not a set of activities.
They:
support language and connection
enrich continuous provision
remain flexible and responsive
Children are never expected to ‘do the project’.
“How do you assess toddlers?”
Assessment is:
narrative
observational
focused on wellbeing and involvement
It is used to understand children and inform next interactions, not to judge attainment or compare children.
“How do you prepare children for Preschool?”
We prepare children by supporting:
confidence and independence
sustained engagement
communication
emotional security
This transition is developmental, not academic.
Summary
We are confident in our toddler practice because:
it reflects how toddlers learn
it aligns with the EYFS statutory framework
it prioritises relationships, play and wellbeing
it is intentional without being outcome-driven
This approach ensures toddlers are supported at the right pace, with the strongest possible foundations for future learning.
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
Additional Documents | Professional Membership Contents (Toddlers 18-36 months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.
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👉 This section prevents over-planning and aligns practice.
Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]
Toddler Curriculum Overview & Rationale[Free Orienting Sample]
Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)
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👉 Adult understanding, not child targets.
Progression across 6-month bands (18–24 | 24–30 | 30–36 months)
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👉 Observation is the driver of planning.
Communication & Language
PSED
Physical Development
Maths Seeds
Characteristics of Effective Learning
Behaviour & Emotional Regulation
Schema Observation & Analysis
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👉 The environment does the teaching.
Universal Continuous Provision
Continuous Provision Setup Guides | Toddler Room
Small World
Messy / Wet Play
Dry Sensory & Loose Parts
Construction
Role Play / Home Corner
Mark Making
Book Area / Reading Nook
Music & Sound
Outdoor
Continuous Provision Maps (18–36 Months)
C&L
PSED
PD
Maths Seeds
Literacy Seeds
UW
EAD
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👉 Movement, regulation and sensory experience.
Outdoor Continuous Provision Pack
Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)
Seasonal Adjustments Planner
Outdoor Risk–Benefit Assessment Template + examples
Nature-Based Learning & Schema Guide
Outdoor Mark Making & Literacy Opportunities Sheet
Outdoor Maths Seeds Sheet
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👉 Projects are optional contexts, not directives.
How Projects Work in Toddler Rooms (Guidance)
Project/Theme Planners:
12 × Main Project Planners (3–4 Weeks)
8 × Mini-Project Planners (1 Week)
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👉 Invitations, provocations and shared experiences.
Supports Child-led learning and responsive provision
Area of Learning Progression Maps & Adult Focus Sessions
(Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)
Supports intentional teaching, vocabulary development and staff confidence
Understanding the World – Experience Progression Pack
Expressive Arts & Design – Creative Media & Expression Toolkit
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👉 Proportionate, meaningful assessment.
Report Template
Practitioner Guidance
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👉 Early identification, gentle support.
SEND Inclusion Strategy Pack (18–36 Months)
Practical SEND & inclusion strategies for toddlers aged 18–36 months
Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour
Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach
Inclusive, diagnosis-free guidance ready to use in everyday practice
Ideal for observations, provision planning, team use and Ofsted evidence
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👉 Strong partnerships, realistic expectations.
Transition
Home–Setting Communication
Parent Information Pages
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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