Baby Room Welcome & Settling-In Pack | Babies (Birth-18 Months)

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Baby Room Welcome & Settling-In Pack (0–18 Months)

A professional, parent-facing pack supporting calm transitions, secure attachment and consistent early care in baby rooms.

EYFS Curriculum & Pedagogy Membership (Professional)

(This pathway component will be available for download by: March 31st 2026)

What this document is

This document is a comprehensive Welcome & Settling-In Pack designed for use with families whose babies are starting in a baby room (0–18 months).

It provides clear, reassuring information for parents about how settling-in works, how babies are supported emotionally, how routines are managed, and how practitioners work in partnership with families during this important transition.

The pack supports settings to communicate their baby room practice confidently and consistently, while ensuring families feel informed, welcomed and involved from the very beginning.

It is intended to support professional judgement and effective EYFS practice. It does not replace statutory guidance or individual setting policies.

Who this is for

• Baby room practitioners (0–18 months)

• Room leaders and managers

• Childminders caring for babies

• EYFS leaders responsible for transitions and parent communication

• Settings looking to strengthen parent partnership at entry

What this document helps you do

• Support babies’ emotional wellbeing during the settling-in period

• Provide families with clear, consistent information about baby room practice

• Explain routines, care practices and key-person support confidently

• Strengthen parent partnerships from the very start

• Gather essential information about babies’ routines, preferences and needs

• Meet EYFS expectations for information sharing, safeguarding and consent

• Reduce anxiety for families through transparent, respectful communication

How this fits within our Baby (0–18 Months) framework

This document forms part of our wider Baby Room Curriculum & Pedagogy framework, which centres relationships, care routines and responsive practice.

It sits alongside:

• Daily Diary – Baby Room (0–18 Months)

• Transition & Sleep Routine Record Pack

• Daily Routines as Learning Opportunities

• Using Observation to Respond to Babies’ Needs

• Supporting Emotional Regulation in Baby Rooms

• Parent Partnership & Communication documents

Together, these documents support emotionally secure transitions, consistent care and strong relationships between home and setting.

This document is part of our EYFS Curriculum & Pedagogy Membership (Professional), which provides full access to age-specific curriculum frameworks, planning guidance, assessment tools and leadership support.

(This pathway component will be available for download by: March 31st 2026)

Related documents include:

Or read our ‘Little Owls Resources’ Curriculum Intent Statement’

Additional Documents | Professional Membership Contents (Babies 0-18 months)

Navigate our Curriculum & Pedagogy guidance documents here.

Pedagogical identity:
Relationship-led, care-centred baby practice where routines, interaction and sensory experience are the curriculum.

• 1. Welcome to the Baby Room (Start Here)

  👉 This section protects developmentally appropriate practice.

  • Baby Pedagogy Position Statement – How Babies Learn (0–18 Months)

  • Care as Curriculum: What This Means in Practice

  • How Our Baby Room Practice Works

  • Curriculum Language in Baby Rooms(Intent, Implementation & Impact Explained)

• 2. Baby Development & Adult Understanding

  👉 These documents support adult understanding — not expectations for babies.

  • Baby Curriculum Maps - Developmental progression across age bands (0–3 months | 3–6 months | 6-9 months | 9-12 months | 12-18 months)

  • Adult Reference: Developmental Signals & Support

  • Understanding Early Communication & Regulation

• 3. Observation-Led Practice & Responsive Care

  👉 Observation informs interaction, routines and environment.

  • In-The-Moment Narrative Observation Template for Babies

  • Micro-Observation Template (Checklist Format)

  • Pocket-Sized Observation Card

  • Using Observation to Respond to Babies’ Needs

  • In-the-Moment Prompt Cards (x17)

• 4. Environment & Continuous Provision (Baby Room)

  👉 The environment supports exploration, movement and communication.

  • Baby Room Environment Guide & Resourcing Lists

  • Baby Room Continuous Provision Maps

    • 0–9 Months

    • 9–18 Months

  • Labelling Pack | Baby Room (0–18 Months)

• 5. Routines, Care & Emotional Wellbeing

  👉 Care routines are central to learning and wellbeing.

  • Daily Routines as Learning Opportunities

  • Transition & Sleep Routine Record Pack

    • Daily Transition Record

    • Individual Sleep Routine Profile

    • Review Template

  • Supporting Emotional Regulation in Baby Rooms

• 6. Language & Interaction in Baby Rooms

  👉 Language is built through interaction, not instruction.

  • Five Sentence Stems Every Baby Room Practitioner Should Use (Baby Room Poster)

  • Responsive Talk, Narration & Imitation

  • Supporting Early Communication (Pre-Verbal & Emerging Speech)

• 7. Planning & Documentation

  👉 Planning supports adults — it never directs babies.

  • Weekly Care & Learning Planning Templates (x2)

  • Using Baby Room Planning Templates Responsively

  • ‘Intent - Implementation - Impact’ Reference Grids (Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)

  • Baby Responsive Planning Sheet

  • When (and When Not) to Plan in Baby Rooms

• 8. Assessment, Safeguarding & Statutory Responsibilities

  👉 Proportionate, sensitive and statutory practice.

  • Concerns & Referrals Quick Form

  • Recording and Responding to Safeguarding Concerns

  • Progress Check at Age 2 (looking ahead)

    • Report Template

    • Practitioner Guidance

• 9. SEND & Early Identification

  👉 Early support is relational, preventative and respectful.

  • SEND Identification & Next Steps Pack | Babies

    • What to Look For

    • What Evidence to Collect

    • Practical Next Steps

  • SEND & Inclusion Support Pack

    • A practical Toolkit for Early Years Practitioners

    • Inclusion Through Environment & Interaction

• 10. Parent Partnership & Communication

  👉 Strong partnerships support consistency and trust.

  • Daily Diary – Baby Room

  • Baby Room Welcome & Settling-In Pack

  • Supporting Babies at Home (Shared Routines & Communication)

  • Supporting Speech & Language at Home (0–3 Years)

• 11. Transition Beyond the Baby Room

  👉 Transitions are emotional, not academic.

  • Preparing for Transition to Toddler Room

  • Sharing Information with Sensitivity

  • Supporting Babies and Families Through Change

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.

Looking for a different age group pathway?

Select the pathway that best reflects your role or the age group you work with. You do not need to use everything. (Some practitioners may use more than one pathway.)

What is Professional Membership?

Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)

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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. Practitioners must apply professional judgement and adapt practice to their setting, cohort and current statutory requirements.

Safeguarding Notice
Safeguarding-related content is provided to support professional understanding and reflective practice. It does not replace a setting’s safeguarding and child protection policy, local authority procedures, statutory guidance, or the role and decision-making responsibilities of the Designated Safeguarding Lead (DSL). All safeguarding concerns must be managed in line with current statutory requirements and local safeguarding partnership guidance.

Updated: January 2026