Continuous Provision Rotation Planner Toolkit
Toddler Room (18–36 Months)
Professional planning tools for rotating provision with purpose, depth and responsiveness.
(This pathway component will be available for download by: March 31st 2026)
What this document is
This toolkit provides a set of Continuous Provision Rotation Planning models designed specifically for toddler rooms working with children aged 18–36 months.
It supports practitioners and leaders to make intentional, reflective decisions about when and why provision changes — prioritising depth of learning, schematic development and sustainability over novelty or adult-led themes.
The toolkit includes four flexible rotation models, alongside guidance and professional language, allowing settings to choose an approach that fits their context while remaining fully aligned with EYFS pedagogy.
This document is not a schedule for frequent change or a requirement to rotate provision on fixed timescales. It supports professional judgement and reflective curriculum leadership and does not replace statutory EYFS guidance or Development Matters.
Who this is for
Toddler room leaders and practitioners
EYFS leaders, managers and curriculum leads
SENCOs reviewing environmental adaptations
Childminders managing limited space and resources
Settings preparing to articulate provision decisions during inspection
What this document helps you do
Rotate provision based on observation, interest and need
Support deeper learning through repetition and return
Avoid overstimulation and unnecessary novelty
Balance themes with genuine child-led curriculum
Improve sustainability and resource management
Create a clear curriculum narrative: plan → observe → review → adapt
Build staff confidence and consistency around provision changes
Use inspection-ready language to explain rotation decisions
Included rotation planning tools
This toolkit includes four complementary planning models:
Weekly Rotation Grid – for shared spaces or high staff turnover
Fortnightly Rotation Planner – supporting mastery and depth
Termly Rotation Planner – balancing project themes and emerging interests
Interest-Triggered Rotation Flowchart – demonstrating responsive curriculum decision-making
Each model can be used independently or combined, depending on setting structure and needs.
How this fits within our Toddler framework
This toolkit forms part of our wider Toddler (18–36 Months) Curriculum & Pedagogy framework, supporting intentional environment design and reflective leadership.
It works alongside:
Continuous Provision Setup Guides | Toddler Room
Continuous Provision Maps (18–36 Months)
Continuous Provision Audit & Resourcing List
How Our Toddler Curriculum Works
The Role of Schemas in Toddler Practice
Together, these documents ensure provision in toddler rooms is purposeful, responsive and developmentally appropriate, giving children the time and space they need to explore, revisit and master ideas.
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)
Recommended next read Selection
Or read our ‘Little Owls Resources’ Curriculum Intent Statement’
Additional Documents | Professional Membership Contents (Toddler 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.
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)
Alternatively, learn more about and explore our printable provision resources.
Thousands of ready-to-use printables to support provision, organisation, routines and learning across EYFS.
Latest EYFS Articles & Practical Guides | From Our Blog
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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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