EYFS from Birth to 5 | Curriculum Coherence & Pedagogical Throughline

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EYFS from Birth to 5

Curriculum Coherence & Pedagogical Throughline

Purpose of This Overview

This document explains how our EYFS offer from birth to 5 years is coherent, developmentally appropriate and intentionally sequenced.

It supports:

• leaders in articulating curriculum intent and implementation

• practitioners in understanding age-phase differences

• inspectors in seeing clear progression without formalisation

• parents in understanding how learning develops over time

It shows how each age phase is distinct, while forming part of a connected whole.

Our Core Principle: Development Before Formality

Across birth to 5, we believe that:

• children develop at different rates

• learning is not linear

• play, interaction and relationships drive progress

• formal outcomes are appropriate only when developmentally ready

Our curriculum therefore:

• changes in structure and emphasis as children grow

• avoids pushing expectations downwards

• builds securely upwards

The Four Age Phases in Our EYFS

We organise our EYFS provision into four pedagogically distinct phases:

1. Babies (0–18 months)

2. Toddlers (18–36 months)

3. Preschool (3–4 years)

4. Reception (4–5 years)

Each phase has:

• a different role for adults

• a different balance of care, play and teaching

• a different understanding of “curriculum”

Phase 1: Babies (0–18 Months)

Care Is the Curriculum

Pedagogical focus

• secure attachment and emotional regulation

• sensory and physical exploration

• communication through gaze, gesture and sound

Adult role

• responsive caregiving

• co-regulation of emotions

• narration and attuned interaction

Curriculum understanding

• curriculum = environment, routines and adult interaction

• no planned activities or expected outcomes

Progress looks like

• wellbeing and engagement

• curiosity and movement

• growing trust and communication signals

This phase lays the emotional and neurological foundations for all later learning.

Phase 2: Toddlers (18–36 Months)

Exploration, Schemas and Emerging Independence

Pedagogical focus

• movement and physical exploration

• repetition and schematic play

• early language and emotional development

Adult role

• follow children’s lead

• support schemas

• model language and co-regulate behaviour

Curriculum understanding

• curriculum supports adult understanding

• planning is flexible and observation-led

• projects/themes are optional shared contexts

Progress looks like

• increased independence

• longer periods of engagement

• growing vocabulary and expressive communication

This phase builds confidence, curiosity and agency.

Phase 3: Preschool (3–4 Years)

Play, Language and Skill Development

Pedagogical focus

• imaginative play and shared experiences

• language development and vocabulary

• early skill-building (phonological awareness, maths, fine motor)

Adult role

• balance child-initiated play with short adult-led sessions

• extend thinking through talk

• scaffold learning through provision

Curriculum understanding

• themes can organise learning

• progression is supported but not prescribed

• assessment remains non-statutory and proportionate

Progress looks like

• richer language and play narratives

• early reasoning and problem-solving

• readiness for more structured learning

This phase bridges exploration and formal learning.

Phase 4: Reception (4–5 Years)

Curriculum, Application and Readiness

Pedagogical focus

• statutory EYFS curriculum

• systematic teaching (phonics, maths, writing)

• application of learning through play

Adult role

• deliver high-quality adult-led teaching

• guide learning within provision

• observe, assess and plan responsively

Curriculum understanding

• clear curriculum intent and progression

• themes optional, not driving learning

• explicit alignment with EYFSP

Progress looks like

• confident application of taught skills

• increasing independence and reflection

• readiness for Year 1

This phase completes the EYFS journey, without becoming Year 1.

Progression Across Birth to 5: What Changes — and What Stays the Same

What changes

• the balance of adult-led and child-initiated learning

• the structure of the curriculum

• the role of assessment

• the expectations placed on children

What stays the same

• the centrality of play

• the importance of relationships

• the role of language

• inclusion and SEND support

• observation-led planning

SEND and Inclusion Across All Phases

Across birth to 5:

• inclusion is universal, not additional

• environments are adapted before expectations

• communication is prioritised

• early support is relational and preventative

SEND support evolves with the child, but the principles remain consistent.

Why This Coherence Matters

This coherent approach ensures that:

• children are not rushed

• staff understand why practice changes with age

• curriculum decisions are defensible

• transitions are smooth and respectful

• Ofsted can clearly see intent, implementation and impact

It allows leaders to confidently say:

“Our EYFS curriculum is developmentally sequenced, not content-driven.”

Summary

From birth to 5, our EYFS offer:

• respects child development

• balances care, play and teaching

• builds securely and intentionally

• prepares children for the next stage without rushing them

Each phase is complete in its own right, while contributing to a coherent whole.

Little Owls Resources

Document Updated: January 2026

Recommended next read Selection

Depending on your setting and age requirements:

• Baby Room Pedagogy Position Statement

• Toddler Pedagogy Position Statement

• Preschool Pedagogy Position Statement

• Reception Pedagogy Position Statement

• Childminder Pedagogy Position Statement

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.

Age-Specific Guidance For Children Within Your Care

Select the ages relevant for the children you work with. You do not need to use everything. (Many practitioners use more than one pathway.)

What is Professional Membership?

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

Latest EYFS Articles & Practical Guides | From Our Blog

Stay informed, get expert advice, and find inspiration from our collection of articles and useful external resources, tailored specifically for EYFS practitioners. We regularly publish in-depth articles to support you with current best practices, regulatory changes, and fresh ideas.

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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.

Updated: January 2026