How Our Baby Room Practice Works
Babies (birth-18 months)
A professional overview explaining day-to-day EYFS practice for babies aged 0–18 months
(Available now to read on the web page link above | Files available for download by: March 28th 2026)
What this document is
This document provides a clear, practical explanation of how high-quality baby room practice operates on a daily basis for babies aged 0–18 months. It sets out how pedagogy translates into lived experience, showing how care routines, relationships, environment and adult decision-making come together to support learning and wellbeing from birth.
It is designed to support practitioners and leaders to understand, articulate and apply effective baby room practice in line with the EYFS statutory framework. It explains how and why practice works, rather than setting out policies, checklists or prescribed activities.
This document supports professional judgement and does not replace statutory guidance.
Who this is for
Baby room practitioners working with babies aged 0–18 months
EYFS leaders, managers and room leaders
Childminders caring for babies
Settings preparing to explain or review baby room practice
Practitioners supporting inspection conversations or parent communication
What this document helps you do
Clearly articulate how baby room practice works day to day
Explain why care routines are central to learning and development
Support consistent, developmentally appropriate practice across staff teams
Reassure parents about how babies are cared for and learn in the setting
Prepare confident, accurate explanations for inspection
Protect baby-appropriate pedagogy from inappropriate expectations or planning models
How this fits within our Baby (0–18 months) framework
This document forms part of our wider Baby Curriculum & Pedagogy framework, which supports developmentally appropriate, observation-led practice from birth.
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 is currently available to read on the web page link above and will be available for download by: February 28th 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.
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👉 This section protects developmentally appropriate practice.
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👉 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)
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👉 Observation informs interaction, routines and environment.
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👉 The environment supports exploration, movement and communication.
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👉 Care routines are central to learning and wellbeing.
Transition & Sleep Routine Record Pack
Daily Transition Record
Individual Sleep Routine Profile
Review Template
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👉 Language is built through interaction, not instruction.
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👉 Planning supports adults — it never directs babies.
‘Intent - Implementation - Impact’ Reference Grids (Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)
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👉 Proportionate, sensitive and statutory practice.
Progress Check at Age 2 (looking ahead)
Report Template
Practitioner Guidance
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👉 Early support is relational, preventative and respectful.
SEND Identification & Next Steps Pack | Babies
What to Look For
What Evidence to Collect
Practical Next Steps
A practical Toolkit for Early Years Practitioners
Inclusion Through Environment & Interaction
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👉 Strong partnerships support consistency and trust.
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👉 Transitions are emotional, not academic.
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)
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.
Are you looking for a specific resource or document for your provision?
Use our 🔍 Search Bar located at the top of every page.
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