Literacy Seed Skills Progression Pack
Toddlers (18–36 Months)
Foundations for early reading, writing, sound and meaning through play
A practitioner-facing literacy resource designed to support the earliest foundations of reading, writing and communication — before formal phonics, letter instruction or written outcomes.
(This pathway component will be available for download by: March 31st 2026)
What this document is
The Literacy Seed Skills Progression Pack (18–36 months) is a developmentally sequenced planning and practice tool that supports practitioners to nurture the cognitive, sensory and emotional foundations of literacy in toddlers.
Rather than focusing on letters, sounds or early writing outcomes, this pack centres on the conditions that make literacy possible — sound awareness, rhythm, meaning-making, storytelling, mark-making with intent, and recognising that symbols carry meaning.
It is grounded in the understanding that literacy begins long before children decode print, and that secure early literacy grows from joyful, relational, play-based experiences.
This document is intended to support professional judgement and reflective practice. It complements, but does not replace, statutory EYFS guidance or Development Matters.
Who this pack is for
This resource is designed for:
Nursery and preschool practitioners working with toddlers (18–36 months)
Childminders supporting early literacy through routines and play
EYFS leaders developing a coherent, progression-based literacy curriculum
SEND teams supporting inclusive, accessible early literacy experiences
Trainee practitioners learning high-quality early literacy pedagogy
Settings intentionally moving away from worksheets and premature phonics
What this pack helps practitioners do
This pack supports practitioners to:
Understand what early literacy really is — and what it is not
Build secure foundations for reading and writing without rushing outcomes
Support phonological awareness without phonics instruction
Recognise storytelling, mark-making and symbol play as literacy
Embed literacy naturally into play, routines and the environment
Use adult language, pauses and prompts to deepen meaning
Support children to see themselves as communicators and storytellers
Provide SEND-inclusive literacy experiences grounded in success and identity
What’s included in this pack
This comprehensive early literacy progression resource includes:
Clear intent and rationale sections, explaining:
why literacy begins with sound, rhythm, meaning and identity
how early literacy supports thinking, memory and communication
common misconceptions in early literacy (e.g. letters = literacy)
Explicit clarification of what this pack is and is not, including:
no formal phonics
no worksheets or letter tracing
no “sound of the week” approaches
no expectation of written outcomes
Six clearly defined literacy strands, each grounded in developmental research:
Phonological Awareness (pre-phonics)
Rhythm, Rhyme & Beat
Book Handling & Print Awareness
Story, Narrative & Meaning
Mark-Making & Early Writing Identity
Symbols, Logos & Name Awareness
Guidance on how to use the pack effectively, covering:
choosing activities by developmental need, not age
flexible use across adult focus, provision, outdoors and routines
consistent use of adult scaffolding language
light-touch, meaningful evidence collection
A one-page literacy progression overview table, showing:
how key literacy skills develop across 18–24, 24–30 and 30–36 months
clear expectations without pressuring children
Detailed practitioner reference sections for each strand, supporting:
shared staff understanding
training and mentoring conversations
Ofsted and curriculum intent discussions
consistent pedagogy across teams
45 practitioner-ready adult-focused activities, each including:
learning intention
resources and set-up
adult language prompts
extension ideas
assessment points to notice (not checklists)
Progressive activities across the full toddler age range, supporting:
sound and silence play
rhythm, rhyme and beat awareness
meaningful book engagement
early narrative and sequencing
mark-making with intention
symbol, logo and name awareness
SEND-inclusive guidance throughout, reinforcing that:
alternative communication methods are valid
mark-making is about meaning, not control
name awareness should never be forced
success comes from confidence and engagement
How this pack fits within the wider framework
The Literacy Seed Skills Progression Pack forms part of the Area of Learning Progression Maps & Adult Focus Session series and works alongside:
Communication & Language progression and activity packs
Physical Development progression and activity packs
Mathematics Seed Skills progression packs
PSED activity packs supporting confidence, regulation and identity
Project planners and mini-project themes
Together, these resources support a coherent, developmentally aligned curriculum, where literacy is woven naturally through sound, story, play, movement, identity and meaningful interaction — not rushed or reduced to letters.
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.
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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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