Preschool Curriculum Overview & Rationale | 3-4 Years

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Preschool Curriculum Overview & Rationale

(Preschool | Ages 3–4 Years)

1. Purpose of the Preschool Year

Preschool (ages 3–4) plays a critical role within the Early Years Foundation Stage. It is the stage at which children move from early exploratory learning towards more sustained engagement, deeper relationships, and growing independence — while remaining firmly rooted in play-based, developmentally appropriate practice.

The purpose of Preschool is to:

• build strong foundations in the Prime Areas of learning

• support rapid development in communication, self-regulation and physical skills

• nurture curiosity, confidence and independence

• develop early concepts and language across all areas of learning

• prepare children for the increased intentional teaching of Reception without formalising learning prematurely

This Preschool curriculum is designed to ensure children thrive developmentally, not accelerate academically.

2. Preschool as a Distinct Phase

Preschool is not an extension of toddler provision, and it is not a simplified version of Reception.

It is a distinct phase with its own:

• developmental priorities

• pedagogical approaches

• expectations for independence

• balance of adult involvement

How Preschool Differs from Toddler Provision

In Preschool:

• children engage for longer periods in play

• language becomes more complex and conversational

• adults support emerging self-regulation and peer interaction

• learning experiences are increasingly sequenced and intentional

• children begin to apply skills across contexts

Care routines remain important, but learning is no longer primarily routine-led.

How Preschool Differs from Reception

In Preschool:

• play remains the dominant driver of learning

• adult-led teaching is short, flexible and responsive

• learning intentions are implicit rather than explicit

• outcomes are developmental, not attainment-focused

• there is no statutory assessment against Early Learning Goals

This curriculum explicitly avoids:

• formal lesson structures

• worksheet-based learning

• expectation of written outcomes

• narrow “school readiness” interpretations

Preschool focuses on foundations, not outcomes.

3. Pedagogical Principles Underpinning the Preschool Curriculum

3.1 Learning Through Play

Play is the primary context for learning in Preschool.

Through play, children:

• explore ideas and materials

• practise and repeat skills

• develop imagination and creativity

• build relationships and negotiate social situations

• make sense of their experiences

Adults support learning by:

• designing rich, enabling environments

• observing carefully

• joining play sensitively

• modelling language and thinking

• extending learning through interaction

3.2 Balance of Adult-Led, Adult-Guided and Child-Initiated Learning

High-quality Preschool practice requires a thoughtful balance:

• Adult-led learning introduces experiences, skills or ideas (e.g. short phonological awareness games, fine-motor sessions, maths talk).

• Adult-guided learning supports children to apply these experiences within continuous provision.

• Child-initiated play allows children to consolidate learning, follow interests, and deepen understanding.

This curriculum prioritises quality of interaction over quantity of adult-led time.

3.3 Intentional Teaching Without Formalisation

Preschool teaching is:

• intentional

• informed by observation

• responsive to children’s needs

but remains:

• flexible

• playful

• developmentally appropriate

Adults:

• know what children are learning and why

• plan environments and interactions carefully

• adapt teaching in the moment

• avoid unnecessary formality

Early literacy and maths are introduced through:

• talk

• play

• movement

• real-life contexts

not through formal instruction.

3.4 Language as the Foundation for All Learning

Strong Communication and Language underpins all learning in Preschool.

This curriculum prioritises:

• rich adult-child talk

• vocabulary development

• storytelling and narrative

• questioning and explanation

• sustained shared thinking

Children are supported to:

• express ideas and feelings

• listen and respond to others

• use increasingly precise language

• develop confidence in communication

Language is embedded across:

• play

• routines

• adult-led sessions

• interactions within provision

4. Curriculum Structure in Preschool

The Preschool curriculum is organised around six carefully sequenced curriculum themes, each lasting approximately six weeks.

These themes:

• provide shared experiences and language

• support concept development

• build cultural capital

• connect learning meaningfully across areas

Themes are used as vehicles for learning, not as rigid topics.

Alongside the main themes, flexible mini-themes may be used to:

• respond to children’s interests

• support holiday provision

• explore seasonal or cultural events

This approach ensures:

• coherence across the year

• flexibility in planning

• responsiveness to children

5. Continuous Provision as the Engine of Learning

In Preschool, continuous provision is the primary context through which learning is:

• revisited

• practised

• extended

• applied

This curriculum defines clear expectations for Preschool provision, including:

• stable, well-resourced learning areas

• open-ended resources

• clear purpose for each area

• skilled adult interaction

• progression from toddler provision

Provision is:

• consistent enough to support deep learning

• flexible enough to reflect emerging needs

• inclusive and accessible to all children

6. Observation, Assessment and Planning in Preschool

Observation, assessment and planning operate as a continuous, responsive cycle.

In Preschool:

• observation focuses on learning in action

• assessment informs adult interaction and provision

• evidence is purposeful, not excessive

• planning responds to what children show they need next

Development Matters is used as guidance, not a checklist.

The focus remains on:

• understanding the child

• supporting progress

• celebrating development

7. Inclusion and SEND in Preschool

This Preschool curriculum is inclusive by design.

SEND support is:

• embedded within universal provision

• responsive and flexible

• grounded in strengths

• focused on access and participation

Teaching approaches emphasise:

• communication support

• sensory regulation

• scaffolded interaction

• multiple ways to engage

Children are supported to make progress without compromising developmentally appropriate practice.

8. Preparing for Reception

Preschool prepares children for Reception by developing:

• confidence and independence

• self-regulation and emotional security

• curiosity and engagement

• strong communication skills

• physical readiness for writing

• early concepts in literacy and maths

Preparation focuses on foundations, not formal outcomes.

Children move into Reception as:

• confident learners

• effective communicators

• active participants in their learning

9. Summary

This Preschool curriculum:

• is fully aligned with the EYFS statutory framework

• reflects current best practice for 3–4-year-olds

• prioritises play, language and relationships

• balances adult-led teaching with child-led learning

• embeds inclusion and SEND support

• prepares children effectively for Reception

Preschool is treated as a vital developmental stage, not a waiting room for school.

Document Updated: January 2026

Recommended next read Selection

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

Additional Documents | Professional Membership Contents (Preschool 3-4 Years)

Navigate our Curriculum & Pedagogy guidance documents here.

Pedagogical identity:
Broad, play-based, theme-led curriculum with purposeful adult input and strong continuous provision.

• 1. Welcome to Preschool (Start Here)

  👉 Pre-planning orientation.

  • Preschool Pedagogy Position Statement

  • Preschool Curriculum Overview & Rationale

  • Curriculum Overview: How Themes Fit Together (6 Main + 8 Mini)

  • What Child-Led Does Not Mean

  • Adult-Led With Purpose in Preschool

• 2. Preschool Curriculum & Progression

  👉 Big-picture curriculum intent and progression.

  • Preschool Curriculum Map (By Term)

  • Skills Progression Ladders (3–4 Years) - Including Practitioner Guidance

    ↪ Communication & Language

    ↪ Early Reading (Phase 1 Readiness)

    ↪ Early Writing

    ↪ Early Maths - Subitising, Counting & Comparing

    ↪ Early Maths - Pattern, Shape & Spatial Awareness

    ↪ PSED - Self-Regulation & Relationships

    ↪ Fine Motor & Hand Control

  • Strength-Based Progress Overview

  • Our Preschool Curriculum Intent, Implementation & Impact - OFSTED Conversation Statement

• 3. Preschool Themes & Medium-Term Planning

  👉 Theme-led planning lives here.

  • Curriculum Overview | How Themes Fit Together

  • Preschool Theme Packs – FAQs

  • How Practitioners Use This Curriculum Daily

  Core Preschool Themes (6 Weeks Each)

  • ‍Autumn 1: This Is Me

  • Autumn 2: Who Helps When…?

  • Spring 1: Journeys & Transport

  • Spring 2: Animals & Habitats

  • Summer 1: Growing & Changing

  • Summer 2: Water World

  Optional Mini-Themes (1–2 Weeks)

  • Space

  • Dinosaurs & the Mystery Egg

  • Pets & Vets

  • Building & Construction

  • Traditional Tales

  • Beaches & Coastlines

  • Healthy Bodies & Wellbeing

  • Celebrations Around the World

• 4. Continuous Provision in Preschool

  👉 The engine room of daily practice.

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

• 5. Adult-Led Teaching & Small Groups

  👉 Purposeful adult input without formalisation.

  Early Reading & Phonics

  • Phonics & Early Reading Pack

  • Phase 1, Vocabulary & Early Comprehension, Curriculum System (24 Sessions)

    • 8 themed sets covering all aspects of Phase 1

    • 24 mini session plans

    • Vocabulary & story-building scaffolds

    • Outdoor phonological play ideas

    • SEND & EAL accessible sessions

    • Theme-linked sessions (Transport, Animals, Growth)

    • Assessment & observation prompts

    • Continuous Provision follow-up suggestions

  • Adult-Led Session Templates

  • Practitioner FAQs

  Maths

  • Maths Small Group Session Bank (24 Sessions)

    • Strand A - Subitising (Sessions 1-4)

    • Strand B - Counting Principles (Sessions 5-8)

    • Strand C - Comparing Quantites (Sessions 9-12)

    • Strand D - Composition of Number (Sessions 13-16)

    • Strand E - Spatial & Shape (Sessions 17-20)

    • Strand F - Measures & Pattern (Sessions 21-24)

  • How To Use Our Maths Session Bank & Strand Overview (A–F)

  • Adult-Led Session Templates

  • Practitioner FAQs

  Writing & Fine Motor

  • Fine Motor & Mark Making Mini Sessions (18)

    • How To Use Our Fine Motor & Mark Making Mini Sessions Bank

    • Strand A - Core & Shoulder Stability (Sessions 1-3)

    • Strand B - Wrist Rotation & Fluidity (Sessions 4-6)

    • Strand C - Pincer, Pinch & Tool Control (Sessions 7-10)

    • Strand D - Early Pattern Making: Pre-Writing Shapes (Sessions 11-18)

  • Early Writing Purpose Mini Sessions (6)

    • How To Use Our Early Writing Purpose Mini Sessions Bank

    • Lists

    • Labels

    • Messages

    • Maps

    • Signs

    • Tickets & Recipes

  • How These Two Session Banks Are Designed To Work Together

• 6. Language, Interaction & Thinking

  👉 High-impact interaction guidance.

  • How We Talk to Children

  • Five Sentence Stems For Preschool Practitioners

  • If Interest Sparks — What Happens Next?

  • Preschool Staff Guidance Posters

• 7. Planning Tools & Templates

  👉 Practical planning support.

  • Weekly Planning Templates (2 Versions)

  • How to Use the Preschool Weekly Planning Templates: Guide

  • Adult-Led Session Planning Templates Pack

    • Universal

    • Phonics / Early Language Focus (Listening → Rhyme → Sound Awareness)

    • Maths Focus (Number + Pattern + Shape + Measure)

    • Story & Book Talk Focus (Comprehension → Retell → Vocabulary → Prediction)

    • PSED / Self-Regulation Small Group

• 8. Observation, Assessment & Reporting

  👉 Proportionate, non-statutory assessment.

  • Observe–Assess–Plan (OAP) Toolkit - Preschool

  • Assessment Dashboard Pack (3 Versions)

    • Prime Areas Only Dashboard (Communication & Language, PSED, Physical)

    • Full EYFS Areas Dashboard (Prime + Specific)

    • Dashboard with Wellbeing & Involvement Scale (Leuven-inspired 1–5 ratings)

  • Progress Review (3–4 Years)

    • Short & Long Versions

    • Guidance - How To Complete And Share With Families

  • Preschool Report Pack

    • End of Term Template

    • End of Year Template

    • Guidance - How To Write Strength-Based Reports

    • Sentence Starters Bank

• 9. Transition to Reception

  👉 Parent Engagement plus Emotional, environmental and communicative transition.

  • Preschool Transition to Reception Pack

    ↪ Child Passport

    ↪ Practitioner-To-Practitioner Handover Summary

    ↪ SEND Transition Sheet

    ↪ Family Transition Summary Sheet

    ↪ Parent Leaflet — “Preparing For Reception”

    ↪ Child Voice Page

    ↪ Guidance Page— “How To Complete & Share Transition Information”

  • Home & Setting Communication

    ↪ Our Preschool Curriculum (Age 3–4) | Parent-Facing Document

    (Additional parent literature within planning documents.)

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.

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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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