At Lizzy’s Childminding, children learn through warm relationships, play, everyday routines and carefully chosen experiences. I follow the Early Years Foundation Stage and provide a broad, balanced and inclusive curriculum that supports each child’s individual development.

My approach is play-based, calm and responsive. I believe babies and young children learn best when they feel safe, secure and valued. Through repeated experiences, communication, movement, sensory exploration and meaningful play, children develop confidence, curiosity and independence.

My Curriculum Approach

The curriculum is built around the needs, interests and developmental stage of each child. I place a strong focus on the three prime areas of learning:

Communication and Language
Children are supported through songs, rhymes, stories, conversation, gestures, naming objects, listening games and everyday language during routines and play.

Physical Development
Children are encouraged to move, explore and develop strength, balance, coordination and fine motor skills through crawling, climbing, walking, outdoor play, mark making, sensory play and self-care routines.

Personal, Social and Emotional Development
Children are supported to feel safe, build secure relationships, develop confidence, manage feelings, begin to understand routines and learn how to play alongside others.

As children develop, I also support the specific areas of learning:

Literacy
Through books, songs, rhymes, mark making, environmental print and early storytelling.

Mathematics
Through counting, stacking, sorting, filling, emptying, comparing, building and noticing shapes, size and patterns in everyday play.

Understanding the World
Through outdoor exploration, local walks, family experiences, nature, seasons, people, places and everyday routines.

Expressive Arts and Design
Through music, movement, pretend play, sensory materials, painting, mark making, construction and creative exploration.

A Typical Day

Each day is flexible and adapted to the children’s ages, needs, routines and interests. A typical day may include:

Arrival and settling-in

Free play and child-led exploration

Stories, songs and rhymes

Sensory play and creative activities

Mark making and early fine motor activities

Construction, posting, stacking and cause-and-effect play

Pretend play and role play

Outdoor play, walks, parks or playgroups

Healthy snacks and meals

Nappy changing or toileting support

Sleep, rest or quiet time

Calm activities before collection

Daily feedback with parents and carers

Routines are kept predictable so children feel secure, but there is also flexibility to follow children’s interests, energy levels and emotional needs.

Learning Through Play

Play is the main way young children learn. Through play, children practise new skills, repeat actions, solve problems, explore ideas and build confidence.

Children may learn through:

Treasure baskets and sensory resources

Water, sand, textures and natural materials

Books, songs, rhymes and repeated language

Posting, filling, emptying, stacking and sorting

Push and pull toys

Climbing, crawling, cruising and balancing

Dolls, animals, vehicles and pretend play

Simple turn-taking games

Large-scale mark making

Outdoor exploration

Everyday routines such as meals, dressing, tidying and toileting

These simple experiences are powerful because they support communication, independence, physical development, emotional security and early thinking skills.

Outdoor Play and Local Experiences

Outdoor play is an important part of daily life. Children have regular opportunities to move, explore, investigate and enjoy fresh air.

Outdoor experiences may include garden play, local walks, trips to the park, playgroups, libraries and community visits. These experiences help children develop physical confidence, language, curiosity, independence and awareness of the world around them.

Outdoor play is always supervised and risk assessed. Children are supported to experience manageable challenge while staying safe.

Stories, Songs and Communication

Stories, songs and rhymes are part of everyday practice. They help children develop listening, attention, vocabulary, rhythm, memory and early literacy skills.

I use simple language, repetition, gestures, facial expressions and warm interaction to support communication. I follow children’s interests and respond to their sounds, words, body language and play.

For babies and toddlers, communication is supported through eye contact, shared attention, naming objects, songs, books, turn-taking games and everyday conversation.

Sensory Play and Mark Making

Sensory play helps children explore the world through touch, sound, sight, movement and smell. Children may explore safe textures, natural materials, water, dough, fabric, containers, brushes, paper and other age-appropriate resources.

Mark making is introduced in playful ways using chunky crayons, large paper, chalk, paint, water brushes, sensory trays and movement. These early experiences help develop hand strength, coordination and confidence, which later support drawing and writing.

Meals, Rest and Care Routines

Care routines are an important part of the curriculum. Mealtimes, sleep, nappy changing, toileting, handwashing and getting ready to go outside all support children’s learning and independence.

Children are supported to develop self-help skills at their own pace. This may include feeding themselves, washing hands, helping to tidy up, choosing resources, putting on shoes or recognising their own needs.

Sleep and rest routines are followed in partnership with parents and carers, while always following safe sleep guidance.

Observation and Next Steps

I observe children during play, routines and interactions to understand their interests, development and next steps. Assessment is not formal or pressured. It is based on knowing each child well and noticing the small but important steps they make over time.

I use observations to adapt activities, resources, routines and adult support so that each child can continue to make progress from their individual starting point.

Working with Parents and Carers

Parents and carers are children’s first educators. I work closely with families to understand each child’s routines, interests, comforters, sleep, feeding, communication, culture and individual needs.

I share regular updates about children’s experiences, care and development. Parents and carers are encouraged to share achievements, changes and interests from home so that I can provide consistent and meaningful care.

What I Want for Every Child

My aim is for every child to feel safe, happy and valued. Through secure relationships, play, outdoor experiences, stories, songs, movement and everyday routines, children are supported to become confident, curious and independent learners.