Personal, social and emotional development

Early English - Communication and language and literacy

Physical development

Children should be able to:

• leave their carer and come into school (there is a need to have a gentle and adaptable way to help children who feel anxious when they are separated from their parents)

• have the confidence to talk to their peers and form new friendships (consider a settling-in period and getting to know each other first), for instance time needs to be spent helping children remember their reception teacher/ teaching assistant's name and those of their new class peers

• usually wait their turn when someone else is speaking

• let others know how they feel (picture cues maybe needed)

• play co-operatively with other children, taking turns and sharing most of the time

• use the toilet on their own (be clean and dry, understand the importance of flushing the toilet and washing their hands) - childcare providers should put in place strategies to support children with anxiety related to toileting and bladder or bowel conditions

• use a tissue to wipe their nose, they may need prompting by an adult to do this

• access drinking water on their own (find their water bottle or drink from a cup provided)

• be self-motivated to complete a task (they may need a little encouragement at times)

• look after and tidy away setting/ school resources (they may need prompting to tidy away)

• recognise their own belongings especially their coat, water bottle and lunchbox

• be independent when playing and learning in the classroom environment, for instance being able to select from a range of resources in the play stations and put them away when they have finished with them

Children should be able to:

• sit comfortably and listen attentively for a short period of time

• use sentences that are typically 4 or more words long

• join in with songs, rhymes and repeated refrains in stories that are familiar to them

• talk about a story they have had read to them and be curious about new content, for instance words or images

• understand a simple question or verbal instruction

• join in a short conversation when in a small group

• recognise their name or the initial letter of their name

• choose, hold and turn the pages of a picture book, knowing that pictures and text hold meaning

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