At Little Dragons, learning is woven into every part of the day. Through playful discoveries, curious conversations and hands-on adventures, children are encouraged to explore, imagine, investigate and grow.

Twice each day, our practitioners lead a carefully planned activity linked to our current curriculum aims. These engaging experiences support learning across all seven areas of the Early Years Foundation Stage (EYFS), while allowing children to develop at their own pace.

Our curriculum is never one-size-fits-all. It changes and grows alongside each new group of Little Dragons. Early in their journey with us, children are assessed through different methods such as the Stoke Speaks Out assessment tool. We use this information, together with our knowledge of the EYFS and our daily observations, to plan meaningful learning experiences that reflect each child’s interests, strengths and individual needs.

For children who would benefit from a little extra support with communication and language, we also offer Time to Talk and Talk Boost. These friendly, small-group sessions use simple, enjoyable activities to help children find their words, build their confidence and enjoy communicating with others.

Our thoughtfully planned continuous provision brings these curriculum goals to life throughout the environment. From building towers and creating masterpieces to sharing stories, solving problems and exploring the natural world, every area offers another opportunity for little minds to make big discoveries.

At Little Dragons, every game has a purpose, every question starts an adventure, and every child’s learning journey is uniquely their own.

Current Curriculum Focus (Autumn Term 1st Half) 

PSED: Sense of Self:

R4 Knows their own name, their preferences and interests and is becoming aware of their unique abilities

R5 Is becoming more aware of the similarities and differences between themselves and others in more detailed ways and identifies them self in relation to social groups and to their peers

R6 Recognises that they belong to different communities and social groups and communicates freely about own home and community

Communication and Language: Listening and Attention:

R4 Listens with interest to the noises adults make when they read stories

R5 Listens to familiar stories with increasing attention and recall

R6 Shows variability in listening behaviour; may move around and fiddle but still be listening or sit still but not absorbed by activity

1.0 Planning Example - 

2.0 Continuous Provision Example -