Stepping Back to See the Bigger Picture: Learning About Nursery Provision A blog Post by @ MrsG_EYFS
Having spent many years teaching Reception, I felt I had a strong understanding of the EYFS curriculum. However, taking on the leadership of our nursery provision has given me a completely new perspective. It has allowed me to step back and appreciate the foundations that are built long before children walk through the Reception classroom door. There have been many moments over recent weeks where I have found myself reflecting on just how much happens before children reach Reception and how crucial those early experiences are in shaping confident, capable learners.
As a Reception teacher, it is easy to focus on preparing children for Year 1 and the next steps in their learning journey. Leading nursery has encouraged me to look further back and gain a deeper understanding of where so many of our children’s skills, behaviours and attitudes towards learning begin. Spending time in nursery has reinforced the importance of the Prime Areas: communication and language, physical development, and personal, social and emotional development. These fundamental skills truly underpin all future learning.
I have thoroughly enjoyed spending time observing our nursery children and the practitioners who support them. Watching these foundations develop day by day has been both insightful and inspiring. The confidence, resilience and curiosity demonstrated by even our youngest learners are remarkable, and it has highlighted just how much learning is taking place from the very beginning of a child’s educational journey. One of the greatest privileges of taking on our nursery provision has been working alongside such skilled nursery practitioners. Their ability to observe children closely, follow their interests and recognise meaningful learning within everyday play is truly inspiring. Although play remains at the heart of learning throughout the EYFS, spending time in nursery has helped me appreciate even more deeply the depth of knowledge and intentionality that practitioners bring to these early experiences. They are constantly nurturing communication, confidence, curiosity and independence, laying the foundations that support children throughout their entire school journey.
One of the things that has stood out to me most has been seeing just how early independence begins to develop. Long before children enter Reception, they are already
learning to make choices, manage their belongings, take responsibility for their environment and solve small problems independently. Whether it is putting on a coat, selecting resources, tidying away equipment or navigating friendships, these everyday moments play a crucial role in building confidence and resilience. What has impressed me most is how skilfully nursery practitioners create opportunities for independence throughout the day. They know when to step in and provide support, but
equally when to step back and allow children to persevere, problem-solve and experience the pride that comes from achieving something for themselves. These small moments accumulate over time, helping children to develop the self-belief and determination that will serve them throughout their time in school.
Understanding the nursery environment has also made me think more carefully about how we support children as they move into Reception. By spending time with our youngest learners, I have gained a greater appreciation of the experiences, routines and learning behaviours that they bring with them. It has reinforced the importance of creating a transition that feels familiar, nurturing and developmentally appropriate. Rather than viewing Reception as a fresh starting point, I now see it as the next stage in a journey that has already begun. This shift in perspective has encouraged me to think more deeply about how we build on children’s interests, maintain opportunities for exploration and play, and continue to foster the independence, confidence and curiosity that have been so carefully nurtured in nursery.
Leading our nursery provision has broadened my understanding of the EYFS and strengthened my belief in the importance of the early years as a whole. Perhaps most
importantly, it has reminded me that before children are ready to write sentences, read books or solve mathematical problems, they first need opportunities to communicate, explore, build relationships and develop confidence in themselves. Understanding where that journey begins has made me a more reflective Reception teacher, a stronger EYFS leader and an even greater advocate for the incredible work that takes place in nursery every day.
As educators, it can be easy to focus on the next stage of learning, but this experience has reminded me of the importance of appreciating where that journey starts. The foundations built in nursery are invaluable, and I feel privileged to have gained a deeper understanding of the role they play in shaping confident, capable and curious learners.
MrsG has been teaching in Primary Schools, specialising in EYFS and KS1 for the last 13 years. She has taught across both key stages working as an Assistant Head, before heading back into the classroom full time after having her children. MrsG is now Senior Teacher in a small school, where she teaches in EYFS. She also works with ECTs supporting them with planning, workload, job applications and interview technique through her Instagram account instagram.com/mrsg_eyfs