Planning ideas for weather themed Early Years Topic

Our topic on weather in the EYFS is in full swing and I have been inundated with requests for planning ideas for a weather themed early years topic! I have decided to share the first article in a series about planning early years themes on the weather which I am sure will be of some use to my EYFS and early years teacher colleagues. In the link below, you will find a really good introduction and starter ideas to get your weather themed topic off the ground and as the children become more involved they will guide you if you observe their interests closely.

Planning ideas for a weather themed topic in the early years foundation stage - some ideas to get you started

EYFS writing ideas - windy day activity follow up

The week ahead in our Early Years Foundation Stage Unit includes several activities based on the theme of weather.
The kite activities were such a success last week because they provided an exciting stimulus for talk.

Engaging early years children in writing is not always easy but the golden rule is to make any writing activity motivating, purposeful and have an audience for the child to present their writing to.

Talking, listening and communicating are crucial elements of the EYFS. The summative assessment culture of the English education system has lead to teachers and practitioners feeling pressured to move straight onto the actual physical act of producing writing in the Reception class. To produce quality writing, young children must have be given time to formulate their ideas, fire up their imagination and voice their experiences.


I used to get so worried that we were not doing enough writing but experience has shown me that if children have access to truly inspiring, sensory and meaningful activities it will prompt them to talk about them.

When children are confident to talk, structure and sequence their thoughts they are more likely to be able to write them down..

So, in the morning, we have a delivery of a letter. The letter is from the Year 1 class. It says:

Dear Children,
You had a lot of fun with your bag kites last week.
How did you make them?
Can you write some instructions for us please so that we can make a bag kite too?
Love from Y1.

We will then embark on talk partners. This involves the children pairing up and discussing through recall how they made their bag kites.

I will ask them just 2 questions. What did they use to make the kite? What did they do to make the kite?

The final part of the session will involve me listening to feedback from the children and modelling the writing process on the board. I will use a series of pictures drawn by my own fair hand and labels.

I will write 3 or 4 simple sentences to describe how we made our kites.

The carpet session will lead nicely into the individual and small group writing input where children will have the opportunity to write their own set of instructions.

We will make these into a book (after copying them for their learning journeys) and give the book to Y1.

Hey Presto! Motivation, purpose and an audience for EYFS writing!

EYFS and the information highwaymen

Why would you want to employ an EYFS consultant like me when you have google at your fingertips?

I am asking because today I have been thinking about my unique selling point (USP). If I am really going to build this business from scratch then I am going to have to ask myself a few challenging questions.

I have created myself a massive reading list (as if I am ever going to have time to trawl through it all) in attempt to keep abreast with what is going on in the EYFS sector. The tweeters have flooded in with tasty tidbits asking 'have I read this' or 'have i seen that?' - all very interesting I am sure but in a practical sense there is just too much bird seed to digest at one sitting.

This is a strength and a weakness of the Early Years sector. It is no wonder the practitioners and teachers at grass roots level are in a state of confusion. The information on hand is awash with commentators, politicians, experts and researchers who upload their opinions, points of view, studies and rants with enthusiasm, which on one level can be admired but on another be overwhelming.

At the core of all of this information are children. Children who need caring for, educating and nurturing through the earliest stages of their life. I can't help but think that we should be doing more to help busy teachers and practitioners through the quagmire of opinions and advice and instead be on hand to help them reflect on their own practice and the impact it is having on raising the standard of early education and care in this country.

Information is good and knowledge is very powerful. As I have said before, the EYFS sector must continue to build a powerful, knowledgeable and resilient army if it is to hang on to what we all know is right for young children. But information and training is not enough. We must build strong networks of professionals where we can reflect, debate and decide together what is right. This army must of course include parents, governors and senior leaders.

Investing in a good consultant means that you will have a critical friend by your side to help and support you through the changes ahead. A good consultant will offer objective opinions when they are sought and listen to your concerns with sensitivity and understanding. Academic papers, articles and commentary are too often one way traffic. As a consultant I help practitioners unpick information that they have heard or found - it is part of an important learning process for us both.

My USP (Unique Selling Point)

• I offer some time and space for settings and staff to reflect, evaluate and improve their practice through coaching and offering them key questions to guide them to be the best they can be.
• I can offer solid, practical and sound advice if it is asked for and I am happy to contribute with creative and energetic ideas about how to move practice on.
• I talk in plain English and where possible am committed to be jargon free. Where there are terms which need to be understood, then I take the time and effort to explain them and encourage questions.

Questions are good and in my world there is no such thing as a stupid question. We cannot hope to build a future for children if we are not prepared to fully understand what the expectations are - or why they are there.

I haven't been away from schools and children for too long. I am fresh out of an associate deputy headship and I know the pressures that schools have upon them in this climate. Money and time is tight but time for children is even tighter.

When professionals in the sector finish at the end of the year, they can regroup and start all over again. But a child doesn't have that privilege - after all,  you are only four years old once in your life!