“We see our curriculum as cumulative and layered rather than day-dependent; key skills are intentionally revisited so children build secure foundations before moving forward.”

Introducing Focus Activities

Jenna and Ashleigh work together to produce Focussed activity sessions with a differentiated curriculum for all the children who attend Lilly Brook by having three different levels of challenge.

The Tadpoles - This group focusses on Language acquisition, attention and listening skills, and co regulation skills.

Froglets Group - This group focusses on deepening engagement and introducing early knowledge in mathematics and literacy whilst continuing to strengthen the prime areas.

Frogs Group - This group focuses on developing confident communicators and independent learners who can articulate ideas, explore new knowledge and think critically.

What Does a Focussed activity look like?

At Lilly Brook we have a daily focus activity each morning starting from 09:30 am.

We have three groups based on ability designed to challenge the children to learn new concepts which later can be applied to generalised play supporting our social constructivist Model.

These sessions focus on all 7 areas of development.

We sit on shape mats in a semi circle with Ashleigh or Jenna and we explain what we will be learning about or doing in each session using visual timetables. This is powered by the children's interests.

At the end of a section we post the image into the post box to signify the end and what comes next. Once all activities are finished we return to the free flow of the room.

Expressive Art's Afternoon Focus

Afternoon Focus Sessions – Music, Movement and Cultural Exploration

Our afternoon focus sessions are carefully planned to develop children’s expressive arts and design skills while strengthening communication, listening and physical development.

Children explore music and movement using scarves, rhythm instruments and visual supports. Sessions are structured to build listening skills, rhythm awareness and coordinated movement. Adults model musical vocabulary such as beat, rhythm, tempo, loud, quiet, fast and slow, helping children to develop a growing understanding of musical concepts.

As part of our wider curriculum, we introduce children to music from around the world. Each half term we focus on a different continent to broaden children’s knowledge and cultural awareness. We begin by exploring images of landscapes, animals, landmarks and people to spark conversation and develop descriptive language. Adults encourage children to observe closely, ask questions and share what they notice, supporting vocabulary development and expressive language.

Children then listen to authentic sounds and music linked to that continent, developing auditory discrimination and attentive listening skills. They explore how the music makes them feel and how it might inspire movement. Using instruments, they experiment with recreating rhythms and sounds, while scarves are used to support expressive, imaginative movement.

Through these sessions, children develop:

Listening and attention skills
Early musical knowledge and rhythm awareness
Expressive language and vocabulary
Cultural capital through exposure to diverse traditions and global perspectives
Gross motor coordination and body control
Confidence in creative self-expression

This progressive approach ensures children not only enjoy musical experiences but also build knowledge about the wider world, deepening their understanding over time.

“Afternoons consolidate and extend morning learning through expressive arts and musical exploration. For example, rhythm reinforces mathematical patterns and storytelling strengthens communication skills.”

Skills Developed Across the Year

Sustained listening and attention
Rhythm, tempo and pitch awareness
Vocabulary development
Expressive language and emotional literacy
Gross motor coordination
Cultural awareness and understanding of the wider world
Confidence in performance and participation