Daily Routine

A typical child’s day at Pathways

Daily routine: A typical child’s day at Pathways

A typical but always flexible guide to the pattern of a child’s day. A balance between child-initiated and adult led activities.

Maximum use is made of outdoor opportunities to promote learning and development.

If we come before 9.00am we choose activities and sometimes play together with our ‘big school’ friends

We wash our hands to keep the germs away before we start to play.

After 9.00am we choose, play and talk to each other, until the rest of our friends arrive and was their hands

We have a short ‘wake and shake’ so we are ready to sit down for our circle time

We ‘chat on the mat’, in a circle, we make friends, learn about being kind, talk about our feelings and sing our ‘Hello’ song. If we are little we have tummy time, massage and mirror play.

We play, learn and explore. We paint, stick, draw, look at books, play number games, build models, and explore music, sand and water. We learn to listen, to count, to communicate and to create. The grown ups help us to choose and talk to us a lot. Sometimes we go to the library, the fields or for a walk. We play with the cars, trains and all the other toys provided. We have fun and learn at the same time. We dress up in the role play and make cakes. We are very busy and happy. We play inside and outside in groups. Sometimes we go on the computer. We are actively playing and learning all of the time

We tidy up our activities, and get ready for our snack; some of us have our nappies changed and the rest of us go to the toilet and wash our hands

We choose a healthy snack and drink and sit for a few minutes, we sing our good manners song

We have some physical time in a group to help us grow strong, sometimes we feel our hearts beat and we dance, play with the parachute, or even go for a walk to get some exercise, we learn how to keep ourselves healthy and clean our teeth

We go outside together to play. We learn to climb and balance, to throw and catch, hop, skip, jump and ride bikes. We look at books and play in the tents or with the sand or water.

We come in and sit down to listen to a story, we learn about letters and sounds, we sing some action nursery and number rhymes, sometimes we sign or sing songs from other countries, we

Some friends go home after story, some wash their hands and stay for lunch,

After lunch we have a quiet time on the mat, doing puzzles or looking at books

Some more of our friends arrive to chat on the mat. We play and learn indoors and outdoors all afternoon. We have another snack and storytime.

After about 3.30pm some of us go home, but if we stay we eat our tea and sometimes, we play with the ‘big’ children again, if we are on a school site

At the end of the day everyone has gone home – nobody sleeps here!

We want to come again tomorrow

Your child will be encouraged to join in activities that may be related to a mini-topic or theme. Please talk to

your child at home about these topics.

These may include:

My Family

Living Things

People Who Help Us

Starting School


A very limited amount of appropriate children’s TV may be watched for short periods to support learning during some sessions. After 3.30 p.m a suitable children’s video may also be provided to create a homely, relaxed feeling and help children unwind after a busy day.


Keeping children healthy and protecting them from harm or neglect

COVID-19 Risk Assessment

Child Protection Policy and Procedures

Photographic Image Policy

Missing Child Procedure

Designated Safeguarding Lead and Trained Staff

CCTV Monitoring

Administration of Medicines

Exclusion Due to Illnesses or Infections policy

Accident Record and First Aiders

Visitors such as traffic wardens, local policemen

Fire procedures

Collection and Intruder Procedure



Helping children to achieve outcomes

Knowing children’s unique needs and interests

Teaching through the Three Characteristics of Effective Learning

Promoting of the 7 Areas of Learning through age appropriate teaching and learning

Key Person and Continuous Provision Planning

Supporting Children with Special Educational Needs and.or disabilities

Promoting inclusion, equality and celebrating diversity

Helping children to make a positive contribution to the setting and the community

To the setting

Taking responsibility – tidying up, helping to sweep the floor, giving things out etc.


Taking care of each other

Looking after property

Taking part in fundraising and special events e.g. picnics, sing songs, parties

Bringing things in to share with others

Making decisions e.g about what new toys they want or what they want for the garden

Contributing to displays

To community

Visiting local buildings and shops

Going for local walks

Taking part in school events

Inter-generational links

Twinning with other settings


Visitors in the setting





A typical child’s day at Pathways