• Which children will choose to explore the pasta in the trough outside and how will that develop?
• Which children will be interested in working with clay, alongside Matt, our new resident artist in our new atelier space?
• Can we encourage the children to begin noticing and collecting autumn leaves by providing baskets in the outdoor classroom?
• How will the children respond to the introduction of corn flour in the creative classroom?
• Will the easel and silky crayons inspire more mark making in the creative classroom?
• Will the introduction of hole punches and treasury tags provoke interest in fixing and joining?
• Can we inspire further exploration with the blocks if the adult models building enclosures in the block area?

• How are children responding to the new routine of exploring a learning space with their colour groups?
• How are children responding to the rules and expectations in different areas of Nursery?
• Which children will choose to access the tipping and pouring resources in the water tray?
• Can we invite children to begin to build relationships for learning with all adults now they have established relationships with their group leaders, supporting them to access all spaces?
• Which children will be interested in working with clay, alongside Matt, our new resident artist?

• Which children are choosing to access our new cozy space?
• How are our new children settling in and responding to their new environment?
• How can we best support our returning children during the settling in period?
• Is the routine of meeting in Colour groups at the beginning of a session, effective in settling the new and returning children to the setting?

• How will children respond to making and baking their own gingerbread man as part of our challenge work?
• As painting of the flowers continues can we introduce a provocation outside as well as inside, offering a selection of real flowers to link the interest in painting, growing things and beautiful things project work?
• As part of our focused group work can we provide a ‘story box’ of resources to encourage simple storytelling involving our ‘mini-me’ laminated photos?
• Can we explore the children’s interest in mixing water and sand by adding larger quantities of water into the small sand tray?
• Will the introduction of cascades, guttering and pipes inspire the children to further explore their interest in transporting water?

As we continue to invite children to draw family portraits in their workbooks, will the children begin to write simple words to annotate their work?

• Continuing our ‘number challenge’ work can we support children to re-visit the ‘challenge’ to build their counting confidence?
• Will children be able to work together to order numerals to 10?
• Children have been excited about writing and have taken their learning from the literacy sessions into the classroom, can we offer a range of pens, paper and whiteboards so all children have a range of opportunities to write and make marks?
• Can we extend the ideas shared in the friendship charter and develop a ‘good learning behaviours list’ that includes the way we work with adults?
• Will children continue to be fascinated by the new yoga poses and can we plan spaces for children to practice the new animal poses?
• If we move water play outside can we introduce opportunities to explore capacity to develop children’s experiences of full or half full?

• If we create a larger working area for technology and offer a variety of resources will the children continue to think of ideas and their own ‘designs’?
• Will the introduction of ‘dough gym’ allow the children to explore and refine their fine motor skills?
• Can the children begin to match their door numbers to the 100 square?
• Now the children have experienced yoga for the first time can they revisit this experience in the sensory studio and the outdoor area?
• Can children remember the ‘smelly cocktails’ and ‘pongy potions’ that they made in Forest School and revisit the experience in the mud kitchen area?
• How will the children respond to the new ‘challenge’ work focused on numbers and counting?
• Now we have produced our ‘Friendship Charter’ will we see the children demonstrating friendly behaviour in the nursery environment?

• If we add blocks of wood with nails can we encourage further skill progression in fine motor skills or in design ideas by offering wire and wool?
• Will children be able to work together to develop instructions for making a fruit salad as they experience the activity?
• Children have responded well to using the lego as it has been sorted into colours, there is focused work with no tipping materials onto the floor, would this happen if we offered them sorted duplo?
• Children have supported each other to use the tape and scissors at the technology table, will they continue to be interested in developing technology skills now the technology table has been introduced again?
• Can children tick their photograph when they have taken a turn on the computer and respect that they only have one turn per session?
• Which children will choose to visit the mud kitchen when access is open?

• If we introduce clout nails and panel pins alongside the hammers, with a range of materials will children further explore and develop fixing skills to create a large collaborative piece of work on the plywood?
• Children have been interested in bathing ‘babies’ in the water tray, if we offer small towels and baby dolls will this continue and will children be able to care for the ‘babies’?
• The work with lego has progressed well, if we now add more lego blocks and a wider range of blocks will children continue to sustain their interest and develop their skills?
• If we re-introduce the dolls house will children explore their emotional literacy work further with the small world materials?
• Children have noticed the blossom and watched it float down in the wind, if we offer baskets will children collect the blossom and what will they decide to do with it?
• Children have been creating ‘discovery houses’ outside, if we continue to offer materials for den building how will this develop?
• How will children respond if we invite them to prepare the flowerbeds for planting? Will they be able to explain the difference between mud and soil?

• Can children use the large camouflage nets to create dens or explore co-operative play?
• Can we continue to invite children to work in different combinations as they develop new relationships for learning?
• As we continue to explore change, Children will be asked where they would like their colour groups to be based for next half term?
• Can children develop their initial ideas about friendly words and extend their thinking to recognise and describe friendly behaviours?
• Which children will choose to access the new “lego” challenge work?
• If we open mud kitchen each day will children be able to come and make mud?
• If we move the snack table into the outside learning space will more children access?
• Will children explore the materials and notice the different textures?
• Can children identify the missing number as we count from 0 to 10 and leave a number out of the count?

• If we now offer the bicycle wheels and tyres alongside the blocks how will children use them creatively in their constructions and imaginative play?
• Will children continue to explore 2D and 3D shape constructions using the magformers outside in response to pictures of actual objects that also represent the shapes?
• Can we continue to invite children to work in different combinations as they develop new relationships for learning?
• Will children explore how water travels down and through resources if we add additional resources for them as they continue to explore floating and sinking?
• If the colour group moves to a new space for a day will children be able use the colours to guide them to the correct new spaces?

Can children explore feelings around ‘friendship’ in response developing relationships for learning and decide what makes a good friend?