Nursery Literacy

Within this Area of Learning there are 2 Aspects

LEARNING OBJECTIVES 30-50 month band



– Enjoys rhyming and rhythmic activities.
– Listens to and joins in with stories and poems, one-to-one and also in small groups.
– Joins in with repeated refrains and anticipates key events and  phrases in rhymes and stories.
– Beginning to be aware of the way stories are structured.
– Suggests how the story might end.
– Listens to stories with increasing attention and recall.
– Describes main story settings, events and principal characters.
– Shows interest in illustrations and print in books and print in the environment.
– Recognises familiar words and signs such as own name and advertising logos.
– Looks at books independently.
– Handles books carefully.
– Knows information can be relayed in the form of print.
– Holds books the correct way up and turns pages.
– Knows that print carries meaning and, in English, is read from left to right and top to bottom.


–  Sometimes gives meaning to marks as they draw and paint.
– Ascribes meanings to marks that they see in different place.

In Nursery we concentrate on developing the pre reading and writing skills that children need before learning to read and write. This is closely linked to the Prime areas of learning particularly Communication and Language and Physical Development. Children’s writing develops through several stages before they are ready and able to form letters that are recognisable and by following our fun and engaging handwriting program (see Physical Development) we aim for most children to be forming recognisable letters by the end of the year.

The early years are crucial to developing a lifelong love of reading, at Uplands Infant School we want to ensure that children learn to read so that they can then read to learn.

During the Autumn Term we encourage children to listen to and play with sounds, the sounds they can hear in the environment and in spoken words as part of our regular weekly phonics sessions (see phonics information in Communication and Language) We share books and rhymes regularly and encourage children to talk about what they can see in the illustrations (see information in Communication and Language).

Throughout the year books both fiction and non fiction are in high profile around the setting to support different areas of learning e.g dinosaur and animal books in small world areas, alphabet books in the writing area. We also provide books and magazines which reflect children’s interests e.g Bob the Builder, Fireman Sam, Peppa pig, Doc McStuffin, Ben10 to mention a few.

We teach the children about book skills and the need to care for them.The stories we will use during the Autumn term include Come on Daisy, Owl Babies and Going on a Bear Hunt. Other stories we focus on include traditional tales such as

– Goldilocks and the Three Bears
– The Enormous Turnip
– The 3 Billy Goats Gruff

We use methods such as drama, role play, puppets, masks and story sacks to support our teaching. We draw attention to story book language and through and introduction of Talk for Writing strategies children begin to internalise stories. Through many activities we build on the children’s language and understanding skills which are necessary to support their writing.

In our cloakroom we have a selection of books which you are welcome to borrow and change as often as you like. There is no need to inform a member of staff of when you take a book or return it, we only ask you borrow one book at a time. During the 2nd half of the term Highfields Library kindly lends us books which you can borrow from us each week to share with your child, we do need to keep a record of these as they belong to the library. We are hoping to take trip to the Library during the 2nd half of term to a story telling session and hope that many of you parents will be free to attend. Previous story telling sessions have been truly inspiring and entertaining. Information will be sent to you nearer the time. If you need more advice on how to share books you can speak to any member of staff or visit the library for more advice and parent classes.

From very early on we encourage children to recognise their own name through e.g self registration and names on pegs and encourage them to note print in the environment e.g logos in the home corner such as Weetabix and character logos e.g Ben 10.

F1a Literacy

Further information on supporting your child to read can be found here.

Parents Little Guide to Reading

Staff regularly model mark making and writing for and with the children like messages to other members of staff and labels for the environment. We encourage children to mark make and write freely on a large and small scale e.g using water and large brushes outside, car painting, making marks on rolls of wall paper on the floor, making marks in foam and gloop.

F1c Literacy F1d Literacy F1e Literacy

Staff will talk with the children about the marks they have made and what they have written. Opportunities to write through their role play and writing for a purpose are also given e.g. lists in the home corner, make books about the park visit with their pictures as illustrations. Opportunities to mark make and write are available daily across the environment.

F1g Literacy F1f Literacy


There are various stages to children’s early mark making and writing development. Skilled staff at Uplands Infant School will observe individual children to identify accurately which stage the children are operating at and then plan specific activities designed to promote progress and development.

F1h Literacy

We follow an active and engaging handwriting scheme which uses music and movement to support mark making skills known as Penpals. “Disco Dough” and “Funky Fingers” activities designed to support the development of key muscles in the arms and fingers through music and active games are used (see Physical Development).

Ideas to support your child with Literacy skills can be found here:

10 Activities to Develop Literacy Skills