Sand Dunes Nursery School book area/cosy area plan for continuous provision

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Sand Dunes Nursery School

BOOK AREA/COSY AREA plan for continuous provision

Permanent resources.

A comfortable quiet area to sit and read the provided books.

Various books that are changed on a fortnightly period. These contain children’s favourites and non-fiction books.
A CD player


A comfortable sitting area-either on the benches or mat. Cushions and soft toys are provided to make the areas more welcoming.

The story tellers garden will provided a comfortable area with toadstool seating. Children and staff can engage in imaginative story telling role play.

A selection of books and comics for the children to view freely.

Enhancement resources

These will differ depending on the children’s interests and could include any of the following:

  • Puppet theatre

  • Story sacks

  • Comics

  • Home made books

  • Photographs

  • Voice recorders

  • Pencils /paper


These will differ depending on the children’s interests and could include any of the following:

  • Large puppets

  • Comics

  • Photographs

  • Story set ups

Adults role

To develop the child’s book knowledge and confidence.

To model how to handle books and suggest book language that children may adapt when attempting to retell stories.

To question what happens in books and praise the children’s achievements.

Resource organisation

Related books are laid out on book stand so that they are accessible to children for independent and adult supportive use.

The Big books are accessible for the children to view independently and the puppets are easily accessible in boxes..
The audio CD is changed fortnightly and the children can access the headphones freely.


The books are checked and cleaned regularly and the seating area is maintained.

Children’s experiences-

The ability to handle books correctly, use book language and develop stories from the pictures on the page.

The opportunity to develop their confidence of using books.

The development of listening skills and opportunity to anticipate what might happen next

Key learning & development opportunities


22-36m – interested in others play and starting to join in.

22-36m-Seeks out others to share experiences.

22-36 m- May form a special friendship with another child.

30-50m-Confident to talk to other children when playing, and will communicate freely about home and community.

40-60m aware of the boundaries set, and of behavioural expectations in setting.


22-36m -Turns pages in a Book, sometimes several at once.

22-36m – shows control in holding and using books..

30-50m- Holds Pencil between thumb and fingers, no longer using whole-hand grasp.

40-60m begins to form recognisable letters.


22-36m -Listens with interest to the noises adults make when they read stories.

22-36m- Shows interest in play with sounds, songs and rhymes.

30-50m-listens to stories with increasing attention and recall.

30-50m- uses intonation ,rhythm and phrasing to make the meaning clear to others.

40-60m able to follow a story without pictures or props


22-36m -Has some favourite stories, rhymes, songs, poems or jingles.

22-36-Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on the wall’.

30-50m-joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

30-50m Enjoys rhyming and Rhythmic activities.

30-50m –Sometimes ascribes meaning to the marks they make as they draw, write and paint.

40-60m enjoys an increasing range of books


22-36m-recites some number names in sequence.

30-50m-Uses some number names accurately in play.

22-36m-Notices simple shapes and patterns in pictures.

30-50m-uses positional language.

30-50m -Shows awareness of similarities of shapes in the environment.

40-60m can describe their relative position such as behind or next to.


22-36m –Learns that they have similarities and differences that connect them to, and distinguish them from others..

30-50m-Talks about why things happen and how things work.

30-50m- Shows interest in different occupations and way of life.

40-60m-looks closely at similarities, differences, patterns and change.


22-36m-Beginning to make believe by pretending.

30-50m -Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.

30-50m- Uses available resources to create props to support role-play.

30-50m-captures experiences and responses with a range of media, such as music, dance paint and other materials or words.

40-60m-initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences .

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