A typical session at TOMO begins with a calm, structured welcome, where children gather in a small group and are supported to engage with a visual timetable. This consistent routine helps children develop a sense of security and readiness to learn. Adults model and reinforce turn-taking and attentive listening, ensuring all children are actively included.
Short, focused teaching inputs follow, with clear emphasis on phonics and early mathematics. These sessions are carefully pitched and highly interactive, enabling children to develop early sound awareness and number understanding through repetition and engagement.
Learning is then immediately applied within the outdoor environment. Children might take part in a sound hunt in the woodland, build representations of numbers using natural materials, or engage in collaborative tasks that require communication and shared problem-solving. Adults skilfully facilitate these experiences, modelling language, supporting interaction, and extending thinking.
Throughout the session, there is a strong emphasis on developing communication and social skills. Adults use consistent language, questioning, and modelling to support children to express themselves, listen to others, and begin to understand feelings. Social stories and role play are used to help children make sense of everyday interactions.
Snack and unstructured moments are used intentionally as teaching opportunities, where children practise turn-taking, conversation, and independence within a supportive environment.
The session concludes with a shared story and reflection time, reinforcing key themes such as feelings, relationships, and cooperation. Adults revisit learning, helping children to consolidate both academic and social development.
Across the provision, children are supported to become more confident, engaged, and ready to learn, with clear progress evident in their communication, relationships, and early academic skills.
At TOMO, our EYFS curriculum is designed in response to the increasing number of children presenting with delays in communication, social interaction, and emotional development, particularly following reduced early socialisation opportunities.
Our intent is to:
We place particular emphasis on supporting children to:
Our curriculum is delivered through a consistent, carefully structured model:
This covers:
Outdoor Learning
Outdoor provision is integral, not additional:
Through this approach, children will:
Importantly, children will be better prepared to:
TWO OR MORE OUTDOOR (TOMO)
Millichope Estate Office, Hungerford, Craven Arms, Shropshire, SY7 9HG
Millichope Estate Office: 01584 841 077