Back again!
As purepurple says, planning is a big one at the moment - most of ours is now retrospective, i.e. written up at the end of the day to show what has happened and not planned in advance by adults. Some of it, such as small group time, is adult initiated still, in order to bring out specific skills like turn taking but the rest is a matter of recording what the children have been observed doing and then writing up what the adults will do in the following days in order to extend this learning.
We do have a long term plan but this is a single A4 piece of paper and records events during the year that occur at specific times (Christmas, Eid etc.). The mid term plan is a single page document which details which of the six areas have not been adequately reflected in the last half term and need more emphasis.
There should be no more pre-planned themes, although themes which come out of observing the children are OK - we have found that this leads to several concurrent 'themes' rather than one over arching one.
I had an assessment recently which concentrated on aspects of planning, risk taking and free flow play. You have to show how you allow children to keep taking risks whilst making sure they are still safe. Free play should involve a choice of whether to be inside or outside and anything can be done outside - not just slides, bikes etc. but take out markmaking resources and a table, take a mat and the construction/small world/matching & sorting.
I was also asked about partnership with parents - daily diaries, notice boards, parents' evenings, open days, website, parents letters, oral communication, open door policy.
At the adjoining school the big issue has been the transfer to Year 1 - the children who have been used to free flow and lots of free play suddenly being asked to stay inside and work all day. They have managed this by intrudicing it gradually with lots of outdoor time still in the autumn, still some now for small groups.
HTH