What environment do we offer?

An infant build that offers an enriched continuous provision approach from Early Years to the beginning of Year 2. IN Autumn term 2, Year to move to a more formal approach. The approach identifies a clear progression from EYFS pedagogy, enabling children to be independent, active and engaged in their learning combined with a personalised approach to meet the National Curriculum objectives for Years 1 and 2. Children are independent in their learning approach and challenge themselves because they love learning.

At Kestrel Mead we believe that children learn best through play based and active learning that develops their curiosity and independence.

Our staff understand the importance of developing and extending the children’s toolkit to learn and allowing them the opportunities to apply these skills independently and in different ways.

Our EYFS and Year 1 environment is set up as 2 bases with areas shared between each classroom and the Year 2 environment is set up as 4 individual classrooms with a mix of learning areas. The learning areas in each year group have been thought out carefully to match the skill development for each age range in relation to the EYFS and KS1 curriculum. EYFS and Year 1 also offers a continuation of the classroom in the form of an outdoor learning space.

Why should we continue Continuous Provision in Year 1 and 2?

• Young children up to at least age 7 are still motivated and engaged to learn by their own interests and when it is initiated by themselves.
• Many Year 1 children are not ready for learning that requires them to sit down and write a lot.
• Creativity, curiosity, critical thinking, problem solving and teamwork opportunities. Opportunities to make mistakes.
• Time for adults to work 1:1 or small groups and have more focus time per child as well as engaging with them within continuous provision.
• Meaning, Memory and Connections – Children need to have a meaning for their learning. Why do I need to learn this? If they are choosing the learning for themselves, it becomes more purposeful and relevant to them. Memory – exploring opportunities and revisiting using resources, building on their learning and problem solving allows for learning to be moved to their long-term memory. Making connections – is like a jigsaw puzzle, often children have lots of bits of information but need more time to apply them and figure out how things fit together to connect their learning for themselves.

How do we ensure continuous provision is challenging and purposeful?

“…we are aware of the sort of learning that our areas of provision promote and also how we are targeting specific skill development within those spaces.”

“…open ended experiences in CP allow them to discover, experiment and explore…”

“…a planning system that promotes high level attainment by capitalising on children’s high-level engagement.”

Continuous Provision, The Skills, Alistair Bryce Clegg

Areas of learning should be enhanced with resources and ideas to meet objectives of different National curriculum subjects linked to learning that week. The enhancements should promote awe and wonder allowing the children to thrive and create new learning opportunities.

Mr Stretch is applied to the challenges to add breadth and depth to challenge pupils throughout different subjects and challenges. Teachers can use this opportunity for AFL to direct pupils to further their learning and deepen their knowledge throughout.

Enhancements are planned alongside our Sticky Curriculum, English, Maths, Science and RE learning. They provide additional opportunities for children to develop their skills. They are planned where natural links occur in order to enhance the learning taking place and allow children to reflect on this throughout the week. At Kestrel Mead, our Sticky Curriculum is planned to support children in learning knowledge and skills in a memorable way. The continuous provision supports children to be able to commit this learning to their long-term memory as they have had opportunities to reflect

Based on the gap strength analysis in EYFS and observation in KS1, the provision should reflect the needs of the children. As a school we have identified that the areas you may see in the classrooms to support children in their development are listed below. This may mean that each classroom or provision will look different within each year group.

EYFS	Year 1		Year 2
Indoor Water Sand Creative Message Centre Reading Area Construction/small world Malleable Deconstructed role play Loose parts Mr Stretch	Outdoor Water Sand Wood workshop Mud kitchen Largescale construction Loose parts Climbing area Bike/scooter area	Construction Small world Creative Deconstructed role play Loose parts Malleable -Autumn as transition then Investigation	Physical development Construction Performing arts Investigation	Construction Small world Malleable Creative Deconstruction role play Loose parts Investigation ‘I wonder…’
Within provision it would be expected for Literacy and Maths to be applied across all other areas of learning. Resources therefore should be made available throughout the classroom to support children’s development with these skills.