1. This site uses cookies. By continuing to use this site, you are agreeing to our use of cookies. Learn More.
  2. Hi Guest, welcome to the TES Community!

    Connect with like-minded education professionals and have your say on the issues that matter to you.

    Don't forget to look at the how to guide.

    Dismiss Notice

Continuous Provision in a Reception Classroom

Discussion in 'Early Years' started by hjbarker88, Oct 30, 2017.

  1. hjbarker88

    hjbarker88 New commenter

    I am a recently qualified teacher in my second year of teaching post qualification. I specialised in Early Years during my PGCE and was strongest in my reception placement. Since completing my training I have been working overseas, first in Hong Kong in a bilingual school and now I'm Thailand in a British International Primary. My current school follows the EYFS and uses Hamilton Planning scenes for literacy and numeracy. The way we currently do things involves an hour of 'busy fingers' during the first hour of the day in which it is not compulsory for the children to attend school. After that we have a series of inputs throughout the day including daily literacy and numeracy inputs along with topic and EAD sessions. We do not have any continuous provision time other than the first hour of the day and during each 'lesson' the differentiated groups must complete a task with myself and the TA. I am trying to implement more of a change towards using more continuous provision in order to benefit my class but I am being met with some resistance towards to idea. I am looking for ways to explain that continuous provision is not just for keep children busy whilst we work with groups. We have small classes of around 12 students so the idea is that we don't need provision. I am struggling with how to explain the real benefits of continuous provision to people who have never really used it before. Any tips on how to do this would be very much appreciated!
  2. EJBowling

    EJBowling New commenter

    Could you not argue that children need to discover learning themselves as well as being taught because this encourages a love of learning and exploration?

    In my room we use challenge crowns as a way of engaging the children in different challenges whilst I work with a group. For example, just taught a session on addition: I would have, as part of the provision, an addition monster (see pintrest) and the challenge would be to combine two numbers and write the number sentence. This is done independently but would have been modelled in the session. Whilst I work with a group the other children have the opportunity to develop their own understanding independently but it is still related to the session so they are not "just being kept busy". The children wear the challenge crowns whilst they complete the activity and then you have evidence that the children are learning independently and are applying the skills that you have taught them.

    Also could you not ask to trial having more CP in your provision as a case study? You could say it would benefit your professional practice?

    Hope that helps :)
  3. mental_monkey

    mental_monkey New commenter

    Check out Alistair Bryce-Clegg's blog and books. Great information, very accessible and lots of practical ideas.

Share This Page