Hello! I have recently taken over a year 1 class, and the previous teacher has historically had continuous provision available throughout the day, while pulling groups out for short, directed teaching sessions. Having observed the class before I started, I saw that the children were not completing the activities correctly and were often not gaining anything from the (well-planned) activities. After taking over, I continued this system for a week and I found the same thing was happening with my CP activities, regardless of how many times I explained how to use the areas. The noise level in such a small classroom can also get overwhelming for the groups who are working with adults. I understand the concept and benefits of play based learning, but I feel like this is more suited to a large foundation room, where the adult:child ratio is greater, where there is a decent outdoor space and where there are more resources available. Then, there is more adult supervision and surreptitious activity guidance while the focus groups are going on, the noise is less of an issue and there are more activities to spread the children over. So, I changed the system and started using a more formal method of whole class input followed by the whole class going to their tables to complete an activity (obv differentiated at this point so they can complete it relatively independently). At this stage, my TA is asked to work with a specific group (rotates between ability groups, not sat with LA continuously) while I monitor the class and intervene with individuals who need assistance or correction. This way, they are learning the curriculum and they are learning the independent working skills they will most definitely need when they hit the SATs pressure of year 2. However,I have started to hear rumblings of discontent about the changes I've made. Wondering what other year 1 teachers think about CP vs. whole class teaching?