Continuous provision is a pedagogical approach that provides children with daily access to consistent and engaging resources and learning opportunities - enabling them to explore, learn, and develop independence in a safe and familiar environment.

At Chalford Hill, we have chosen to use Continuous Provision throughout EYFS and KS1 because we believe it is developmentally appropriate practice for children of this age and it aligns with our vision for our children to be: curious; unique; respectful and empowered:

Curious: Children have the freedom and creativity to find things out for themselves through experimentation, to follow their own interests and become deeply involved in their own independent learning.

Unique: Children have choice over how they practise and embed learning and skills, recognising their uniqueness; they can lead their own learning and take ownership of it.

Respectful: Children take care of the classroom resources and environment; they value the diversity of each other's learning and practise the skills required to work together collaboratively and respectfully.

Empowered: Children are confident to take risks, to make mistakes and learn from them and to persevere to solve problems.

Continuous provision in Y2 will include:

• National Curriculum subjects which are taught through whole class teaching. Learning in these subjects is then developed and deepened through opportunities and enhancements in the provision. Provision for retrieval is encouraged through task enhancements and displays.

• High quality interactions with adults. Adults will model topic specific and higher tier vocabulary to develop oracy and curriculum knowledge.

Some of the characteristics of continuous provision at Chalford Hill include:

•          Resources: High-quality resources are available to children all year. These resources are relevant, engaging, and open-ended. Children are familiar with the resources and can access them confidently and independently. These resources have been carefully chosen to develop children’s problem solving skills and will be a progression from the Y1 classroom.

•          Areas: The classroom is divided into distinct areas which are closely linked to the Y2 curriculum.

•          Learning: Children can learn skills, practise and embed learning, make connections, and develop critical thinking and problem-solving.

•          Independence: Children can learn to make decisions and continue learning without the need for an adult or support.

•          Interaction: Children can interact with each other and form relationships, building the skills needed for cooperation. Children will be provided with opportunities to interact with adults in the provision.

•          Language: Children develop their communication and language skills through rich experiences and focused oracy activities.