Provision

Basic Provision

This can also be referred to as core provision but for this document we will use the term basic provision.

This is what you will set up and have available based on the expected age of the children that will attend your setting, Alastair Bryce Clegg (20015) refers to basic provision as the ‘backbone of every setting’ and explains it as resources you would expect see.

“Basic Provision is a great starting point but if left it encourages low level attainment and boredom, especially for your most vulnerable learners. Creating provision that supports how children learn must take precedence over provision that is just stocked with what you want them to learn. If the how isn’t right then the what will have significantly less chance of sticking”

Continuous Provision

Well planned continuous provision helps raise the attainment of children through active learning and high level engagement. Continuous Provision is NOT just the resources that you have out all of the time.

Continuous provision enables practitioners to take children on a journey, the environment is key to supporting children on this journey. To help further children’s development it is important for children to be able to return to explorations daily and to explore new ideas. Children need to be given time to thoroughly explore the learning experiences, practitioners need to appreciate that it is fundamental that children are given opportunities to build on what they did yesterday or even a few weeks ago. Giving children time is precious as it enables them to fully explore their ideas and concepts which is highly important for children when taking them on a journey.

Within continuous provision children are able to explore the environment and develop independence. It also allows children to make choices and initiate their own play. Properly set out continuous provision should give children the freedom to be independent choice-makers. It is perfect for encouraging your children to be active learners and to take control of their own learning, but most of all it should be carefully thought out and planned with every single little one in mind.

Planning for Continuous Provision

Your observations are crucial in planning for continuous provision as it is constantly evolving with the interests and next steps of the learners in the setting. Therefore you need to be observing continuously and responding not only for areas that are being used but those that are not.

Making Changes

Assessing and overhauling your provision would usually happen 2 to 3 times a year but is dependent on the setting. Any changes made to your provision should be informed by your observations and group interests and if something isn’t working you shouldn’t wait until the next assessment cycle to change it.

That’s where making small assessments and changes throughout the year can help to ensure you’ve got a continuous provision that works for your children.

Challenge to Support Self-Evaluation and Development

As a team or in pairs go around your setting asking and discussing,

Q. Why is every part of your setting there? Is it in response to a child's interest or is it a development need or next step for a child?

If you can't find an answer the chances are that the resource or activity needs to be changed.

The Adult Role

Adults should provide a high quality environment both indoors and out, this should support children’s emotional wellbeing and help them to be motivated to learn.
Evaluations of children’s observations should determine how the environment is enhanced.
Adults should respect children and create a safe environment for them to try out new skills without being outlined as a failure.
Adults should establish rules, boundaries and behaviour expectations.
Adults should spend quality time supporting children in accessing equipment and learning routines.
Adults need to recognise the importance of each area of continuous provision and ensure these areas offer children maximum learning opportunities as well as self-initiated play.
Adults are facilitators, going into the children’s space and understanding their interests rather than pulling them out of what they’re engaged with.
Adults should play alongside children and listen and respond.
Adults should scaffold or support each child’s learning while they are engaged in activities that fascinate them.
Adults should model ideas and language giving them the vocabulary they need to explain what they’re doing.
Adults should ask questions and make suggestions, this will help extend children’s learning.
Adults should offer children additional resources to enable them to extend their ideas further.
Adults can learn more about their key children and help to provide a more enabling environment for them at your setting.

Enhanced Provision

Areas of provision that have been enhanced with objects or prompts that support an interest or encourage investigation and questioning or with resources to support the teaching of a specific skill or concept as the result of observation.

Observing Children

Observing children within the areas of continuous provision is a crucial part of an adult’s role and the findings from these observations will have an impact on what is planned for children’s next steps. Through observations practitioners will be able to identify key elements of children behaviour, interests and patterns of learning and stages of development.

Learn More by Engaging with...

What is Early Years Continuous Provision? – This article is a great introduction to the topic for beginners.
A Guide for Creating Continuous Provision - One of the biggest challenges with continuous provision is finding a way to implement it in every room. This article has some great tips for every room, from your babies to your eldest.
Common Play Behaviours in Continuous Provision - Good Continuous Provision can be tricky – all too often children will just visit in an area of provision that they like, where they will choose resources that they are familiar with and then engage in low level tasks, often for a considerable period of time, how can you challenge their thinking and learning.
Continuous Provision Planning - A deeper understanding of what continuous provision planning is.

Pedagogy Pamphlets

These have been created to support practitioners to provide quality interactions, experiences and spaces. Please share with all practitioners in your setting.

SEIC-Early-Level-Pedagogy-in-Practice-Pamphlet-Issue-1_-1.pdf

SEIC-Pedagogy-in-Practice-Issue-2-Mark-Making.pdf

SEIC Pedagogy in Practice Issue 5 - Food Glorious Food.pdf

Sanderson's Wynd and Dunbar Play Pedagogy Project

Sanderson’s Play Pedagogy

As part of their self-evaluation process in 2019-2020, the practitioners of Sanderson’s Wynd split into groups’ research a chosen area of core provision. They all researched and collated what that area should look like in their setting. They then presented to each other. This led to a shared understanding and approach in all the areas chosen across the setting.

We have shared these presentations.

The Sanderson’s Wynd and Dunbar Centre Managers work together and the Dunbar practitioners have taken photos of their quality practice in these areas.

Thank you to these two settings. If you have something to share, please contact us.