Titles for long term continuous provision

[jadavi]

Hi

For people who had a look at my recommended cont prov form - here are the titles I used (they can be divided in any way you like) my d o thought six a good number so I went with that.

A space to make marks and learn letters
A space to learn numbers, play with shapes and solve puzzles
A Space to develop speech and cooperative communication
A space to create and use my imagination.
A Space to explore, find physical challenge and develop skills.
A space to look at books and picture and hear stories.

The idea is that this is ongoing which is why I liked it so much. I will update every six months or if things change or I get inspired to alter it.
Ofsted liked it a lot.
Please feel free to ask questions or challenge!

[hectors house]

Do you have a dedicated playroom with set zones for these activities? - I just use my living room (for resources children choose themselves + I have my selection out of letter or number activities, book boxes and library books, a construction activity or treasure basket) then the dining room table is used for mark making, craft activities, playdough or cooking. By the end of the morning everything is everywhere in the lounge and I have to clear away craft stuff for snack, lunch and tea.

I then try to have some areas outside too - eg: construction themed number line by the construction vehicles and gravel digging area - books, blankets and cushions in the summer house or tent Mark making equipment - white boards, chalks, crayons, pencils, stencils in the summer house.

[sarah707]

Did I miss something?? I'd love to know what you are referring to!!

[Boris]

Did I miss something?? I'd love to know what you are referring to!!

Me too!

[jadavi]

My provision is nothing special.
This was a way of showing I offer continual provision recommended to me by my d o and that Ofsted loved.
You write what you have to offer, resources etc and your approach on each box on the form. The form looks something like this:

Long term planning: Continuous Provision – A space to …

A Unique Child

Enabling Environments

Positive relationships


Learning and Development



Long term planning: Continuous Provision – A space to …


PRIME AREAS

Personal Social and Emotional Development:


Communication and Language:


Physical Development:


SPECIFIC AREAS

Mathematics:

Expressive Arts and Design:

Understanding the World:

Literacy:


Adult role:
(ie
Promote confidence, supporting children’s needs, characteristics of effective learning and allowing trial and error.)

I can try and post my filled in example on here.

[jadavi]

Sarah, this was one of the forms I was trying to post on here last week.
It's a way of evidencing continuous provision and the rationale for it.

[sarah707]

Ahhh I see! Thank you for explaining!

I love continuous provision and use it a lot. It can be quite hard to set up but once it's done it saves a lot of time planning.

If you are a childcare.co.uk gold member Richard has put some CP planning information guides on in the member area of the site.

[hectors house]

My provision is nothing special.
This was a way of showing I offer continual provision recommended to me by my d o and that Ofsted loved.
You write what you have to offer, resources etc and your approach on each box on the form. The form looks something like this:

Long term planning: Continuous Provision – A space to …

A Unique Child

Enabling Environments

Positive relationships


Learning and Development



Long term planning: Continuous Provision – A space to …


PRIME AREAS

Personal Social and Emotional Development:


Communication and Language:


Physical Development:


SPECIFIC AREAS

Mathematics:

Expressive Arts and Design:

Understanding the World:

Literacy:


Adult role:
(ie
Promote confidence, supporting children’s needs, characteristics of effective learning and allowing trial and error.)

I can try and post my filled in example on here.

Would appreciate it if you can show an example of how you complete this - thank you

[lor]

Hi have had a look at your thread regarding CP planning and it seems like a really good idea
would you mind sharing. xx

[jadavi]

I will try to copy it on here
Basically all the boxes are filled in justifying the focus or aim of the title.

[jadavi]

After repeated efforts to copy my example completed continuous provision form which is a table of boxes, i have decided to write it out long hand in normal text. My example can be written inane different ways . Ofsted want to see thay you understand why you are putting out a certain resource every day so you are showing how and why you use your resources . Here goes:

: a space to stimulate reading, look at text and pictures and to hear stories

Unique child
I ensure that I have a wide variety of books available to each child that will interest and stimulate them, that are at the appropriate developmental level and that suit their interests
ie Thomas tank engine for children who are fond of this series. Lift the flap books for toddlers.

Positive relations
I make ample opportunity for children to request sharing a book with an adult or another child. We make a cosy space to sit together to explore or read the book. Sometimes we read a story in a group or discuss the pictures or talk about what we see on posters and in the world around us.
Communication is a key element of this focus and children are praised and affirmed for their contribution.


Enabling environments
I ensure the book spaces are inviting and welcoming and that the books are at eye level to the child and that he can self select. I have a number of low book cases around the setting and I rotate the book selection weekly as well as visit the library together for the children to choose their own. They feel empowered by choosing their own book to take away home.


Learning and development
Children learn at their own rate through one to one interaction with the adults and through sharing the books and pictures with a friend or in a group. Their language is stimulated, their hearing and understanding and cognitive skills. They learn to listen to each other and express themselves through their exposure to the books.

Adult role:
To support and inspire through expressive story telling and animated discussion of the visual prompts . To encourage self selection of books, to read a story when asked and to look for extended activities ie role play following a story.
To praise and reward effort and contribution and cooperative behaviour. To role model reading ourselves. To ensure a constant supply of interesting books and pictures in the setting

Prime areas:

PSED
To encourage the children to work through developmental areas through the stories - ie a book about potty training or sharing or not hitting . The stories and books help the child with their next steps emotionally and socially. To encourage listening to each other and following the rules of social behaviour.

Communication and language. Literacy.
This area is all about communication - speech acquisition, vocabulary development , creative expression - one to one with an adult and with another child or in a group. Developing literacy skills.

Maths
Often the books will develop their spatial awareness of shapes , numbers, puzzles , mazes etc and this developmental area will be stimulated by books, text, posters and pictures.

Understanding the world
The world is presented to the child through pictures - vehicles, home life, the outdoors, other cultures, food - the list is endless and should delight the child. The child learns how to turn a page, hold a book correctly and lift flaps etc. similarly all these skills are enhanced through text and pictures on the computer, TV and computer games.

Expressive art and design
The texts and pictures will inspire the children to be creative themselves - they might introduce an activity such as colour mixing for example or baking which might encourage a child to try a creative activity. The pictures they look at will be inspiring, attractive and interesting and will encourage creative activity.

Physical development
A child will first want to handle, mouth and explore a book long before opening it and understanding the pictures.
Often children using schemas such as collecting or moving things will choose to handle books, pack them in baskets , move them around and handle them as objects not as reading material.
Later they will develop hand eye coordination with page turning and flap opening and finally their eyes will begin to pick out letters and words. They will read pictures long before they can follow a story.

Characteristics of effective learning
A child will use books in the way that she learns best. Ie Chattering away at the pictures or dwelling for a long time on one image quietly. This is why it is so essential to have not only the right books available for the stage the child is at but also books that suit her interests. Books are a very powerful learning tool for every child .

[jadavi]

This senr before I was ready so I apologise for the typos!
The title should have read:
Long term continuous provision: a space to etc etc

[Boris]

I love this! Thank you for sharing x

[loocyloo]

thank you.

a lot simpler/easier/more obvious than my current 'continuous provision' form!

now to find the time to do it !

[lor]

Thanks for sharing it's brilliant! xx

[jadavi]

Here is another example of one of mine.

As you can see I chose areas to link together that could have gone in other categories - so your titles can be very
personal to how your setting is made up. We have soft play cushions which come out almost every day so building dens seems to be an important part of our provision - so much so I have included it in the title.

Long term planning: Continuous Provision: Space to explore, find physical challenge, build dens and develop skills

A Unique Child

I incorporate children’s interests into choice of equipment and setting (ie steam train station – children’s play carriage.) I provide resources and materials I know will stimulate and excite each child based on their developmental stages. I give thought and preparation to setting up the scene to allow privacy as well as cooperative play.

Positive Relationships

When the children are playing together and encounter issues, I support them in their negotiations, looking for a win win compromise based on conflict resolution strategies. I offer challenges at the right time and praise success and effort and encourage sharing the achievement with others.

Enabling Environments

I seek out inspiring places that I know they will enjoy exploring and devising new activities, both alone and with their friends. I give them the freedom and confidence to try out new things and enjoy themselves and each other. I offer extra resources to enhance the experience and give new ideas (ie cloths to cover climbing frame to make a private enclosed space)

Learning and Development
They build their confidence through trying things out, building structures that may or may not fall down, being curious, acting out their decisions and impulses, honing their developing physical skills such as balance, running, crawling etc.. They are supported to play/work alone, one to one with an adult or with a friend or in a group – hence adding to their social skills.

Adult role:
Promote confidence, supporting children’s needs, characteristics of effective learning and allowing trial and error.
Encourage social behaviour and boundaries. Help the children share and work for compromises when this is difficult.
Observe the children’s behaviour to be able to chart progress, provide evidence and meet targets accordingly.
Develop communication skills around the activities with lots of discussion and question/answer dialogue. Relevant books or activities to support activities.. Provide supporting materials in each activity to extend the learning opportunities.

PRIME AREAS

Personal Social and Emotional Development:
Confidence, trying things out, taking risks, sharing, boundaries, mood management in the face of frustration and sharing or working together well.
Playing together or working on a joint project, socialising appropriately,

Communication and Language:
Develop speech throught the activity and support new vocabulary one to one and with each other.
Develop further with writing and reading opportunities.

Physical Development:
Support the physical skills of balance, coordination, climbing, running, crawling, etc, - all’Moving and Handling’ targets.

SPECIFIC AREAS

Mathematics: Puzzle solving and imaginative design (shape, structure etc) through the challenges and activites, counting and number work where appropriate. (Game of cricket, the design of a den)

Expressive Arts and Design: Creative opportunities in the activity including mark making and multimedia tasks (ie sand art), garden design)

Understanding the World:
Showing the children a variety of settings and environments to further their experience of the world and introduce them to new skills that can be learned through the activity. Use IT where appropriate ie show some of ‘Space Jam’ movie after introducing them to basketball.

Literacy: Where possible support their learning with books – ie read ‘Going on a Bear Hunt’ before/ after a trip out to the woods or the beach. Encourage the use of imagination through poetry, nonsense rhymes, songs etc while on outings and trips.


If anyone wants to run any by me for comment, that they have written please feel free.

[jadavi]

I should also say, having looked at Sarah's brilliant notes in childcare.co.uk's members area about continuous provision, that my CP forms are far from complete or comprehensive but Ofsted (and the RAG d o) did not mind.

The fact that you have done something like this shows that you are thinking along educational structured lines and that is all they want to check. Tbh they dont actually read any of it! They just look at the titles.

So I would advise, be yourself and describe your setting and your resources in these boxes (if you choose to do this) as best you can and be prepared to justify them.

The great thing is, your planning is sorted after you've done them, apart from the individual sheet for each child every six weeks.

[Cinnamon Sugar]

I think this is great and am so grateful to you and others on the forum for being willing to help and try to guide us through this minefield! :-)

[catlyn]

great thanks for sharing x x

[mrs robbie williams]

they are great, where do you store them so ofsted can see them? do you have a planning folder that they looked at? trying to get ready for my 3yr which is due in july xx