At Abbots Farm Infant School we offer a unique learning style that engages, challenges and empowers children. We provide a high‑quality education through a holistic approach that keeps our children at the centre of everything we do. The journey begins with continuous provision in EYFS and continues into KS1. The impact of this approach is seen in the powerful learning behaviours of our children, shown through their confidence, creativity and genuine desire to know more about the world around them. As you walk through our school, you can feel the excitement in every learning space, and see independence develop as children progress from EYFS through to KS1.

What is Continuous Provision?

Continuous provision describes all of the different provision areas that are available for children to use every day. Each area contains a core range of resources that remain accessible at all times and for extended periods. Effective planning for continuous provision involves thoughtful consideration of classroom layout and resources so that staff can offer a wide range of learning opportunities.

Why is Continuous Provision Important?

Continuous provision provides carefully planned, child‑led, play‑based experiences that help children consolidate their skills, knowledge and understanding. It supports children in becoming independent, resilient learners who motivate themselves and are confident to take on new challenges. It also creates meaningful opportunities for learning conversations between children and adults, helping to develop rich language and vocabulary.

Why We Continue Continuous Provision in KS1

Research highlights the importance of play in learning, showing that new neural connections are made far more efficiently through play. At Abbots Farm Infant School, we believe children learn best through play and exploration, which is why we continue this approach into KS1. Continuous provision encourages curiosity and provides challenge, allowing children to explore their own interests independently. It enables them to make choices and initiate play without relying on adult direction.

Many Year 1 children are not ready for long periods of formal, seated learning. Our approach allows adults to work one‑to‑one or with small groups, while also engaging with children within the provision. This approach supports our belief that children need meaning, memory and connections in their learning. When learning is chosen by the children, it becomes purposeful. Revisiting resources and problem‑solving helps move learning into long‑term memory. Time to explore and apply knowledge helps children connect ideas and deepen understanding.

Key Elements of Our Approach

Children at the centre of their own learning
Continuous provision enables children to direct their own learning by following their interests and choosing from a range of irresistible challenges. When children enjoy what they are doing, they are highly motivated, which supports their well‑being. The structure of our day gives them time to explore deeply, make connections and take their learning further. They have frequent opportunities to practise skills and apply previous learning independently.

Enabling environments
Our learning spaces are carefully planned so that every resource adds value. Staff collaborate to create purposeful, well‑organised environments both indoors and outdoors. Resources, defined areas, routines and displays all contribute to an environment that allows children to maximise learning time. This supports ongoing challenge and gives children opportunities to revisit learning and apply skills in different contexts.

The role of the adult
Adults play a crucial role in the success of continuous provision. Staff have a deep understanding of the pedagogy and of the diverse needs of learners. They build strong relationships with children, ensuring they feel safe to take risks and make mistakes. Adults support learning by observing, guiding, modelling and extending thinking as needed.

Promoting talk through play
Continuous provision creates a talk‑rich environment. Adults encourage purposeful talk and model positive social interaction. The structure of lessons and the learning environment provide many opportunities for talk and collaboration. From the earliest stages, children begin asking questions, wondering about the world and narrating their play and thinking.

Inclusive approach
The engaging, play‑based nature of continuous provision removes barriers and makes learning accessible to all learners. It supports high levels of well‑being for both children and staff. Children arrive eager and ready to learn because they are not required to transition into a highly formal routine before they are developmentally ready. Continuous provision allows all children, regardless of background or need, to make good progress at their own pace. It reflects our vision of  supporting children to be the best they can be.

How Continuous Provision Is Organised

Children experience a balance of approaches throughout the day, including whole‑class teaching inputs (no longer than 20 minutes), directed tasks led by adults, adult‑initiated activities within the provision, star jobs that all children complete, and child‑initiated activities chosen independently. This balance ensures that some learning is discovered and some is explicitly taught.

Supporting SEN Children

An adult is assigned to support SEN children with their individual targets and addresses these within continuous provision activities. This adult remains in the role for a six‑week cycle to review progress and ensure children move forward when ready.