Continuous provision <\/strong><\/h5>Most early years<\/a> practitioners recognise continuous provision as the resources they offer children as part of an enabling environment, or resources that are safe for children to explore independently. In fact, continuous provision is both these things, and it is important to remember that it is not just provision that is continually accessible but a selection of resources that continue the children\u2019s learning in the absence of an adult. <\/p>\n \n\n<\/div>\n <\/div>Enhanced provision <\/strong><\/h5>The resources that you add to your continuous provision to further \u2018enhance\u2019 the children\u2019s learning or interests are what practitioners call \u2018enhanced provision\u2019. For example, if you’re doing a project about animals, and children show an interest in what animals eat, you might add instructions for feeding animals or labelled bowls, tins and bags of animal feed to your reading area for children to explore. <\/p>
\n \n\n<\/div>\n <\/div>How to prepare for continuous provision and enhanced provision <\/strong><\/h5>Unless your school requires it, you shouldn\u2019t need to plan for continuous provision \u2013 it is often the same every week. However, it is useful to provide a list of resources in each area and use it for checking stock on a daily basis. When planning for your enhanced provision, it\u2019s important to think about the topic you are doing and the children\u2019s developing interests. <\/p>
The \u2018enhanced\u2019 materials should also give children the opportunity to: <\/p>
- independently practise things that they have done with an adult<\/li>\n\n
- explore familiar materials in new and different ways<\/li>\n\n
- consolidate the skills they have experienced in adult-led activities. You will need to plan your enhanced provision every week. It should naturally evolve alongside the children\u2019s developing interests.<\/li><\/ul>
Linking your enhanced provision to your focused group work also helps you to see how children apply their learning to other contexts and work independently. <\/p>
Be realistic, of course; there will be times when what you plan won\u2019t translate into practice. But that\u2019s okay because any interaction that the children have with quality resources will be worthwhile and can provide you with opportunities to make observations about what the children can do and are interested in. <\/p>
When planning your enhanced provision, a good question to ask is, \u2018Will the children do this when I\u2019m not there?\u2019 If the answer is probably not, you might want to think again. However, being too safe may restrict the children\u2019s imagination and potentially shut down moments of creativity and serendipity. <\/p>
\n \n\n<\/div>\n <\/div>Enhanced provision in the Cornerstones Curriculum<\/strong><\/h5>At Cornerstones, our EYFS<\/a> projects offer two approaches to enhanced provision.<\/p>\n \n\n<\/div>\n <\/div>Find children\u2019s interests at the start<\/strong><\/h6>Our first approach is to find children’s interests at the start of a project. The \u2018Engage<\/a>\u2019 stage of our projects provides context for learning and offers activities and enhancements for the provision that will help practitioners learn about children’s interests and discover what their starting points are for further learning. <\/p>We hope that from these starting points, practitioners can plan activities that meet the needs and interests of the children. <\/p>
Enhanced provision <\/strong><\/h5>The resources that you add to your continuous provision to further \u2018enhance\u2019 the children\u2019s learning or interests are what practitioners call \u2018enhanced provision\u2019. For example, if you’re doing a project about animals, and children show an interest in what animals eat, you might add instructions for feeding animals or labelled bowls, tins and bags of animal feed to your reading area for children to explore. <\/p>
\n \n\n<\/div>\n <\/div>How to prepare for continuous provision and enhanced provision <\/strong><\/h5>Unless your school requires it, you shouldn\u2019t need to plan for continuous provision \u2013 it is often the same every week. However, it is useful to provide a list of resources in each area and use it for checking stock on a daily basis. When planning for your enhanced provision, it\u2019s important to think about the topic you are doing and the children\u2019s developing interests. <\/p>
The \u2018enhanced\u2019 materials should also give children the opportunity to: <\/p>
- independently practise things that they have done with an adult<\/li>\n\n
- explore familiar materials in new and different ways<\/li>\n\n
- consolidate the skills they have experienced in adult-led activities. You will need to plan your enhanced provision every week. It should naturally evolve alongside the children\u2019s developing interests.<\/li><\/ul>
Linking your enhanced provision to your focused group work also helps you to see how children apply their learning to other contexts and work independently. <\/p>
Be realistic, of course; there will be times when what you plan won\u2019t translate into practice. But that\u2019s okay because any interaction that the children have with quality resources will be worthwhile and can provide you with opportunities to make observations about what the children can do and are interested in. <\/p>
When planning your enhanced provision, a good question to ask is, \u2018Will the children do this when I\u2019m not there?\u2019 If the answer is probably not, you might want to think again. However, being too safe may restrict the children\u2019s imagination and potentially shut down moments of creativity and serendipity. <\/p>
\n \n\n<\/div>\n <\/div>Enhanced provision in the Cornerstones Curriculum<\/strong><\/h5>At Cornerstones, our EYFS<\/a> projects offer two approaches to enhanced provision.<\/p>\n \n\n<\/div>\n <\/div>Find children\u2019s interests at the start<\/strong><\/h6>Our first approach is to find children’s interests at the start of a project. The \u2018Engage<\/a>\u2019 stage of our projects provides context for learning and offers activities and enhancements for the provision that will help practitioners learn about children’s interests and discover what their starting points are for further learning. <\/p>We hope that from these starting points, practitioners can plan activities that meet the needs and interests of the children. <\/p>
How to prepare for continuous provision and enhanced provision <\/strong><\/h5>Unless your school requires it, you shouldn\u2019t need to plan for continuous provision \u2013 it is often the same every week. However, it is useful to provide a list of resources in each area and use it for checking stock on a daily basis. When planning for your enhanced provision, it\u2019s important to think about the topic you are doing and the children\u2019s developing interests. <\/p>
The \u2018enhanced\u2019 materials should also give children the opportunity to: <\/p>
- independently practise things that they have done with an adult<\/li>\n\n
- explore familiar materials in new and different ways<\/li>\n\n
- consolidate the skills they have experienced in adult-led activities. You will need to plan your enhanced provision every week. It should naturally evolve alongside the children\u2019s developing interests.<\/li><\/ul>
Linking your enhanced provision to your focused group work also helps you to see how children apply their learning to other contexts and work independently. <\/p>
Be realistic, of course; there will be times when what you plan won\u2019t translate into practice. But that\u2019s okay because any interaction that the children have with quality resources will be worthwhile and can provide you with opportunities to make observations about what the children can do and are interested in. <\/p>
When planning your enhanced provision, a good question to ask is, \u2018Will the children do this when I\u2019m not there?\u2019 If the answer is probably not, you might want to think again. However, being too safe may restrict the children\u2019s imagination and potentially shut down moments of creativity and serendipity. <\/p>
\n \n\n<\/div>\n <\/div>Enhanced provision in the Cornerstones Curriculum<\/strong><\/h5>At Cornerstones, our EYFS<\/a> projects offer two approaches to enhanced provision.<\/p>\n \n\n<\/div>\n <\/div>Find children\u2019s interests at the start<\/strong><\/h6>Our first approach is to find children’s interests at the start of a project. The \u2018Engage<\/a>\u2019 stage of our projects provides context for learning and offers activities and enhancements for the provision that will help practitioners learn about children’s interests and discover what their starting points are for further learning. <\/p>We hope that from these starting points, practitioners can plan activities that meet the needs and interests of the children. <\/p>
Linking your enhanced provision to your focused group work also helps you to see how children apply their learning to other contexts and work independently. <\/p>
Be realistic, of course; there will be times when what you plan won\u2019t translate into practice. But that\u2019s okay because any interaction that the children have with quality resources will be worthwhile and can provide you with opportunities to make observations about what the children can do and are interested in. <\/p>
When planning your enhanced provision, a good question to ask is, \u2018Will the children do this when I\u2019m not there?\u2019 If the answer is probably not, you might want to think again. However, being too safe may restrict the children\u2019s imagination and potentially shut down moments of creativity and serendipity. <\/p>
Enhanced provision in the Cornerstones Curriculum<\/strong><\/h5>At Cornerstones, our EYFS<\/a> projects offer two approaches to enhanced provision.<\/p>\n \n\n<\/div>\n <\/div>Find children\u2019s interests at the start<\/strong><\/h6>Our first approach is to find children’s interests at the start of a project. The \u2018Engage<\/a>\u2019 stage of our projects provides context for learning and offers activities and enhancements for the provision that will help practitioners learn about children’s interests and discover what their starting points are for further learning. <\/p>We hope that from these starting points, practitioners can plan activities that meet the needs and interests of the children. <\/p>
Find children\u2019s interests at the start<\/strong><\/h6>Our first approach is to find children’s interests at the start of a project. The \u2018Engage<\/a>\u2019 stage of our projects provides context for learning and offers activities and enhancements for the provision that will help practitioners learn about children’s interests and discover what their starting points are for further learning. <\/p>We hope that from these starting points, practitioners can plan activities that meet the needs and interests of the children. <\/p>
We hope that from these starting points, practitioners can plan activities that meet the needs and interests of the children. <\/p>
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