In our Early Years Program, we use Continuous Provision to facilitate learning inside and outside the classrooms. This month we would like to introduce our Nursery Teacher, Anneliese Paetzold.

Mrs Paetzold currently leads Continuous Provision in Early Years. Mrs Paetzold graduated with a BA in Primary and Pre Primary Education from the University of Witwatersrand in South Africa. She has 21 years teaching experience in Early Years and 9 years teaching experience in Primary. Mrs Paetzold also has 5 years Senior Management experience in Early Years. In addition, Mrs Paetzold has a Master’s in International Education and has taught in South Africa, Taiwan, Qatar, Malaysia and China.

What Is Continuous Provision?

Continuous Provision refers to the resources which are always available within the EYFS areas or classrooms for children to access. This includes a sand and water play area and mark making areas with crayons, pens and paper.

Continuous Provision remains consistent for long periods of time. A child choosing to use the water area can expect to see the same resources each time they play in this area for a long period of time. This enables them to revisit and build upon previous learning, as well as to explore new learning within a familiar environment. Resources provided are safe to explore independently and encourage children to become active and independent learners.

Materials are organised in a way that stimulates curiosity, engages children and allows for them to work independently. Children are expected to tidy and clean up the resources once they have finished using them.

Each resource area aims to explore and develop a variety of learning areas. We aim to extend children’s learning and maintain their interest through Continuous Provision materials. Resource areas may be enhanced allowing teachers to follow the children’s interests, add challenges and link the provision to current topics and themes. Enhancements can take a variety of forms like during a farm topic teacher may add specific resources to an area, for example they may add small world animals to the construction area. Enhancements may also be used to provide a level of differentiation to the Continuous Provision. For example, if continuous provision within the sand area usually provides large scoops and spades, this might be enhanced by providing equipment that requires greater precision, such as smaller scoops and containers. An additional way to enhance provision is through prompt cards or challenge cards which suggest a task that could be carried out with the resources provided.

In the beginning of the school year we work on empowering children by allowing them to independently take care of their own needs. This means that each child should unpack and pack up their own backpacks in the mornings and at home time. Children should use the toilet when they need to, independently and wash and dry their hands. We aim for all children to make healthy choices when it comes to snacks and meals. During the school day we hope that children become familiar with routines as a group, but also independently. All these levels of independence and self-sufficiency ultimately support learning, as children develop their confidence to independently engage in playing, exploring and independent thinking.

The teachers in the room are always there to prompt, guide and facilitate Continuous Provision. We are constantly recording what we observe and adjusting students’ individual and collaborative goals. With more opportunities for Continuous Provision students are given greater ownership over their individual development and are learning through interest and experiences.