Background – Why continuous provision?
At The Mead Infant School, leaders recognised a challenge familiar to many primary schools: the transition from reception to year 1 was often too abrupt, shifting children from a play-based, exploratory curriculum to a more formal, whole-class learning model. This sudden change resulted in reduced motivation, disengagement, and sometimes, a dip in progress - particularly in writing and other independent tasks.
Leaders wanted to smooth this transition and ensure that year 1 retained elements of the child-led, play-based approach that had been so successful in reception, maintaining their children’s natural curiosity and engagement while introducing more structured learning experiences in a way that felt purposeful, not forced.
Implementing the vision – introducing continuous provision
To address this, the school adopted a model of continuous provision, blending independent learning with targeted whole-class teaching. Continuous provision refers to a series of carefully planned and resourced areas set up across the classroom that children can engage with independently. These areas provide opportunities for children to practice and consolidate what they’ve learned in a hands-on, exploratory way, fostering independence and critical thinking.
In year 1, this approach looked different from reception but retained the same principles. While reception might have a sand and water area with free-flowing resources, year 1’s provision offered more challenge, incorporating concepts like measurement, problem-solving and construction with increased complexity. Leaders ensured that every area -whether focused on writing, maths or creative tasks - was carefully resourced to encourage independent exploration and scaffolded progression.
To complement this enriched environment, the structure of the day was also adapted to balance whole-class learning with independent exploration. Short, focused lessons for subjects such as phonics and maths, were followed by extended opportunities for children to engage in independent, self-directed learning through the provision areas. Adults were trained to ‘dip in and out’ of these areas, posing questions, extending thinking and offering targeted challenges to ensure that children remained focused and stretched.
Building teacher confidence – training and mindset shift
A key element of the transition to continuous provision was a shift in teacher mindset. Leaders recognised that teachers, who were used to a more formal approach, needed support in understanding the pedagogy behind play-based learning. Without this understanding, there was a risk that continuous provision could become a free-for-all, lacking structure and challenge.
To address this, staff received training that focused on:
Importantly, leaders encouraged teachers to take the best of reception practice and adapt it for year 1, recognising that while the environment and resources might change, the underlying philosophy of encouraging independent learning remained the same.
Adapting for challenge – progression throughout the year
Continuous provision in year 1 is not static and leaders at The Mead recognised the importance of gradually increasing challenge to support children’s development. Early on, the environment closely resembled reception, supporting a smooth and familiar transition. However, as the year progressed, resources became more complex and tasks were designed to encourage greater independence, problem-solving and critical thinking. By the summer term, the provision had shifted to prepare children for year 2, with more structured tasks and an increased focus on sustained concentration.
This gradual progression ensured that children built the skills they needed to thrive in a more formal key stage 1 environment without losing their enthusiasm for learning.
Tailoring for individual needs – personalised support
To ensure that every child thrived within this model, The Mead placed a strong emphasis on tailoring their approach to individual needs. While many children adapted well to the increased independence and challenge, others - particularly those who preferred a more structured routine - benefited from personalised plans. These plans provided a balance between independent exploration and adult-directed tasks, offering the guidance and support that some children needed to stay engaged and succeed.
Teachers and support staff took the time to know their children well, identifying when additional structure was needed and ensuring that all learners could access the provision effectively. This personalised approach maintained high expectations for behaviour, independence and focus, empowering children to take ownership of their learning spaces while ensuring that they remained challenged and supported.
Impact – early signs of success
The impact of continuous provision at the school is already evident:
The role of leadership and long-term commitment
As with any successful initiative, The Mead’s approach to continuous provision has been underpinned by strong leadership and a long-term vision. Leaders ensured that continuous provision was not seen as a temporary experiment but an integral part of the school’s approach to teaching and learning in the early years.
They provided ongoing professional development, monitored the impact through observations and pupil outcomes, and adapted the approach based on feedback and data, ensuring that the provision was resourced effectively and that adults had the time and space to engage meaningfully with children’s learning.
Spreading best practice across the Trust
The success of The Mead’s continuous provision model is now inspiring other schools across the Trust. As part of a wider commitment to ensuring smooth transitions and high-quality early years practice, leaders are sharing their expertise and supporting colleagues in other settings to implement similar approaches.
Key takeaways:
Smooth transitions: Continuous provision bridges the gap between reception and year 1, maintaining engagement and motivation.
Independent learning: Children develop critical thinking and problem-solving skills through self-directed exploration.
Sustained growth: Ongoing professional development and leadership support ensure that continuous provision is embedded in the school’s culture.
The Mead Infant School’s journey demonstrates how a well-planned, carefully implemented continuous provision model can create a seamless transition from play-based learning to more formal schooling - ensuring that children remain motivated, independent, and eager to learn.