Continuous Provision SummerTerm

Personal, Social and Emotional Development

  • use the ‘Floating adult’ to intervene in learning and identify next steps (MFB/MR)
  • model behaviour to support children in conflict resolution and problem solving (SCSA/MR)
  • engage in chats at snack times about news, feelings and celebrations etc. (MR/SCSA/PC)
  • promote the use of stickers and praise in class as well as WOW vouchers from home and stars of the week (SCSA)
  • encourage children to identify and discuss when they have become a ‘purple learner’ more independently (SCSA)
  • develop the children’s confidence when working more independently and in larger groups in preparation for the Transition to Year 1 (SCSA)
  • provide opportunities for children to work as part of a team, sharing each other’s ideas (MR)
  • share work as a class, discussing what they have made and how they feel; this may include improvements that they would make (SCSA)
  • encourage children to attempt adult directed tasks independently and identify strategies that they can use to help themselves (SCSA/MFB)
  • increase the roles and responsibilities that are given to the children, making them more independent and confident within the school (SCSA)
  • continue to promote the use of Talk partners to encourage children to talk to others about their own needs, wants and interests (SCSA)
  • encourage children to become sympathetic towards others, and teach them strategies to fulfil each other’s needs (SCSA/MFB/MR)
  • provide different opportunities including trips for the children to learn to adjust their behaviour appropriately (MFB)
  • encourage the children to become more responsible for their own actions so that they can identify what the correct behaviour should have been (MFB)
  • continue talk through classroom rules, embedding the new rules and expectations, discussing how to maintain them in different scenarios (MFB).

Communication and Language

  • encourage children to listen attentively to a range of stories and speakers; with a higher level of concentration and maintain it without the use of pictures or props (LA/U/S)
  • encourage the children to independently ask questions in an attempt to deepen their own understanding or seek clarification (U)
  • play games in both large and small groups which involved instructions containing several steps (LA/U)
  • model the use of a range of tenses incidentally reinforcing it when incorrect use is identified (S)
  • give children the opportunity to speak and develop confidence in front of larger groups of people (S)
  • share work as a class, discussing what they have made and how they feel. This may include improvements that they would make (S/SCSA)
  • encourage children to listen and respond to all Beech Green adults (LA/U)
  • share stories with repeated refrains, encouraging children to join in and make contributions to the story (LA)
  • steadily extend the amount of time that children spend at Teacher Directed activities and the number of independent activities (LA).

Physical Development

  • remind children of the importance of good hygiene and what that involves (HSC)
  • encourage greater independence when managing their own physical needs (HSC)
  • promote independence with clothes, and looking after their own property (MH/HSC)
  • encourage the children to become more aware of their own needs and learn how to regulate them eg if it’s hot will they need a coat? (HSC)
  • take an interest in what we have for snacks and packed lunch (HSC)
  • spatial awareness in unit, school, playgrounds and on equipment (MH)
  • develop control and become safe when using a range of tools and small equipment (MH)
  • develop the children’s gross motor control through the use of large equipment at playtime and during P.E Lessons (MH).

Understanding the World

  • regularly share personal/world news (MR/PC) 
  • celebrating birthdays and other traditions/festivals (PC)
  • encourage the children to be respectful of other people’s cultures and things that are important to them (PC)
  • incidental use of technology for a purpose i.e googling, taking photos to help us remember etc, whilst beginning to encourage the children in becoming more proactive when wanting to use technology for a purpose (T)
  • draw the children’s attention to changes in their environment (TW)
  • encourage children’s curiosity and observation skills (TW).

Expressive Arts and Design

  • continual singing of songs, and creation of new songs with the children (EMM.BI)
  • allow the children choice of construction and small world (Boxes) (EMM/BI)
  • ensure that art resources are easily accessible and can be used to their desired outcome (BI/EMM)
  • provide resources for Child Initiated activities linked to their ideas and imagination
  • encourage the children to begin to plan their art work and reflect on what they like about their work and how they could improve it next time (BI/EMM)
  • when children are working independently promote the use of techniques that have been taught during TF Activities (EEM/BI)
  • encourage children to use their imagination through stories and to respond to their interest (BI).

Literacy

  • incidental rhyming and alliteration (R/W)
  • -Hhhh helpers Song using phonemes and letter names (Selecting register helpers) (R)
  • -Alliterative games and incidental work (R)
  • model the appropriate handling of books and reading conventions using Big Books (R/W)
  • discussion about books and showing an interest in written text to develop comprehension skills (W)
  • model writing for a purpose, i.e making notes to self, and messages for the children on the White Board (R/W)
  • ensure that writing resources and the Writing Area are constantly accessible for children (W)
  • share signs around the school and classroom  modelling the use of phonic knowledge to begin to decode some words (R/W).

Maths

  • free access to maths drawers with mathematical resources in the Maths Area (N/SSM)
  • explore maths opportunities whenever possible i.e during the Register, count children, number of lunches, discussing which is more/less (N)
  • carpet time fillers, counting, finding shapes, pictures, same different, spot the difference, dot to dot etc. (N/SSM)
  • promote the recognition of numbers and shapes in our environment (SSM/N)
  • continue to model and use mathematical language (SSM)
  • begin to introduce challenges that the children can complete during registration (N/SSM)
  • incidental shape work and observations (SSM).