Continuous Provision Autumn Term

Personal, Social and Emotional Development

  • ‘Floating adult’ to reinforce routines, & support awareness of others feelings & consequences of their actions.  (MFB/MR)
  • Establish the use of the Floating adult when asking for help during activity times, (SCSA)
  • Modelling behaviours such as asking for help, manners, patience etc (SCSA/MR)
  • Chats at snack times about news, feelings and celebrations etc. (MR/SCSA/PC) 
  • Stickers and praise in class as well as WOW vouchers from home (SCSA)
  • Mix with unfamiliar children and adults within the unit and school (MR/SCSA)
  • Share work as a class, discussing what they have made and how they feel; this may include improvements that they would make. (SCSA)
  • Encourage independence when choosing activities (SCSA)
  • Offer the opportunity to carry out small tasks, including carrying the register etc (SCSA)
  • Adult directed tasks where children are encouraged to engage fully (MFB)
  • Talk partners introduced when appropriate to encourage children to talk others about own needs, wants and interests. (SCSA).

Communication and Language

  • Listening and responding to range of stories and speakers, with increasing attention and recall ability (LA/U/S)
  • Talk through classroom rules and expectations. (LA,U)
  • Follow instructions during class games and exercises. (LA/U)
  • Modelling of correct speech (S)
  • Modelling and instructing how to be a good speaker and listener (LA/U/S).
  • Listen and respond to all Beech Green adults (LA/U)
  • Share work as a class, discussing what they have made and how they feel. This may include improvements that they would make. (S/SCSA)
  • Share nursery rhymes and songs with the children encouraging them to join in with repeated refrains (LA)
  • Steadily extend the amount of time that children spend at activities (LA).

Physical Development

  • Encouraging independence to identify when and how to use the toilet (HSC)
  • Establish routines of hand washing, and the need to keep clean (HSC)
  • Encouraging the use of tissues (HSC)
  • Awareness of their needs (asking for help or drinks etc.) (HSC)
  • Awareness of their bodies i.e being “puffed out” and feeling hot etc.(HSC)
  • Independence with clothes, and looking after their own property (MH/HSC)
  • Take an interest in what we have for snacks and packed lunch (HSC)
  • Spatial awareness in unit, school and playgrounds (MH)
  • Pencil grip (MH)
  • Use of large and small equipment at playtimes (MH)
  • Choosing a healthy piece of fruit at afternoon story and snack time (HSC)
  • Scissors and Pencils easily accessible to children. (MH)

Understanding the World

  • Chats at snack times about news, feelings and celebrations etc. (MR/PC) 
  • Getting to know new people and their ways of life and customs (PC)
  • Celebrating birthdays and news (PC)
  • Incidental use of technology for a purpose i.e googling, taking photos to help us remember etc. (T)
  • As we walk around school exploring the environment and drawing the children’s attention (TW)
  • Encourage children’s curiosity and observation. (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)
  • Use art resources to their desired outcome.(BI/EMM)
  • Encourage use of imagination through stories and responding to their interest (BI).


  • Incidental rhyming and alliteration (R/W)
  • -Hhhh helpers Song (Selecting register helpers) (R)
  • -Alliterative games and incidental work (R)
  • Modelling appropriate handling of books and reading conventions (R/W)
  • Discussion about books and showing an interest in written text (W)
  • Modelling writing for a purpose, i.e making notes to self (W)
  • Writing area constantly accessible for children (W)
  • Signs around the school and classroom identified to children, model using phonic knowledge to begin to decode some words (R/W).


  • Free access to mathematical resources (N/SSM)
  • Register – Counting children, number of lunches etc. (N)
  • Carpet time fillers, counting, finding shapes, pictures, same different, spot the difference, dot to dot etc. (N/SSM)
  • Recognising numbers and shapes in our environment (SSM/N)
  • General counting activities (N)
  • Listening and responding to instructions involving positional language (SSM)
  • Continual use of mathematical language (SSM)
  • Begin to introduce challenges that the children can complete during registration (N/SSM)
  • Constant modelling of the correct use of mathematical vocabulary (SSM)
  • Incidental shape work and observations. (SSM)