Continuous Provision Spring Term

Personal, Social and Emotional Development

  • Use the ‘Floating adult’ to reinforce routines, & support awareness of others feelings & consequences of their actions.  (MFB/MR)
  • Continue to model behaviours such as asking for help, manners, patience etc (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 the children to become more familiar with new adults and continue to develop confidence in school. (MR/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)
  • Make children more aware of their Characteristics of Learning through ‘Purple Learning’ (using the purple bus and the Super Heroes from last term). (SCSA)
  • Encourage children to attempt adult directed tasks independently asking for help only if needed (SCSA/MFB)
  • Offer the opportunities to carry out small tasks, including carrying the register etc (SCSA)
  • Use Talk partners to encourage children to talk to others about their own needs, wants and interests. (SCSA)
  • Encourage children to become sympathetic towards one another and model how to solve their own minor problems. (SCSA/MFB/MR)
  • Provide different opportunities including trips for the children to learn to adjust their behaviour appropriately. (MFB)

Communication and Language

  • Encourage children to listen attentively to a range of stories and speakers; responding with appropriate questions (LA/U/S)
  • Continue talk through classroom rules and how to maintain them in different scenarios (LA,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 (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 (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)
  • 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)
  • Incidental use of technology for a purpose i.e googling, taking photos to help us remember etc (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)
  • Encourage children to use their imagination through stories and to respond to their interest (BI)


  • 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)
  • Discussions 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 (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)


  • 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).