Transition to Year 1 Continuous Provision
TRANSITION TO YEAR1
CONTINUOUS PROVISION
WHAT HAVE WE CONSIDERED
1.High levels of well being correlate directly with high levels of attainment.
2. Play is the vehicle for learning.
3.The children – they are returning to school having missed some or all of their summer term
learning within the play based curriculum of EYFS.
4. Nationally about 1/3 of children do not reach a good level of development, will this be higher
due to covid-19? How will this effect our children?
5.The cohort transitioning this year includes, 12 summer born pupils 12 pupils with English as an
additional language and 2 Pupil Premium children.
6. Teacher assessment will identify the % of children still emerging in Prime Areas of learning and
not yet attaining a GLD and those who attain EXP in Prime Areas but not in R/W/N/SSM (2
different groups of learners)
7. The environment needs to ensure that children experience a smooth transition into a new learning
environment including opportunities for play based learning vital for their mental health and well-
being.
8. How we support our children to manage and cope with the stress in this key transition process
today, will affects how they will deal with stress in the future.
RESEARCH
Year 1 teacher accessed specific training to support the process alongside the head
teacher.
CPD Mr J Talks – KS1 continuous provision (St Paul’s Church of England Primary)
online with Eventbrite x2 sessions 1.5hrs
Year 1 in action – Anna Ephgrave (recommended book)
CPD Peterborough learning and teaching associates- ABC does – Alistair Bryce
Clegg
EYFS lead and colleagues team meetings with Year 1 and Year 2 colleagues.
-Effective Transition Lancashire
TEAM DECISIONS
1. Environment Plan for Year 1-To create a similar environment for Reception and Y1
with the opportunity to initiate activities independently.
2. Additional resources and further enhancement of the environment that continues the
learning outside of an adult.
3. On going assessment to support planning for the next steps in children’s learning to
be developed.
4. Parental understanding and awareness of the value of practical approaches to
teaching and learning to be shared in order for parents to understand that play can
be a vehicle for learning.
PUTTING IT ALL INTO PRACTICE
September 2019 – Year 1 teacher began to enhance the Year 1 environment,
creating opportunities for learning through play similar to the EYFS model.
1. Resources are clearly labelled and easily accessible to children.
2. Large play opportunities are available in the sheltered corridor outside Year 1 –
Lego, sand, water, construction.
3. A pet tortoise has been introduced into the class – Michael!
Now…
CHARACTERISTICS OF EFFECTIVE LEARNING
WILL UNDERPIN ALL OF THE PLAY BASED
PROVISION IN YEAR 1
Playing and exploring
Working with money
Making Bread
Active learning
Solving mathematical problems
Still life drawing – mastery
Enjoying and achieving.
Creating and thinking critically.
Following a recipe.
Selecting resources to create.
AN ENHANCED PROVISION FOR OUR PUPILS IN YEAR 1
Provision will now be further enhanced to include the best practice found in an Early
Years setting to create a hybrid type of environment which successfully bridges the
gap between Reception and Year1. Children must have access to continuous provision
alongside Keystage 1 challenging teaching and learning. AT ALL TIMES THE
EXPECTATIONS OF WHAT CHILDREN DO/ACHIEVE THROUGH CONTINUOUS
PROVISION WILL BE ADDRESSING THE YEAR 1 CURRICULUM WITH RIGOUR.
We are working for an outdoor purpose built sheltered area where more EYFS style
learning can take place in all weather and children will therefore have access to this
type of learning at all times.
We are resourcing Year 1 with high quality purposefully selected resources to
provide those high quality continuous provision opportunities which will allow children
to show us what they know and the skills they have developed and learnt.
HOW WILL THIS FIT INTO THE KS1 CURRICULUM?
A transition meeting with the Reception teacher will inform the Year 1 teacher of every child’s
stage of development (e.g. GLD, Phonics, Confidence, Physical development, PSED) This
information will inform the early provision within the Year 1 classroom environment to enable
the children to settle well.
Environment will to encapsulate all the best bits of the EYFS, but the level of rigour will be
different as it will incorporate the expectations within the year 1 curriculum.
During the first 6 weeks in Year 1 high quality discrete observation and assessments will inform
the next steps for each child and in turn the provision required and scaffolding needed to
begin their key stage 1 learning journey.
Structure the timetable so the children have continued opportunities for child initiated activities
to consolidate and extend their learning alongside high quality direct teaching.
Give the children opportunities to become familiar with the environment and activities,
demonstrate how they use it, and share expectations.
Provide opportunities for children to be independent, having access to their own resources,
and taking responsibility for caring for the environment.
Regular reflection as a team to ensure the provision does not become static but is changing
and developing and providing the necessary challenge to support the children.
WHERE WE WANT TO BE IN DECEMBER 2020
Reception and Year 1 staff discussing and sharing ideas and planning provision.
Continuous provision will be carefully thought out and planned and connected to the
curriculum.
Continuous provision in Year 1 will be well established and effective, enhancing child
initiated learning and pupil outcomes. Progress will be at least good for all children.
Planning will have evolved to incorporate continuous provision.
Assessment for Learning through targeted questioning, further opportunities for
solving problems, and developing creative and critical thinking skills, will be
embedded into daily life in Year 1.
Meaningful, relevant and interactive displays will be developed using table tops, unit
tops and display boards to engage the children in their learning environment.
Role Play – The Post office
Role Play the builders yard
A
Mastery in Art
Keeping score and adding up
who is the winner.
Classifying and identifying.
High levels of well-being correlate directly with attainment. Play is essential for learning. Addressing challenges of missed learning due to covid-19. Strategies for supporting diverse student needs in transitioning to Year 1.
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Presentation Transcript
TRANSITION TO YEAR1 CONTINUOUS PROVISION
WHAT HAVE WE CONSIDERED 1.High levels of well being correlate directly with high levels of attainment. 2. Play is the vehicle for learning. 3.The children they are returning to school having missed some or all of their summer term learning within the play based curriculum of EYFS. 4. Nationally about 1/3 of children do not reach a good level of development, will this be higher due to covid-19? How will this effect our children? 5.The cohort transitioning this year includes, 12 summer born pupils 12 pupils with English as an additional language and 2 Pupil Premium children. 6. Teacher assessment will identify the % of children still emerging in Prime Areas of learning and not yet attaining a GLD and those who attain EXP in Prime Areas but not in R/W/N/SSM (2 different groups of learners) 7. The environment needs to ensure that children experience a smooth transition into a new learning environment including opportunities for play based learning vital for their mental health and well- being. 8. How we support our children to manage and cope with the stress in this key transition process today, will affects how they will deal with stress in the future.
RESEARCH Year 1 teacher accessed specific training to support the process alongside the head teacher. CPD Mr J Talks KS1 continuous provision (St Paul s Church of England Primary) online with Eventbrite x2 sessions 1.5hrs Year 1 in action Anna Ephgrave (recommended book) CPD Peterborough learning and teaching associates- ABC does Alistair Bryce Clegg EYFS lead and colleagues team meetings with Year 1 and Year 2 colleagues. -Effective Transition Lancashire
TEAM DECISIONS 1. Environment Plan for Year 1-To create a similar environment for Reception and Y1 with the opportunity to initiate activities independently. 2. Additional resources and further enhancement of the environment that continues the learning outside of an adult. 3. On going assessment to support planning for the next steps in children s learning to be developed. 4. Parental understanding and awareness of the value of practical approaches to teaching and learning to be shared in order for parents to understand that play can be a vehicle for learning.
PUTTING IT ALL INTO PRACTICE September 2019 Year 1 teacher began to enhance the Year 1 environment, creating opportunities for learning through play similar to the EYFS model. 1. Resources are clearly labelled and easily accessible to children. 2. Large play opportunities are available in the sheltered corridor outside Year 1 Lego, sand, water, construction. 3. A pet tortoise has been introduced into the class Michael! Now
CHARACTERISTICS OF EFFECTIVE LEARNING WILL UNDERPIN ALL OF THE PLAY BASED PROVISION IN YEAR 1 Playing and exploring Working with money Making Bread
Active learning Enjoying and achieving. Solving mathematical problems Still life drawing mastery
Creating and thinking critically. Following a recipe. Selecting resources to create.
AN ENHANCED PROVISION FOR OUR PUPILS IN YEAR 1 Provision will now be further enhanced to include the best practice found in an Early Years setting to create a hybrid type of environment which successfully bridges the gap between Reception and Year1. Children must have access to continuous provision alongside Keystage 1 challenging teaching and learning. AT ALL TIMES THE EXPECTATIONS OF WHAT CHILDREN DO/ACHIEVE THROUGH CONTINUOUS PROVISION WILL BE ADDRESSING THE YEAR 1 CURRICULUM WITH RIGOUR. We are working for an outdoor purpose built sheltered area where more EYFS style learning can take place in all weather and children will therefore have access to this type of learning at all times. We are resourcing Year 1 with high quality purposefully selected resources to provide those high quality continuous provision opportunities which will allow children to show us what they know and the skills they have developed and learnt.
HOW WILL THIS FIT INTO THE KS1 CURRICULUM? A transition meeting with the Reception teacher will inform the Year 1 teacher of every child s stage of development (e.g. GLD, Phonics, Confidence, Physical development, PSED) This information will inform the early provision within the Year 1 classroom environment to enable the children to settle well. Environment will to encapsulate all the best bits of the EYFS, but the level of rigour will be different as it will incorporate the expectations within the year 1 curriculum. During the first 6 weeks in Year 1 high quality discrete observation and assessments will inform the next steps for each child and in turn the provision required and scaffolding needed to begin their key stage 1 learning journey. Structure the timetable so the children have continued opportunities for child initiated activities to consolidate and extend their learning alongside high quality direct teaching. Give the children opportunities to become familiar with the environment and activities, demonstrate how they use it, and share expectations. Provide opportunities for children to be independent, having access to their own resources, and taking responsibility for caring for the environment. Regular reflection as a team to ensure the provision does not become static but is changing and developing and providing the necessary challenge to support the children.
WHERE WE WANT TO BE IN DECEMBER 2020 Reception and Year 1 staff discussing and sharing ideas and planning provision. Continuous provision will be carefully thought out and planned and connected to the curriculum. Continuous provision in Year 1 will be well established and effective, enhancing child initiated learning and pupil outcomes. Progress will be at least good for all children. Planning will have evolved to incorporate continuous provision. Assessment for Learning through targeted questioning, further opportunities for solving problems, and developing creative and critical thinking skills, will be embedded into daily life in Year 1. Meaningful, relevant and interactive displays will be developed using table tops, unit tops and display boards to engage the children in their learning environment.
Role Play The Post office Role Play the builders yard
A Classifying and identifying. Mastery in Art Keeping score and adding up who is the winner.
