EYFS Continuous Provision

What is Continuous Provision?

Early Years education is special and unique with its focus on child development, effective learning characteristics and holistic approaches. In fact, the Early Years is so unique that it has its own terminology: terms like ‘enhancements’ and ‘continuous provision’ are part of the language of Early Years practice.

Continuous Provision describes all of the different provision areas which are available for your children to use every day. Within each of these areas of provision there are a core range of resources that children can use all of the time, throughout the whole year. 
Carefully planned Continuous Provision enables our children to learn skills, will challenge their thinking and help them to embed concepts. It also provides the context for a variety of learning conversations between children and adults with rich opportunities for modelling and extending speech and vocabulary. It is within this learning environment that the children will also develop key learning attributes. How our environment is planned, resourced, valued and used impacts positively on children’s engagement, independence, collaboration, self-confidence, resilience and curiosity.
In the EYFS at Piddle Valley, we follow the Literacy Shed approach to Continuous Provision. This gives our children the opportunity to be active, independent learners. We believe that our Continuous Provision should evolve with the interests of the children and the theme or topic our adult-led learning is currently focused on. We utilise the Literacy Shed Continuous Provision planning as a 'starting point' and enhance this with our pedagogical knowledge and knowledge of the EYFS Curriculum.
Happy, engaged and challenged children is our aim at Piddle Valley. In response to this, the Literacy Shed Area Planers list the concrete learning experiences we expect children to access in each area and we have clarified the ‘Pure’ and ‘Facilitative’ aspects of learning. The Pure aspects are those which are either unique or predominate to the area. Facilitative are those which are enhanced within the area and across other areas too. This allows the adult to ensure a range of learning experiences take place rather than the child/children repeating the same ones. 
Continuous Provision is not about sitting back and letting the children ‘just play.’ Whilst children are accessing Continuous Provision, the adults become facilitators for learning. The adults approach the learning play by helping the child to enhance their interests and engagements. This then creates
opportunities to scaffold children’s learning whilst they are engaged in something that holds their interest. 
A vital role of the adult is to enhance vocabulary through play. This is one of the reasons we selected Literacy Shed. All the Literacy Shed area planners and theme-based planners have clear vocabulary sections on them to support the adult with this essential aspect.