Continuous Provision at St Rose's
Continuous Provision and Learning Through Play in Key Stage One at St Rose’s Catholic Infants School
Extensive research demonstrates that there is no single, universally accepted definition of play. Play is complex and multifaceted, encompassing many different characteristics and purposes. However, researchers and theorists consistently agree that play is essential to children's learning and development. Article 31 of the United Nations Convention on the Rights of the Child (UNCRC, 1989) recognises children's right to rest, leisure and play, highlighting the importance of learning through play and playful approaches that support children's development, creativity and wellbeing.
At St Rose's, our approach to Continuous Provision and learning through play in Key Stage One is purposeful and explicitly linked to the Key Stage One National Curriculum. The classroom environments and provision areas have been carefully designed, and the resources available to children have been deliberately selected to support both cognitive and social development. Our aim is to provide opportunities for learning through play that enable children to construct and consolidate knowledge, engage in problem-solving activities, develop creativity, improve self-motivation and continue to strengthen their self-regulation skills.
As we have redesigned our approach to Continuous Provision in Key Stage One, which is currently in its infancy, we have remained committed to our school mission statement: "We live, love and learn happily in our work and play as part of God's family." Throughout this process, we have carefully considered both the needs of our children and the unique context of our school community.
At St Rose's, we strive to achieve the very best for every child. Over the past eighteen months, we have explored and developed this approach through extensive research into theories of play, engaged in a range of continuous professional development and arranged visits to a range of educational settings. This has enabled us to create an approach that is right for our children and our school context. As a result, our Continuous Provision model is firmly rooted in educational research and evidence-informed practice.
Our vision for embedding Continuous Provision in Key Stage One is to provide children with opportunities to continue developing social and emotional competencies through learning and play, while fostering the resilience and adaptability needed to become lifelong, curious learners. This vision is supported by the work of Jean Piaget and Lev Vygotsky, both of whom viewed play as central to childhood development. Piaget believed that children should continue to be given opportunities to learn through play as they grow older. His research suggests that symbolic play develops between the ages of two and seven, which reflects the age range of many children at St Rose's.
Research conducted by the Education Endowment Foundation (2023) highlights that play-based learning in the Early Years Foundation Stage can improve children's outcomes by the equivalent of approximately four additional months of progress. The research also found positive impacts on language, literacy, numeracy and wider cognitive development. By extending aspects of this approach into Key Stage One, we aim to build upon these benefits and continue to enhance children's learning outcomes.
At St Rose's, our Key Stage One Continuous Provision approach incorporates a balance of free play, guided play and elements of structured play.
Free play is fully child-led and open-ended, with no predetermined learning objective. Within this type of play, adults act primarily as observers, intervening when appropriate to create meaningful teachable moments that move learning forward.
Guided play/ Playful Learning involves learning goals that are carefully embedded within the provision. Adults interact alongside children, providing scaffolding, modelling language and asking open-ended questions to extend thinking and learning.
Structured play includes activities that are more heavily adult-directed and often involve clear rules, routines or specific learning outcomes, such as educational games and focused practical tasks.
Our Key Stage One timetables have been adapted to ensure that children have regular opportunities to engage in purposeful play while continuing to benefit from high-quality direct teaching and adult-led learning experiences. This also links with our OPAL approach available to children during lunchtime. Each week, children are provided with a range of challenges linked to their current learning. These activities offer opportunities for practice, consolidation and application, with some requiring practical engagement and others including elements of recording. Children will also benefit from uninterrupted periods of free play throughout the school day.
Within our Continuous Provision approach, we continue to promote the Characteristics of Effective Learning from the EYFS Statutory Framework:
Playing and Exploring (Engagement) – finding out and exploring, playing with what they know and being willing to 'have a go'.Active Learning (Motivation) – being involved and concentrating, persisting when challenges arise and taking pride in achievements.
Creating and Thinking Critically (Thinking) – developing their own ideas, making connections, solving problems and working collaboratively with others.
As a forward-thinking and reflective school where is approach is its infancy, we will continue to evaluate, refine and adapt our approach to ensure that we provide the highest quality educational experiences for our children. Through Continuous Provision, we aim to support holistic development, nurture a love of learning and secure improved outcomes for all pupils.