Our Curriculum
Our curriculum is purposefully designed to provide a hands-on, engaging and creative learning experience that meets the developmental and foundational needs of children as they begin their school journey. Learning is carefully sequenced to be progressive, enabling children to build on their knowledge, skills and understanding over time.
We recognise the importance of children's starting points and place a strong emphasis on retrieving and connecting prior learning as a key element of our curriculum provision. Through a creative cross-curricular approach, we inspire curiosity, enthusiasm and excitement, while ensuring that essential knowledge and skills are systematically developed.
Delivered through high-quality teaching, our curriculum provides meaningful, purposeful first-hand experiences that deepen and broaden learning, helping every child to fulfil their potential. We believe learning can be enriched through both indoor and outdoor environments, fostering independence, confidence, perseverance, communication and a willingness to take risks as children grow into resilient and capable learners.
Continuous Provision
"Children need time to explore, experiment and make sense of their world through play." (Julie Fisher)
"It doesn't matter the age a child starts school; what matters most is that the experiences a child is given are appropriate to their age and stage of development." (Julie Fisher)
Our child-led approach builds from Early Years into Key Stage 1. The continuous provision that enhances and supports learning in Early Years continues throughout Years 1 and 2, promoting children's independence, confidence, resilience and ability to recognise value in their own learning. Through a balance of adult-directed teaching and child-led learning opportunities, children are supported to become increasingly independent, motivated and reflective learners who are prepared for the next stage of their education.
Intent
At Thomas A Becket Infant School, we believe that children continue to benefit from learning through play and exploration as they move through Key Stage 1. Continuous provision provides opportunities for children to revisit, practise and apply their learning through meaningful, hands-on experiences across the curriculum.
We recognise that the transition from Reception into Key Stage 1 is an important stage of development. Our provision builds upon children's previous experiences, supporting them to develop confidence, independence and responsibility while maintaining a love of learning. As children move from Year 1 into Year 2, they are encouraged to take increasing ownership of their learning, make purposeful choices and apply their skills across a wider range of contexts.
Through our creative curriculum and REACH for the Stars values, we aim to develop curious, resilient and independent learners who can think critically, communicate effectively, collaborate with others and successfully prepare for Key Stage 2.
Continuous Provision
Implementation
Continuous provision is embedded within both Year 1 and Year 2 learning environments through carefully planned indoor and outdoor opportunities. Children can access a range of provision areas including role play, construction, small world, workshop, writing, investigations and creative activities, which are planned to support current and previously taught learning.
In Year 1, children are supported to explore, investigate and apply their learning through structured play opportunities and weekly Rainbow Challenges. As they progress into Year 2, children begin to have more ownership over their own learning during COOL Time (Continuing Our Own Learning), where they are encouraged to work with greater independence and make increasingly purposeful choices about their learning.
Across Key Stage 1, provision is enhanced through first-hand experiences and engaging enhancements. Knowledge organisers, word mats, stem sentences and visual prompts support children in retrieving key vocabulary and knowledge.
Adults play an active role in observing, modelling, questioning and extending learning through purposeful interactions. Ongoing assessment ensures provision remains responsive to children's needs and interests, while clear routines and expectations support children to use resources effectively, work collaboratively and develop increasing independence.
Continuous Provision
Impact
Through continuous provision, children develop:
⭐ Independence
⭐ Resilience
⭐ Curiosity
⭐ Creativity
⭐ Confidence
⭐ Communication Skills
⭐ Collaboration Skills
⭐ Problem-Solving Skills
⭐ Decision-Making Skills
⭐ Investigation Skills
⭐ Positive Social Skills
As children progress through Key Stage 1, they become increasingly confident, independent and engaged learners. They are able to apply skills taught in lessons across different areas of the curriculum, revisit prior learning, solve problems, make informed choices and take ownership of their learning.
Children demonstrate improved language skills, including vocabulary development and sentence construction, and are able to communicate their ideas effectively. High levels of engagement support strong progress from individual starting points, including for reluctant learners and writers. Through regular opportunities to practise, apply and deepen their understanding, children develop secure knowledge, positive learning behaviours and the resilience needed for a successful transition into Key Stage 2.
Continuous Provision
