Share on:
by North Yorkshire Coast Research School
on the
Recommendation 2 from the EEF’s ‘Improving Mathematics in the Early Years and Key Stage 1’ states ‘Dedicate time for children to learn mathematics and integrate mathematics throughout the day’.
Suggestions as to how to do so include making everyday routines such as snack time and tidy up time an opportunity to focus on maths. The use of books, puzzles, songs, puppet play and games in a purposeful way is also mentioned. In Reception settings this incorporation is likely to include Continuous Provision.
What is Continuous Provision?
Early Excellence defines Continuous Provision as ‘provision areas available to children on a daily basis. Each area contains a core set of resources that children are able to access and use independently’.
This allows children to follow their interests, try out new ideas, develop confidence, communicate and collaborate with others.
How does Continuous Provision support mathematical learning?
The benefits are plentiful; children are provided with the opportunity to develop or consolidate taught mathematical skills, make connections and experiment with different equipment and resources. They can engage in rich open-ended tasks and problem solve, developing resilience, risk-taking and exploration.
What about Key Stage 1?
Although well-established in early years settings, Continuous Provision can sometimes come to an abrupt halt as children make the transition into Year 1. Children experience a more formal type of learning which often includes more adult-led ‘lessons’ which are compartmentalised according to National Curriculum subject areas, involve sitting at desks and recording in books. However, it is widely recognised that this may not always be beneficial to children’s mathematical learning.
Birth to 5 Matters recognises that as children move into Year 1 they require continuity of experience in the ways in which they learn, and that ‘this does not mean that what they learn will be the same, but how they learn should be very similar and familiar’ (Early Education, 2020, p.17).
They advocate a balance of adult-led and child-led learning and identify that ‘play is a vital way in which KS1 children continue to learn skills, strategies and attitudes that adult-led learning does not teach’ (Early Education, 2020, p.17).
Williams (2022) supports this approach stating that ‘children do not stop needing the space Continuous Provision and exploratory play provide to make sense at a certain age, or when they leave Reception or Year 1; at all ages we need to provide the space for children to make sense of what they are being taught’ (Williams, 2022, p.137). In maths, this sense-making may involve repeating what has been taught without adult support, using different apparatus or numbers or perhaps playing a game or solving a problem related to the teaching (Williams, 2020).
How could it work in Key Stage 1?
Continuous Provision requires careful planning, no matter the age of the children, in terms of clearly defined areas, resources available and how to make these accessible and appealing to children.
There is also consideration needed about the role the adult will play, which will be different to a more formal classroom environment. This may involve facilitating play, but there is a delicate balance between this and interrupting what the children are already engaged in. Observation also plays a key role as Fisher (2020) highlights:
‘Observation of children at play is a perfectly legitimate adult-led activity but, in order to make the most of observation, teachers have to take time to interpret and understand children’s meanings and intentions and not just look for evidence of learning outcomes that are curriculum-focused.’ (Fisher, 2020, p.74)
The Early Childhood Maths Group offers a range of resources to support teachers in developing Continuous Provision into Year 1 classrooms sharing case studies, examples of children engaging in mathematical tasks, and posters suggesting how different areas may be set up.
As Early Excellence emphasise ‘Continuous Provision in Year 1 is not just an add-on, not just another thing to fit in alongside the curriculum; it is a key element of that curriculum’. Is Continuous Provision a key element of your Year 1 Mathematics curriculum?
References
Early Education. (2020 Birth to 5 Matters: Non-Statutory Guidance for the Early Years Foundation Stage, St Albans, UK: Early Education.
Early Excellence ‘Transition to Year 1: Getting it Right from the Start’
Continuous Provision in Key Stage One, Early Childhood Maths Group, 2025
Education Endowment Foundation. (2021). Improving mathematics in Early Years and Key Stage 1.
Fisher, J. (2020) Moving on to Key Stage 1: Improving Transition into Primary School Oxford: OUP
Williams, H. J. (2022) Playful Mathematics for Children 3 to 7 California: Corwin
This website collects a number of cookies from its users for improving your overall experience of the site.Read more
