Home Page



A balance of child-initiated learning through play and adult directed learning is central to our practice because we know that children learn best through actively engaging with the world around them, exploring and participating in challenging experiences and when their levels of wellbeing and involvement are high. We are committed to providing high quality learning environments across the federation to support this.


Long term Planning  

As our planning is child centred, driven by individual interests and next steps, we follow a loosely structured yearly overview plan, the only fixed themes being transitional provision, key seasonal interests and celebrations. Core books are identified for Nursery and Reception and used to develop a love of reading and depth of learning across the year.


Long Term Plan

Autumn Term

Spring Term

Summer Term

Transitional activities

Seasonal change – Autumn/Winter

Light and Dark

Celebrations to include as appropriate -Harvest, Bonfire Night, Diwali, Hannukah Christmas

Transitional activities

Seasonal change – Winter/ Spring

 Life cycles/ New life

Celebrations to include as appropriate-  Chinese New Year, Shrove Tuesday , Valentines Day, Mothers Day, Easter, Ramadan, Eid el Fitr

Transitional activities

Seasonal change – Spring/ Summer

Growing and change

Celebrations to include as appropriate-  Cherry Blossom festival, Fathers Day. World Oceans Day


We recognise that the environment plays a key role in supporting and extending the children’s development and endeavour to provide a high quality learning environment organised into areas of continuous provision. Outdoor learning is central to our practice across both schools and we provide stimulating resources which are accessible and open-ended, can be used, moved and combined in a variety of ways. All our resources are carefully planned to ensure they support every area of learning and development as well as reflecting children’s natural and predictable interests. Continuous provision plans highlight ongoing learning opportunities throughout the year with reference to:

  • Intended learning outcomes
  • Organisation and resources
  • The role of the adult
  • Learning experiences.


Enhancements are added throughout the year such as books, pictures, resources, artefacts, visits and visitors. They are often added in response to children’s interests and lines of enquiries as well as to promote an aspect of learning, experience or learning opportunity.


Adults introduce provocations to prompt children’s interests and thinking. These are resources, artefacts, books that support children to think of and find out about something new or to widen their experience and understanding.


Medium Term planning is used to ensure a balance of provision and also respond to children’s interests. Through tracking of progress of individual children and the cohort, areas for development are highlighted and planned for to ensure progression. Opportunities for parents to be involved in their child’s learning are also identified to ensure regular opportunities and a variety of ways to be involved throughout the year.


Weekly Planning

Weekly planning outlines the key adult led activities to include all 7 areas of learning over time and in Reception, daily opportunities for phonics, reading and maths.  The planning also provides space for teachers to plan and record their responses to children’s own ideas, interests and enquiries.

Continuous Provision Plans