Continuous and Enhanced Provision
Intent
Our intent is to extend the successful principles of EYFS continuous and enhanced provision across the whole primary phase to develop motivated, independent, and resilient learners who are ready for the next stage of education.
We aim to:
- Maintain the curiosity, independence, and love of learning seen in EYFS during continuous and enhanced provision, throughout the school.
- Ensure children make meaningful links between subjects, understand how skills transfer, and have opportunities to follow their interests, planned enhancements must meet the specific needs of the children.
- Reduce curriculum overload while keeping learning broad, balanced, coherent, and aligned with the National Curriculum. Curriculum-driven resource sand activities are carefully planned to align with learning objectives, allowing children to practice, investigate and consolidate skills taught in lessons.
- Promote metacognition, self‑regulation, and high‑quality oracy so children can plan, monitor, evaluate, and articulate their learning confidently.
- Active learning encourages the children to be active participants, fostering independence and allowing them to revisit learning reinforcing knowledge and links between subjects.
- Provide learning environments that develop collaboration, creativity, resilience, and independence, that are curated to offer meaningful learning opportunities without being cluttered.
- Build a holistic understanding of every child, ensuring inclusive practice, high expectations, and equitable access to high‑quality teaching.
Continuous and Enhanced Provision Research Based Rational
Implementation
English, Maths, Science, RE, some of PSHE and PE will be taught as it always has been. Geography, History, Art and Design, DT, some of PSHE, Computing and in some cases Music will be taught through our new model. We will use a blended model of teacher-led instruction and child-led Missions, underpinned by the Education Endowment Foundation's (EEF) evidence on Metacognition, Oracy, and effective pedagogy.
This will be through an offer of continuous and enhanced provision across our school adapted according to the age and stage of the children. Continuous provision offers consistent resources to promote independence, embedded learning, and rich adult–child dialogue. Enhanced provision introduces targeted challenges, carefully aligned with current learning and children’s interests.
Our curriculum structure for these sessions will be as follows:
- Weeks 1–3: Teacher-directed lessons covering the required National Curriculum knowledge and skills, following the JWS Curriculum sequencing.
- Weeks 4–6/7: Missions—open-ended, well-resourced tasks that enable children to apply, deepen, and enhance their learning in foundation subjects. These will be a mixture of Continuous Provision/ Discover and Do style activities and Enhanced Provision in KS1 moving to more Enhanced Provision/ Independent tasks in KS2. Both key stages will have focussed Reflection and Review sessions to ensure follow on planning is appropriate and purposeful.
The ‘Missions’ will be a mix of Must Missions (directly linked to curriculum outcomes, assessed) and optional Missions (child-led, interest-driven, strengthening creativity, ownership, and skill application). All Missions include choice, creativity, problem solving, and opportunities for metacognitive practice. The workspaces, resources, and TA/teacher roles are strategically planned to ensure purposeful and high-quality engagement.
There will also be ‘Bubbles’ which are small-group teaching sessions. These will offer pre-teaching, additional skill input, safety training (e.g., tools, equipment), responsive support when misconceptions arise and optional pop-up support identified through pupil reflection.
Our adults will be observing learning and intervening purposefully. They will be enhancing provision based on need and then targeting specific children, groups of children or objectives. They will be deployed strategically to question, model, challenge and move learning forward.
Through Missions, teachers explicitly teach the children how they can become self-regulated and independent learners:
Assess what they need to do → Plan the steps → Monitor what they are doing with support and independently → Evaluate outcomes → Adjust to improve → Reflect on what they have achieved → Develop increasing independence. Weekly reflection sessions on Seesaw and in class reinforce this cycle.
Oracy is embedded through recorded verbal exit questions, Mission reviews, collaborative dialogue and adult modelling of high-quality vocabulary and language structures.
Must Missions will be assessed against National Curriculum outcomes/end points. Seesaw is used for voice/video recordings to capture learning beyond written outcomes. Teacher observation, discussion, exit questions, and Mission completion will inform ongoing assessment.
Impact
We want our children to access education that meets their developmental needs, supports well-being, allows for movement, communication and play, developing a true love of learning, enabling all children to thrive.
By implementing this approach:
- Children become more independent, motivated, and self‑regulated learners, showing increased ownership and pride in their work.
- Application of knowledge deepens, as children make connections across subjects and demonstrate understanding in varied, creative ways.
- Metacognitive skills improve, enabling pupils to plan, monitor and evaluate their learning independently.
- Oracy develops significantly, supporting improved communication, vocabulary, reasoning skills, and confidence, particularly for disadvantaged pupils.
- Teachers gain stronger insight into individual learners, allowing precise adaptation, targeted intervention and inclusive practice.
- Engagement and enjoyment increase, with children demonstrating curiosity, creativity, and a willingness to explore beyond taught content.
- Outcomes strengthen, with Must Missions evidencing progression towards National Curriculum expectations and optional Missions extending and enriching learning.
- The curriculum becomes more manageable and meaningful, balancing coherence, rigour, and pupil-led exploration.
Overall, the approach creates a culture where every child can flourish, becoming a confident, independent learners, ready for future education and life.