Planning for a balance of child-initiated and adult directed learning in the Reception Class.

In the Early Years Foundation Stage we plan the indoor and outdoor classroom provision based on children's interests and fascinations. Children are encouraged to move freely through the different zones and areas engaging with carefully planned resources which stimulate their curiosity. As they play, children begin to make links, improve their focus and concentration, they can practice new skills and experiment. The EYFS team support learning in each area by modelling and extending language, careful questioning and by observing the way in which the child is learning. The teacher may add an enhancement into the continuous provision to extend a child's thinking or talking, or he/she will plan an adult-focused activity to support a child's understanding of a new concept or when teaching specific skills. As the year progresses, the balance of child-initiated play and adult-directed changes with daily focus sessions in phonics, reading, writing and maths.

Planning for active learning and enquiry. 

The annual cycle of themes for each half term ensures that children across the cohort are able to access group activities, events and experiences that will engage and extend their learning. The planning documents below show the kinds of activities that might be included each half term. Teachers watch children carefully, following children's interests to maintain maximum engagement and focus on learning and progression. Children's key moments in learning and development are recorded in EExAT (an online tool for tracking learning and child development) and shared with parents.