Year 1 Provision

This unique and innovative approach to learning within Key Stage 1 is now in its third year at Barnehurst and we feel that we have clear expectations, goals and exciting activities for the year ahead and we would like to share those with you.

Why is there a continuous provision in year 1?

Year 1 is such a challenging year for many children. In Reception, children are able to refine their skills of exploration, creativity, awe and wonder about the world around them. They ask questions fuelled by their curiosity and learn at a pace that suits them and their needs. As soon as children approach Key stage 1 the expectation is that this area of development, which children have relished in for a year, must decrease and instead a more “formal” approach is introduced. Research has shown that this has a negative impact on some children, many disengaging with school and as a result, this can have long term implications on a child’s wellbeing and overall enthusiasm towards learning. At Barnehurst we are clear with why we want a continuous provision in year 1 as we want the children of Barnehurst School to be enthusiastic, dynamic, problem solvers with an ability to show independence and team work in equal measure. We strive for children to be engaged and invested in what they do and not even realise that they are learning!

How is this different from Reception? What is a typical day for my child?

The classrooms have specific areas in Year 1 and some that are similar to that of Reception but the intention and the activities that take place are very different and in accordance to the expectations of our school curriculum. We pride ourselves on the delivery of high quality, fun and engaging lessons for the children. These include DSR (Daily Supported Reading) where each child reads in a small group with an adult every day.  There are also English, Maths, Phonics and Maths Skills inputs that take place daily. Children will also have inputs in other subjects, History or Geography, RE (Religious Education), Art or DT (Design Technology), RSHE (Relationship, Sex and Health Education), Global Citizenship, Computing and Science on a weekly or termly basis. The children take part in “child initiated” activities twice a day. This allows for the children to explore both the classroom and outdoor area in their own unique way and also gives them an opportunity to consolidate their learning from a specific input. Each area in the room mirrors what the children are being taught that week. This is a crucial part of our Year 1 provision. It allows children to use physical models and equipment to make their learning concrete. There is a clear mix of purposeful input and independent practice in Year 1 which underpins our effective approach to lessons. At Barnehurst, we encompass the idea of the Rosenshine Principles which allows the opportunity to repeatedly learn, practice and apply until it is in engrained a child’s long term memory and becomes instinctive.

How are children recording their work?

Children have Maths and English books where they will record and carry out their focus activities once a week to begin with. As the year progresses this work will become more frequent and they will have whole class writing or maths tasks to complete. The aim for these focus groups is so that children will be able to consolidate, explore further and find depth in their learning, within the continuous provision. Other subjects will require writing, practical or group activities to be completed and these will be recorded by the children on ipads. They will be shown how to use a specific app, take pictures, voice record, take videos and type out their work in their own subject folder. This will then be shared with you during parents evening.

What is the role of the adult within the room?

The role of the adult within Year 1 is to support the children and ensure that they are exposing them to a deliberate practice of skills and knowledge within the environment. Through questioning and strong modelling they will extend and challenge the children’s learning further. It is crucial that the adult working within the room scaffolds ideas and methods in a clear way, that the support that is given is very slowly removed. When a child is able to demonstrate that they have confidently obtained this skill they can carry it out independently.

We feel that at Barnehurst our school values reinforce this remarkable and positive approach and it promotes a life long love of learning for all of our children.