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With Easter upon us shortly it's easy to get back into the habit of dressing each area of provision for the celebration. 

Instead focus on leaving a few hooks in your adult initiated sessions that will grab your children's interest and lead them curious to know more. It could be sharing an Easter story for instance and then having one or two areas of your provision with provocations in linked to this. This then invites the child to explore and learn more. It also means that children that don't want to explore this can still head into the areas of provision to develop their own lines of enquiry or take the lead on their own child led play. 

Taking this approach also frees you as an adult up from spending so much time filling every area of provision with resources and instead can really prioritise your time and focus your efforts on the things that will make the biggest impact. 

With this in mind I wanted to take the opportunity to share some of the provocations and hooks that I h...

Many of us have a separate space within our setting designated for mark making and writing opportunities. This might act as a central space for children to collect their mark making equipment from and take into an area of provision. Over the years I have had this as part of my classroom set up in both nursery and reception classrooms. I always think it's important to reflect on this area and decide if it's working for you and your cohort. If it's taking up a a large space and no-one is ever at it, consider removing it. 

Here is a list of some of my favourite continuous provision for this area obviously this will vary depending on the age and stage of the children you have):

• Pencils
• Crayons
• Chalks
• Whiteboards
• Paper (different colours, types sizes, lined, unlined, squared)
• Envelopes (of different sizes)
• Alphabet books
• Name cards
• Stamps
• Notebooks
• Card
• Wipeable boards
• Home made books (zig zag books)
• Crayon rocks
• Bark pencils
• Ink stampers
• Gell pens
• Charcoal
• Sand pap...

I get asked all the time...'Where do you get your resources from?'

Firstly, many of the resources we use in Early Years can be collected, reclaimed or re-used for free. Some of my favourite natural Autumn loose parts are;

• Leaves from different trees and different colours
• Dried leaves and flower petals
• Leaf skeletons
• Twigs of different lengths and thickness
• Acorns
• Pine cones
• Moss
• Bark
• Tree cookies
• Tree stumps
• Pumpkins and squash
• Conkers

I also like to add items like:

• Wooden buttons
• Grapat loose parts
• Cotton reels
• Coloured sheets of felt
• Empty picture frames
• Glass beads
• Numicon

Placemats, mirrors, lightboxes and tinkertrays are all good to include alongside too.

When it comes to buying resources i have always worked in schools and settings with very little money to spend on resourcing. Any money that we did have would be spent on;

1. High quality staffing

2. Block Play resources

3. Books

4. Small world imaginative play

I feel that when we spend ...

When it comes to organising our Early Years environment setting up high quality continuous provision is crucial.  It allows young children to be active learners that are in charge of their own learning while also developing key skills that allow them to flourish as life long learners.  

What exactly is continuous provision I hear you ask? It is the every day environment that you create in your setting that's consistently available to the children each and every day and what they can use freely. It's not just about the resources we have available here but it's also about the way we as adults challenge and support the learners through our interactions with the children and the way the daily rhythm is organised. The environment that we create must also be reflective of the cohort of children that we have working with us today and change in response to our observations and knowledge of their needs and interests. 

Traditionally we may have waited to make changes to our learning environmen...

I have been a childminder for the last 6 years and over that time, my setting has had gradual enhancement. I have always had a calm and neutral decor and quite a laid-back approach in my setting and in my teaching. I had the mindset and personality for the Hygge way, I just lacked the knowledge as to where and how to progress with it and how to ingrain it into the fabric of my setting and teaching.

Before I started this course, I was guilty of setting up activities in search of a finished product. I wanted something physical to show parents what we had achieved that day. I felt if I didn’t have something to show parents, I would think they haven’t achieved anything. I recently had a light bulb moment when I received a photo and message from a parent whose child had been with me for around 4 months. The photo showed her child playing at a playgroup. The message read “Thank you for being the reason my son will now go off to play, rather than being clung to my leg!”

It was a moment ...

As winter approaches I wanted to share some thoughts and inspiration on the different ways you can create enchantment and magic in your play.

I do believe there should be an element of beautifulness in your play. If you don't want to go and play there and learn more than neither will the children. That's why when I set areas up I like to pay attention to the details I create. Adding in mirrors for a different perspective, considering the opportunity to add light, different textures to stimulate the senses and elements of nature. I like to include open ended resources and books that allow the learning to take the direction the child desires. I put the time into creating something that will have impact on the children's learning and development. That's why I don't do reams of forward planning and masses of paperwork and instead put this time into the environment (but that's a whole different blog post!).

Now I think that it's  important to note here that the child matters! For one minu...

You’ve spent all weekend printing, cutting and laminating resources as well as planning what would go in each every of provision for the week. By 10am Monday morning you feel disheartened as the resources are strewn across the classroom or are not being used as you intended.

It’s exhausting isn’t it!? I know because that used to me. Then I realised it didn’t have to be that way.

Once I started planning from the children’s interests and fascinations I saw that the learning just happened in the high quality continuous provision I had already set up. Levels of engagement improved, I saw huge levels of creativity  and I rarely got interrupted to support behaviour. I stopped having children wandering around the provision looking lost or disrupting others as they were exploring their own ideas and projects.

This saved me so much time and I could spend time doing things that would actually had an impact on my children. Like planning a woodland walk for the children interested in ba...

Reflective Practice and Reciprocal Learning – My Journey into ‘The Wingate Way’

For the past two years it has been my privilege to work at Wingate Nursery School in County Durham.  I came to this nursery because I felt that I understood this way of working, I knew (or so I thought) the meaning of ‘following children’s interests’ and I believed in trusting children to take reasonable risks.  However, it was only through working in Wingate’s quite extraordinary (and yet very simple) way that I truly began to understand the meaning and power of these things.

Let me cast my mind back to my earliest days at Wingate and tell you about just a few of the many things that impressed, surprised and downright shocked me! –

• We have only the loosest medium-term plans and no structured ‘teaching’ in phonics, numbers or anything else.
• The children use real tools and equipment (from hammers to step ladders). They are taught how to use them safely and then trusted with them.  It’s that simple.
• A
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This week our guest blogger Jamie is sharing with us the delights of Child Interest Planning. Follow Jamie at https://www.instagram.com/jaybruce/

Following a child’s interest…perhaps the most recognisable term coined in the Early Years. Setting up continuous provision based on interest was one of the first things I learnt when I started working with three, four, and five year olds here in the UK. The children inform the environment, shape their own next-steps, and, in turn, bolster the learning of the children around them by sharing their growing breadth of ideas. To me, there are two categories of ‘following interest”, which are actually quite different in practise. One might be more familiar to you, and the other you might see as more intuitive; a day-to-day occurrence that you have never put a name to.

1. Individual Interest Informs Set-up

Daily set-up which takes into account the interests of an individual, is a brilliant way of showing a child that you value what they...