We All Have A Story – A Guest Post from Trisha Lee

Alistair Bryce-CleggCreativity, Mark Making, Planning and Assessment, Role Play, Talk, Writing8 Comments

This weekend I have got a guest post from Trisha Lee who uses ‘helicopter stories’ to promote creativity and story telling. Over to you Trisha… We All Have A Story By Trisha Lee Helicopter Stories is in theory a simple approach, the practitioner sits with the child and scribes their story verbatim. Then the whole class gather to act these stories out. The complexity of this model lies in its child-centred foundations. Based on the work and ethos of Vivian Gussin Paley, Helicopter Stories creates a non-judgemental environment for children to share their narratives, a place where nothing they do is wrong. Used regularly, Storytelling and Story Acting quickly becomes an activity that all children want to engage with, regardless … Read More

Planning for Continuous Provision – Reception and Year One

Alistair Bryce-CleggChild Initiated Learning, Continuous Provision, Creativity, EYFS Policy and Practice, Nurseries, Planning and Assessment20 Comments

If you are looking at an effective transition for children into Year One then your timetable will be very similar to a good Reception one rather than a more traditional Year One format. Your children will have periods of direct adult input this could be whole class or group depending on what you are teaching. The children will then spend much longer periods of time in Continuous Provision where the adults will be observing, supporting, challenging and teaching. My preferred style of working in Continuous Provision is that after you have finished your direct input everyone goes into the play together. It know it is tempting to keep a ‘group’ back on the carpet and then rotate through your groups … Read More

Common Play Behaviours and Continuous Provision

Alistair Bryce-CleggContinuous Provision, Environment, Planning and Assessment, Uncategorized36 Comments

Often when I work with Early Years Practitioners, the thing that they find the most difficult to get consistently right is Continuous Provision. Good Continuous Provision can be tricky – all too often children will just visit in an area of provision that they like, where they will choose a resources that they are familiar with and then engage in low level tasks, often for a considerable period of time. This is great for their levels of engagement, but not so much for their levels of progress or attainment. Of course, we want children to be happy – happy children make successful learners! But, we also want children to be motivated and challenged by the resources that we provide for them. … Read More

Promoting Attainment in EYFS – Gap Analysis

abc doesEnvironment, Planning and Assessment4 Comments

I know that I go on about it a great deal, but if you are going to have a really successful learning environment, then your provision has got to be linked to assessment and broadly levelled. If not, then you don’t really create learning spaces, you just create holding spaces. The environment you set up should change to match the needs of your current cohort. Not just on an annual basis, the change should happen termly in response to the information that you get from your summative assessment. At the risk of sounding like Miranda’s mother, that is what I like to call a Gap and Strength Analysis. Not only does your Gap and Strength Analysis help you to create … Read More