We’re thrilled to introduce a brand new range with the lovely Miss LVT over on Instagram. A naturally inspired EYFS provision range with elements of sage, hessian and ivy. Includes weekly provision topic packs on a variety of themes, all linked to the EYFS. The range involves:
- Topic packs based around weekly themes for provision, with tuff tray set-up examples, key questions, links to the EYFS, differentiation and activity sheets where appropriate.
- A guide to weekly provision.
- Matching display resources.
- and more!
What are the EYFS topic packs for?
These packs have been put together to give you a range of activities to set up in your provision, based on a theme that will engage and enthuse your children. There are eight activities altogether hitting a range of areas of learning from the Early Years Foundation Stage. There are also suggestions for adult-led sessions that you could teach alongside the theme, as well as a list of book recommendations to enjoy during story time.
Why do weekly provision?
Miss LVT said, “Last year my team made the move from half-termly topics. We felt like 6 weeks was a very long time to have one topic on the go and we noticed that by week 3 or 4 children were starting to lose interest and disengaged with the enhancements we would set up in provision. In April we decided to trial weekly themes and we have never looked back. The children are exposed to SO many more learning opportunities, we can link in their interests, relate to key dates across the year and just be much more flexible when setting up an environment that excites children and hooks them into their learning.”
What additional resources are involved?
We have tried to keep the resource list simple, using items that you will most likely already have in your classroom or are simple and easy to make yourself. We are very keen to be as eco-friendly as possible so where sheets are printed we would recommend using them in wipe-clean wallets so they can be used over and over again and then recycled or even better, saved ready to use again next year!
What are the learning opportunities?
Each activity focuses on a different area of provision rather than a specific learning area. Learning through play is such a key tool in EYFS as through one carefully thought out activity, there can be several different skills and areas of learning that are touched upon. For example, the colour monster sorting activity involves children picking up pom poms with tweezers and sorting them into colours. The primary focus is that of physical development – developing fine motor skills by using small tools to pick up objects, this helps to encourage a pincer grip which will in turn support children’s writing skills. But alongside this there are opportunities for maths skills to develop; sorting, matching, counting, comparing size, 3D shapes. There are also opportunities for PSED; discussing feelings and emotions. Several learning opportunities are listed on each activity sheet but there will almost certainly be a million more others that you uncover along the way.
Key questions/comments
The role of the adult in provision is such an important tool, in our environment we do our best to make sure we have one adult being with children in provision whether that is inside or outside, whilst the other is listening to readers, doing adult-led activities, completing assessments or any of the myriad of tasks that we as teachers/early years practitioners have to complete on a day-to-day basis. Whilst we are in provision with children we can engage in meaningful conversation and move children’s learning on by asking questions and ‘thinking out loud’. ‘I wonder if’ statements are really powerful as it encourages children to consider possibilities that they might not have thought of independently. Each activity sheet has some key questions/comments that you could use when you are engaging in this activity with the children. The idea is to show your interest and help to move their learning on. It’s also a great opportunity to be able to assess their ability right there and then without the need for any additional paperwork.
Differentiation in EYFS provision
It’s so important to make sure that activities are pitched appropriately at the children’s ability level. This can be tricky as it’s very unlikely that all 20/25/30 children in your class will all be at the same level in every area of learning. I like to make minor tweaks to the activity so that it can be made a little easier for children who find the task a bit tricky and also be able to add another layer to further challenge and extend those who need moving on. A lot of this can be done through the role of the adults questioning and comments, but sometimes this involves adding another element to the task or adapting it slightly. What we want is for every child to feel like they have achieved and have a sense of pride over what they have done!
Frequently asked questions about Early Years provision
1. How can we create a stimulating and inclusive learning environment for Early Years children? To create a stimulating and inclusive learning environment for Early Years children, teachers might focus on setting up a variety of engaging and developmentally appropriate activities and materials that cater to different learning styles and interests. They might also consider the physical layout of the classroom, ensuring there are designated areas for different types of play and learning, as well as resources that reflect diversity and cultural representation.
2. What are effective strategies for promoting language and communication development in young children? Effective strategies for promoting language and communication development in young children may include providing rich language experiences through storytelling, singing, and conversations. Teachers might also model proper speech and actively engage children in meaningful conversations, encouraging them to express themselves verbally and through gestures or drawings.
3. How can we support children’s social and emotional development in the Early Years? Supporting children’s social and emotional development in the Early Years involves creating a nurturing and supportive classroom environment where children feel safe to explore their emotions and interact positively with peers. Teachers might implement strategies such as teaching conflict resolution skills, promoting empathy and kindness, and providing opportunities for cooperative play and group activities.
4. What role does play have in Early Years education, and how can we incorporate it effectively into our curriculum? Play is a fundamental aspect of Early Years education, as it provides children with opportunities to explore, experiment, and learn through hands-on experiences. Teachers can incorporate play into the curriculum by offering open-ended materials for imaginative play, encouraging outdoor exploration, and facilitating structured and unstructured play activities that promote creativity, problem-solving, and social skills.
5. How do we assess and track progress in the Early Years, and how can we use this information to support individualised learning? Assessing and tracking progress in the Early Years often involves a combination of observation, informal assessments, and documentation of children’s learning and development. Teachers might use tools such as developmental checklists, portfolios, and anecdotal records to record milestones and track individual progress over time. This information can then be used to inform instruction, identify areas for progression, and communicate with parents and caregivers about their child’s development.
