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on a continuous provision weekly planner with rows for all learning zones (eg sand, water, home corner) and columns for days do / would you pre-plan to change / add something for every box (i.e ever area changing every day) as well as doing separate more detailed plan for focus areas?

this is what ive been told to do as 'good practice'?

Just wondering what others do.

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No, I don't think there is any need to change every section every day. Children need time to revisit and consolidate and extend what you may be doing in an area. You may want to extend or enhance though as you go along the week.

Also you don't really need to plan in advance for every day either, you can add to each day as children's interests or needs change. You can also leave some areas blank and complete retrospectively once children have chosen what they might want to use that day. It all depends on how you prefer to work, what suits your thinking style, and there is no 'right way'. Good practice has many many forms, and the main thing to ask yourself, is 'why have we put that out for the children (or particular child' and whatever method supports you to do that thinking, should be OK.

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thank you! :1b :1b

Mundia - this is totally my belief too...and how I have been happily planning for years but now am under pressure to backtrack .

Just wanted to check as I feel like I've stepped into the twilight zone with all the strange 'suggestions' Im being given lately...at least I know I haven't missed something and the world of early years good practice hasn't changed overnight!

 

:( :( :( :( :( :(

:bananas:!!

Going to have to make a stand :angry:

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I'm in the process of starting a new role at a local playgroup, with the focus on planning and continuous provision. It is my understanding from our recent LA training, that the continuous provision is the bare bones of each area that you have out on a day to day basis; so mark making is very simply different mark making items (crayons, felts, stampers, pencils, rulers etc) plus paper (lined, coloured, white) then you have your enhanced provision which is led by the children's interests, so you would add things to stimulate the children's learning or relate to the theme/topic if you do this approach. This can be changed on a daily basis if the children don't appear to engage with it, or the complete opposite of this is just keep it going for as long as the children are accessing it and using it, which could be 2 days, 2 weeks or a whole half term!

We did some work on the training about Ferre Laevers Chidlren's Involvement Scales, with observations on how to identify if children are really engaged with an activity or area. We are doing some 'baseline' observations on the areas as they are now and then doing them as and when we change each zone.

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Hi Trekker, I feel your pain! What is it that you are being asked to do and more importantly do you know why?

Its really hard when the powers above you want to change things up for no apparent reason, it really knocks your confidence doesn't it?

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it is truly traumatic actually...I am going crazy with the injustice!

Ive been planning using a mix of Anna Ephgraves and Alistair Bryce-Cleggs methods - retrospective and objective-led for several years and its worked amazingly - I love it and actually feel for the first time that this is the one...it works sooooo well for the children but I have had a few staff who have always showed strong resistance and that is the problem....they don't miss a chance to put it down to anyone else who queries 'but how do you know the children are learning?'...

Apparently though I'm the only one who feels that this approach is a fantastic thing - or i'm just delusional - seeing things totally different to everyone else.
I see truly engaged, happy, interested children who have ample time to play, socialise, talk, explore, make choices and consolidate their learning and everyday is different - hundreds of wonderful (albeit spontaneous) activities happening over the year...everyone else sees children wandering 'aimlessly' and being bored and having nothing planned to engage them ....
in reality I think this applies more to the adults who simply cant see the benefit in anything that isn't pre-planned and which doesn't 'teach' children colours, shapes, numbers and letters...or who are focused on what Ofsted want to see. They don't and won't recognise that those are not the be all and end all of preschool!

I am willing (in fact I feel I have no choice) to compromise and have more planning focus activities on paper in advance to make them feel better (doesn't follow that any of it will actually be done!) - but I wont plan for planning's sake...
the idea of having to change or add to every area every day just because the plans say so is just silly...every area does change every day but none of it is planned....Children ask for things, adult add things to follow up a child's interest or to extend what they are already doing...you cant plan that sort of thing - it just happens and is more meaningful and focused than it would be if I said today we have sticklebricks..tomorrow its duplo for no other reason than to have something different out.

I just have to take heart from Anna Ephgrave's journey - she stuck to her guns even in the face of Ofsted and being judged as 'failing'...eventually people listened.

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I'm a pack away but do not change our CP

 

The resourses change weekly depending on what the children have chosen and we may add provocations to cp depending on next steps

I inherited the CP changing every day and have (sometimes rather sarcastically!) tried to get the staff to change ways but they make such a HUGE fuss over it that I feel it's a battle no longer worth attacking!

Parents also state on questionnaires, that they like how each day is different when they arrive

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Thumperabbit something's are not worth battling over but if you feel strongly about this, u r the manager

Change it, much easier setting up same stuff for a week it's quicker easier and means I can concentrate on adding provocations

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Thumperabbit something's are not worth battling over but if you feel strongly about this, u r the manager

Change it, much easier setting up same stuff for a week it's quicker easier and means I can concentrate on adding provocations

 

I'm with Sue on this one - I firmly believe children like to know 'where things will be' - I just add 'enhancements' to my CP :1b

I don't suppose either of you would be kind enough to share your weekly planning sheet?

I've approached it again at the staff meeting and have laid my cards on the table saying the planning format MUST change, however I've been searching 'tinternet and can't find much that isn't for reception

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Happy to share never had much success in adding before but will give it a go

Only have my cp plans as planning for children is completed by my key staff by hand although I have the template. will have a go when next on my laptop x

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I don't suppose either of you would be kind enough to share your weekly planning sheet?

I've approached it again at the staff meeting and have laid my cards on the table saying the planning format MUST change, however I've been searching 'tinternet and can't find much that isn't for reception

thumper - my lovely - I don't think my plans would be of much interest to you.......

My CP 'planning' doesn't change - all came from an adaptation of SueJ's wonderful work that she shared with us a couple of years ago :1b

Other than that I plan daily (not weekly) - my planning sheet shows:

Date

initials of children expected to attend that day

A list of their 'Current needs' (next steps)

Planned enhancements (list of) with children's initials again to show which children i have in mind + any adult led activities with staff members initials .......

I put (a bit) more effort into my daily evaluations - there I detail what we did - who joined in - what children gained from this + notes to lead into the next days planning........my staff add notes to the daily planning doc that add to this process

Suspect that is as clear as mud - but hey - it works for us! :1b

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Happy to share never had much success in adding before but will give it a go

Only have my cp plans as planning for children is completed by my key staff by hand although I have the template. will have a go when next on my laptop x

Sue, as a packaway setting how do you decide exactly what is coming out each day?

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We have set areas so home corner , book area, cozy corner (like a den) interest table, construction area, computer, messy areas play dough, paint, creative area ( community playthings trolley with different media and materials) dressing up trolley and 2 mat area with trolliies near them with variety of resources. Dotted around the room are cork boards with number lines on, birthday board and sharing boards and boards that display children s art work.

 

Children choose from pictures in a box of what they want out the following week, we also mentally note what has been played with and may add provocations to those.

 

This stays the same for the week, children need to revisit, they also know what is in the cupboard and can ask for items out. We have found less is more

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thumper - my lovely - I don't think my plans would be of much interest to you.......

My CP 'planning' doesn't change - all came from an adaptation of SueJ's wonderful work that she shared with us a couple of years ago :1b

Other than that I plan daily (not weekly) - my planning sheet shows:

Date

initials of children expected to attend that day

A list of their 'Current needs' (next steps)

Planned enhancements (list of) with children's initials again to show which children i have in mind + any adult led activities with staff members initials .......

I put (a bit) more effort into my daily evaluations - there I detail what we did - who joined in - what children gained from this + notes to lead into the next days planning........my staff add notes to the daily planning doc that add to this process

Suspect that is as clear as mud - but hey - it works for us! :1b

Can you point me in the right direction for the CP stuff from SueJ that you mentioned?
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Absolutely agree...I keep having to put things away - other staff get more and more books, small world toys, home corner stuff out ..and then wonder why everything is scattered over the floor and tidy up time takes half an hour!

10 nicely arranged, carefully chosen, relevant books are more likely to be looked at, and cared for, than a bookcase overflowing!

 

re my original post - It seems I have to put up with the constant change...for now :angry: but I'm determined that the battles not over! :ph34r:

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This is really interesting. We are complete packaway too and there seems to be little thought into what goes out each day other than that there are rough areas of provision. Items change every day, although I am of the school of thought that says if the children have been really engaged in something one day, it's good to keep it out until they lose interest.

Our recent Ofsted inspection (before I started in September) highlighted that the children do not have access to all the resources and have to ask to have things out of the cupboard. I have issues with this for 2 reasons: 1) we cannot possibly get out all of our resources - it would take all morning and more just to do that, there would be no room and there would be a ridiculous amount of stuff!, and 2) I think it's a good thing that children learn to ask for things. Am I wrong? I am in the process of compiling a picture book of all our resources to let the children decide what they would like out the following day/week - does this sound like a reasonable compromise?

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This is really interesting. We are complete packaway too and there seems to be little thought into what goes out each day other than that there are rough areas of provision. Items change every day, although I am of the school of thought that says if the children have been really engaged in something one day, it's good to keep it out until they lose interest.

Our recent Ofsted inspection (before I started in September) highlighted that the children do not have access to all the resources and have to ask to have things out of the cupboard. I have issues with this for 2 reasons: 1) we cannot possibly get out all of our resources - it would take all morning and more just to do that, there would be no room and there would be a ridiculous amount of stuff!, and 2) I think it's a good thing that children learn to ask for things. Am I wrong? I am in the process of compiling a picture book of all our resources to let the children decide what they would like out the following day/week - does this sound like a reasonable compromise?

now just to play devils advocate here if you know what your childrens interests are then those should be the things that are out,,,,so it would not be very often that they are asking for things. There is evidence to say that it should be 80 % what they know and 20% new . Planning should be for the children not for the rota so if they are really in to trains it's fine to have them out for several days in a row (with a 20% change in set up) for as long as their interest lasts...as long as they are learning new things every day (different language/concepts/challenges etc etc)

we have a put one away before another comes out policy too (unless it is to enhance what they are doing)

perhaps it would be better not to get anything out until the children are there and then they can chose? that way it would be reactive to them....the issue comes when adults are deciding what to put out with no thought about why /what or who for...then it becomes bung it out planning .....get a box and shove it on the table no thought process involved....never a good idea in my humble!

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now just to play devils advocate here if you know what your childrens interests are then those should be the things that are out,,,,so it would not be very often that they are asking for things. There is evidence to say that it should be 80 % what they know and 20% new . Planning should be for the children not for the rota so if they are really in to trains it's fine to have them out for several days in a row (with a 20% change in set up) for as long as their interest lasts...as long as they are learning new things every day (different language/concepts/challenges etc etc)

we have a put one away before another comes out policy too (unless it is to enhance what they are doing)

perhaps it would be better not to get anything out until the children are there and then they can chose? that way it would be reactive to them....the issue comes when adults are deciding what to put out with no thought about why /what or who for...then it becomes bung it out planning .....get a box and shove it on the table no thought process involved....never a good idea in my humble!

No, you're absolutely right, and this seems to be the culture that has evolved (until I arrived, ha!). The only trouble with waiting until the children are there is the time issue - we only have a short time as it is, and tidying up is a skill most of them (2 year olds) are still, ahem, learning, so this takes a while too at the moment!

We have recently adopted Tapestry, so I'm hoping that once everyone is up to speed with it, this will help the staff to put more thought into why they're providing what they are and who for...

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