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Teaching & Learning : Continuous Provision Statement

At Killinghall CE Primary School we consider learning to be ‘the process of acquiring essential knowledge, skills understanding and behaviours that will allow children to gain a deep understanding’.

Provision is designed to advance understanding, gradually as the children move through the school. Lessons are a part of the provision; we do not expect children to gain depth of understanding in a single session. Many lessons will carry on over several days, or even weeks, ensuring that pupils gain the required degree of understanding. Lessons may involve a single or multiple learning objectives and success criteria, some of these may be for one lesson or for a series of lessons. Objectives may be revised throughout the year in a new or varied context.

Progress is defined as ‘the widening and deepening of essential knowledge, skills, understanding and behaviour’. This means that pupils will experience the same content over and over again, each time in a richer and more challenging context, thus deepening their understanding. Pupils will be given increasingly challenging activities at each stage of development.

A vital aspect in the development of essential knowledge, skills is the use of continuous provision. This means that children are using and developing certain skills throughout the year on a daily/weekly basis.

Continuous Provision practice and principles begin in Early Years Foundation Stage and support children to develop key life skills such as independence; innovation; creativity, enquiry; analysis and problem solving.

At Killinghall we aim to provide continuous provision through:

10 minute sessions at the start of every day

challenge sessions as part of lessons

a session every Friday with a variety of work stations where children can access a wide range of resources designed to develop their key skills and provide personalised learning opportunities linked to our school drivers

All learning opportunities in continuous provision are linked to National Curriculum objectives. Considerations are also made about the role and purpose of classroom adults when enhancing children’s learning. 

The following highlights the developmental journey we pursue for the children:


Main form of teaching

Type of thinking

Types of activities


Modelling, explain – teacher led.

Low level cognitive demand. Involves gaining knowledge by following instructions.

Name, describe, follow instructions, recall information, ask basic questions, use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise.


Application activities with review – gaining independence.

Higher level cognitive demand. Involves mental processing beyond recall. Some degree of independent decision making needed.

Apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare.


Coaching and mentoring – ability to solve and explain to others.

Complex and abstract cognitive skills. The need for independent problem solving skills with more than one step. Requires ability to justify answers.

Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove.

January 2017