Second visit to Stoke - inspirational initial findings
An Inspirational second visit to Stoke Primary School
My second visit to Stoke Primary School was just as inspirational as the first, this time I was able to visit for two days and spend quality time in the year 2 classroom gathering information about how and in what ways the continuous provision approach was working. The passion and dedication of the teachers, combined with the engaged and forward-thinking leadership team, have created an exceptional learning environment for their pupils. I truly believe the school's innovative approach to continuous provision is not only fostering deep learning but also empowering children to take ownership of their education in ways that are truly remarkable.
Observing Year 2 in Action
On day one of this second trip I was immersed in the Year 2 classrooms, tracking key children’s movement, engagement, and discussion. It is evident from the moment you step into Year 2 that the learning spaces are thoughtfully designed to maximise opportunities for both teacher-led instruction and independent exploration. The balance between whole-class teaching, small group interventions, and continuous provision allows pupils to engage with their learning in a way that feels natural and meaningful to them.
Children were not just participating in lessons; they were actively shaping their learning journeys. Whether revisiting prior knowledge through hands-on activities or engaging in self-directed challenges, pupils demonstrated high levels of autonomy, resilience, and collaboration. The data collected illustrates the extent of movement and the flexible learning routes that pupils took throughout the day, highlighting the depth of engagement and independence fostered by this approach.
The findings
While there were many fascinating findings throughout the day, three key elements stood out.
Children move positions, for example from sitting on a chair to standing at a worktop, on average between 4-6 times per session. If we compare this to children in a formal learning model who may only move from the carpet to the table within one lesson, children in the continuous provision model are gaining significant advantage of physical movement within their day. It is clear that for some children this physical movement is vital for their success within the classroom.
Children engage in discussion for long periods in each session. Children tracked were talking with peers and adults for around ¾ of their session time which included asking questions, discussing their learning and tasks, reflecting on their outcomes so far and even teaching each other key skills and knowledge they had acquired in specific subjects.
Children have flexible routes to their learning. Through the high quality set up of the provision, the strong relationships and high expectations children are able to move around their classroom accessing their learning for a range of subjects and finding success. All children are able to achieve their outcomes due to these flexible opportunities whether they need time to explore, the support of a peer, physical movement or high level challenge, all of these aspects are afforded to them.
The joy of being able to spend a full day watching children is immense, and to begin to uncover some of the keys to success that Stoke are seeing as they continue to develop their continuous provision approach feels like such a privilege.
Leadership Conversations: A Commitment to Excellence
On day two, I had the privilege of engaging in rich discussions with the school’s leadership team. Their commitment to refining and enhancing the continuous provision model was evident in every conversation. Leaders in Maths, English, and EYFS shared their insights on how this approach is impacting pupil engagement and achievement, and we explored strategies for further strengthening its implementation.
It was clear that leaders are not only invested in the success of their pupils but also in supporting their teachers to deliver high-quality, research-informed practice. Through lesson drop-ins and collaborative discussions, they are developing a deep understanding of how to monitor and refine the approach, ensuring that every child benefits from a learning experience tailored to their needs.
Exceptional Teaching, Exceptional Learning
Several key themes emerged from this visit, on top of the findings from the Year 2 observations, each underscoring the impact of, and factors affecting, the continuous provision model at Stoke Primary:
A Learning Culture of Belonging and Growth – Teachers have expertly crafted a classroom culture where pupils feel valued, supported, and encouraged to take risks in their learning. The celebration of differences and strengths is at the heart of their approach, fostering a strong sense of belonging.
Deep Thinking and Intentional Planning – Every aspect of teaching is carefully considered, from whole-class input to small-group instruction and independent provision. Teachers skilfully build upon prior knowledge, ensuring that pupils can practice and refine their skills in meaningful contexts.
Independence and Self-Regulation – Pupils demonstrate remarkable levels of independence, managing their own learning pathways with minimal adult intervention. They move confidently between tasks, problem-solve collaboratively, and engage in thoughtful discussions with peers. The opportunity for movement, choice, and self-directed exploration enhances their ability to self-regulate, particularly benefiting those with, for example, ADHD.
Flexible Learning Routes for All – The ability for children to choose when and how they engage with specific tasks means that all pupils, regardless of ability, can achieve their outcomes in ways that work best for them. Some children complete tasks quickly and move on to deepen their learning, while others take the time they need to consolidate their understanding. This approach removes artificial barriers to success and ensures that every child is appropriately challenged.
Respect, Responsibility, and Collaboration – The respect pupils show for their classroom environment and resources is astonishing. Within minutes, they seamlessly transition between activities, tidying up efficiently and taking responsibility for their space. Their collaborative skills are equally impressive, with peer support and discussion being a natural part of the learning process.
Emerging Insights and Next Steps
These insights are fascinating and are helping to build the picture for the Continuous Provision approach that Stoke are championing. Stoke Primary School is setting a powerful example of how continuous provision can transform learning in Key Stage 1. The dedication of its teachers and leaders is ensuring that pupils receive an education that is not only academically rigorous but also deeply engaging, inclusive, and empowering.
I am excited to see how their journey continues to evolve and how their approach can inspire other schools to embrace a more flexible, child-centred model of learning. I have two more visits and some exciting speaking and writing projects to share the case study. Ellen and I are beginning to talk more widely about the approach as we continue to reflect and refine what works and why. If you would like to contact Ellen and the team at Stoke do get in touch via info@emmalewry.co.uk and I will connect you.