Stoke Primary School CP case study - Blog 2 - My first Visit

First visit to Stoke Primary School for the Continuous Provision Case Study Project:

They say first impressions matter, and it's true. While my role in this project is not one of judgment, of course I have opinions and feelings. I visited Stoke Primary School at the end of September 2024 and I was blown away by the school, the spaces, the adults, their interactions with children and the atmosphere. Underpinning the sense of culture at the school is a deep rooted sense that ‘belonging’ is at their heart.

There is much research into the positive impact of pupils feeling they belong including:

• Increased student motivation.

• Increased staff well-being, motivation and retention.

• Reductions in student absenteeism.

• Other positive social outcomes e.g. health and well-being.

• Improved academic achievement.

• A growing sense of agency in students and staff: a belief that they can make a difference.

Research by Riley, Allen and Coates study; Place and belonging in school: why it matters today, (2020), shares the ‘interconnectedness cycle’ which details how intentionality, connectedness and consistency work together to create a sense of belonging.

Nothing says belonging more than a floor to ceiling signpost standing in the centre of the foyer which has a sign naming the capital city for every child’s home country pointing in the exact geographical direction of that city!

The way Matt (Headteacher) and Ellen (Assistant Headteacher and Project Lead) speak about their children, interact with them and recognise each one for their beautiful individuality lit me up. It restored my faith that there are more incredible schools out there, willing to be brave and do what is right for children and childhood! It is clear that belonging and understanding their children in order to plan school improvement from these starting points is where their strengths as leaders sit.

I spent the day working with Ellen, Mat, and their wider team working on a range of activities including:

• School tour with Ellen where she shared more detail around the school context, journey and cohort specific details.

• Meeting with Ellen and 3 other leaders to explore their understanding and perceptions of the vision at Stoke and the continuous provision approach in Year 1 and 2.

• I also met with the two Year 2 teachers to find out their opinions on the approach.

• Mat, Ellen and I had several discussions throughout the day unpicking the current approach including its challenges and exploring next steps.

“ Conversation is a meeting of minds with different memories and habits. When minds meet, they don’t just exchange facts: they transform them, reshape them, draw different implications from them, and engage in new trains of thought” Theodore Zeldin.

This ↑ is exactly what happened through the day’s conversations!

It was clear throughout the tour and lesson visits that big decisions have been made to meet the needs of pupils, from the physical actions; opening up small classroom spaces to create more light, using every space for resource and learning space (no brimming teacher cupboards in sight) to even the removal of low ceilings to increase air flow! From a curriculum and pedagogical viewpoint the Year 1 classroom is an incredible example of continuous provision at its best. It was clear to see the time and energy that had gone into creating a space in which children could have a mixture of teacher-led learning in whole class and small groups, and a wide variety of continuous provision opportunities. There was a role play in which the children were playing the very brilliant ‘Burger shop’ from Bluey when I visited, and yes I did buy some burgers! More spaces included 2 loose parts zones, a creative area, maths resources, reading space, construction and more. I visited the class at several points throughout the day and at any one point every single child was engaged in their learning, which is a pretty incredible outcome for year 1 children. Engagement might be a snapshot but it certainly tells you about the environment, expectations and culture within a classroom.

“When pupils are motivated, they pay more attention, put in more effort, persist for longer, and are able to work more independently.” Peps Mccrea.

The year 2 classrooms had many similarities with year 1, there are provision areas available alongside more directed work spaces. Children showed deep engagement in aspects of learning and a staggered approach to teacher directed outcomes was seen between year 1 and 2. We will explore the year 2 provision and approaches more deeply in further blogs. Ellen shared how her leadership supports the provision in each year group, prioritising time to observe, discuss and review the way the environment and provision meets the needs of all pupils. It is already clear that this level of focus is important in order for successful implementation.

During the teacher and leadership discussions there were many rich discussions and honest opinions shared. Some key themes emerged which are shaping the next steps in the case study project:

• Values of belonging were clear and there is a distinct recognition that Stoke Primary School is about ‘meeting children where they are’ and ‘seeing learning through the eyes of the children’. Leaders talk with deep affection and curiosity about the children they serve, wanting to create the best possible, personalised learning environment for them during their time at Stoke.

• Some leaders are more focussed on attainment and progress than the belonging and personal development focus. These differences highlighted discussion points around aligned values versus the importance of diversity of thought in order to offer challenge, and how to explore where the sweet spot between the two spaces sits.

• Clear structure for the careful staggering of adult direction from EYFS to year 2 is being implemented and this is a fascinating concept to explore further. How do we know when and how children show they are ready for more adult directed and ‘formal’ learning.

It was a fascinating, and hugely thought provoking first day. It took the four hour drive home to process much of my thinking! Our next steps are focussed around exploring the data outcomes on well-being, involvement and skill retention which we will share more of following data collection, and exploring next steps around the key themes. Initial plans include:

• A twilight session for all staff to explore the research and intentions behind Stoke’s continuous provision approach.

• Further exploration of how the sense of belonging feeds into children’s engagement in their provision.

• Development of observation and thinking around the staggering of adult directed outcomes.

We would love to hear your thoughts on the project. Get in touch here: or send us an email to info@emmalewry.co.uk

If you like the sound of this project would like to explore working with me for training, consultancy or leadership support you can book a call here:

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