Sand: Continuous Provision Plan Available Resources

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Mathematics: Continuous Provision Plan

Available Resources

Resource Enhancements

Various counting, sorting, matching resources

Counting/dice games, number cards & puzzles

Magnetic boards + numbers, shapes

Threading/sequencing resources

Number lines - number books/posters

Mark making implements

2D + 3D shape resources, construction sets

Weighing scales + various weighted resources

Size graded resources - measuring bottles

Number/shape resources – sand/water

Washing line, number lines, pegs

Measuring equipment – sand/water

Clocks, tape measures, rulers

Counting songs, rhyme

Large dice

Computer – number, shape, matching programs

Daily routines – register, snack times, date

Planned cookery: weighing, quantity, measuring

Planned Experiences

Counting objects, number recognition, order, compare - numbers, size, quantity, measure

Using positional language, comparing, estimating, shapes - exploring, recognition, patterns

Recording numbers/symbols - use positional language, problem solving, sequencing

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Turn taking/sharing

  • Maintain attention/concentration

  • Work as part of a group

  • Independence - select/use

  • Be interested/motivated to learn

Communication & Language:

  • Use number language

  • Interact with others

  • Sustain attentive listening

  • Use talk to order/sequence

Physical Development:

  • Use a range of equipment

  • Develop manipulative skills

  • Begin to use ‘tripod’ grip

Language (R&W):

  • Use marks as symbols to record numbers


  • Naming/recognising numerals

  • Naming/recognising shapes

  • Capacity

  • Measuring/weighing

  • Estimating/checking

Understanding the World:

  • Investigate objects

  • Ask questions

  • Look closely at similarities, differences, change, patterns

  • Build/construct

  • ICT to support learning

Expressive Arts & Design:

  • Express and communicate their ideas, thoughts

  • Explore shape/form. in 2D + 3D


Numbers, count, add, more, less, same, shape, shape names, pattern, sequence, change, long, short, weigh, balance, heavy/light, big/bigger/biggest, small/smaller/smallest, sort, symmetrical, positional language

Principles into Practice (Adults Role)

Unique Child:

  • Promote access to all areas

  • Enhance individual interests

  • Numbers of personal significance

  • Promote and encourage independence through choice

  • Support language development

Positive Relationships:

- Encourage sharing/turn taking

- Working and learning together and

from each other

- Encourage children to listen and

respond to each other and adults

Enabling Environments:

  • Provide resources to support different mathematical concepts
  • Use numbers in daily routines to promote mathematical concepts/language

  • Allow children through their physical environment to discover space, distance, shape

Learning & Development:

  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development

Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Show particular interests

  • Showing a ‘can do’ attitude

  • Initiate activities

  • Persist with activity when challenges occur

  • Pay attention to details

  • Being proud of accomplishments

  • Seeking a challenge

  • Maintain focus on their activity for a period of time

- Finding ways to solve problems

- Making links and noticing patterns

- Making predictions/estimating

- Develop ideas of grouping,

sequencing, cause and effect.

Mark Making (Writing): Continuous Provision Plan

Available Resources

Resource Enhancements

Pens, pencils, paint, pastels, crayons

Paper - various types, sizes, shapes, note pads

Chalks, chalk boards, clip boards

Written text - books, magazines, posters, name badges, labels, signs

Dry wipe pens boards (small/large)

Printing resources: rollers/stamps


Resources/equipment to make marks in sand/paint/malleable materials

Various stencils

Mark making in role play areas

Water buckets, various sized brushes

Stationary items – envelopes, rulers, rubbers

Card making, book making, invitations, form filling

Resources to increase fine motor skills – hole punch, paper crinklers, staplers, glue sticks, sticky tape

Planned Experiences

To use a variety of materials to make marks, to recognise that print carries meaning

To experiment with making different marks in malleable materials

To begin to form recognisable letters, to link letters to sounds

To use marking to enhance their role play

Early Years Foundation Stage

Personal, Social & Emotional Dev:

  • Selecting resources independently

  • Maintain attention
  • Persist for extended lengths of time at an activity of their choosing

  • Give children opportunities to mark make in their own learning journeys

Communication & Language:

  • Ascribe meanings to marks

  • Give meaning to marks they draw, write, paint

Physical Development:

  • Handle tools with increasing control

  • Engage in hand/eye activities


  • Attempt writing for a purpose

  • Begin to form recognisable letters

  • Use phonic knowledge to form letters

  • Write their names

  • Begin to show preference for left or right hand


  • Use marks to represent numerals

  • Form recognisable numbers

Understanding the World:

  • Use ICT programmes and keyboard to make marks

  • Draw family, friends, homes

Expressive Arts & Design:

  • Respond through mark making to what they see, hear

  • Explore various materials to create marks

  • Use imagination

  • Use mark making to enhance role play: lists, letters, invites


Pencil, pen, crayon, paint, chalk, draw, write, letter, word, colour, paper, card, envelope, hold, grasp, copy, mark make, trace, print, stencil

Principles into Practice (Adults Role)

Unique Child:

  • Value each child’s contribution and mark making

  • Ensure all children can access mark making resources/equipment

  • Listen to and respond to what children say about their mark making

  • Add their comments to their work

Positive Relationships:

  • Model mark making & writing for various purposes: notes, lists, cards

  • Encourage children to be proud of their achievements

  • Share their mark making/writing with parents/carers

Enabling Environments:

  • Provide a wide range of writing materials and resources

  • Ensure mark making materials are accessible to all children and available in all areas of the provision

Learning & Development:

  • Activities and resources offered along with sustained shared thinking across all areas of the EYFS will ensure that all children progress in their learning and development

Playing & Exploring

Active Learning

Creating & Thinking Critically

  • Engage in open ended activity

  • Initiate activities

  • Seeking a challenge

  • Show satisfaction in meeting their own goals

  • Paying attention to details
  • Showing a belief that more effort will pay off

  • Finding new ways to do things

  • Thinking of ideas

  • Checking how well their activities are going

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