A well-planned transition not only supports children's emotional well-being but also enhances their academic progress. Continuity in play-based learning approaches has been shown to maintain and even boost engagement and attainment as children move into more formal schooling

Transitioning from the Early Years to Key Stage One should not mean the end of exploration, independence, and deep learning. Yet, in many classrooms, the shift is too abrupt moving from the rich, engaging environments of EYFS to a more formal, structured approach. Research highlights that a well-thought-out transition, underpinned by high-quality Continuous Provision can significantly enhance children's academic achievement, engagement, and well-being.

What does effective Continuous Provision look like? And how can we extend and adapt it into Year One and Year Two in a way that is developmentally appropriate, rigorous, and impactful?

Join Early Years expert Dr Alistair Bryce-Clegg as he shares his wealth of experience in developing transition strategies that work. Drawing on case studies, practical strategies, and the latest research, this training will help you bridge the Early Years and Key Stage One without losing the power of play.

What Will You Learn?

What outstanding Continuous Provision looks like in EYFS – ensuring challenge, engagement, and deep learning

How to carry this approach into Year One and Year Two in a way that aligns with curriculum expectations

Why play-based, child-led learning continues to be vital for progress in KS1, and how to balance it with direct teaching

How to structure an environment that promotes independence, problem-solving, and critical thinking

How schools that have embedded Continuous Provision into KS1 and seen significant improvements in engagement, wellbeing, and attainment

This course is perfect for:

• EYFS and Key Stage One teachers who want to build on their understanding of Continuous Provision
• EYFS and KS1 Leads looking for an evidence-based approach to transition
• Senior Leaders aiming to embed an effective play-based approach in Year One and Year Two