One of the biggest challenges with continuous provision, particularly in key stage 1, is making sure that you are meeting all of the curriculum objectives.

This task can feel overwhelming, but if provision is viewed as a vehicle for learning, rather than an add-on to keep pupils “busy” while adults work with small groups, it becomes far more manageable.

Maths is one of the subjects that easily lends itself to continuous provision - having a series of carefully planned classroom areas that are always available for children to use. In fact, many mathematical units can be taught primarily through this provision, with targeted pockets of direct teaching to support learning.

The key is making sure that the resources and invitations to play allow children to explore the curriculum objectives in meaningful, purposeful ways.

So, what does that look like?

Continuous provision: teaching maths through play

Focus on units that lend themselves to provision

With short, frequent modelling and clear mathematical talk, there are certain concepts that can easily be explored in continuous provision across the year.

When teaching money, for example, role-play shops are always a hit. Setting up an ice cream stand, café or pizza takeaway can lead to hours of rich mathematical exploration.

Around the classroom, meanwhile, children can ”pay” with coins or counters for snacks or for materials to use in the creative area. This gives them regular, hands-on experiences with money, with no worksheets required.

Other topics, such as shape, weight, length and volume, also tend to lend themselves to learning through this provision.

This then frees up valuable teaching time for objectives that need more explicit instruction and adult support, such as developing fluency for number facts (like number bonds or halves and doubles of numbers), which require more direct teaching to secure instant recall.

Small tweaks for a big impact

It’s important to note that maths won’t just happen for every child. Resources need to be carefully selected and embedded in ways that invite mathematical thinking.

But this doesn’t always require a big set-up. In fact, it’s often the smallest changes that have the biggest impact on children’s mathematical understanding.

Simple, everyday objects can work wonders. For example:

• Add weighing scales to the Play-Doh or home corner to encourage exploration of mass.
• Place a clock and a telephone in role-play areas to prompt time talk and number recognition.
• Stick height charts to the wall for children to compare their height.
• Include rulers and tape measures in the construction area to spark spontaneous measuring.

Introduce board games

Board games and card games are a fantastic (and often underused) way to develop number fluency, subitising, turn-taking, problem-solving and early strategic thinking.

With fewer children now playing traditional board games at home, the classroom can become a key place to introduce and embed them.

Games like dominoes, snakes and ladders, snap or even bingo provide rich opportunities for number talk and concept reinforcement and are always a hit with children in provision.

Including blank board game templates also allows children to invent their own versions, adding creativity, ownership and even more maths.

Create purposeful maths areas

Not every classroom has or needs a dedicated maths area. But when done well, a “maths hub“ can become one of the most purposeful areas of the room.

Start by asking, “What will make children want to come here?” This will obviously differ for each class, due to their interests and needs. However, there are often certain themes and ideas that most cohorts are enthused by.

For example, many children love to role-play as teachers, so creating a mini maths classroom can be hugely effective. This might include a child-sized whiteboard, maths resources that children have used in lessons and teacher role-play props, such as glasses, clipboards and flashcards.

Of course, not every child will gravitate towards the maths table, which is why similar mathematical experiences need to appear throughout the entire classroom.

For example, if the focus is on representing numbers using ten-frames, this could be reflected across multiple areas. You could add sequins and stickers on ten-frames to the creative table, egg boxes cut into tens in the home corner and LEGO characters arranged on ten-frames in the construction area.

When children see the same concept repeated across different contexts, their understanding deepens and they are more likely to retain the learning.

Revisit learning through provision

Children need multiple exposures to a concept before it becomes secure. However, the curriculum moves quickly and it can sometimes feel like just as a concept becomes embedded, it’s time to move on.

That’s where your continuous provision can really shine, as repeated play-based experiences give children the chance to explore, revisit and solidify their understanding.

Let’s say you’ve just finished a unit on 2D shapes. Rather than leaving it behind, bring those shapes into your provision. You can set up shape printing in the Play-Doh area, add magnetic shapes for constructing patterns in the teacher role-play area and have shape-matching games available on the shelves.

Keep elements of previous learning out across the year. That repeated exposure is key to long-term mastery, not just short-term success.

Maths in continuous provision isn’t about adding more, it’s about being more intentional. Through simple tweaks, thoughtful resourcing and playful repetition, your classroom can become a rich mathematical landscape where learning happens all day, every day.

Start small, stay curious and watch the impact unfold.

Katie Jenkins is a key stage 1 lead and teacher

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