EMMA LEWRY, EMMA LEWRY LTD, UK
ELLEN PARKER, STOKE PRIMARY SCHOOL, UK
Formal learning has become the dominant pedagogical approach in Key Stage 1 across England, prioritising early literacy and numeracy skills in a more structured setting. However, as cohorts of children evolve, shaped by changing societal, developmental and emotional contexts, so too must our approaches. This transition has coincided with a growing SEND (special educational needs and disabilities) crisis, significant behaviour challenges in schools and an alarming mental health crisis among children. These trends suggest that traditional models may not adequately support the diverse developmental needs of young learners. In light of these challenges, there is a pressing need to explore alternative, research-informed pedagogies. In response, Stoke Primary School has implemented a continuous provision approach across Year 2, offering a more flexible, play-informed model of learning. This case study tracks its imp
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This is really invigorating. I work at Community Playthings, designing play based learning environments and how that impacts learning. Thanks for this thorough, comprehensive case study.