our developmentally appropriate Practice approach in KS1

At our school, we believe that children in Key Stage 1 learn best when teaching and provision reflect their stage of development. Our Developmentally Appropriate Practice (DAP) approach in Year 1 and 2 builds thoughtfully on the strong foundations of the Early Years, while gradually preparing children for the more formal learning they will meet as they move through school.

In Key Stage 1, our approach ensures that learning is engaging, purposeful and perfectly matched to the needs of young children. Building on the best of Early Years practice, our Year 1 classrooms offer rich continuous provision, high-quality teaching and plenty of opportunities for children to explore, talk and learn through play. Children benefit from a designated outdoor learning space, which they access throughout the day to support learning, wellbeing and independence, as well as weekly Forest School sessions that nurture curiosity, resilience and a love of the natural world. This carefully balanced approach helps our children to feel happy, confident and motivated as learners, while making excellent progress across the curriculum.

DAP recognises that children aged 5–7 are still young learners. They need opportunities to explore, talk, play, practise and apply their learning in meaningful contexts. Through this approach, we aim to nurture confident, curious and resilient learners who enjoy school and develop a genuine love of learning.

Please read on to find out more about our approach...

What is Developmentally Appropriate Practice in KS1?

Our Developmentally Appropriate Practice combines:

• Carefully planned continuous provision across the classroom and outdoor environment

• Play-based and inquiry-led learning opportunities

• High-quality whole-class teaching

• Adult-led focus groups and targeted interventions

• Purposeful challenges and enhancements linked to curriculum learning

This balanced approach ensures that children have repeated opportunities to revisit, embed and deepen their understanding of key concepts across the curriculum. Children are encouraged to apply what they have been taught through exploration and play, helping them to make connections and ‘know and remember more’ over time.

Continuous Provision in Year 1

The Year 1 classroom is organised into clearly defined areas of continuous provision, each with a specific cross-curricular purpose. These areas are carefully planned, resourced and reviewed each half term to reflect curriculum coverage, assessment information and the interests and needs of the children.

Typical areas include:

• Investigation and curiosity areas

• Role play

• Small world and block play

• Construction

• Creative (Art and Design / DT)

• Fine motor and malleable play

• Writing areas and writing kits throughout the classroom

• Maths resource area

• Cosy reading area

• Snack area

• Outdoor learning and garden/forest school space

Resources are accessible, inviting and purposeful, enabling children to work independently or collaboratively. Adults play a vital role in modelling learning, language and expectations within these areas.

Transition to Year 2

In Year 2, areas of the classroom are planned and set up to allow for some continuous provision for learning to continue, and a gradual change in expectation takes place throughout the year as children spend increasing amounts of time in adult-led focus activities and whole class learning, in line with their developmental stage. 

Enhancements, Challenges and ‘Draw, Write, Do, Make’

To ensure learning remains focused and progressive, the environment is enhanced regularly:

• Enhancements are carefully planned activities added to provision to direct children towards specific learning intentions.

• Challenges are introduced gradually across the year, supporting children to develop independence, perseverance and executive functioning skills.

• Draw, Write, Do, Make prompts help children to choose purposeful activities and demonstrate their learning in different ways.

The level of structure increases as the year progresses, supporting a smooth transition from EYFS-style learning towards more formal expectations.

Teaching, Focus Groups and Interventions

Alongside continuous provision, children take part in:

• Daily phonics sessions

• Regular English and Maths lessons

• Foundation subject teaching with follow-up learning in provision

Small adult-led focus groups and targeted interventions are used to address gaps in learning, provide additional support or extend learning further. The focus is firmly on securing and developing foundational skills, and is adapted based on regular informal assessment. This flexible structure allows teachers to respond effectively to the needs of all learners, including children with SEND, EAL and those who are vulnerable.

Progression Across the Year

Our Developmentally Appropriate Approach evolves across the academic year:

Autumn Term

• Strong focus on routines, expectations and modelling purposeful learning

• Supporting children to settle, self-regulate and develop independence

• Plugging gaps from EYFS through targeted provision and priorities for learning

Spring Term

• Increased independence within provision

• Introduction of multiple weekly challenges

• Greater depth of learning and sustained focus

Summer Term

• More complex learning and increased expectations for recording

• Greater proportion of adult-directed challenges

• Preparing children for the transition into Year 2

Why We Use a Developmentally Appropriate Approach

This approach supports:

• High levels of engagement, wellbeing and motivation

• The development of independence, resilience and executive function skills

• Inclusive practice that meets the needs of all learners

• Strong academic progress alongside social, emotional and physical development

By valuing how children learn as well as what they learn, our Developmentally Appropriate Approach ensures that Year 1 is a positive, purposeful and successful year for every child.