Supporting Children to Learn in Year 1

Heart racing. Palms clammy. Butterflies in my tummy. First day nerves. Mummy said I will be with my friends from reception and it’s only next door to the classroom I was in last year. It won’t be much different…

…Only it is.

As I sit writing this, my heart breaks for so many reasons after seeing a variety of social media platforms inundated with teachers asking how to get 5 year olds to sit down at tables, to write for an hour, to listen, to work as a whole class. These questions are being asked with good intentions as the teachers desperately want to support the children in their class. The teachers are not happy and, more so, neither are the children. But the simple truth is that children in Year One are not ready to sit for 6 hours a day and learn in the typical ‘traditional way’ many schools implement.

This year, not only do I take a point of view from a school leader, a teacher and a consultant but I also have the point of view as a parent. My youngest has started in Year One. He’s neurodivergent and struggles with transitions, but his transition into Year One has been brilliant because of the well-planned transition, where the children in reception do not have to get “school ready” or conform to the expectation of formal learning when they start in Year One. He is happy going to school every morning which, as any parent of a child who is neurodivergent will tell you, is an absolutely huge accomplishment.

Just weeks ago, our Year One children were in EYFS, they were curious, they were creative, they were innovative, independent, passionate and they were happy learning through play. The EYFS Framework changes to The National Curriculum in Year One, but how a child learns has not changed at all. Neuroscience and child development theorists explain how children, at this age, need play more than ever. (See my previous blog).

“Our brains are built to benefit from play no matter what our age.” Theresa A. Kestly

But what can we do to support our children and the teachers in Year One who are not feeling so happy?

Top Tips

In my blog for One Education, I outlined barriers and solutions for implementing play in KS1 by identifying solutions to the barriers outlined. Practitioners often know formal learning doesn`t feel quite right in Year One, and that play can make a huge positive impact on today’s children. The pressures and the reality of change within the current educational landscape may prevent some schools from developing this approach beyond EYFS.

If, however, after reading the barriers and solutions to implementing play in KS1, you find yourself in a situation where you are still not able to implement play-based learning then you may want to follow these:

Top Tips if you cannot implement Continuous Provision in Year One Yet:

1. Resources – To ensure that all children are able to learn and remember more, using resources that link to lessons is essential at this age. Could you set up tabletop activities or activities on the floor in your classroom?
2. Borrow – If resources are in high demand, could you borrow some that are not being used from reception? Reception often have topic boxes with enhancements for different parts of the year or when children show they are interested in a particular theme. Use marketplace websites where resources are often given away for free and ask the local community for resources too.
3. Manipulatives – Use manipulatives (e.g., blocks, counters) for math and literacy tasks. Physical resources help children better understand abstract concepts.
4. Experiences – Plan learning activities around real-world experiences. For example, nature walks to learn about the environment, local area walks, or cooking to explore measurements and instructions.
5. Outdoors – Set up outdoors with learning opportunities and use the space as often as you can. It is cheap and relatively easy to set up opportunities to learn through play outside.
6. Learning through Movement – Activities like acting out stories, using hand gestures in phonics, or jumping on number mats for math concepts can make learning more dynamic.
7. Creative Learning – Integrate art and music, singing, or clapping rhythms into as many subjects as you can!
8. Role Play and Drama -Story mapping, puppets, role-playing characters etc can enhance comprehension and engagement and do not just need to be assigned to Literacy lessons!
9. Choice in Learning – Children in EYFS are used to having choice in their learning. Provide some autonomy by offering different ways to complete a task. This might involve letting students choose between writing, drawing, or verbalizing their ideas.
10. Cross-Curricular Connections – Use themes that tie together different subjects (e.g., a “space” theme that covers science, maths, and literacy). This makes learning cohesive and relevant.
11.  Small group work – The needs of the children in your class will be vast and it is highly likely that they are not yet able to concentrate for sustained periods of time. Working in small groups is much more beneficial for some young children.
12. Collaborative Learning – Use pair or group work to develop social interactions and help them to learn without sitting still. Group activities promote turn-taking, listening, and teamwork.
13. Visual Prompts – Use task cards or visual timetables to help children through independent tasks. Visual cues support understanding and maintain engagement.
14. Brain Breaks – Short, structured movement breaks between lessons help children release energy and refocus.
15. Multi-Sensory Learning – Use textured materials for writing or forming letters (e.g. sandpaper letters) or create sensory boxes with objects to stimulate different senses related to topics.
16.  Sensory Corners – Establish quiet spaces with calming materials for children who may need to regulate their emotions or take a sensory break.
17. Wellbeing – Incorporate opportunities for children to talk about how they are feeling whether through zones of regulation, PSHE, morning activities etc.
18. Positive Reinforcement – Focus on building confidence through praise and encouragement, which helps children feel safe and supported.
19. Start with where the child is – What are their gaps in learning? What can they do independently and what can they do with help? Take time to get to know your children and build a connection so that you can support them in their journey.
20. Fun –Year One can be the best year to teach. Remember they are only 5 years old and their brains are connecting, developing and growing at a rapid speed. Grab their imagination, inspire them to learn and help them to have fun whilst they learn!

“Play is not a luxury.  Play is a necessity” Kay Redfield Jamison

In a nutshell – children need to move, explore, communicate, be creative, have choice in their learning and plenty of opportunity to regulate. This will look different for all children, for example, some children do not like hearing praise, others may not like certain noises or textures, some may want to sit and write, others would rather tell you about it. The list above is a starting point, or a way in, for IF you are not able to use Continuous Provision YET. Obviously, with the increasing research around the benefits to play, I would always recommend play based learning before more formal approaches to learning. Though some of the above can definitely be used alongside play based learning. Small steps can lead to BIG changes. Be brave, take a risk – do what’s right for the children.

What Next?

With schools recognising and understanding the need for change beyond EYFS, One Education is running a training programme called Rethinking KS1: Inspiring Children’s Learning for the academic year 2024-2025. Within the sessions, you will hear from expert speakers such as Julie Fisher and Greg Bottril, alongside school and academy colleagues as they reflect on the journeys that they have been on. Firm foundations shouldn’t stop being developed at the end of EYFS. As educators, we understand the pivotal role of play in early childhood development and its impact on lifelong learning – The Rethinking KS1 programme is designed with this in mind.  Included in the training is a variety of useful resources to guide you on a journey, including a document created with other practitioners, which details every statutory objective for the foundation subjects and Science and gives suggestions as to how the KS1 National Curriculum can be delivered through play.  Our Rethinking KS1 programme encourages you to embrace the journey towards an educational approach where play is not just encouraged—it’s recognised as essential. Find out more about our programme here.

“Perhaps play would be more respected if we called it something like “self-motivated practice of life skills,” but that would remove the lightheartedness from it and thereby reduce its effectiveness. So we are stuck with the paradox. We must accept play’s triviality in order to realize its profundity.” Dr. Peter Gray

Final Thoughts

Though the way children learn does not change between EYFS and KS1, the way in which we teach often does. ​In our education system, younger and younger children are struggling with a narrowed curriculum and the formalisation of learning. ​However, the results of play-based, child-led learning go beyond just the data in schools; not only does play support the economy by developing a range of skills children will need throughout their professional lives and careers (Fisher, 2020), play ensures that the children, in the here and now, are happy (Kingston-Hughes).

By providing play beyond the EYFS and by ensuring others are educated about the importance of play, we can put children’s needs first and, at the same time, protect the future and change the world!

“If it is important to you, you will find a way. If not, you’ll find an excuse.” Ryan Blair

The author

Jo Gray

Jo has many years of school leadership experience, working with schools all over the North West and beyond. She works across Early Years, KS1 and KS2 delivering leadership support, whole school curriculum and Literacy support. She is moderator for KS1 and 2 in Oldham and monitors SATs and Phonics for Manchester. Jo is a self-confessed book addict who is passionate in supporting all children and staff in striving to be the best they can be.