Imagine this: you’re a deputy head conducting a staff appraisal and in front of you, your colleague is in floods of tears because of the feedback you’ve just given them. Your heart goes out to them, but you knew the words had to be said...

If you’re implementing continuous provision in KS2, you likely want two things: Pupils who are genuinely independent Work that clearly shows progress and quality But what happens when those two don’t seem to align? You’ve taught the skills. You’ve modelled expectations. You’ve set up thoughtful provision.And yet… pupils revert to simpler tasks. The quality drops. Independence doesn’t always mean improvement. It’s frustrating. You might even find yourself wondering: Is continuous provision...

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