Recover ~ be brave… “…the process of becoming well again…”
Restore ~ be bold… “… to return to a previous position…”
Rediscover ~ be original “…to discover something lost or forgotten again…”
Please see how we are spending our COVID 19 Catch up premium
As we begin to emerge from the global pandemic, Greenfields is committed to ensuring that the children return to school both physically and emotionally well; supported and challenged to fall into the ‘new normal’ routines in school with respect to behaviour and attitudes; have access to relearn forgotten content, supported to over-learn and become ‘more than fluent’ in key areas of the curriculum, such as early reading, which will in turn unlock the breadth and depth of the full national curriculum and beyond both in this academic year and in the future.
Our Recover, Restore and Rediscover Curriculum statement refers to the way in which both we have designed the content of children’s learning as they return to school and how we intend to deliver this learning. We are drawing on the very best research around supporting children’s mental health and wellbeing alongside evidence based research for academic catch up. We have also put into place a comprehensive package of support for our most vulnerable parents, as without working in partnership we know the impact of recovery will be limited.
The ‘recovery’ period of our return to full-school opening began in the 2019/20 Summer Term, following indications from the Government that full school opening would not be until September 2020.
During this period, intensive work was completed to communicate in detail the opening plan for children which would allow staff and children to operate safely within school whilst taking into account the needs of parents and carers requiring additional support for childcare. Teachers made telephone contact with all of the children in their new classes and organised ‘virtual’ zoom meetings for those children and or parents who were particularly anxious about school reopening.
A dedicated, monitored email address was set up to allow parents to communicate with school over the Summer Holidays.
During the Summer holiday period, staff were in regular contact with families requiring this additional childcare support to ensure that we could meet their needs where practicably possible.
Children new to the school in Nursery and Reception were invited to individual ‘look arounds’ to visit their new classroom and meet their new teachers. Children with EHC plans and children in receipt of additional support around anxiety or through an EHA, were also offered an individual visit.
Prior to school opening, parents were reminded of our opening plans via email, text, the website and on social media to reinforce the key points of the risk assessment.
Our recovery curriculum is based upon taking as much learning as is practically possible out of the classroom into the outdoors. There is convincing research that suggests that good quality learning outside the classroom adds significant value to children’s learning. Effective learning outside the classroom relies on problem solving, cooperation and interpersonal communication skills. We have designed a progressive outdoor learning curriculum that supports children to refresh and re-establish lost social interactions and skills; essential qualities for lifelong learning.
We use THRIVE baseline assessments in all classes to establish if and where children have developed deficits within attachment, self-regulation and emotional development and therefore how best to address these deficits.
Our children are encouraged to think originally about what they have learnt and how to apply their learning between different situations. Our recovery curriculum has child voice at its centre. We recognise that our children will have had vastly different experiences of school closure. We want to be able to support children who need time and space to process their experiences as we know that without this they will not learn. Making strong open links with parents is vital in ensuring this part of our recovery is effective.
We recognise that children have been out of routine and for some without boundaries. We have reviewed the way in which we reward expected behaviours, the frequency of those rewards and the focus of the expected behaviours. This is to ensure that children are very clear about the rights and responsibilities they have in returning to school. It provides school staff with a clear and consistent set of boundaries that will be essential for children returning to school.
We understand that resilience is not taught; it is a retrospective skill that is developed over time. Our catch up curriculum gives our children the opportunity to build resilience by being confident to take the first step. Children are rewarded for demonstrating learning behaviours that will equip them in the values held at the heart of our school. Staff incorporate these in their planning and assessment.
The recovery curriculum also extends to the staff. Comprehensive sharing of plans and risk assessments, as well as ongoing conversations with staff anxious about returning to school have been undertaken. Staff who were previously shielding have individualised risk assessments to support their recovery to back work.
At the end of the summer term, staff views were sought to inform the planning of the return for children back to school.
The content of the restoration curriculum is inextricably linked to the school values and curriculum in relation to both what we expect children to learn but the way in which they will learn it. From reviewing closely the content but also the skills and opportunities to develop their learning further from 2019/20, subject leaders have been able to prioritise key strands across their subjects that provide the building blocks for future learning.
Across the course of the year we have identified high value learning, such as the rapid catch up of early reading or place value and number/operations facts with maths, for our children who were emerging readers at the point of school closure, to ensure that they can catch up quickly enabling them to meet age related expectations.
Across the year there is a prioritisation of ‘quick wins’ that will allow children to focus, with high intensity to regain lost learning e.g. handwriting. However, we recognise that any increase in expectation may expose deficits created around resilience and attitudes to learning. Teachers use strategies within their teaching to maximise memory retention and are mindful of the research linked to cognitive load theory in their planning and delivery of lessons.
The content of our restoration does not solely rest on the core subjects but fully reflects the breadth and scope of the National Curriculum, as central to our school values is finding value and amazement in all subject disciplines.
To support the identification of gaps that may or may not have been created for individual children, we use standardised tests in reading, GPS and maths which provide teachers with both an age standardised score but also a direct comparison in age standardised data from March 2020.
In reviewing how teachers evaluate children’s learning, our catch up curriculum allows staff to begin with top level data in identifying gaps in knowledge, a refinement of our formative assessment processes will enable us to become more responsive to children’s misconceptions or learning needs.
The restoration curriculum is rooted in the values of our school- to amaze and show firsthand the fascination and wonder. We have designed a comprehensive and progressive plan across the school to address the ‘experience’ gaps created by children not having access to the ‘usual’ experiences for the last six months.
In acknowledgement that some of the changes to the curriculum and also in the way in which teachers are required to plan and assess learning, we have adapted our CPD plan for staff. Teaching staff opted unanimously for holding longer more focussed staff training sessions that allow us as a staff to cover in depth teaching and learning developments as well as, in the Autumn Term focus on a contingency curriculum in the event of a Tier 4 school closure.
The rediscovery element of our reopening curriculum is rooted in looking to the future. It is important that the period of school closure does not become to define our school, so that we can plan to continue to make improvements. This includes reviewing the previous school year priorities and making an assessment as to whether they or not they remain a priority and to what extent the actions were met.
The School Improvement Priorities for 2020/21 are as follows:
- To provide a balanced and broad curriculum in the context of the COVID19 pandemic and returning to full school opening, that prioritises both academic restoration and wellbeing and mental health recovery; allowing children to rediscover lost learning, social relationships and make plans for the future.
~ Implementation of the Greenfields Recover, Restore and Rediscover Curriculum from Pre to Y6
~ To ensure that staff have systems and processes in school that allow them to support children’s reintegration into full-school opening.
~ To ensure that there are remote learning opportunities available to children that use the values at Greenfields as guiding principles which establishes clear expectations of coverage, sequence and progression, development of skills and knowledge and expectation of engagement.
- To develop and expand the EYFS provision at Greenfields using the updated Greenfields value statements as guiding principles to allow the school to build sustainable cohorts and make a positive contribution to the Wideopen Community, by supporting children in their early education.
~ Implement a business model that allows Greenfields to expand the nursery provision 30 hour provision which incorporates a childcare option for families.
~ Create consistent and coherent practice across the full-scope of the EYFS at Greenfields which determines clear expectations of progression and sequencing of learning outcomes.
~ Application of the ‘Early Adopter’ framework within the Reception year and look at how the learning, provision and curriculum in the Nursery and Pre year using the non-statutory ‘September 2020 Development Matters document’ to build and develop the necessary skills for Reception.
3. To ensure that the acquisition of skills and knowledge across the school in English and Maths is progressive and assessment procedures are robust.
~ Review progression in maths and English across the school to ensure that there are planned opportunities for greater depth.
~ Provide opportunities for staff support and development in planning and assessment.
~ Moderate teacher assessment data, ensuring that there is a clear triangulation of evidence to support assessment judgements.
4. To raise the positive profile of the school within the local community engaging in open and positive communication with parents and carers.
~To review communication strategies within school to ensure that parents have a range of ways to communicate with school.
~ To develop a clear marketing strategy for the school.
~ To make links within the community and local groups e.g. scouts, Wideopen football to develop the school and its resources to enable Greenfields to become a community hub.