Our recovery curriculum centres around the wellbeing of each and every child at Bradshaw. We acknowledge that the children will have had very different experiences during the COVID 19 lockdown and that there will be a wide range of needs to be addressed. Nurture, support and mental wellbeing will therefore be at the heart of what we do.
We aim to:
- Rebuild and support the establishment of new relationships with friends and staff. This will include rebuilding a sense of the Bradshaw community.
- Support children in regaining structure and routine and support their transition back into learning in school.
- Support all children in managing their emotions and behaviours.
- Re-engage all children in their learning, addressing any gaps in knowledge and skills and supporting each child to access their year group’s curriculum.
- Continually monitor all children’s mental and physical wellbeing.
To do this, we have adapted our curriculum in order to fully support the children during this time of transition.
Personal, social and health education will be even more crucial following the lockdown. At Bradshaw, we follow the Jigsaw/Health and Well Being scheme - a whole school comprehensive approach. This embodies a positive philosophy and creative teaching and learning activities to nurture children’s development as compassionate and well rounded human beings as well as building their capacity to learn.
At Bradshaw, we will employ Jigsaw’s ‘Recovery Package’ of lessons and tailor them to the needs of each class and individual children.
The Recovery Package covers:
Welcome back and establishing the safe environment (including new Covid safety rules and routines)
Understanding the coronavirus and how to stay safe and well
Reconnecting with friends
Belonging and feeling safe at school
Managing worries and fears
Being positive and looking forward to learning
Gratitude and appreciation
Loss and bereavement
Each class will then return to the Jigsaw units mapped out in our long term plan with teachers making adjustments and amendments to suit the children’s needs.
At Bradshaw, we follow the White Rose Maths scheme which has been updated and amended for the new academic year to take into account any gaps in knowledge, skills and understanding that the children may have following the lockdown period.
The White Rose Maths progression of learning has interwoven the previous year’s summer learning and ensures that teachers recap prior learning and teach any missed objectives.
Teachers will make skilled assessments of children’s needs and amend lesson content accordingly. Consolidation of key concepts will then be included in lessons and additional support given where needed.
In this way, gaps in knowledge, skills or understanding can be narrowed and we can ensure that children consolidate and build on the learning they completed before or during lockdown.
In English, we follow the Literacy Company’s Pathways to Read (Years 2-6) and Pathways to Write (EYs - 6). These lessons are built around high quality texts which have been carefully selected by the Literacy Company consultants to provide challenge and extension to children’s learning.
All teachers have reviewed the units of work to ensure that amendments are made and previous learning is consolidated whilst any gaps in knowledge, skills or understanding are addressed. Informal assessments of what the children know and can do leads to tailored teaching where children will revisit some learning and are challenged to remember and apply it before moving on.
In this way, teachers can ensure that children have the prerequisite skills and knowledge to access and complete their year group’s curriculum.
All component parts of the English curriculum such as phonics, spellings and grammar have also been reviewed by teachers and, where necessary, content amended to meet the needs of the children.
The staff will continue to use a range of formative assessment techniques to help them with their planning. This will ensure that the children are being taught the necessary skills and knowledge in order for them to make up for the potential lost learning due to the lockdown.
Towards the end of the term, all the children will take part in NFER summative assessments. These will be used to judge where the child is in relation to their age and again will be used to help with the medium term planning for the next term.
The children will be receiving the same variety of subjects that they would do normally for the majority of the year. We have asked the staff to concentrate on the 'settling in' process for the first two weeks back (as requested by parents through a previous survey) and following that, if the children are happy and settled, the classes will move on to the usual foundation subjects.
All the children will have 3 breaks throughout the day, with the daily mile being used by all the children from Years 1 to 6. The children will be encouraged to do a range of activities during playtimes whilst in their class groups, with equipment being provided for each class.
The children will also continue to have their usual PE sessions each week. As many of these as possible will be outside.
Once the children are settled in, we will resume the weekly Yoga sessions and Active Soccer will be invited back to run their after school club.
Potential Issues that could arise
Children may be reluctant to work, they may be anxious about not achieving and give up easily.
All classes to work on the Jigsaw curriculum looking at resilience, staff to be aware of the issues and refer to training received on anxiety. The use of an engaging and exciting curriculum to interest the children and of rewards linked to the behaviour policy.
Class discussions on the time that the children have been away from school and the difficulties that they have faced. Staff to also work on re-establishing the routines within the classroom and to try to link back to previous learning .
Children have fallen behind with their phonic recognition and reading. They will not have the fluency required for the year group.
Staff will use formative assessment to gauge the children's current level and provide them with the necessary reading books and planned lessons to help them move on from their current level. Younger children will be heard to read on a regular basis, with those who have fallen the furthest behind being heard more regularly.
Reading Eggs for the KS1 children and Reading Plus for the KS2 children will be utilised very regularly both at school and at home to help move the children on with a range of exciting and interesting, targeted activities.
The Pathways to Read recovery planning will also be used from Years 1 to 6 to help cover any further gaps.
Children may be reluctant to write and will not have the stamina to write at length
Use of the Pathways to Writing recovery curriculum to build up the children's confidence in writing and to increase the amount of time they are able to write for as well as the actual amount of writing they are able to produce.
For the younger writers, they will be shown again the correct formation of the letters and handwriting practice will be a regular part of the timetable, allowing for the children to build up their stamina.
Children have not moved on in spelling and may have forgotten the spellings previously known.
Staff will use formative assessments to help to find the level of spelling ability, this will then lead into the spellings taught and regular practice will help the children to move on. The use of Reading Eggs for Reception and Key Stage 1 will support the children's learning of spellings both at school and at home.
Maths concepts are not secure and misconceptions may have happened during lockdown. Confidence in Maths may be low.
Staff will use formative assessments to help to find the areas that children may have weaknesses in and use this information in conjunction with the White Rose Maths recovery resources to provide the correct learning opportunities for the children.
Times table knowledge may have regressed.
Regular recapping of times tables within lessons and use of Times Table Rockstars for the children in KS2 both at school and at home.