Practice any art, music, singing, dancing, acting, drawing, painting, sculpting, poetry, fiction, essays, reportage, not to get money and fame, but to experience becoming, to find out what’s inside you, to make your soul grow’ Kurt Vonnegut
Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.
We know that we have the professional knowledge and expertise in the education system to ensure that children and young people recover and get back on track. Returning to normal educational routines as quickly as possible will be critical to our national recovery, and the government intends for schools and colleges to fully open in September.
The government has announced £1 billion of funding to support children and young people to catch up. This includes a one-off universal £650 million catch-up premium for the 2020 to 2021 academic year to ensure that schools have the support they need to help all pupils make up for lost teaching time.
Although all children have had their education disrupted by the coronavirus (COVID-19) outbreak, it is likely that disadvantaged and vulnerable groups will have been hardest hit.
Here at Langdale, teachers have carried out assessments to determine gaps in learning and have adjusted the curriculum to address these gaps. All classes have also changed their timetables so that we have an extra hour of writing each week as we have identified that this is an area we would like to focus on . We also have a teacher called Ms Truckel who takes intervention/catch up groups on a Monday, Tuesday and Wednesday. Reception children will be taking part in an intervention programme called NELI:
The Nuffield Early Language Intervention is a 20-week programme proven to help young children overcome language difficulties. It is designed for children aged 4-5 years and combines small group work with one-to-one sessions delivered by trained teaching assistants, targeting vocabulary, narrative skills, active listening and phonological awareness. The intervention has been evaluated in robust trials funded by the Education Endowment Foundation and the Nuffield Foundation. These have found it to be effective for improving children’s oral language skills as well as promoting longer-term progress in reading comprehension.
Our Recovery Curriculum - Intent, Implementation, Impact
Intent: Children’s Wellbeing – To ensure children feel happy, supported and safe.
Wellbeing is at the forefront of our recovery from the Covid-19 crisis. Every child in our school has had a different experience during this time and as a school we have prioritised what the children will need on their return to school. During the first week, every class will be taking part in engaging tasks that will include them focusing on talking, sharing, expressing, and socialising. It is vital that staff members will be taking the time to listen and learn about our children’s experiences to ensure we can plan to support each child in a way that caters for their individual needs. Every child is different and so we will use a range of resources to enable them to use what benefits them the most. As a school, we intend to support pupils to rebuild relationships and re-learn how to interact and build relationships with others. This will include sharing, turn taking, greeting and interacting with others positively, playing alongside and with peers, responding to familiar and new adults and seeking adults for help, support and comfort. We will support pupils to understand their emotions and feelings and help them to begin to process the experiences they have had. We plan to support pupils to re-learn positive behaviours which they may have forgotten being outside of the school environment. We will be supporting pupils to engage with self-regulation strategies and tools which help them to feel safe and calm.
Routines – To re-establish routines and establish new ones to help children feel safe and secure.
It is important that we re-establish old routines and establish necessary new ones. We intend to support pupils to re-engage with physical health and wellbeing routines as well as learn new routines which will support pupils to keep safe and enable infection control. This will include supporting the children with:
• hand washing,
• social distancing
• understanding the new school routines
• their personal hygiene and care
• tolerating the differences in these routines
Curriculum – To ensure that all children have equal opportunities to learn all areas of the curriculum.
To teach from a well-planned curriculum which will make sure that there are no ‘gaps’ in children’s learning because of the closing of schools. Learning itself provides security for many children. We intend to support pupils to have moments where they feel success and can engage in moments of enjoyment and achievement.
- A constant Wellbeing focus with a thread of wellbeing through each subject
- PSHE lessons responding to children’s needs
- Activities planned which are based around speaking and listening to create opportunities to share
- A carefully designed timetable to meet government guidance
- Guidance based routines – prevent and respond
- Child friendly timetables with a structured routine
- Timings shared with parents
- Foundation subjects
• Wellbeing – To have a mentally healthy school where children feel safe, happy and ready to learn.
• Routines – For children to feel safe, confident and secure within school. The set routines to provide comfort so that children feel reassured and in a safe place.
• Curriculum – For our children to be confident, enthusiastic learners that work hard to achieve high levels of progress