The Hoyland Common Curriculum
During the Covid-19 pandemic we have seen academy trusts, schools and parents work together in a way that we would never have foreseen. This has seen many successes, one of which has been the fantastic home learning opportunities provided and taken up at home that have been documented over the months. Microsoft Teams and Seesaw have provided us with a great platform to continue with the amazing work and learning that we would usually see in classrooms. Despite this, we must also consider that the current situation will have had negative impact on some families, and children. Life for our young people has changed dramatically and very careful consideration has been taken to transition all pupils back into education in March 2021.
At Hoyland Common Primary School we pride ourselves on providing a curriculum that is broad and balanced, also diverse, inclusive and challenging to meet the needs of all learners. We will be further adapting our current curriculum design implemented in September 2020 as a result of the first lockdown to ensure that all our children reconnect again with the curriculum and continue to be motivated, enthusiastic learners with us at school. It is important for us to recognise that there may be gaps in children's learning, missed learning that needs to be recovered, and it is essential that our curriculum design allows children to 'catch up and keep up' to continue to reach their full potential during their time at HCPS.
Targeted Support and Intervention
The EEF state that, “Targeted small group and one-to-one interventions have the potential for the largest immediate impact on attainment”. While the reconnection approach to the curriculum is tailored to meet the needs of all learners it is important to remember that some pupils may need a more personalised approach to further support them with their learning.
Using assessment and data from the Autumn Term children will be identified for targeted intervention. The aim of intervention is that it will be personalised, short, and frequent to ensure maximum progress is made. Sessions should enable children to make rapid progress, once this is made children can be removed from that intervention and continued wave 1 support in the classroom will allow them to keep up.
In September 2020 HCPS began using teacher-led interventions (pre-teach and consolidation) to close immediate gaps in skills and knowledge identified. This was hugely successful as it is delivered by teachers regularly based on daily assessment of children's needs, groups are fluid meaning different children can be identified when needed. When returning in March 2021 the school will continue to use this method of intervention alongside other personalised Wave 2 and 3 intervention.