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Recovery Curriculum Ward Green Primary (website)

Why do we need a 'Recovery Curriculum' and what is it?

During the COVID-19 pandemic, teachers and families across the country have provided extraordinary support to help children learn at home. However, for many children, the disruption caused by school closures will have had a negative impact on learning and wellbeing. With this in mind as a school we will be providing a recovery programme which will run, initially, During the Autumn Term.

This document is designed to summarise the strategies that WGPS is putting in place as part of our response to the pandemic.

The research behind our curriculum...

The EEF state that it is important to recognise that every school will have been affected by Covid-19 differently and school leaders and teachers are best placed to understand the needs of their school communities. The right way to support pupils will differ between schools and must be informed by the professional judgement of teachers and school leaders.

They also make note that children from disadvantaged backgrounds are likely to have been affected particularly by school closures and may need more support to return to school and settle back into school life. This will be addressed in more detail in our PP spending plan.

In designing our recovery programme we have used the EEF COVID-19 support guide to ensure our practise is informed by extensive research.

Many children will return to school disengaged. Our quest, our mission as educators, should be to support children through a process of re-engagement, which leads them back to their rightful status as a fully engaged, authentic learners. Our curriculum through the initial stages will have a strong PSHE focus and will move into use of real life experiences to motivate and engage pupils in lessons.

How will my child be supported through transition?

In the final two weeks of the summer term all children will be invited in to spend sessions with their new class team to allow children to get to know them in an unstructured environment. These sessions have been implemented to make pupils feel comfortable in their new class environment.

During the summer term detail transition meetings have taken place to ensure that new class teachers have met with previous class teachers and a member of the nurture team. These transition sessions focused on using assessments to identify areas where pupils are likely to require additional support. The half a day session provided an opportunity for teachers to share information about pupils’ strengths and areas for development and further relevant information to support early relationship building.

Will the style of teaching and lessons change?

No, we will continue to use accelerated learning are our teaching and learning approach for the delivery of our curriculum.

Our unwavering commitment to delivering highly effective teaching and learning is paramount. The accelerated learning approach provides opportunities to build on prior learning and develop skills and knowledge through a consistent cycle of connection, activation, activity, demonstration and consolidation. High levels of engagement are achieved through purposeful and stimulating activities which absorb pupils in learning and also through providing opportunities for pupils to work collaboratively.

Core knowledge and skills are at the heart of the learning process. A gather, skills, apply approach to planning and delivery of lessons is taken across school to ensure children develop a deep understanding and are able to apply these in a range of situations.

How will my child catch up on missed learning?

The curriculum we will offer will still be broad and balanced however opportunities for Literacy and Maths links, in wider curriculum subjects, will be made to maximise opportunities for learning to be embedded.

The taught curriculum for each year group will be carefully planned ensuring it meets needs. The previous summer term curriculum will be dove tailed into the current autumn curriculum to ensure a recovery approach is taken and not just the teaching of the missed curriculum. This ensures children are 'catching up' and not just 'keeping up' as they would always be 6 months behind.

In September, trackers from the previous year will be used to identify starting points and gaps in learning. This, alongside a HCAT year on a page documents will be used to identify missed learning from the summer term. Where necessary, in certain year groups, 'mini' baseline assessments will be used to identify particular areas where pupils have forgotten or misunderstood key concepts, to ensure that new material being covered builds on secure foundations. This data will also be used to identify pupils who would benefit from additional catch-up support.

In order to further promote progress, effective formative assessment, marking and feedback and adult interaction within lessons is firmly embedded into our approach to teaching and learning. All pupils are supported to develop, progress and move their learning forward through support, questioning and feedback. Pupils demonstrate the impact this has on improving their learning through editing and response.

Will any additional support be offered to children within the school day?

Through careful timetabling the school day will allow for teacher led whole class and small group interventions outside of the daily literacy and maths lessons. These sessions will vary in focus but will address identified gaps to allow for learning to be built on a secure knowledge base. These sessions will be delivered by teachers to ensure they are high quality and meeting need. At times appropriately qualified TA's will lead other groups while the intervention groups are led. These sessions will be run daily.

What does a week of learning look like for my child?
A potential timetable for a KS2 class
How will the school address any mental health issues caused by COVID -19?

All teaching staff have accessed Trauma Informed Schools training allowing staff to offer nurturing approaches within all classrooms so that children are supported wherever they are learning. The nurture provision within Ward Green Primary School is an approach where children have opportunities through out the week to work with the support of a nurture team.

We also support families to help them develop strategies to use with their children at home when they are displaying difficult behaviours. We work alongside professionals from a range of agencies to support our children and families to ensure they are able to reach their full potential and become well rounded members of society.

PSHE has been and always will be an 'important and necessary' part of a child's education. Our PSHE curriculum will ensure that we give children the knowledge, skills and understanding to lead confident, healthy and independent lives. PSHE lessons will take place on a weekly basis. 

How will school continue to support links with home?

Throughout the pandemic we have provided extensive pastoral support to pupils and families. As school restarts in September we will continue to provide regular and supportive communications with parents, especially to increase attendance and engagement with learning. We will continue to use Seesaw as a method of supporting learning at home, including homework.

Homework tasks throughout school will focus on reading, spelling and timestables. Tasks will be set inline with pupils abilities and will be assign through individual seesaw accounts. HCAT learning projects will be assigned to pupils through Seesaw weekly as optional tasks and support for families to engage with. These will be focused on recapping learning and skills in engaging contexts.