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 MFPS is putting in place as part of our response to the pandemic.
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.
Research to support our recovery
When considering our Recovery Curriculum we used Evidence For Learning's reference to building on the 5 Levers, as a systematic, relationships-based approach to reigniting the flame of learning in each child. 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.
A letter and a text has been sent to confirm your child's new teaching team in September. Contact has been made with all pupils before the summer break. We tried to ensure all pupils have had the opportunity to speak to their teacher(s) or come into school to work with them. Keep your eyes on our online platforms as we will be sending updated videos for each class sometime in August...
During the summer term, transition meetings have taken place to ensure that new class teachers have met with previous class teachers. These transition sessions focused on using assessments to identify areas where pupils are likely to require additional support. These sessions provided an opportunity for teachers to share information about pupils’ strengths and areas for development and further relevant information to support early relationship building.
For children entering Year One, we know from research that the more the environment, resources and routines are as they were in Reception, the easier the transition will be. In continuing the Early Years approach into Year One, the transition will build on their innate drive to learn through exploration and play. We will refine this drive and use it as tool to build on what they have been taught already, identify areas of need and deliver the requirements of the Year One Curriculum.
We will continue to use accelerated learning as our teaching and learning approach for the delivery of our curriculum. Supported by EEF metacognition research, this has ensured the pace of learning is appropriate and has enabled pupils to secure rapid and sustained progress which has improved outcomes and standards within each lesson. Adopting 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.
What about Seesaw?
We will continue to use Seesaw as a method of communicating with home as well as to direct home learning opportunities. After assessments, tasks will be assigned to individuals and groups to address gap needs. This will be introduced during intervention and booster sessions to be continued at home and check at the next session.
Assessments were made prior to school closures in March. These have been used during transition meetings to discuss strengths and next steps. In the autumn term, staff will be regularly reviewing children's understanding in order to inform future planning for 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.
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 as this would mean children will always be 6 months behind as they move through school.
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.