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Welcome to 2020/21 Recovery curriculum - milefield primary school - parent's guide

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.

Transition Support...

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.

Possible Timetable

This is a typical week at Milefield for most pupils. Not EYFS. Boosters are held after school Mondays.
Intent: Knowledge, skills and the National Curriculum

Our approach to the curriculum is through themed based learning underpinned by the accelerated learning cycle. The key concepts, principles and themes from the National Curriculum have been developed into a range of progressive knowledge & skills through which the children are helped to grow and develop to succeed in 21st century Britain. This knowledge and skills based curriculum allows a creative way of teaching and learning, enabling us to move away from discrete lessons into a more meaningful, engaging, topic based approach for the curriculum.

Following the recent pandemic of COVID-19 in the world and school-wide closures, Milefield Primary School have amended the offer for pupils starting in September 2020. We will still focus on the key skills as mentioned above but these will now have a strong link to Literacy and Mathematics skills in all areas of the curriculum. This is to ensure pupils keep up and do not lose any of the key skills in order to progress throughout their primary school career. We aim for pupils at Milefield Primary School to develop their Maths and Literacy skills whilst being engrossed in a thematic curriculum which ties all learning together and works towards an end goal/outcome.

Emphasis will be placed on children's wellbeing in all areas of the curriculum and will be the theme of our weekly assemblies (conducted online). Children's emotional wellbeing and social skills will be developed thorughout our curriculum in regular sessions. We will also ensure PE is taught weekly to develop their understanding of healthy bodies & healthy minds. Children will be given the opportunity to share any worries or concerns regularly and discuss these in small groups or as a class. We will emphasise the importance of being open and honest and sharing issues to support one another to feel comfortable and calm in school again. All necessary safety measures will be catered for and pupils will have signage around school as well as being reminded of the need to maintain hygeine standards.

What about pupils with SEND?

As we move into re-integration of all pupils in September, the provision for pupils with SEND will not be neglected. As mentioned previously, the curriculum will be a keep up, not a catch up system where pupils are included in interventions regularly in order to address any gaps in learning from the COVID-19 lockdown. Pupils with SEND will be a part of this and classteachers will work closely with our Director of SEND, Mrs J Walker, who will be resident at Milefield Primary one day per week. This will allow classteachers the opportunity to keep using the graduated approach with their pupils with SEND and ensure support plans and EHCPs are updated regularly. Meetings with parents may have to be conducted online but this will be clarified when necessary. All current EHCPs and support plans have been shared with new classteachers.

As everyone has been away from school for an extended period of time, we ask that you bear with us and allow pupils to settle back into the regular routine before raising any concerns about SEND. Once we are back into the regular routine, we will listen to concerns and act on any where necessary. Please remember that there is an information gathering process and evidence needs to be collected before any referrals can take place.

We are in discussions with the Educational Psychologist service and TADS (Mental Health support) about how they can be successfully re-integrated back into supporting our pupils. This may take a while to re-commence with observations and support work back in school.

Engagement

Enjoyment

Determination

Curiosity

Teamwork

Curriculum

The curriculum has been reviewed in light of autumn assessment. We edit planning and teaching in terms of gaps in knowledge and key areas of weakness so pupils are well prepared.

The curriculum we offer is designed to meet the needs of all our pupils. It is rich, varied, imaginative and ambitious and meets the needs of individual learners but can easily be adapted for pupils with additional needs. Through regular assessment, tasks are matched to the ability of each child through differentiated activities, adult support, providing a level of challenge that is stimulating for pupils and questioning skills.

To ensure correct coverage over time, cohort maps are filled in to ensure breadth of study across school. All pupils have their understanding assessed regularly which assists teachers to plan to cater for gaps in knowledge and build on foundations.

Implementation: Accelerated Learning

The Accelerated Learning Cycle, based on the work of Alastair Smith, is applied in all lessons. It stems from the idea of a supportive and challenging learning environment. The cycle has active engagement through multi-sensory learning, encourages the demonstrating understanding of learning in a variety of ways and the consolidation of knowing.

We value the importance of direct experience within the curriculum so that teachers draw out and develop children’s thinking and capacities in meaningful contexts. Real-life contexts are used wherever possible and linked to life experiences for pupils. We aim to provide a plethora of experiences for our pupils which they may not normally experience in daily life. We want to broaden their horizons and ensure they leave us with high expectations of themselves and the world around them.

Core knowledge and skills are at the heart of the learning process with the children exploring a wide range of topics, to prepare them for life.

Targeted Support

Careful timetabling of 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 TAs will lead other groups while the intervention groups are led. These sessions will be run daily.

We have created S plans to show how we will develop Literacy and Maths skills alongside Curriculum skills in the afternoon sessions starting in Autumn term.

An example of Y5 Maths S plan
A Y5 Literacy S plan
BUBBLES...
What if a bubble is closed?

In the event of a wider lock down or bubble closure, the school will move to a blended approach to home learning including live lessons on Microsoft Teams and Seesaw. Microsoft Teams is completely free and can be linked with any Microsoft account (EG: hotmail/outlook 365). Please click the button to set this up so you are prepared in case of a closure/lockdown. We would hate for any pupils to miss learning opportunities. If you require any support, please let us know as soon as possible.

Parents will receive information to assist with logging onto live lessons and Seesaw via their email addresses using our Arbor system. If we do not have your email address, please email the accounts stated at the bottom of this page.

Mental health and wellbeing

Research is showing that COVID-19 pandemic has had a significant impact on children's mental health. Our response to this will be through the use of our nurture provision, PE and PSHCE lessons.

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.

Nurture sessions offer a short term, focused intervention strategy, which addresses individual barriers to learning in an inclusive, supportive manner. Central to the philosophy is attachment theory: an area of psychology which explains the need for any person to be able to form secure and happy relationships with others in the formative years of their lives and our ongoing knowledge of neuroscience.

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.

There is extensive evidence supporting the impact of high-quality, small group tuition as a catch-up strategy. Taking this in to consideration, booster catch up sessions will be run after school by teachers and TAs when this is safe to do so. See September 2020 return parents' letter for further information.

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. As mentioned previously, 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 times tables. 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.

Impact: Assessment

Formative assessment is ongoing throughout each lesson. It judges progress and enables the teacher to make flexible adaptations to their planned teaching. As Literacy and Maths skills will now be embedded throughout Curriculum teaching, we will see some skills twinned with these subjects to ensure rapid progression.

Insight Online Tracking is used as a summative assessment to assess foundation subjects. The knowledge and skills based curriculum is regularly highlighted to identify any gaps or misconceptions to be addressed or passed onto the following teachers.

Our Progressive Skills and Knowledge Curriculum
Some examples of our skills-based progression documents.

Some examples of what pupils have to look forward to in September 2020 and beyond...

100% Attendance = 0% missed learning opportunities

Don't forget: In order to take part in all these exciting opportunities and keep up with your peers' skills and knowledge, attendance is the key word we all need to remember. Make sure you are at school, on time, every single day! If you miss a day or two, this could be the day your class make their own rockets, play games in the woods or learn about a fascinating country! Don't risk it, come to school every day...

If you have any questions or would like to see our curriculum, don't forget to follow us on twitter @MilefieldP @mfps_parents or email parents@milefieldprimary.org.uk with your questions. The school website will also have key documents for curriculum www.milefieldprimary.org.uk.

Credits:

Created with an image by Zach Lezniewicz - "untitled image"