Upon our return in September 2020, we will prioritise the physical, mental and emotional well being of the pupils, staff and families. We recognise that good health and well being is fundamental to ensuring children can engage effectively in their learning. We remain committed to providing the best possible educational experience for all of our pupils, targeting next steps and promoting individualised achievements
How are we going to do this:
By using a pupil-centered approach to learning we will do our best to look at the interests of the children and plan a balanced curriculum around their needs and interests. It will be flexible and responsive. We will spend time building relationships with the children, reaching out to greet them as they come into school and supporting them within the classroom to cushion the discomfort of returning.
Implementing initial and continual assessment to assess next steps, aiming to meet individual needs. We will plan learning that allows the children hands on experiences, continually assessing what has been achieved and what the next steps are for each individual. It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations. Thorough baseline assessment will be undertaken with all children and for those children on the SEN register, their targets will be reviewed and new targets put in place that reflect any additional gaps and needs that may have developed.
Planning for Health & Well being to provide support for mental health for pupils through individual pastoral conversations using our trained Thrive staff.
Developing break times, lessons and activities making best use of outdoor space. We will be continually developing our outdoor provision this year so that children can learn in meaningful ways. We are using the Opal programme outdoors as well as Commando Joes to support the children’s team building and social skills as well as their mental health and well being.
Planning for the ‘how’ of learning in a new environment. Class sizes have been kept as small as possible so that children have more teacher time and that they are not overwhelmed by having too many people in the same space. In different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to re-skill and rebuild their confidence as learners.
Intervention programmes will be used to support children’s catch up on the academic gaps that may have developed. These will include using Sounds-Write phonics programme not only to support quality first teaching of phonics twice a day but also used in Key Stage 2 to support any children who have additional needs in relation to their phonic knowledge. White Rose recovery curriculum will be used in all Maths lessons to ensure that any gaps remaining from sessions untaught last year will be addressed and the gaps will be closed.
Developing growth mindsets for ourselves and our children and learners who are truly self-regulated.