We will support our children and their individual experiences as a result of this pandemic by providing a recovery curriculum centred on pupil wellbeing as they return to school. Our recovery curriculum will focus primarily on providing a nurturing curriculum to instil a ‘togetherness.’ It will provide enriching and restorative experiences for our pupils whose social and emotional development has been disrupted by trauma, loss and change during the pandemic. We will support our children to continue develop in a safe environment where they will feel secure and confident to continue their learning journey. We will focus on rebuilding pupil relationships with staff, other pupils and learning so pupils can reconnect and restore their security in school.
Our curriculum will be underpinned by compassion, kindness and thoughtfulness. We understand our pupils may be experiencing a variety of emotions in response to the coronavirus (COVID-19) pandemic and that everyone has had a different experience of being at home. Therefore, pupil wellbeing and emotional health will be at the centre of our recovery curriculum and will be threaded through the use of our curriculum, e.g. art (Claire White) and PE. Our Recovery Curriculum also recognises the 5 Levers below as suggested by Barry Carpenter and Matthew Carpenter, as a systematic, relationships-based approach to reignite each child status as an engaged learners.
· Lever 1: Relationships:
·Lever 2: Community
·Lever 3: Transparent Curriculum
·Lever 4: Metacognition
·Lever 5: Space
We aim to journey with our pupils through a process of reengagement, providing opportunities for reciprocal relationships to enable reconnections and reassurance. We will focus on rebuilding pupil relationships with staff, other pupils and learning so pupils can reconnect and restore their security in school. Children will be provided with the opportunity to discuss their experiences so we can support our children in recovering. It will reinforce community and a sense of belonging. Our curriculum will also concentrate on the key elements of learning due to academic losses with a focus on reading, phonics, writing, maths and increasing vocabulary. As stated by Dr Chris Moore, it is important we repeat and reinforce previous concepts and knowledge that have been disrupted by trauma and remind children of their success. We must ensure that prior learning is secure before we expect our children to access new unfamiliar learning. Our interactions with children in the early stages of returning to school will create a sense of safety and belonging. Children learn through play and make sense of the world around them. Play is explorative, meaningful and provides social interaction with others. Our Early Years curriculum is fundamental to their wellbeing and to their learning. Before the children’s return to school, the staff identified the barriers to our children’s learning and how what we could address these using our curriculum. We will continue to encourage our children to persevere and aspire to be their best. Our curriculum intent has been to provide a culturally, rich curriculum that has breadth and depth for all pupils across all subjects. with strong links to the school’s local area and community. Although our rationale was written prior to the pandemic, we are committed and ambitious in ensuring we fulfil our school intent with an ambitious, broad curriculum.
Jayne Renshaw (Head Teacher)