In line with DfE expectations, we are still offering a broad and balanced curriculum to the children, until the start of the summer term, when we are expected to return to our normal curriculum in all subjects. This ‘recovery curriculum’ acknowledges that there have been big losses to children as they have stayed at home during lockdown in 2020.
Upon reopening in September, our focus was on ensuring that pupils were ready to learn and as such social and emotional learning was prioritised. To quote another school; “The act of recovery is at least as much an emotional and social one as it is academic, and our ability to recognise and plan for this will be at the heart of our learners’ eventual success.”
As such, we have prioritised key concepts in Reading, Writing and Maths as a focus for the rest of the autumn and spring terms. Children have been assessed for a new ‘baseline’ using a range of formative and summative assessment strategies, including Salford Reading, previous SAT’s papers and other age-appropriate resources.
The new baseline assessments are used in 2 ways. First, it allows us to realign children’s attainment onto the school’s tracking system, which uses key assessment objectives in R, W and M so that we can compare achievement to age-related expectations and also measure progress over the course of the academic year. This data is used for internal purposes only but allows school leaders and staff to have constructive conversations around pupil progress.
Second, the baseline assessment activities will be analysed to identify significant gaps in learning, particularly those ‘threshold concepts’ which are crucial if children are to make accelerated progress.
Our plans to support pupils over the 2020-2021 academic year have been made using the Education Endowment Foundation ‘tired approach’; a useful framework for thinking about the different challenges created by the full reopening of school at this time. The 3 tiers are “Teaching”, “Targeted Academic Support” and “Wider Strategies”. The document can be viewed below.
Academic Recovery Curriculum – Main Features:
- Year groups 1 to 6 will recommence English teaching using a whole-text approach, following Pearson Wordsmith.
- Salford Reading and school-created comprehension tests will be used to assess reading ‘starting points’ and re-assign children to a reading book-band.
- Bug Club Independent reading will be launched to supplement existing reading routines and allow age-appropriate reading (and linked comprehension activities) to be accessed from home and school.
- Independent writing activities will be ongoing through the autumn term with diagnostic assessment used to identify key writing concepts on which to focus in year groups.
- Following the initial transition period back into school and baseline assessment, school will continue to follow the updated White Rose Maths scheme. This has been updated specifically for this academic year, considering potential lost learning during the lockdown period by adding recap lessons. There are indicated within the plans.
- School continues to promote the use of Times Table Rock stars and Numbots for consolidation and home-learning.
- Teachers will be given quality time to form accelerated progress plans for their year groups. These will be handed into Senior Leadership and monitored through the year.
Underpinning our ‘recovery curriculum’ is a ‘Remote/Home-Learning Policy’ which outlines exactly how school will respond to any remote learning needs which arise as a result of Covd19.