Since Friday 20th March 2020 until September 2020, our school was closed to all but a few children.
As a result of lockdown and school closure, our children have experienced several losses: loss of routine, loss of structure, loss of friendship, loss of opportunity, loss of freedom. These losses will have impacted every child. We understand that these losses can trigger the emergence of four significant dynamics that could majorly impact on the mental health of our children: anxiety, attachment, trauma, bereavement. We also recognise that for some children, additional factors may have made lockdown particularly difficult.
However, we also recognise the critical role that our school can play in providing a safe, secure, nurturing environment for our children as they return to school. It is our role to support every child as they resettle in school and as new norms are established.
Therefore we recognised it was really important for us to understand the impact of lockdown on the well-being of our children so that we could most effectively plan and prepare for their return and the support and provision they need.
We spent a long time reading and researching and used this to help us create and build our Recovery Curriculum – the curriculum to support our school community rebuild and recover.
Our Recovery Curriculum is filled with content that we believe is right for our children, with the knowledge and understanding we have of our school community.
Our Mission, Values and Behaviour Framework are at the heart of our work and will be used to guide our judgements.
Our Recovery Curriculum is a systematic, relationship-based approach to re-igniting the love of learning in each and every child.
‘The Recovery Curriculum is an essential construct for our thinking and our planning. Each school must fill it with the content they believe is best for the children of their school community, informed by your inherent understanding of your children in your community. What were the aims and values of your school before this pandemic? Use them now to guide your judgements, to build a personalised response to the child who has experienced loss.’
‘No Government can give you the guidelines for that. It is down to you, as that skilled, intuitive teacher, who can lift the mask of fear and disenfranchisement from the child. You can engage that child as a learner once more, for engagement is the liberation of intrinsic motivation.’ Dr Barry Carpenter
Over time our Recovery Curriculum will enable every child to settle at school, to rebuild confidence and enable them to see themselves as learners and achieve as learners.
Accelerated progress model
Our Accelerated Progress Model is integrally linked to our Recovery Curriculum and outlines key strategies we are implementing to identify children’s learning needs at this time and how we plan to meet those needs through effective teaching in the classroom and through targeted provision.