- Staff & Governors
- School Dates
- Training & Support
All information relating to the implications and impact of Corona Virus on how school operates can be found on this page. Below are a series of links to relevant documents which will answer many of the questions and concerns that parents/carers might have. All relevant communications such as letters or information briefings will be published on this page or a link to the main letters page available alongside being sent directly through our Parent Hub app.
Senior leaders have conducted a full and comprehensive risk assessment in line with Government, LA, Union and Trust guidance. The actions have been taken under the following areas:
Our Before and After School Club is currently not in operation. When in operation, all staff within the club will be following the guidelines set out in our school risk assessment above. Our enhanced cleaning program will continue during club operation hours and children will be remaining in their class bubbles with a designated adult where possible.
Miss Lloyd has created a 1 page overview of how the club runs, which can be downloaded on this page. This overview explains the entry/exit process, how snack works and the organisation of the club. It will be reviewed regularly and in line with any guidance from the DFE and LA.
Blended learning is when pupils learn using digital/online media alongside traditional face to face teaching and paper based materials. Throughout the pandemic we used our Parent Hub and Tapestry apps to send daily teaching resources and ideas to build up a bank of resources, in addition to access to Active Learn as a digital learning platform. During summer 2 we sent home physical learning packs so that children had a blended offer between the digital resources and paper based materials.
Blended learning is something that we have continued to develop as a school and the responses to the online questionnaires that we send out following bubble closures and from those we sent out at the end of the summer term, have helped us shape out offer.
Our Tapestry app was rolled out to all classes at the end of June (only YR and Y1 had it previously) so that pupil work/observations could be shared between home and school. This allowed for stronger links between staff and parents, whilst also providing a mechanism for feedback on observations and learning, as well as celebrating achievements.
Across the summer term we set up our school virtual learning environment through Microsoft Teams, which allowed us in the autumn term to deliver face to face digital teaching sessions. Our HT delivered virtual parent training sessions for all classes and a remote learning page was set up on our school website to provide parents with an overview of what remote learning is.
Alongside this we also purchased a new maths resource called “Power Maths” from Reception to Y6 that runs through our digital Active Learn link, but also has an accompanying textbook. This ensures that any child who is self isolating/shielding or in lockdown can access appropriate text book pages as these are all available through the active learn link.
Physical work packs have been created for all children who are learning at home during lockdown. These packs contain exercise books, equipment should as whiteboards, pens, glue etc, physical resources such as number lines or word mats and pupil work books for timetables, grammar and reading comprehension that pupils can use alongside their live lessons to reinforce content and concepts.
As a school, we recognise that our community has had and continues to have different experiences during the Coronavirus pandemic.
Our aim in the autumn term was to adapt our curriculum to wrap around all children through the aims and values of the school before the pandemic and it was centred on kindness and tenderness to the children.
Academics Barry and Max Carpenter identified through research that children have experienced 5 losses during the pandemic – loss of routine, structure, friendship, opportunity and freedom. These losses can trigger anxiety which ‘is a key block to learning. It can prevent the imprint on the brain’. It is important that we recognise this and help them to tackle it. We will do this within our PSE sessions through:
When planning our support for pupils, we recognise that children may return disengaged or feeling that school is irrelevant and so the flame of learning will need to be re-ignited. For some children a full timetable and full length lessons may be too much for them to handle, so we will build up lessons by initially breaking them up into smaller sections interjected with mindfulness activities and exercises.
Children may have attachment issues – the strong attachments that they once had in school with their teachers and friends may have been weakened and the attachments at home may have been strengthened, causing clinginess. Therefore, as a school we will aim to re-build relationships and emotional resilience.
We will do this through building on the PSE work that was done throughout the pandemic. Mr Rhodes posted weekly video assemblies with a challenge based on themes such as hope, gratitude, positivity, together, friendship, community, be active and what a wonderful world. In addition, Mrs Darby and Mrs Channon led a well being project with all families, which focused on the themes below, which all children were able to access in and out of school. Families were able to share their learning through Tapestry and Twitter.
These were activities which allowed the children to think about the things that are good about them. It also gave them the opportunity to think about what other people might like about them and what they are good at. Forexample,Year 4 completed a sheet to show what their best qualities are.
This theme focused on the fact that being outdoors and noticing the things around you is a good way to take your mind off any worries you have and appreciate other things in life. The activities suggested were from We Be Kids and included a video story read by Danny English and an activity to match the story. Forexample,Reception did a bark rubbing activity.
Through surveys which were carried out in school, it was recognised that some children were feeling upset, angry and worried about Coronavirus. Some children were worried that they would get the virus from being in school, some children were angry at the new rules they had to follow because of the virus. Therefore,the activities relating to this theme were all centred on teaching the children what Coronavirus is and how to stay safe by practicing good hygiene. For example, year 5 and 6 learnt about good respiratory hygiene.
This theme related to anxiety children may be facing due to Coronavirus. Various books were used and Mrs Darby sent video stories to the children which were a good way of opening discussions about anything worrying them. Activities which linked to the stories were suggested to help alleviate any anxiety that children may have had. For example, year 1 children made a happiness box.
During this theme children were encouraged to think about others as connecting with other people and giving to others is a great way to help mental well-being. A video story was sent relating to our relationships with other people which was intended to open discussion and suggested ways children could show their appreciation of the important people in their lives. For example, year 2 made kindness boxes and wrote compliments for people in class or at home.
As art is a good way of alleviating stress and anxiety, this week children were encouraged to take part in various drawing and painting activities. For example, year3 & 4 took part in online drawing tutorials.
The final theme of the half term concentrated on mindfulness and relaxation. This was done through yoga, massage and breathing exercises. The yoga activities were also from We Be Kids and some were linked to the stories in nature week.