Covid catch up premium

Church Lane Primary School and Nursery

Recovery Plan 2020-2021

Due to the current COVID-19 pandemic, children have now been out of school for 21 weeks. Children will be returning to schools having had different experiences over this period. Some will have attended school, some will have had support at home to access work and others will not have engaged in any learning during this period. In line with the DFE guidance, it is our plan that all pupils, in all year groups, will return to school full time from the beginning of autumn term.

As a school we recognise that in order for the children to learn, children first need to be ready to learn therefore our new vision for this period takes into account the importance of adapting our curriculum and our offer to meet the needs of individual child and their families. In order to make this adaptation we will be following the APEX model below and as a result we hope that by the summer of 2021 the children will have GROWN.

 Adapting the school day

In order to ensure that school are able to effectively support children we have adapted the school timetable. For safety we have staggered start and finish times. Break and lunch times have also been staggered as per guidance and risk assessment. Maths and English have been extended in Key stage 1 and 2, to ensure that it falls in line with our new limited marking feedback policy. This policy is designed to give children more tailored feedback and more individualised support before the lesson. In addition to this, we have also timetabled in intervention time, which is to be used to support children with catch up- catch up premium will be used to purchase technology to be detailed below, TA time and intervention packages. 

Nursery

 EYFS

KS1

KS2

There will be a spelling test and Multiplication test (Y3/Y4) Arithmetic test (y5/Y6)  every Friday

Tailoring our school for the individuals that attend it

Prior to allowing all children back, we have identified those children who we believe will struggle with the transition of home to school.

The reception 2020/21 cohort as a whole have been identified as a group who will need a staggered start to school due to there not being any induction and the fact that many have been out of pre-school for a sustained period of time and therefore will be lacking the stamina in order to manage the full days. Our reduced timetable will look as it does below:

Wellbeing Identification

Prior to pupils returning the school have identified pupils who will require specific interventions upon return to school. We have highlighted these pupils as red and amber. Each pupil in the red group will be assigned a mentor who will meet with them for 10 minutes, 3 times a week for the first 2 weeks. The purpose is to check in, check up and check out on a Friday with the children. These children have all been assessed using an ELSA Questionnaire and progress on their wellbeing will be monitored. The work being completed will be ELSA resources which are on the schools G:drive and using ELSA resource website. Once the two weeks is up, we will assess the children again and decide whether 1:1 3 times a week is still required. 

APEX model

Assess

School have put together a list of pupils who have and have not engaged during lockdown. We also have the children who returned to school since the 1^st June 2020. All of these children will be assessed in 4 main areas:

• An ELSA mental health questionnaire and review (completed by 4^th September 2020)
• A writing cold write (Completed by Friday 11^th September 2020) all children will complete a cold write. Once this has been completed teachers will assess immediate needs such as full stops and capital letters to ensure children are at a base standard before continuing with the curriculum.
• A reading test (Year groups reading test to completed by 11^th September 2020) This will be a baseline score.
• A Maths test (completed by 11^th September 2020) School are now moving away from Head start and moving to the power maths end of unit assessments and White rose progress tests. These will be scored in line with SATS marks.

The tests will be carried out by the class teacher. Writing, Reading and Maths tests will be monitored by the class teacher. The ELSA test data will be monitored by the pastoral support team and then Karen (play therapist) will be directed to work with those scoring lowest to ensure mental health and well- being is improved.

The low scoring pupils will also be picked up by members of the pastoral team and in class Teaching assistants. Those children who are recognised as being extremely low on the ELSA assessment will then have a boxhall profile conducted and a decision made whether a PSP or IEP may be required.

Data will be tracked termly to monitor progress and all interventions for children will be evaluated regularly.

ENGAGE (Curriculum)

Church Lane Primary School will not have a ‘recovery curriculum’. We will instead apply our curriculum model in its fullest and identify gaps in core learning that need to be negated over a period of time, with daily intervention for those year groups that have less time to ‘catch-up’. However, we will have a period of adjustment in September that we will brand as ‘Super start. Super September’.

During this period, children will be reminded of all of their hard work during the previous year and we will ‘reset’ the expectations so that children know what we are expecting of them on their return to school i.e. new school rules, catch it, bin it and kill it. How good to be green will work etc. For the first two days, we will spend time supporting the children getting back into routines and supporting them to understand the changes we have made in school and why. To support with this, each class can create their own list of class rules and a class charter with the children’s rights and responsibilities.

Until Friday 11^th September 2020, classes will cover a PSHE curriculum in the afternoon. We will do this using the Jigsaw recovery curriculum. The curriculum focuses on the below headings:

a)  Welcome back to school including a temporary Jigsaw Charter to support respect for personal space (social distancing), hygiene, etc.

b) Belonging and feeling safe at school

c) Reconnecting with friends at school

d) The Coronavirus explained and keeping safe and well

e) Managing worries, fears and anxieties

f) Being positive and looking forward to learning

g) Gratitude and appreciation

 h) Bereavement and Loss

Alongside this we will also cover assemblies that follow themes for the first two weeks as well as watching Newsround where the children can discuss current world affairs including coronavirus. 

The assembly themes are listed 

Time will be spent in classes’ re- connecting and building positive relationships with links being made to the below ELSA assembly themes:

• Emotional Awareness
• Self Esteem
• Social Skills
• Anger/ Anxiety
• Growth Mindset
• Friendship and Relationships
• Independence

Karen will continue her support of children through play therapy on a Monday afternoon and all day Wednesday and this will be monitored. If you would like children added to this please discuss with Anne and Kirsten first. As time has been designated to specific children.

Children still struggling with transition after week 3 will go onto an action plan for supporting behavior and wellbeing.

During week 2, in the afternoon, we will focus on ‘Changing me’ from the prior years Jigsaw curriculum. This is because sex education is statutory and must be delivered each year to children. This will involve getting this scheme of work from the prior year group. Please remember when delivering this to have another member of staff present.

In addition to the above PSHE focuses, during the first 3 weeks it is imperative that the following takes place:

E-safety- Everything has and is moving towards being online therefore it is vitally important the children are given all of the skills needed to remain safe online. A new E-safety curriculum has been developed which can be used to support with this delivery. .

Google Classroom and Oak National Academy- Remote education will become a focus in the sense that it will become integrated in to the school curriculum. Class teachers will retain the use of google classroom. Oak National Academy lessons will be used periodically throughout the curriculum so that children are comfortable with the content and format in readiness to reverting to that way of working should local lockdowns be imposed. Homework should be sent out using google classroom (for those who have internet access) so that children have opportunity to access from home. We will also send out a questionnaire to ascertain who has access online and those that don’t and then school will look to support these families.

Academic recovery

Maths

We will be following the new white rose planning which has catch up incorporated into it. This will probably not be required until Christmas as the children covered place value/addition/subtraction/multiplication and division before we went into lockdown and all the work we sent home was primarily place value and four operations based. It will mean that as we approach Christmas and look at Fractions the curriculum will slow down a bit to ensure gaps are filled. We are now moving away from Headstart in Maths and moving to White rose. At the end of a unit, children will sit the end of unit test and this will be stuck in their books. They will then sit the progress tests at pupil progress intervals.

Reading/Phonics

This will be the focus for interventions when we return. At least 2 days a week should be given to additional reading using the reading explorers guide or other resources. Phonics interventions should be delivered every day. In year 2 this will be imperative as the children will be sitting a screening in T2. Children still doing RWI in the mornings will need to do guided reading every afternoon. 

Writing

Class teachers should look at what should have been taught in the year before and consider how to incorporate areas missed into intervention sessions and in class. Dedicate some intervention time to sentence structure in particular. We are now moving to the new scheme for writing, which you should now have all the books and planning to get started with this.

Other curriculum areas

We will have covid recovery PSHE lessons for the first 7 days. The following week we will deliver the ‘sex education’ part of jigsaw that the children missed last year. We will then go to usual non-core from week 3 onwards.

Behaviour and reinstalling high expectations

Upon return to school, we will reinstate the Good to be Green behaviour system with an addendum for the current circumstances. Since June 1^st, when children in Reception, year 1 and year 6 returned there were several issues evident that will need to be addressed on a full school return. All children will be needed to be reminded of the high expectations that we have in school with regards to: