Recovery Curriculum
Following the significant disruption to school and family life during the Coronavirus pandemic, we have considered what our Curriculum will look like moving forward. We have developed a ‘Recovery Curriculum’ using national research and guidance to tailor a curriculum that will help our children transition back into school.

Our recovery curriculum acknowledges that the children will have had different experiences during the pandemic period. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom.

These losses can trigger the emergence of anxiety, trauma and bereavement in any child and the overall impact cannot be underestimated. To help us support children with this, we focused on our school values of Harmony, Nurture and Communication for our Recovery Curriculum and broken them down into four focus areas;

  • Building positive relationships
  • Managing feeling and emotions
  • Enjoyment and achievement
  • Physical health and well-being
Supporting me to build positive relationships with others
How will this help me to learn? What that may look like?
Supporting children to re learn how to interact and build relationships with others including sharing, turn taking, greeting and interact with others positively, play alongside and with peers, respond to my familiar adults, seek adults to help, support and comfort me when I need them, know which adults help me and can support me to keep safe when I need them. Pathway O:
There will be built in opportunities to focus on rebuilding trust and relationships. This maybe in the form of Intensive interaction opportunities using call and response games and singing nursery songs with pupils to rebuild relationships.
Staff will Greet pupils each morning with a smile, a relaxed body language that shows the child that they matter and that you are genuinely pleased to see them. Nurture breakfast can be used to support pupils during the transition into school period.
Classroom will display visual images of happy learning times and successes on the walls.
Parents and carers could be asked to share photos and videos of what their children have been doing at home. These might include rainbow paintings, workouts with Joe Wicks, dens made from duvets and pillows, Lego constructions, all of these examples provide immediate conversation starters in which we can praise their creativity and highlight skills that are transferable to the classroom.Pathway A and K:
There will be opportunities within the day where the focus is on rebuilding relationships with peers and adults. This may be in the form of: Independent learning to nurture parallel and joint play, Turn taking games and activities and sharing games. Time where adults can give sole attention to children re-building relationships games and activities where pupils can work together such as board games or outdoor PE games. Safety work about who keeps us safe and who can keep us safe at school and at home and in the community. Safety work about how adults can help us. Activities that link to children’s interests to show we are interested in them.
Classroom will display visual images of happy learning times and successes on the walls.
Parents and carers could be asked to share photos and videos of what their children have been doing at home. These might include rainbow paintings, workouts with Joe Wicks, dens made from duvets and pillows, Lego constructions, all of these examples provide immediate conversation starters in which we can praise their creativity and highlight skills that are transferable to the classroom.
Showing trust – give jobs/responsibilities.
Ensure safe and comfortable proximity to each other – keep connected through transitional objects model social skills.
Identify and build personal strengths and interests.
Supporting me to manage my feelings and behaviour
How will this help me to learn? What that may look like?
Supporting children to understand their emotions and feelings and begin to process the experiences they have had. Supporting children to relearn some positive behaviour which they may have forgotten being outside of the school environment. Supporting children to engage with self-regulation strategies and tools which help them to feel safe and calm. Supporting children to understand the world we live in with tools and strategies to help them process what is different and what we can do to help.

Pathway O:
There will be clear routines which are supported by visuals and clear communication which may include use of individual visual timetables, now and next boards so pupils know what is happening each day and at each part of the day.
There will be regular opportunities for pupils to engage in self – regulation activities such as with sensory breaks, active breaks, and use of resources which support individuals.

Pathway A and K:
Some structures and boundaries may be different in school because of social distancing and processes related to this therefore we will use are social stories and use of visuals to guide and support. The structure will be supportive and provide opportunities within this that enables and allows pupils to express themselves and express the experiences they have had whilst they were not at school. We will do this by being clear with boundaries and using therapeutic approaches to supporting behaviour and emotions. Re-establish positive behaviour when children return to school, and we will revisit our existing class values. We will also be using therapeutic tools to support pupils in communicating with us such as building in regular talk time, therapeutic play times, and use of comic strip conversations. There will be regular sessions where we explore and express emotions through using zones of regulation to open up discussions about emotions and talk time which will support pupils to explore their feelings as well as modelling processing and talking about feelings and emotions linked to this experience. In addition, there will be lots of opportunities for children to practise their communication so that they are able to feel like they have a voice and are able to express their wants and needs.

Supporting me to enjoy and achieve
How will this help me to learn? What that may look like?
Supporting pupils to have moments they feel success and can engage in moments of enjoyment and achievement which may feel usual to being in school. This will be within pupil’s abilities and easily accessible recognising that when pupils have experienced trauma, their abilities to learn new concepts and be challenged is less. Pupils often use schemas of learning which they are familiar to explore when processing events in their lives and planned provision will focus on what is familiar. I.e. play provision that enables schematic exploration, familiar structures in the day like what’s in the box? Relaxation time, independent learning, hello and circle time, phonics.

Pathway O:
Using what we know about schematic learning and how children process, this will look like familiar structured sessions in pupil’s day and opportunities to engage in play opportunities.
This will look like sensory sessions, eye gaze, singing familiar nursery rhymes/songs. Learning in these sessions will link to previous and current skills alongside children’s key interests and motivators. Make personalised sensory books or boxes filled with evidence of their achievements. 

Pathway A and K:
We will use familiar curriculum sessions that pupils will be used to provide children with familiar routines and structures. We will be providing enjoyable activities alongside motivating resources which provide children with “fun” and want to engage. Sessions which will feel familiar will be different for each class group but ideas will be: What’s in the Box, Hello times, Curriculum sessions that provide familiar structures (like phonics, maths, guided reading) Independent learning where provision takes account of schematic learning. ICT songs and learning on whiteboard where these are familiar, Outdoor play Storytime Learning in these sessions will link to previous and current topic learning or children’s key interests and motivators. Children will have missed out on many opportunities being at home that they are naturally exposed to at school like peer play, active opportunities and experiences which develop their cognition and learning and these will be built into each day to support child. Make personalised displays filled with evidence of their achievements. 

Supporting my physical health and wellbeing
How will this help me to learn? What that may look like?
Supporting pupils to re-engage with physical health and wellbeing routines as well as learn new routines which will support pupils to keep safe and enable infection control. This will include hand washing, social distancing, understanding of new school routines as well as supporting pupils with their personal care and tolerating differences in these routines such as use of an alternative hygiene room facility or being supported in a different way for eating/ drinking. Supporting pupils to be independent through their own dressing and undressing where needed and supporting pupils to be physically well through active sessions, use of outdoor space and understanding about keeping physically well.

Pathway O:
We will encourage children to explore and reinvestigate their environments to become familiar with what might be different (i.e. use of different entrances, different markings in school, different access to resources in the classroom, some intervention rooms which are closed) and understanding these differences will be supported with social stories, photos and pictures.
Foster a sense of community by Sharing photos of families, people who care, familiar songs and rhymes.

Pathway A and K:
Learning will focus on managing and coping within new processes keeping safe. This will include: Understanding what is different about school and how to navigate this environment, Hand washing and hygiene measures, adapting to using areas of the school that may not be usual and being in environment and with staff that are not usual. Keeping and maintaining social distancing Catch it, kill it, bin it messages, Health and hygiene sessions focussing on washing, being independent and looking after yourself.
Seek to understand what the children already know and help them to find the facts to questions like:
why did school close so quickly? Why is school so different now? When will I see my friends?  Why am I allowed to return to school and some of my friends aren’t? 

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Oak Wood Primary Safeguarding

Oak Wood Primary School is committed to safeguarding and promoting the welfare of all pupils and expects staff and volunteers to share this commitment.

Warwickshire Safeguarding:

https://www.safeguardingwarwickshire.co.uk/

 

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