Coronavirus Information

We are so excited about reopening school to all children and starting a new chapter together. We also know that there is still some anxiety around Covid-19 and so we think it is important to give you clarity around our intentions for September 2020, so you feel settled for your children’s education in the new school year.

You can find all the relevant information required on this page or you can download the letter from our headteacher which outlines everything using the link below.

Welcome Back Letter – September 2020

New School Day – Timings

Class Start Finish Start Date
Foundation 1 AM 8:30 11:30 Phased start – See Staff for individual start dates
Foundation 1 PM 12:15 2:40 Phased start – See Staff for individual start dates
Foundation 2 8:30 2:40 Phased start – See Staff for individual start dates
Years 1 & 2 8:40 2:50 Wednesday 2nd September
Years 3, 4, 5 & 6 8:50 3:00 Wednesday 2nd September

We understand that families have children in different year groups and multiple trips to school may not be possible. In view of this situation we would ask that the older child be dropped off at school at the same time as their younger sibling. The younger sibling would then be collected at the same time as the older sibling. Example: If you had a child in Foundation 2 and Year 5 – school would start at 8.30 am and finish 3.00 pm.

Attendance

From September, the attendance of pupils once again becomes mandatory and all children need to attend school regularly, and on time.  If you have any concerns about doing this, please contact the school to discuss. Although we know their will be anxiety around sending children back, we will have to follow the Government guidelines of fining parents if children are kept at home without a valid reason. As usual, you should plan your holidays within school and college holidays. Avoid seeking permission to take your children out of school during term time. Keep in mind that you and your children may need to self-isolate when you return from a trip overseas.

Entering and Leaving School

We are currently operating a system to ensure social distancing and staggered entry. This system will continue during the new school year to help minimise crowding on the school yard. Both entrances will be open – Halsbury Road and Coleridge Road Entrance, please follow the arrows showing you how to enter and exit the school. A member of staff will be on the yard to help if needed. We ask parents and children to socially distance as much as possible and do not congregate on the school playground, or near the entrance/exit. We ask that only 1 parent pick and drop their child off at school to limit the number of adults on site.

Polite Reminder that parents and carers are not allowed into the school building. If you need to speak to a member of staff please call us on 01709 828988.

Classroom Bubbles

We will be following Government guidance, and children will be kept in their class bubble throughout the day. Wherever possible, children will not have any contact with anyone outside of their bubble.

School Uniform/ PE kit

At Coleridge Primary we encourage our children to take pride in everything they do, including their appearance which is why we have a school uniform. We ask parents and carers to support us in implementing this dress code. PE days will commence from the Thursday 10th September. On PE days, children will need to come in PE kits and stay in them for the full day and will be asked to get changed at home. PE will take place on the following days:

Thursday – EYFS, Y1, Y2, Y5 and Y6

Friday – Y3 and Y4

Face coverings

Based on current evidence, Public Health England does not recommend the use of face coverings in nurseries, childminders, schools or colleges (except in some specific circumstances).

This is because:

  • children, young people and staff are mixing in consistent groups
  • not using them correctly may accidentally increase the risk of transmitting the virus
  • there may be negative effects on communications and therefore on your child’s education

The guidance on face coverings will be kept under review.

What can my child bring into school?

  • Coat suitable for the current weather conditions
  • Packed Lunch if they do not have a cooked meal from school
  • Water Bottle clearly marked with their name
  • No pencil cases
  • No Scooters or Bikes

Dinner routines

Classes will remain in bubbles during dinner and break times. Children will be able to bring a pack lunch into school from September, if they do not have a cooked meal from school. The lunchbox which will be kept under their table during the morning. When going into the dinner hall they will socially distance and meals will be brought to their tables. The dinner hall and hall will be used for this to give more room to ensure social distancing is maintained. The area where the children eat will be cleaned after each sitting. Lunch time supervisors will remain with a designated bubble at all times.

Breakfast Club & After School Clubs

The Breakfast Club will not be opening in September; however, this will be reviewed later in the term. There may be an option for keyworkers children to attend the Breakfast Club later in September (no parents). We will keep you informed.

After School Clubs will not take place until further notice.

Assemblies/Community Activities

Assemblies and community activities will not be taking place during September, however, again this will be reviewed later in the term.

Strict guidelines for those displaying symptoms

  • Anyone with symptoms must remain at home and self-isolate for 7 days from testing positive. Anyone in their household needs to self-isolate for 14 days (including siblings). This will be communicated to parents regularly.
  • Any Pupil or staff member will go home immediately if they have symptoms. They should take a test as soon as possible.
  • A Pupil with symptoms awaiting collection will be isolated and kept at a distance of 2m from the supervising staff member. PPE will be worn if distancing of 2m or more from the symptomatic Pupil is not possible or there is a risk of contaminated bodily fluids.

Handwashing

  • All Pupils and staff will sanitise hands on entering and leaving school and before and after each lesson. Sanitiser dispensers/soap will be located at the entrance of the school and of each classroom.
  • All Pupils and staff will be reminded to wash hands before and after visiting the toilet, coughing/sneezing and having a meal.
  • SLT will visit lessons regularly to remind everyone to sanitise hands.
  • All Pupils will receive regular reminders on effective handwashing routines.
  • Staff will schedule checks during each day on stocks of hand sanitiser, soap and paper towels to check there is adequate supply.

Mental health and Wellbeing

Your child’s happiness and learning is always paramount to us; small classes, excellent teachers and the culture and ethos of Coleridge Primary will make sure that the children are settled. If necessary, children are able to talk to our head of pastoral care Miss Stevens and ‘worry’ boxes will be placed in each classroom.

Access to School Reception

As always, out office staff are here to help, but please keep visits to reception to a minimum and communicate by phone or text wherever possible. No money will be accepted at the office.

Assessment

As you aware children did not sit assessments in the Summer term. However, the DFE have advised that all statutory assessments will take place in this academic year. Therefore, the Y1 children who missed the phonics screening will complete the test in Y2 in the Autumn term. The Y4 multiplication test will take place in the Summer as well as the Y2 and Y6 end of key stage tests. More information to follow.

SIMs Pay

We are introducing a new cashless payment scheme from September 2020.  SIMs Pay will provide a safe, secure and easy way to pay online for school items such as school meals, trips, clubs and other school activities.

You will have received your invitation email to register for the system so please take the time to register. More information about SIMs Pay and the guide to registering can be found on the school’s website. Type the following web address into your search engine to be directed to our letters for parents /carers on our website.

https://coleridgeprimary.org/information/letters/

We understand that you may have some questions that we haven’t covered in this letter. If you would like to talk to a member of staff, please email school at enquiries@coleridgeprimary.org or send us a text message and we will do our best to contact you before the start of school.

We hope that you have had a lovely relaxing summer and please keep safe.

Bubbles

The current government advice is to keep children and staff safe by keeping children in separate groups. These are known as ‘bubbles.’ The government have stated that in primary schools that the emphasis is on separating groups rather that social distancing which is more important and effective in secondary schools.

Find out more information about bubbles using the links below.

Covid-19 – ParentCarer Guidance

FAQs – Bubbles

Bubbles poster – Parent friendly

Important – Year 2 & Year 6 Self Isolation

View letter

Important – Year 4 Self Isolation

View letter

Important – Single Case Advice

View letter

Important – Year 3 Self Isolation

View Letter

It feels like an age ago since we were all last on site together and I cannot wait to have everyone back. Given the length of time that children have been away from the physical side of education, it’s crucial that we ensure the return to Coleridge is one of joy.

To this end, the following document outlines our planning for the full return to school. In planning for our return, we have had to take in to consideration three things:

  1. The health and safety of pupils, staff and parents (aligned with Government guidance for schools)
  2. The quality of education and welfare of pupils and staff (and parents!)
  3. The context of our school (in particular: the buildings, the age range and the number of pupils)

Our risk assessment will, in more detail, outline how we will mitigate risk. In short:

  • Pupils to wash their hands when entering and leaving their classroom and when eating and going to the toilet. Hand soap will be available in every classroom.
  • Pupils to be given anti-bacterial wipes to clean down their desk and chair at the end of each lesson.
  • One-way system and staggered transition points to allow pupils to move through the school without congestion.
  • Frequent cleaning of high traffic areas during the school day.
  • Pupils trained and regularly reminded about mitigating factors.
  • School to have a stringent stance on all factors.

It is my hope that, after reading through our documentation, you agree that we’re pursuing the best course of action for the children in our care. There is a risk, of course, that should two pupils across the school catch coronavirus from playing football on the weekend then the whole bubble may have to isolate until the cases clear up (a small risk, I think) rather than just the class/year groups in question. I think, on balance, the risk is worth it given that our planning allows for appropriate risk assessments to be in place whilst also providing children with something akin to a normal school day.

You’ll know this by now but it’s worth reiterating again; when it comes to behaviour and pupil choices, I expect nothing less than exceptional standards. During a time, such as this – particularly where we are putting in extra measures that allow for the resumption of relatively normal schooling – I hope you will understand and agree that I will take a zero-tolerance approach to any pupils who do not comply with the rules. It may seem odd but this approach (and the clarity that comes with it) is what allows us to have a school full of laughter and happy children.

I know I’ll have your support when I share that if a pupil deliberately ignores a one-way system, refuses to wash their hands or acts in a manner that is not respectful of what we’re trying to achieve with our risk assessment measures, then they will be sent home and provided with remote learning for the foreseeable future. I’m certain our pupils will be fantastic and do their very best – I simply share the above to help new parents (or nervous parents!) know how very seriously we will take the actions of pupils who do not take personal responsibility and support the whole community to be safe.

Please do take the time to read through this document. I hope I have covered most of what you wish to know but do please get in touch should you have any further questions or queries. I am very much looking forward to welcoming the whole school back to site.

Mr I Tankard, Head teacher

Arrival to and departure from school

To reduce the possibility of contact amongst the wider school community, the arrival for pupils will be staggered between school. EYFS will arrive from 8:30am. Y1/2 will arrive from 8:40am. Y3/4/5/6 will arrive at 8:50am. Please note that parents and unauthorised adults should not enter any school building for any reason. If you need to speak with school reception, please email or call through. We recognise that there will be times where a child may arrive late to school. In this instance, please take your child to the school Reception where a member of our front office will take your child over to their lesson for the start of the day. Please make every effort that lateness is a rarity; lateness undermines our bubbles and wider planning for the successful return of pupils. On arrival to site, everyone must:

  • Children to wash their hands at the hand washing station / hand sanitizer station provided
  • Follow the social distancing system through to arrival point
  • Children will wear their normal uniform. Children need to wear clean uniform on a daily basis.
  • Children will not need to bring any items with them. The children can bring in a drinks bottle. Children are allowed to take books/homework home.
  • Children may bring an extra snack with them.
  • On PE days, pupils may wear their PE kit for the full school day. Please note pupils must wear full Coleridge PE Kit.

Drop off

Year group Arrival time Arrival point Actions on arrival Actions on site
EYFS 8:30am EYFS classroom doors Children to be dropped off at the door.

Children to wash hands on arrival in classroom.

Children to sit in the same seat each day.

Children to hang coat on the back of their chair and lunchbox under their table.

Queue for drop off using social distancing markings on playground.

Do not enter any building for any reason.

Leave site using one-way system from either entrance.

Y1/2 8:40am Y1/2 classroom doors
Y3/4/5/6 8:50am Y3/4/5/6 classroom doors

 

Pick Up

  • Parents to enter school through either Coleridge Road or Halsbury Road entrance.
  • Gates will open for parents from 2:30pm. EYFS pupils can be collected 2:40pm, KS1 can be collected at 2:50pm and KS2 can be collected at 3:00pm. If you have siblings across key stages, then please collect your children at the latest time.
  • Pupils and parents should maintain their social distance whilst greeting peers.
  • Pupils will exit from their classrooms.
  • Parents are not to enter the school for any reason.
  • Please follow outlined one way systems around the external school site.

School Capacity & Organisation of Teaching Spaces

Children will learn in their classrooms and remain there throughout the school day (as usual). Children will also receive their specialist lessons (such as PE) in the hall or outside. We will take the following measures:

  1. High frequency cleaning of high traffic areas.
  2. Deep cleaning using ‘long lasting’ anti-bacterial cleaning fluid.
  3. Pupils to clean down their tables and chairs at the end of lesson.
  4. Pupils to wash their hands on entry and exit to the classroom.
  5. Pursuing PHE measures (catch it, bin it, kill it, for example).
  6. Regular temperature checks of pupils displaying symptoms.
  7. Teachers to remain 2m back from pupils at all times.
  8. One-way system throughout school building to stop congestion.

Break & Lunch Times

  • Pupils will have staggered break and lunch times.
  • Break times will be outside. All pupils will remain in their bubble they will be able to play together but continue to follow social distancing.
  • Pupils will not be permitted to access parts of the school site other than those designated to their lessons.

Catering

  • We will run a normal catering service.
  • Breakfast club will be cancelled until further notice. We will be supplying bagels to all classes in a morning.
  • Pupils will go to the canteen in their year group and eat together.
  • The canteen will have a full clean down between bubbles.
  • Catering staff will follow Government guidance on safety measures for preparation of food.
  • One-way system for entry and exit to canteen will be used.
  • Where possible (weather permitting), pupils will be able to play outside once finishing their dinner.

Cleaning

  • There will be a team of cleaners in school each day to conduct a deep clean in the evenings.
  • Each evening, the cleaning team will pursue a deep clean of the site where the class bubbles have been focusing on.
  • Disinfect and wipe down all surfaces
  • Deep clean toilets
  • Deep clean classrooms
  • Deep clean high traffic areas (door handles etc)
  • During the day, a cleaner will be available for reactive cleaning of the site including:
  • Clean toilets
  • Clean high traffic areas (door handles etc)
  • Entrances to the used buildings, staff room and offices.

Expectations in the Classroom

  • Pupils and staff will wash their hands regularly throughout the day. Pupils who have their own toilet facilities, pupils should wash their hands often.
  • Children, when leaving a classroom, should wipe down the surface they have been using.
  • Seating is set with social distancing in mind. Desks and chairs should not be moved.
  • Windows and doors, where possible (with fire safety in mind) will be open.
  • Group activities and close contact between individuals should be avoided.
  • Each pupil should have their own stationery and this should not be shared.

Pupil Expectations

Pupils must only attend school if they or a member of their household do not have Covid-19 symptoms. When attending school, pupils must follow the rules and expectations outlined below. This will help to maintain the health and wellbeing of everyone in our school community.

  • Pupils to comply with guidelines at all times. If a pupil does not, they may be asked to leave the school premises and have work set remotely for a set duration.
  • Pupils to wash their hands on entering every lesson.
  • All members of Coleridge community to only attend school if all members of your household are not showing any Covid-19 related symptoms
  • Wear a mask or face covering if using public transport.
  • Arrive to school and leave to go home at the designated time. Do not congregate in school at the end of the day.
  • Staff to use a sanitiser to disinfect hands on entering and leaving school and each lesson within the day. Wash hands with soap regularly during the day.
  • Stick to bubbles at all times.
  • Avoid physical contact at all times. No hugs, shaking hands etc. Maintain as much distance from others as possible.
  • In the classroom, do not move tables or chairs. Avoid touching displays and other surfaces. Wipe specialist equipment before and after use.
  • At break and lunchtimes, go outside (if weather is good) or designated venue (if weather is poor). Maintain a safe distance from others.
  • Do not share belongings (stationery, food etc) with others.
  • Use your designated toilets only. Only enter the toilets if there is a free cubicle.
  • Pupils to follow one-way systems through school and to follow all measures for the safety of the whole community.

First Aid and Medical Room

  • Any Pupil or member of staff who falls ill in school will go home.
  • A Pupil who is unwell will wait in the designated area for that year group/bubble.
  • Pupils and staff will self-administer first aid where possible from the designated first aid kits.
  • First aiders should follow the school’s established practices. Staff will wear PPE when administrating first aid. Where a pupil has suspected COVID19, staff should wear a shield, face masks, gloves and apron.
  • Medication for specific Pupils will be stored securely within the main office. Such medication must be self-administered if at all possible, and parents/carers must complete a consent form and hand deliver the medicine to Mrs Chambers or Mrs Fitzgerald in the main office.

Meeting with Staff

  • Meetings with individual parents are permitted, providing:
  • Parents are advised to only attend the meeting if they – or a member of their household – are not symptomatic. This should also be asked at reception.
  • Parents sanitise their hands before and after the meeting.
  • All care is taken to avoid parents coming into proximity with any Pupil other than their own child.
  • Social distancing is maintained during the meeting.
  • An appointment needs to be made before meeting with a class teacher or member of the senior leadership team.

Managing Positive Case and Outbreaks

  • Anyone displaying symptoms will be sent home immediately and asked to book a test. They will be asked to inform the school of the result.
  • The school will share advice on, and promote engagement with, ‘test and trace’ with all staff, Pupils and parents.
  • The school will contact the local health protection team to inform them if anyone at school tests positive. This team will also contact schools directly if they become aware that someone who has tested positive for coronavirus (COVID19) attended the school – as identified by NHS Test and Trace.
  • The health protection team will carry out a rapid risk assessment and confirm next steps.
  • Following advice from PHE, the school will send home those people who have been in close contact (direct contacts, proximity contacts or travelling in a small vehicle) with the person who has tested positive, advising them to self-isolate for 14 days since they were last in close contact with that person when they were infectious.
  • If any of these individuals develop symptoms, they will be eligible for testing.
  • If positive, they should isolate for 10 days from the onset of their symptoms.
  • The school will keep a record of staff and pupils in each bubble, plus anyone who has had close contact.
  • PHE will provide a suite of letters to use in various circumstances. The school will make use of these to ensure effective advice is disseminated to Pupils, staff and parents when relevant.
  • A template letter will be used by the school, on the advice of the health protection team, to send to parents and staff if needed. The school will not share the names or details of people with coronavirus (COVID-19) unless essential to protect others.
  • The local public health protection team will liaise with the school if more extensive closure is required due to a suspected outbreak.
  • The school will keep the governors updated as well as sharing information with the Local Authority.
  • Coleridge will use spreadsheets to maintain a record of all staff and pupils who are self-isolating and who have tested positive. These spreadsheets must be kept up to date.

Systems of Control: Protective Measures.

  • The table below outlines the key protective measures the school will take to deliver the nine essential controls identified by Public Health England.
  • Further controls are set out in the school’s risk assessment.
No Essential Control School Actions
 

 

 

1

 

Minimise contact with individuals who are unwell by ensuring that those who have coronavirus (COVID19) symptoms, or who have someone in their household who does, do not attend school.

  • Anyone with symptoms must remain at home and self-isolate for 7 days from testing positive. Anyone in their household needs to self-isolate for 14 days (including siblings). This will be communicated to parents regularly.
  • Any Pupil or staff member will go home immediately if they have symptoms. They should take a test as soon as possible.
  • A Pupil with symptoms awaiting collection will be isolated and kept at a distance of 2m from the supervising staff member. PPE will be worn if distancing of 2m or more from the symptomatic Pupil is not possible or there is a risk of contaminated bodily fluids.
  • All staff and Pupils will wash their hands thoroughly for 20 seconds with soap and running water or use hand sanitiser after any contact with someone who is unwell. The area around the person with symptoms will be cleaned with normal household disinfectant.
  • All new staff will complete training on infection control. All staff, current and new, will be reminded of the key messages from the training.
 

 

2

 

 

Clean hands thoroughly more often than usual.

 

 

 

 

 

 

 

 

 

 

 

  • All Pupils and staff will sanitise hands on entering and leaving school and before and after each lesson. Sanitiser dispensers/soap will be located at the entrance of the school and of each classroom.
  • All Pupils and staff will be reminded to wash hands before and after visiting the toilet, coughing/sneezing and having a meal.
  • SLT will visit lessons regularly to remind everyone to sanitise hands.
  • All Pupils will receive regular reminders on effective handwashing routines.
  • We will schedule checks during each day on stocks of hand sanitiser, soap and paper towels to check there is adequate supply.
 

3

 

Ensure good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach.

  • The school will deploy posters that remind pupils and staff about the importance of catching a cough or sneeze in tissue, disposing of the tissue and washing hands, particularly on large screens and by washbasins/toilets and at entry/exit points.
  • All classrooms, social spaces and corridors will have adequate bins.
  • There will be an enhanced schedule for bins to be emptied and disinfected.
  • The school will deploy masks around school in order to ensure that these are available for use when staff are not able to maintain social distancing.
 

 

 

 

4

 

 

 

Introduce enhanced cleaning, including cleaning frequently touched surfaces often, using standard products such as detergents and bleach.

  • All classrooms will be provided with disinfectant wipes for teachers to use on the keyboard, screen and mouse before and after each lesson. Such wipes will also be provided to each room for use by Pupils to wipe down their chair, workspace and specialist equipment (in addition to the disinfection carried out by cleaners).
  • There will be a reactive cleaner available to clean high traffic areas, toilets, staff rooms and offices.
  • All cleaners will be trained and regularly reminded of the protocols for disinfecting surfaces.
  • There will be an enhanced cleaning schedule throughout the day.
 

 

 

5

 

 

 

 

 

 

 

 

 

 

 

Minimise contact between

individuals and maintain

social distancing wherever

possible.

  • Each year group is in a single bubble.
  • The school will run a one-way system put in place to avoid congregation in corridors.
  • Each year group will have a designated place for break time, lunchtime.
  • Each bubble will have a designated time for arrival, break, lunch and finish. These staggered times will ensure there is minimal contact between Pupils of different bubbles.
  • When using rooms: – Disinfect teacher and Pupil workspaces before and after lesson. – Pupils sanitise before and after the lesson. – The class wait and their movement to and from their venue is managed by their teacher to avoid crowding on corridors.
  • Pupils and staff will be prohibited from sharing any belongings, including stationery. Children will have designated stationary which will be regularly cleaned.
  • When giving out resources in lesson (e.g. textbooks), these may be shared within the bubble). However, such resources may not be shared with Pupils in other year groups until and unless they are disinfected or they are left for a period of 48 hours (72 hours for plastic). Where topics in a subject require specialist equipment (e.g, paintbrushes, musical instrument etc) across year groups, the scheme of work should be revised to allow topics to be delivered in a different sequence.
 

 

 

 

 

 

 

 

6

 

 

 

 

 

 

 

Where necessary, wear appropriate personal protective equipment (PPE)

  • The school will maintain stocks of PPE and deploy them around school.
  • PPE will be worn by all staff in specific circumstances:
    • – First aid: First aiders should follow the school’s established practices. No additional PPE is needed because of coronavirus (COVID-19) for anyone who does not have coronavirus (COVID-19) symptoms. Where a pupil has suspected COVID-19, it may be necessary for staff to wear a face mask, gloves and apron. Eye protection will be needed if splashing from bodily fluids is likely to occur.
    • The provision of direct personal care for a pupil with suspected COVID-19 where 2m distancing cannot be maintained (e.g. waiting for a pupil to be collected from school): In such cases, it may be necessary for staff to wear face masks, gloves and aprons.
    • Where cleaning of bodily fluids from suspected COVID-19 cases is undertaken, staff should also wear masks and eye protection.
    • Catering: Kitchen staff should wear disposable gloves and aprons. A face shield will be worn based on the risk assessment.
 

 

 

7

 

 

 

 

8

 

 

 

 

9

 

 

 

Engage with the NHS Test and Trace process.

 

 

Manage confirmed cases of coronavirus (COVID-19) amongst the school community.

 

 

Contain any outbreak by following local health protection team advice.

  • Anyone displaying symptoms will be sent home immediately and asked to book a test. They will be asked to inform the school of the result.
  • The school will share advice on, and promote engagement with, ‘test and trace’ with all staff, Pupils and parents.
  • The school will contact the local health protection team to inform them if anyone at school tests positive. This team will also contact schools directly if they become aware that someone who has tested positive for coronavirus (COVID-19) attended the school – as identified by NHS Test and Trace.
  • Following advice from PHE, the school will send home those people who have been in close contact (direct contacts, proximity contacts or travelling in a small vehicle) with the person who has tested positive, advising them to self-isolate for 14 days since they were last in close contact with that person when they were infectious. – If any of these individuals develop symptoms, they will be eligible for testing. – If positive, they should isolate for 7 days from the onset of their symptoms.
  • The school will keep a record of staff and pupils in each bubble, plus anyone who has had close contact.
  • PHE will provide a suite of letters to use in various circumstances. The school will make use of these to ensure effective advice is disseminated to Pupils, staff and parents when relevant.
  • A template letter will be used by the school, on the advice of the health protection team, to send to parents and staff if needed. The school will not share the names or details of people with coronavirus (COVID-19) unless essential to protect others.
  • The local public health protection team will liaise with the school if more extensive closure is required due to a suspected outbreak.
  • The school will keep the Directors and, if necessary, the LA updated (by completing relevant proforma).

Staff Expectations

Staff must follow the expectations outlined below. This will help to maintain the health and wellbeing of everyone in our school and wider community.

  1. Only attend school if you and all members of your household are not showing any Covid-19 related symptoms
  2. Wear a mask or face covering if using public transport. Avoid sharing cars.
  3. Use a sanitiser to disinfect hands on entering and leaving school and each lesson within the day. Wash hands with soap regularly during the day.
  4. Avoid physical contact at all times. No hugs, shaking hands etc.
  5. Do not share belongings (stationery, food etc) with others.
  6. Wipe your keyboard and mouse at the start and end of each lesson.
  7. When teaching, avoid movement around the classroom and maintain distancing from Pupils.
  8. Where possible, keep doors and windows open at all times.
  9. Do not gather in the staffroom. Stick to a reduced capacity of each room.
  10. Maintain social distancing at all times.

Pupil Expectations

When attending school, Pupils must follow the rules and expectations outlined below. This will help to maintain the health and wellbeing of everyone in our school and wider community.

  1. Only attend school if you and all members of your household are not showing any Covid-19 related symptoms.
  2. Arrive to school and leave to go home at the designated time. Do not congregate in school at the end of the day.
  3. Use a sanitiser/soap to disinfect hands on entering and leaving school and each lesson within the day. Wash hands with soap regularly during the day.
  4. Stick to your year group wherever possible and your bubble at all times.
  5. Avoid physical contact at all times. No hugs, shaking hands etc. Maintain as much distance from others as possible.
  6. In the classroom, do not move the table or chair. Avoid touching displays and other surfaces. Wipe specialist equipment before and after use.
  7. At break and lunchtimes, go outside (if weather is good) or designated venue (if weather is poor). Maintain a safe distance from others.
  8. Do not share belongings (stationery, food etc) with others.
  9. Only enter the toilets if there is no one else in there.

Coleridge actions are to be based on the work of Barry Carpenter which is advocated by the National College and the SSAT. The key word throughout the National College webinar is ‘KINDNESS’. This will be evident in everything we do The mission statement for this time will be:

 

All schools will provide every student with appropriate opportunities to rebuild relationships and a sense of community. They will be given space and support to re-establish a sense of self, routine and structure. Every member of school community is committed to ensuring that all our young people are supported and equipped to meet the potential challenges that lie ahead. The vision that, all students will become fully engaged, creative, effective and successful learners. At the core of the recovery curriculum is the understanding that our schools must not just prepare students for the future but also help them make sense of the present.

Losses

An assertion is that children will have suffered ‘loss.’ We will explicitly address these losses across the year groups

Loss Potential impact on our young people
ROUTINE

 

 

Many young people manage their mental health through maintaining routines. As routines are disrupted, anxiety can increase and this can impact upon how young people cope with different situations. Many young people describe routine or specific activities as important coping mechanisms.
STRUCTURE

 

 

Young people can find it alarming that the infrastructure of their week has been abandoned, however logical the reason. The sudden end to their normal structures and interactions can lead to feelings of abandonment. Our young people need to know what they are doing now and what will come next. Lack of structure will lead to our young people becoming anxious and concentration decreasing over time.

 

FRIENDSHIP

 

 

The loss of friendship and social interaction can trigger a bereavement response in some of our young people. They will grieve for that group of peers who affirms them as the person they are and want to be. The rules of the peer group have vanished without warning.  They will mourn for how their life was compared to how it is now. They have undergone a period where friends and family members have been avoided because they were a threat.
OPPORTUNITY

 

 

Children were expecting and preparing themselves for experiences that never materialised. The sudden loss of opportunity can lead to anxiety, trauma and lack of confidence for their future pathways.
FREEDOM

 

 

 Things like not being able to participate in meaningful work, engage socially with friends and family, and move about freely will lead to feelings of sadness. Our young people will be feeling a sense of sadness about what it is they can no longer do, experience or engage with.  Unrecognised or unacknowledged grief can sometimes be difficult to process. For some, this loss of freedom will be combined with a weight of responsibility that will have made academic learning feel inconsequential.

 

Focus

Five ‘Focus’ have been identified to address key issues

These will be addressed in phases

  • Phase 1 – understanding and engagement
  • Phase 2 – recovery for the majority of children
  • Phase 3 – deep recovery for students who have further issues

 

Focus Lever Actions to be taken By When Monitoring by Impact Evidence
Relationships Friendship

To re-establish relationships across the school community and support groups for the child

 

 

 

Ensure closure with previous class teacher is resolved. Sept 20 IT/JS/JB Children feel a sense of closure and are mentally prepared to move up year groups.
Ensure a successful transition for all students with a reduced integration process. Sept 20 IT/JS/JB Children to develop a sense of belonging and regain identity in the new year group.
Support parents in monitoring and looking after children’s mental wellbeing. October 20 IT/JS/JB Parents to become more skilled in discussing well-being with children.
Structure –

To achieve a calming reassurance through restoring order and expectations

 

Celebrate success with rewards during class assemblies on a Friday. Weekly IT/JS/JB Children to gain confidence and be proud of achievements.
Introduce a safe space where students can have space/time in large form groups. October 20 IT/JS/JB/KS Children, who are struggling within peer groups well being is supported by meeting peers across year groups.

 

Focus Lever Actions to be taken By When Monitoring by Impact Evidence
Community Friendship

To re-establish relationships across the school community and support groups for the child

 

 

Opportunity

Community and school links are reinforced to establish a sense of belonging to facilitate future opportunities for positive engagement

 

Freedom –

To understand the impact that new roles and responsibilities have had on students and their family unit; provide targeted support and guidance

Build upon and embed parental engagement through social media. September 20 – July 21. IT Continued to promote parental engagement through social media.
Parental support to develop an understanding of where their child is at in their learning journey. October 20

March 21

July 21

IT/JS Inform parents with clarity about their child’s attainment and progress
Advice for parents about ways they may be able to support transition for their children. July/August 20 IT Information sheets to support parent’s anxieties and worries.
Support parents in monitoring and looking after children’s mental wellbeing.

 

All year IT/JS/KS/SA Parent online workshops to give strategies to support children’s well-being.
Staff to remain in contact with parents via email or phone. Half termly IT Parent’s have open dialogue with school and still feel a part of the community.

 

Focus Lever Actions to be taken By When Monitoring by Impact Evidence
Metacognition  Routine –

To restoring daily routines to support students to relearn and re-establish behaviour for learning skills to be engaged and effective learners

 

Structure –

To achieve a calming reassurance through restoring order and expectations

 

Freedom –

To ensure students  achieve to their full potential despite challenges / disparities that exist and they experience

Enabling students to express their experiences creatively through writing, poetry, art. November 20 IT/KE Children’s wellbeing to be enhanced due to expressing thoughts and feelings.
Engaging with music, dance or drama, to record their stories.

 

November 20 IT/KE Children can use creative ideas to express emotions.
Create a memory box to store thoughts around the experience. October 20 IT/KE Children have a memory to look back on and focus on positive experiences of lockdown.
Art as Therapy during reward time.

 

September 20 IT/KE Children’s wellbeing to be enhanced due to expressing thoughts and feelings.
Prayer spaces to be developed by Hope Church where children have a safe space to talk about their experiences. November 20 IT/VM Opportunity to talk to trained councillors about the children’s experience.

 

Focus Lever Actions to be taken By When Monitoring by Impact Evidence
Transparent curriculum Routine –

To restoring daily routines to support students to relearn and re-establish behaviour for learning skills to be engaged and effective learners

 

Structure –

To achieve a calming reassurance through restoring order and expectations

 

Opportunity

To plan for new future opportunities which provides a sense of hope

 

 

Activities are mapped to the curriculum and grouped for each

 

August 20 IT/JS/JB Children have a bespoke curriculum that is pertinent to them.
Reduced / individual timetables for children who won’t cope with a whole day at first. September 20 IT/JS Supporting our most vulnerable children so their experience of school is positive.
PSHE time-weekly updates to prompt discussion address anxieties, aid understanding.

 

September 20 IT/JS Ensure children’s social and emotional needs are being met.
PSHE delivery to have relevant links to lockdown for these students September 20 IT/JS Linking PSHE to lockdown gives children a safe place to discuss worries.
Class reflection time to reward positive behaviour. September 20 IT/JS Children to know they are being successful and making positive progress.

 

Focus Lever Actions to be taken By When Monitoring by Impact Evidence
Space  Structure –

To achieve a calming reassurance through restoring order and expectations

 

 

 

Opportunity

To reflect on the positives in their everyday life to reshape experiences and look towards a better future

Embed new routines and structures to the day.

 

 

September 20 IT Ensure children are familiar with changes and coping with new structure.
‘Mile a day’ weekly challenge-link to rewards/competition

 

September – December 20 IT Physical well-being to ensure children have opportunities to relax and de-stress.
PE sessions to be delivered by ‘Live and Learn’ to promote physical wellbeing. September – December 20 IT Physical well-being to ensure children have opportunities to relax and de-stress.
Wellbeing time to release energy and provide break from indoor learning. September – December 20 IT Reward and support to ensure children’s well-being is supported.
Resources
This is Barry Carpenter’s original think piece – https://www.evidenceforlearning.net/recoverycurriculum/

This is a link to the wordless books focused on the experience in the pandemic  – https://booksbeyondwords.co.uk/downloads-shop/beating-the-virus

This is a link to the wordless books focused on the experience in the pandemic – https://booksbeyondwords.co.uk/downloads-shop/beating-the-virus

This is a link to the Bereavement Box referred to – https://www.nurtureuk.org/our-services/publications/programmes/bereavement-box

Coleridge actions are to be based on the work of Mary Myatt and Tom Sherrington which is advocated by the EEF. Throughout all our research about the curriculum our reading has led us to take the approach of intense and time-limited support. The mission statement for this time will be:

Coleridge will provide a recovery curriculum with core knowledge and understanding which is fundamental to our children’s growth as learners. Our recovery curriculum will ensure that solid foundations are being re-laid whilst current expectations are also being met. Sessions will be fast paced and frequent with low-stakes testing informing teachers of the journey they need to take to guarantee children develop the required skills needed to be proficient and adaptable learners. At the core of the recovery curriculum is the understanding that our schools must rebuild children’s retrieval of previous knowledge and build upon this with new learning

Maths

Intent: To provide an intense and time-limited curriculum that meets the needs of all learners so they can regain confidence in their understanding of mathematical concepts and skills. Focussed assessments around what children’s prior knowledge will help shape a flexible curriculum where children have the opportunity to recap learning and be taught new content. We aim to rebuild children’s love of maths whilst restoring their knowledge and enable them to retrieve knowledge that they previously required so they have confidence in their mathematical ability.

Objective: To ensure that all learners will be taught and can recall information from objectives from the previous year that was missed or need recapping.

 

Success:

Curriculum has clear rationale and all staff work towards common goals.

All teaching will ensure at least good progress for all pupils with an increasing proportion of teaching enabling exceptional progress.

Evaluation:

Curriculum progression & skills analysis; subject monitoring (work & planning scrutinies, pupil / staff interviews, observations); end of year progress and attainment;

 

Target Actions to be taken By When Monitoring by Impact Evidence
1.1 – To develop a Maths recovery curriculum to meet the needs of all learners. Review last year’s curriculum and identify objectives that haven’t been taught or need recapping. July 20 JS/IT Staff and SLT have a deeper understanding of objectives not been covered.
Develop SOW that marries both current and last year’s maths curriculum. August 20 JS/IT Children have a curriculum that covers all the needs to ensure gaps are filled quickly.
Ensure Mastery lessons in a morning continue to develop reasoning and problem solving skills. September – December 20 JS/IT Quality Assure that staff are continuing to deliver mastery lessons to a high-standard.
Catch up lessons to be taught intensively with a scaffolded structure. September 20 JS/IT Staff have clarity of the structure of lesson and how this will impact on all learners.
Online portal developed for maths curriculum to be assessed from home for blended learning. September 20 JS/IT Online portal updated weekly so children can keep up with curriculum from home because of self-isolating or bubble closures.
1.2 -Use assessment to inform curriculum design. To develop low stakes-assessments to inform children with gaps after teaching. September – December 20 JS/IT Assessments to be analysed and help adapt teaching and identify key children in need of additional support.
Weekly Arithmetic tests to monitor children’s fluency. September – December 20 JS/IT All children to regain fluency skills and scores to increase for all children to identified personal targets.
Half-termly White Rose assessments to assess children’s understanding and inform interventions. October 20

December 20

JS/IT 90% of all children to be working at the previous attainment level prior to lockdown.
Pre-assessments and post assessments to inform weekly plans and to be tracked using spreadsheet . September – December 20 JS/IT No loss of learning as pre-assessments support and inform teachers planning.
1.3 Interventions for children that weren’t successful in recovery sessions. JS to create intervention plan based on gap analysis and recapping of learning for Autumn term July 20 JS/IT All children supported in rapid recovery of missed objectives to ensure children are given equal opportunities to catch up with curriculum.
Data analysis and Teacher Assessments informs detailed intervention plan. October – December 20 JS/IT All identified children get the support they need on specific objectives.
Work alongside NTP to ensure tutors know what children need to be taught. October 20 IT/NTP Tutors to have detailed plans to support individual children’s learning.
1.4 – Mash ups to recap prior learning. Daily Mash-up sessions will focus more on prior learning and fill gaps/ September – December 20 JS/IT Quick paced and interactive way of engaging children about learning prior learning.
1.5 – Recall of number and multiplication fact. Support staff to continue working on number and multiplication facts to embedded basic skills and understanding. September – December 20 JS/IT Weekly arithmetic tests and number and multiplication tests to take place. TT rock stars to promote home learning

Reading

Intent: To provide an intense and time-limited curriculum that meets the needs of all learners so they can regain confidence in reading with fluency whilst developing skills to answer comprehension questions effectively. Focussed assessments around what children’s prior knowledge will help shape a flexible curriculum where children have the opportunity to recap learning and be taught new content. We aim to rebuild children’s love of reading whilst restoring their knowledge and enable them to retrieve knowledge that they previously required so they have confidence in their reading ability.

Objective: To ensure that all learners will be taught and can recall information from objectives from the previous year that was missed or need recapping.

 

Success:

Curriculum has clear rationale and all staff work towards common goals.

All teaching will ensure at least good progress for all pupils with an increasing proportion of teaching enabling exceptional progress.

Evaluation:

Curriculum progression & skills analysis; subject monitoring (work & planning scrutinies, pupil / staff interviews, observations); end of year progress and attainment;

 

Target Actions to be taken By When Monitoring by Impact Evidence
2.1 – To develop a Reading recovery curriculum to meet the needs of all learners. Review last year’s curriculum and identify objectives that haven’t been taught or need recapping. July 20 JB/IT Staff and SLT have a deeper understanding of objectives not been covered.
Develop SOW that marries both current and last year’s reading curriculum. August 20 JB/IT Children have a curriculum that covers all the needs to ensure gaps are filled quickly.
Ensure whole class reading in a morning continues to develop DERIC skills September – December 20 JB/IT Quality Assure that staff are continuing to deliver Whole class lessons to a high-standard.
Catch up lessons to be taught intensively with a scaffolded guided reading structure and focus on fluency, comprehension and summarising. September – December 20 JB/IT Staff have clarity of the structure of lesson and how this will impact on all learners.
2.2 – Use assessments to inform design of reading curriculum To develop low stakes-assessments to inform children with gaps after teaching. September – December 20 JB/IT Assessments to be analysed and help adapt teaching and identify key children in need of additional support.
Bespoke half-termly reading assessments to assess children’s understanding and inform interventions. September – December 20 JB/IT 90% of all children to be working at the previous attainment level prior to lockdown.
Benchmarking to take place half-termly to ensure book bands are appropriate. September – December 20 JB/IT 90% of all children to be working at the previous book band level prior to lockdown.
2.3 – Timely and effective interventions to support children’s learning. Data analysis and Teacher Assessments informs detailed intervention plan. October – December 20 JS/IT All identified children get the support they need on specific objectives.
Work alongside NTP to ensure tutors know what children need to be taught. October 20 IT/NTP Tutors to have detailed plans to support individual children’s learning.
Epic reading competition to promote a love and thirst for reading at home. September – December 20 JB/IT Children to have a passion for reading.
2.4 – Develop effective ways of teaching phonics. Split bubbles into 2 groups so focussed RWI teaching can take place. September – December 20 KM/JB/IT Ensure children of all ability’s needs are being met.
1:1 to take place every afternoon to ensure each child is getting focussed support. September – December 20 KM/JB/IT Target key children to ensure rapid progress is made and gaps in learning are addressed.
Assessments to continue to take place each 6 weeks to monitor children’s progress. September – December 20 KM/JB/IT Monitor standards and progress in all class groups and adapt curriculum accordingly.
Additional RWI sessions to take place daily to catch up on missed section of the programme. September – December 20 KM/JB/IT Address gaps in learning that has previously developed and ensure these are reduced rapidly.

Writing/EGPS

Intent: Intent: To provide an intense and time-limited curriculum that meets the needs of all learners so they can regain confidence in their understanding of composition skills and use grammar, punctuation and vocabulary choices effectively. Focussed assessments around what children’s prior knowledge will help shape a flexible curriculum where children have the opportunity to recap learning and be taught new content. We aim to rebuild children’s love of writing whilst restoring their knowledge and enable them to retrieve knowledge that they previously required so they become confident writers once again.

Objective: To ensure that all learners will be taught and can recall information from objectives from the previous year that was missed or need recapping.

 

Success:

Curriculum has clear rationale and all staff work towards common goals.

All teaching will ensure at least good progress for all pupils with an increasing proportion of teaching enabling exceptional progress.

Evaluation:

Curriculum progression & skills analysis; subject monitoring (work & planning scrutinies, pupil / staff interviews, observations); end of year progress and attainment;

 

Target Actions to be taken By When Monitoring by Impact Evidence
3.1 – To develop an EGPS and Writing recovery curriculum to meet the needs of all learners. Review last year’s EGPS curriculum and identify objectives that haven’t been taught or need recapping. July 20 JB/IT Staff and SLT have a deeper understanding of objectives not been covered.
Develop SOW that marries both current and last year’s EGPS curriculum. August 20 JB/IT Children have a curriculum that covers all the needs to ensure gaps are filled quickly.
Ensure Novel study in a morning continues to develop composition and grammar September – December 20 JB/IT Quality Assure that staff are continuing to deliver novel study lessons to a high-standard.
Catch up lessons to be taught routinely and to focus on stamina and quality of writing. September – December 20 JB/IT Children to start to write more confidently at length.
Catch up lessons to be taught intensively with a scaffolded EGPS structure and focus on EGPS objectives. September – December 20 JB/IT Staff have clarity of the structure of lesson and how this will impact on all learners.
3.2 – Use assessments to inform design of EGPS and Writing curriculum To develop low stakes- EGPS assessments to inform children with gaps after teaching. September – December 20 JB/IT Assessments to be analysed and help adapt teaching and identify key children in need of additional support.
Bespoke half-termly EGPS assessments to assess children’s understanding and inform interventions. October 20 JB/IT 90% of all children to be working at the previous attainment level prior to lockdown.
2 independent writing opportunities in the first half term and assess accordingly. September – October 20 JB/IT 75% of all children to be working at the previous attainment level prior to lockdown.
EGPS pre-assessments to inform weekly plans September – December 20 JB/IT No loss of learning as pre-assessments support and inform teachers planning.
3.3 – Timely and effective interventions to support children’s learning. Data analysis and Teacher Assessments informs detailed intervention plan. October – December 20 JB/IT All identified children get the support they need on specific objectives.
Work alongside NTP to ensure tutors know what children need to be taught. October 20 IT/NTP Tutors to have detailed plans to support individual children’s learning.
Expressive writing programme to developed children’s writing skills September – December 20 JB/IT Children to be able to write expressively and at length.

EYFS

Intent: To provide an intense and time-limited curriculum that meets the needs of all learners so that they are able to regain confidence and are able to demonstrate the Characteristics of Effective Learning in order to be successful in their learning of all areas. Focussed assessments around the children’s prior knowledge will help shape a flexible curriculum where children have the opportunity to recap learning and be taught new content through adult-led direct teaching, well planned and purposeful continuous provision and interventions. We aim to rebuild children’s love of learning whilst restoring their knowledge and enable them to retrieve knowledge that they previously required so they have confidence in their ability in all areas.

Objective: To ensure that all learners will be taught and can recall information from objectives from the previous year that was missed or need recapping.

 

Success:

Curriculum has clear rationale and all staff work towards common goals.

All teaching will ensure at least good progress for all pupils with an increasing proportion of teaching enabling exceptional progress.

Evaluation:

Curriculum progression & skills analysis; subject monitoring (work & planning scrutinies, pupil / staff interviews, observations); end of year progress and attainment;

 

Target Actions to be taken By When Monitoring by Impact Evidence
4.1 To develop an EYFS curriculum that meets the needs of all learners. Review gaps in knowledge, in particular in the FS2 children and identify objectives or skills that haven’t been taught in FS1 or need recapping. September 2020 AW/ IT Staff and SLT have a deeper understanding of objectives/ skills not been covered.
Develop a curriculum that both fills gaps and recaps prior learning as well as building on new learning. September 2020 AW/ IT Children have a curriculum that covers all the needs to ensure gaps are filled quickly.
Support children to develop the Characteristics of Effective Learning through the use of ‘Learning Monsters’. September- December 2020 AW/ IT Children will understand the learning behaviours and will aim to be like the Learning Monsters and therefore demonstrate the characteristics of effective learning.
Support the children to settle back into school well by having extra circle times with a PSED focus. September- December 2020 AW/ IT Children will settle well into school and will recap PSED skills to ensure they are ready to learn.
4.2 – Use assessments to inform design of the EYFS curriculum and to influence planning. Baseline assessment to be completed in September during the first 3 weeks to identify children’s starting points. September 2020 AW/ IT Baseline assessments to be analysed to adapt teaching and identify key children in need of additional support.
Baseline assessment to be used to identify areas of learning to target through teaching and provision. September 2020 AW/ IT Data from baseline assessments will be used to identify weaker areas of learning and lots of opportunities to develop in these areas will be provided in provision.
Ongoing assessments carried out and recorded on Tapestry to track progress and identify gaps. September- December 2020 AW/ IT Planning for teaching and provision will be planned according to the ongoing assessments carried out daily to teach to the children’s gaps.
4.3 Interventions for children that need support to catch up. Data analysis of the baseline assessment and ongoing observations informs detailed intervention plan. September- December 2020 AW/ IT All identified children get the support they need on specific objectives/ skills.