Lady Elizabeth Hastings

Lady Elizabeth Hastings

CE VA Primary School

  1. Key Information
  2. Covid Information
  3. Supporting Return and The Recovery Curriculum

Recovery Curriculum

We have been thinking about what our curriculum might look like for children in this next phase of school and have used research and guidance from key professionals to support the shaping of our offer.

 

LEH's  “recovery curriculum”  acknowledges that there have been big losses to children as they have stayed at home and that these losses can contribute to pupil’s mental health with anxiety, trauma and bereavement playing a large role. Children will perhaps have experienced these aspects all at once and in a sudden and unplanned fashion which can leave children feeling vulnerable. Equally whether we have intended to or not, children will be have been exposed to adults who are anxious and may not be acting in their normal way or maintaining the normal routines which they are used to.

 

To help us support children with this, our recovery curriculum will focus on four areas.

 

1. Building co-operative relationships
Aims Actions

To support pupils to rebuild relationships and re-learn how to interact and build relationships with others including sharing, turn taking, greeting and interact with others positively while playing alongside and with peers.

To support pupils to respond to familiar and new adults, seek adults to help, support and comfort when needed, knowing which adults help and can support keeping safe when needed.

  • Independent learning to nurture parallel and joint play.
  • Turn taking games and activities.
  • Sharing games and activities.
  • Intensive interaction opportunities using call and response games and songs.
  • Time where adults can give sole attention to pupils 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.

 

2. Managing Feelings and Behaviour
Aims Actions

To support pupils to understand their emotions and feelings and begin to process the experiences they have had.

To support pupils to relearn some positive behaviour which they may have forgotten being outside of the school environment.

To support pupils to engage with self-regulation strategies and tools which help them to feel safe and calm.

To support pupils 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.

  • There will be clear routines which are supported by visuals and clear communication which may include use of visual timetables so pupils know what is happening each day and at each part of the day. Some structures and boundaries may be different in school because of covid safe measures and processes related to this so some tools 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. We will also be using therapeutic tools to support pupils in communicating with us such as building in regular circle time, therapeutic play times, tools like sunshine circles and use of comic strip conversations.
  • There will be regular sessions where we explore and express emotions through what’s in the box using zones of regulation, using zones of regulation to open up discussions about emotions and circle time which will support pupils to explore their feelings as well as modelling processing and talking about feelings and emotions linked to this experience.
  • 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. In addition there will be lots of opportunities for pupils 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.

 

3. Enjoyment and Achievement
Aims Actions
To supporting pupils to build upon times where they feel success and can engage in times 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 or change, their abilities to learn new concepts and be challenged is less. Pupils often use schema's of learning which they are familiar to explore when processing events in their lives and planned provision will focus on what is familiar. 
  • We will use familiar curriculum type sessions that pupils will be used to that provide children with experiences that feel like “the norm”. Using what we know about schematic learning and how children process, this will look like familiar structured sessions in pupils day and opportunities to engage in play opportunities. We will be providing enjoyable activities which provide children with “fun” so that they can rejuvenate with positive endorphins and want to engage.
  • Assessment will be formative in the first instances through observation and quizzes so learning can be appropriately pitched to link 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 them having a broad range of opportunity, experience and fun.

 

4. Physical Health and Wellbeing
Aims Actions

To supporting pupils to re-engage with physical health and well being routines as well as learn new routines which will support them to keep safe and enable infection control. This will include hand washing, social distancing (when appropriate), understanding of new school routines as well as supporting them with their personal care and tolerating differences in these routines.

To 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

  • We will be planning in lots of time where children are able to explore and re-investigate their environments to become familiar with what might be different (i.e. one way systems in school, different markings in school, different access to resources in the classroom, some rooms which are closed) and understanding these differences will be supported with social stories, photos and pictures.
  • Learning in supporting pupils' physical health and well being 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, where appropriate.
  • Catch it, kill it, bin it messages.
  • Health and hygiene sessions focusing on washing, being independent and looking after yourself.