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Davyhulme Primary School, Davyhulme

Recovery Curriculum Documents

Recovery Curriculum 2020

Our Recovery Curriculum – Davyhulme Primary School


As a school, we have been thinking carefully about what a curriculum should look like for our children when they return after the school closures, brought into action following the Covid-19 pandemic. Nobody quite knows how adversely affected our children have been by the absence of the daily routine which school provides. From the evidence available, we can assume some will have felt acutely the anguish caused by the lack of social interaction, or feel loss from not being able to undertake the informal rituals of school life – the missed school journey, the missed Leavers’ Assembly or end of year production. As a school, we must acknowledge that there have been big losses to our children as they stayed at home, and that these losses can contribute to pupils’ 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. As a school, we are also very mindful of the impact this pandemic has had on our children’s attainment and progress.

Therefore, as we support all of our pupils as they return to school in September, our attention shifts as much towards helping children come back to us and each other as it does towards considering the formal curriculum. Our recovery curriculum needs to balance how to learn best with what to learn. Barry Carpenter has led much research on what a recovery curriculum should consider and below is a summary of his findings:

Lever 1: Relationships – we can’t expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.

Lever 2: Community – we must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this time, understand the needs of our community and engage them in the transitioning of learning back into school.

Lever 3: Transparent Curriculum – all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting and co-constructing with our students to heal this sense of loss.

Lever 4: Metacognition – in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to reskill and rebuild their confidence as learners.

Lever 5: Space – to be, to rediscover self, and to find their voice on learning in this issue. It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations.


There is a phased approach for our recovery curriculum. During the initial stages, the focus will be on recovering children’s relationships with school, with the emphasis very much on pupils’ well-being.

The second phase will include gradual implementation of the curriculum, closing the gaps in learning and consolidation, followed by moving on to new learning.


Supporting our children to:

Build Positive Relationships With Others

Supporting our children to:

Manage Their Feelings & Behaviours

Supporting our children to:

Enjoy School & Make Excellent Progress

Supporting our children’s:

Physical Health & Well-being

Many of our children will require support to rebuild their strong relationships they once had in school. They may need to re-learn how to interact in class, take turns and share, problem solve, seek help from an adult when it is needed and know which adults help and keep them safe when they need them.

We believe that many of our children will experience emotions & feelings that they may not have had in the past. Our recovery curriculum will support pupils to relearn the positive behaviour they may have forgotten outside the school environment and we will equip children with self-regulation strategies to help them feel safe and calm.

We wish for all of our children to experience once again the many moments of success and achievement in school. This learning will be within our children’s abilities and sits alongside an understanding that potential trauma experienced by our children during the school closure may impact on our children’s ability to learn in the near future.

We recognise that many of our children will need to re-engage with physical health and well-being routines, whilst also learning new routines to keep themselves, and others, safe. As a school, we have introduced many safety measures and rules/routines which children must adhere to. We will take the time to explain these changes to our children and  the reasons for them.

Our curriculum will:

·       Build in opportunities to develop turn taking and sharing.

·       Provide children with independent learning opportunities to develop joint play.

·       Ensure adults build in opportunities for rebuilding relationships.

·       Build in PHSE opportunities to explore which adults in school keep us safe, and how they do that.

Our curriculum will:

·       Be built around clear routines and communication for all children.

·       Build in opportunities for children to express themselves & share their experiences during school closure.

·       Make use of clear behaviour expectations, focused on our Behaviour Policy.

·       Build in tools to support children in communication, such as Circle Time and mindfulness sessions.

Focus on our Core Values.

Our curriculum will:

·       Provide structured sessions which are familiar to our children (e.g. phonics, Maths, Guided Reading).

·       Provide opportunities for our children to engage in some independent learning.

·       Make use of resources which are children are familiar with.

·       Recognise that learning will only take place in an environment where our children feel safe, secure and happy.

Our curriculum will:

·       Include sessions which explore how school life and the learning environment is different to how it used to be.

·       Seek to teach children explicitly about hand washing and good hygiene.

·       Ensure all children are clear on the new expectations in school and know where to go if they have any questions/concerns.


Aim: To re-establish routines and expectations.


Actions Needed

Success Criteria

1.Re-establish routines:

Recognise that it may be more difficult than anticipated to re-establish routine.

·      This goes beyond school routines:

·      e.g. daily life routines for staff and children such as sleep and getting up.

·      The issues associated with the beginning of a new term will be magnified.

·      Leaders may have to allow for a period of adjustment.

·      However, there are many benefits in re-establishing these routines for staff, children and parents.

·      Getting ‘back into the swing of things’ will need to a priority.

·      Be ready for many children feeling tired in the afternoon.

·      Aim to get back into a regular routine as quickly as possible.

·      The vast majority of children feel more secure when routines are set, and they know what is expected of them.

·      Recognise that some families may struggle with getting back into the swing of things – school should acknowledge this and offer support where needed.

·      Provide more open type activities in the afternoon so adjustments to the timetable may be needed.

·      The school is back to its normal working routine in a very short time (well within the first half term).

·      Children respond well to the routines that have been set for them.

·      There are few, if any issues, which can be associated with a return to school.

·      Staff are very much back into routines also and this is helping the children to settle.

·      Staff have dealt with children from families that are struggling to get back into the swing of things.

·      Adjustments made to the afternoon timetable have helped children to settle.

2.Re-establish expectations:

To recognise that different people will have had very different experiences during the lockdown period.

·      Some will have been in school throughout (including senior leaders).

·      The majority of children will have been at home – all having had different experiences.

·      For some, it will take time for them to re-establish and re-learn the expectations of the school, particularly learning and behaviour.

·      Learning involves much practice and children will be out of practice in this respect.

·      Ensure that behaviour expectations are re-established as quickly as possible:

·      Golden Rules, Rewards and Sanctions

·      Assertive Discipline

·      Link to our Core Values

·      Remind children (and staff) about how they speak to each other; how they treat each other and the expectations with regards to attitudes.

·      Teachers need to find the time to talk to their class daily to remind them of these expectations.

·      However, much emphasis should be placed on the school being a safe environment and that our pupils are loved and cared for.

·      Place much emphasis on respecting each other.

·      Aim to re-establish the culture and ethos that existed before.

·      Once this is established, place much emphasis on attitudes to learning.

·      Patterns of behaviour have been re-established and the school’s expectations with regard to behaviour have been adhered to.

·      Children are polite and caring and aware of how words can hurt.

·      Staff are careful about the way they approach potentially difficult situations and take extra care with the words they use.

·      Children know what is expected of them and the feel cared for.

·      There have been additional activities organised aimed at helping children to be kind to each other and to listen to each other (e.g. Circle Time).

·      Everyone believes that the school is the same place that it used to be.

·      Attitudes to learning are very positive and much in line with what they used to be.

3. Re-building Relationships:

It is important that re-building relationships will be a key factor in a successful return to school.

·      .We need to be aware that this will not happen overnight.

·      Staff need to give themselves time and work at being kind to each other.

·      Accept that most children will have spent months in the company of only their parents and could well struggle to separate for a while.

·      Many of our pupils are unlikely to have played with friends where they have had to compromise and may find following rules difficult.

·      Ensure that all playing is supervised and scaffolded.

·      Remind children how to play together – factor in structured play to model this.

·      Always take time to remind the children how we do things at Davyhulme Primary School, helping them to regain their identify and the culture and ethos that comes with it.

·      Talk about ‘living our values’ everyday.

·      Use rewards to praise to positively promote the characteristics we want to see.

·      Emphasise to all staff, particularly Midday staff, that they will have to be patient with some children who may have reverted back to more childish/inappropriate behaviour.

·      After an initial period of support, children are back into the swing of things with regard to playing at break and lunchtimes.

·      Children demonstrate consideration for each other during play.

·      Rewards have been established and are used sensitively and correctly,

·      Staff demonstrate patience when some aspects of playground and lunchtime play have not gone according to plan.

·      Children speak with respect with one another.

4.To take into account those children who are worried about returning to school:

·      Many children will be looking forward to returning to school, but many will find being around people difficult, frightening and even overwhelming.

·      This will especially be the case as we move quite rapidly from social distancing to a return to school – 70 in a bubble.

·      Many children will be overwhelmed by the implicit message that other people could be dangerous to their health.

·      Many pupils will not have experienced other people apart from their immediate family being in their personal space.

·      The daily life of school, with its hustle and bustle, could be difficult for some.

·      Be aware that some pupils may have sensory issues and anxiety about the proximity of others physically.

·      Be aware of the sensory issues, especially when moving around the school.

·      Lunchtime is a potentially key time to consider.

·      Be aware of the need for a quiet space for individuals who may need it.

·      Ensure we have such spaces dedicated around school/on the playground.

·      As most children have not been in crowded rooms for some time, some may find the classroom overwhelming. Keep noise levels as low as possible.

·      Teachers should remind children of the quiet spaces/zones of regulation that have been created.

·      Movement around the school is calm and well ordered.

·      Lunchtimes are also orderly with greater levels of calm evident.

·      Quiet spaces have been established both in and out of the main building.

·      There are quiet areas established for children to access during playtimes.

·      The noise levels in classrooms are kept low.

·      Very few, if any, children mention that they are unsettled because of noise levels around the school.

5. Separation Anxieties

The vast majority of children will have become used to being with their parents for extended periods.

·      Even for the children who are excited to come back to school to see their friends, this could be a source of potential anxiety.

·      There will be some children show will struggle with this separation and experience anxiety.

·      Children may well worry about their parents going to work, either as a key worker or those returning after lockdown.

·      Most children separate from their families quite easily, but there will be a few who did not, even before this lockdown period.

·      Staff are likely to know the most vulnerable in this respect, however these numbers may now grow.

·      Talk to  children to reassure them regularly:

Ø  It is perfectly okay to miss family.

Ø  It is perfectly okay to not want to be surrounded by lots of people.

Ø  It is okay not to want to get back to formal learning once more – this may take some time.

·      Use Circle Time to plan to talk about these feelings.

·      Use a range of picture books on this theme – emotional literacy.

·      Staff should constantly reassure children that their parents are safe.

·      Some parents may need additional reassurance that their children are safe and happy in school also.

·      Children to not feel anxiety about being separated from their families.

·      The regular talks/Circle Time sessions have helped anxious pupils to come to terms with being away from their family members.

·      Children know they can talk to a member of staff when/if they feel insecure.

A reduction in periods of anxiety experienced by some pupils.

6. School Uniform

To recognise and acknowledge that children will have grown during the time of lockdown, and many uniforms may no longer fit them.

·      This will be a major issue if there is a short notice given for the return.

·      The situation could well be exacerbated by financial issues faced by parents during lockdown.

·      Schools need to be sympathetic and may have to relax some of their rules regarding school uniform.

·      There may be issues with the supply of uniform from our uniform supplier – parents may have to wait longer than usual for their orders to arrive. Allowances should be made for this.

·      Children need to be welcomed back and not chastised for not wearing the appropriate uniform in the initial return phase.

·      Welcome all children back with, or without, appropriate uniform.

·      It is important that this message is shared with parents.

·      Give a sensible time limit for parents to get the uniform situated sorted.

·      Relaxation of some of our uniform rules – e.g. trainers should be worn so that children can do P.E. at any time.

·      Where parents are struggling financially, schools to provide uniform – e.g. pre-loved uniform organised by PTA.

·      Be aware of Pupil Premium/LAC pupils – use PP Grant to fund uniform if necessary.

·      There is an acceptance that uniform regulations have been relaxed for a given period.

·      Parents have found the school approachable when they have had issues about replacing their children’s uniform.

·      Financial support/assistance with sourcing pre-loved uniform has been provided for those parents who are in need.

·      Any additional funds have been allocated appropriately with needy families given priority.

Aim: To recognise children’s different experiences during lockdown


Actions Needed

Success Criteria

1.  Home Learning or not.

It is inevitable that some children will have been doing a great deal of home learning whilst others may have done very little, or none at all.

·      Acknowledge that there will be children who have spent every day, including the holidays, engaged in formal learning activities and have completed every piece of work set by the school.

·      Equally, there will be children who have not engaged in any focused learning activity.

·      The vast majority of children will be somewhere in between.

·      It is important that teachers respond to what children have done, not what they were expected to have done.

·      There is a need to be aware that many children will have forgotten much of their learning.

·      Some children may well have been a carer for a sick relative or dealt with grief.

·      This learning and possible trauma is not on the curriculum, but will be a key to who are children are and what support they need as they return. A relentless focus on ‘catching up’ and ‘plugging the attainment gap’ is not helpful to our pupils. Their social/emotional needs and well-being must be our priority.

·      Whilst it is important to get a sense of where children are in their learning, there will be a need to assess informally and not subject our pupils to formal tests, and the stress that comes with these, as soon as they return to school.

·      We must stand strong on this action and not bow to inevitable pressures put on schools in terms of accountability.

·      Building relationships will need to be prioritised – e.g. through Circle Times, focus on our Core Values, assertive discipline, use of metacognition strategies etc.

·      Put energy into celebrating and valuing what children have achieved.

·      Build in time for children to share their experiences of lockdown, including providing them with a chance to showcase the learning they did at home.

·      In this way, there is room for celebrating the learning that children did that is not part of the curriculum.

·      Help teachers to recognise that many children will not have done what had been set for them, and that some children will have been through trauma.

·      Ensure all staff are aware of our focus on pupil wellbeing and do not feel pressured into raising pupils’ attainment in the initial stages.

·      Teachers have a good idea of which children will have done much learning at home and those that have not.

·      No formal testing has taken place.

·      Children have had opportunities to talk about what they did during lockdown.

·      Good relationships at all levels have been re-established.

·      There have been opportunities for children to show what they did, especially the more practical elements of home learning.

·      There has been a strong sense of celebrating the learning children did at home, with very little talk about what children did not do.

·      Teachers have been relaxed about aspects of learning that children did not cover.

2.  Access to learning at home:

To acknowledge that children will have had different access to learning during the lockdown.

·      For some, they have parents who have been able to take on the role of ‘teacher’ and oversee the home learning

·      For others, there may be a whole range of issues impacting  on their ability to learn at home:

Ø  Space to work

Ø  Parents’ commitment to home learning

Ø  Parents’ skills

Ø  Parents’ interest

Ø  Access to online facilities

Ø  Access to space to learn

Ø  Many parents will also have had to have worked from home during this period.

·      Older children will have been able to be more independent as learners, and this may well be helpful, especially for Upper KS 2 pupils.

·      I pads were sent out to some families who made it known that they couldn’t access Seesaw due to lack of devices.

·      In some cases, paper copies of work were sent home to pupils who could not access Seesaw.

·      Teachers/TAs to make phone calls home to ‘check in’ with parents/pupils and to identify any barriers to accessing home learning/social & emotional needs.

·      Some, or many, children may feel they have missed out on learning and may be anxious or stressed as a result.

·      It is important to acknowledge that this has not been the children’s fault.

·      It is also important to celebrate the learning that many children did.

·      It is also important to acknowledge the experiences (learning) of other children (even if it is not related the learning set).

·      Look for examples of children who have shown resilience, patience and kindness at home.

·      Be careful not to discriminate against children who have not been able to do much work online.

·      Teachers have accepted what children have done without any reprimand.

·      Teachers have been able to talk individually about what they did achieve and how much of it they can still recall.

·      Teachers have a good idea about gaps in learning and have made adjustments accordingly, without putting children, or themselves, under pressure.

·      There have been opportunities for children to showcase their learning.

·      Credit has been given to children who showed characteristics such as resilience, patience and kindness.

·      Teachers accept that many children did not have online access.

3.  To acknowledge children’s different experiences during lockdown.

·      Clearly, there will be a great difference in experience for those children that attended school and those that did not during lockdown.

·      Do not assume that those who did attend school will be in a better position than those that did not – we need to remember that these are often some of our most vulnerable families.

·      We must consider that it may in fact be more comfortable for these children with limited social distancing, attending school and not worried about ‘catching’ something more than the children who have stayed at home for months, constantly being reminded they can’t go outside.

·      The children may have had very different messages and experiences, but not necessarily academically different.

·      Make use of the children who were at school to relay the message that school is a safe place.

·      Use their experience to highlight to children that it as safe as we can make it in school as we wash our hands, keep some distance, avoid mixing bubbles and use a tissue to sneeze or cough.

·      The children who have been in school throughout lockdown will be proof that school is  a safe place to be and we can use them as the example, which will be lovely for them as they may feel hard done by for having to go into school.

·      Celebrate their achievements with going to school and keeping safe.

·      These children could be used to model to others how they kept safe, but still had a chance to play and learn.

·      All children have been reassured that school is a safe place.

·      Children that were at school during lockdown are able to set good habits about washing hands and keeping a safe distance.

·      Children who were at school are used as models and made to feel important.

·      Opportunities have been made for children who were at school to keep in touch with new friends they made in other year groups.

·      The children who did attend school have been able to relay information about being safe, but still being able to play and enjoy life.

Aim: To focus on the Curriculum (implement a Recovery Curriculum and address gaps in learning in a sensitive and nurturing manner)


Actions Needed

Success Criteria

As we are following a very prescribed curriculum, there will be a need to consider how we are going to make adjustments to reflect gaps in learning.

·      The maths and science curriculum are presented on a year by year basis, and adjustments will have to be made for the loss of learning during lockdown.

·      For English, reading must be the main focus. However, it may be slightly easier to close the gap because the English curriculum of the National Curriculum is outlined in two-yearly blocks.

·      For the foundation subjects, adjustments can be made over a longer time, with learning being spread over a longer period.

·      Subject leader for Mathematics to work with SLT to identify potential gaps in learning.

·      Subject leader for Mathematics to work with SLT to make necessary adjustments, e.g. fraction work for Year 3 to be combined with fractions work in Year 4.

·      Subject leader for Science to work with SLT to identify potential gaps in learning and to decide how best to close the gaps in learning e.g. combine plans work for Years 2 and 3.

·      English subject leader to carry out  a survey across the school to consider which elements of learning has been missed and then put forward suggested adjustments for moving forward.

·      Leaders of foundation subjects to consider which topic areas have been missed and to assess if these can be visited through other topics later in the key stage.

·      A closing the gap plan has been established and presented to staff for both Mathematics and Science.

·      All teachers are comfortable and confident with the adjustments made in Maths and Science.

·      English leaders have carried out their surveys and have made adjustments needed.

·      The History and Geography subject leaders have considered where adjustments need to be made and have presented their findings to staff.

To focus on Reading:

·      Reading is the foundation for all learning and we cannot afford to let children miss out on reading regularly.

·      This is particularly the case for younger children who are at the point of becoming independent readers.

·      It is also important for older children with regard to their reading fluency.

·      However, in reality, there will be those children that will have read regularly (daily) and others who will not have read at all during the lockdown.

·      The length of lockdown will inevitably mean that some parents may not have been able to keep up the regular support their child/ren need

·      Children may have gone from regular phonics input to little or no input.

·      We have not been able to send out home reading books during lockdown period.

·      With younger children, in phonics groups, there may be a need to reassess where they are as quickly as possible and provide programmes to help and support them to get back to where they were and be in a good position to springboard on from there.

·      It may mean that for a short period, leaders may need to recommend additional phonics sessions for those that have slipped backwards.

·      English subject lead will need to extend online subscription to Oxford Owl to enable pupils to access a greater number of e book titles.

·      There may be need to introduce an additional ‘quiet reading time’ for older, independent readers to help them get back into the swing of regular reading.

·      Ensure that children carry out research which requires them to read to obtain the information they need.

·      Ensure that daily read of class novel (ten minutes) is taking place – this is a non-negotiable and must be ring fenced.

·      Ensure that the explicit teaching of reading strategies is taking place through whole class guided reading activities following ‘Book Talk’ format.

·      Children have been placed into appropriate phonics groups.

·      Catch-up programmes have been successfully implemented by staff.

·      Where needed, additional phonics sessions have been organised to support those pupils who have been identified in need.

·      Additional quiet reading periods have been established for older pupils.

·      The school has extended our online subscription to Oxford Owl website, so that children can access a wider variety of ebooks.

·      Robust systems are in place for monitoring reading at home on Seesaw.

·      Children are being directed to carry out more research which involves reading.

·      The book mark incentive scheme is used to reward reading at home.

·      Reading aloud to the class is prioritised with staff choosing books that grab children’s interest.

Aim: To safeguard our pupils.


Actions Needed

Success Criteria

1.To recognise different types of abuse:

Domestic Abuse

·      We will need to be vigilant about children who have experienced abuse during lockdown as we know that there has been a significant rise in domestic abuse during the period.

·      It is important that we are alert to children who may not have come under the radar before and be aware that some may have suffered significant harm during this time.

Online Abuse

·      Some children may have experienced threats and possible abuse online. Exposure to harmful images may well have increased.

Online  Bullying

·      As children have moved more of their social lives online, we need to be aware of increased risk of online peer to peer abuse.

·      It is important that during the first half term back at school that we provide more opportunities for children to talk about their experiences – e.g. during Circle Time, nurture groups, 1 to 1 discussions with pastoral lead for identified pupils etc.

·      It is also important that every school ensures that there is a high focus on creating a safe environment.

·      Create ‘safe spaces’ for children to talk about their experiences if needed.

·      Ensure that all children have access to ‘trusted’ adults who are trained to listen and are able to respond effectively.

·      All staff, on their return to school, should have received safeguarding briefing on how to respond to disclosures.

·      Be aware that it may take some children a long time to disclose or reveal any abuse.

·      Some, may be revealed through changes in behaviour and other indicators.

·      Do not assume that poor behaviours is associated with just being back at school.

·      Children have been able to talk with a member of staff that they feel comfortable with about any issues that concerns them, if needed.

·      Systems are well established to deal with issues of disclosures.

·      Safe environments have been established as a matter of priority.

·      Safe spaces have been established for children so that they feel comfortable about talking.

·      All staff have received a safeguarding briefing when they returned to school, so they are very alert to certain issues.

·      Staff are aware that some children may take longer than others to disclose important information.

·      Staff are alert to any changes in behaviour by individual pupils.

·      Staff are aware that poor behaviour may not just be linked to the return to school.

2. To be aware that some of our pupils may have experienced bereavement or serious illness.


·      It could well be that someone in our setting may have died and it is important to be honest with children about this.

·      Others may have moved on – house move, job move, parents deciding to continue home education etc.

·      It is important that we do not allow children to create rumours or to be led by inaccurate information on social media.

·      We need to aware that any illness to family members, friends or peers will become a greater source of anxiety.


·      As a school, we are transparent about any changes that have occurred. This can be within class settings or during socially distanced assemblies.

·      If children have moved schools, ensure that the school body recognises this by wishing them luck, allowing children time to say goodbye.

·      Focus on the excellent work of the NHS and how they have helped people to recover from their illness.

·      Talk about ‘clapping for carers’ and the fundraising that has taken place.

·      Ensure key members of staff are ready to meet the needs of any individuals who have experienced a loss or have abnormal fears.

·      Provide staff members and school community with access to outside resources that can help (see links).

·      Provide children with access to child friendly literature on bereavement – e.g. book shared on website.

·      Children know about any changes that have occurred to staff and to children in various classes.

·      Children who have moved to different schools have been contacted and good wishes have been sent to them.

·      Much talk has been happening ab out the NHS and the excellent work they have done.

·      Children have had opportunities to talk about what they did to celebrate the NHS work (rainbows and clapping).

·      The NHS has been used as an example of gathering strength from adversity.

·      Staff are in  a strong position to support any individual or has lost a close member of their family or a friend.

Aim: To help children with special needs to settle back into school life.



Actions Needed

Success Criteria

To recognise that the impact of all the identified issues will be even greater for children with special needs.

·      We need to have an awareness that  their learning will have been impacted, as well as issues of not being in school, managing change, routines and anxieties.

·      There are likely to be issues with managing transition into school.

·      This will be compounded if there is also a change of setting.

·      For most of our SENAS pupils, the biggest hurdle will be that of managing expectations of behaviour, establishing routines once more and reassuring them that everything is okay.

·      Visual timetables should be used daily to reassure pupils what the day will look like.

·      Excellent behaviour management needs to be in place using positive reinforcement as many pupils may well have forgotten how to behave (shouting out, talking over each other, poor language etc.).

·      Teaching assistants will be made available to work with children who are struggling emotionally.

·      Accept it may take a few weeks to re-establish routines and appropriate behaviour. Patience is needed..

·      Children with special needs have returned to school and settled down into familiar routines.

·      Children with special needs feel safe and are happy to be back at school.

·      There are few issues related to behaviour.

·      Excellent behaviour management strategies have been re-established.

·      Where children have struggled, they have been identified quickly and helped by support staff so that they settle back quickly.

·      Staff have been patient and recognised that for some children, it has taken a long time for them to settle once more.

·      Children know what is acceptable and what is not – a clear and consistent system of golden rules, rewards and consequences is in place.

Aim: To prioritise staff wellbeing and to ensure that support is in place for staff, if needed.


Actions Needed

Success Criteria

As a school community, we will need to support all staff, including those who have experienced loss and trauma.

·      We need to allow ourselves time to rebuild and reform our school communities.

·      We need to recognise that some staff have been providing home learning tasks whilst also home-schooling their children.

·      Staff have also been providing (and giving feedback) on home learning, whilst also teaching key worker pupils all day.

·      Some staff could be coming back to work both physically and  mentally tired.

·      Some staff will have been in school without a proper break, whilst others have worked almost exclusively from home.

·      Many staff members may have worries about member of their family and friends.

·      We need to acknowledge that staff may feel anxious and worried about returning to work and feel that they are putting themselves, and their families, at risk by working with large classes and interacting with different learning bubbles.

·      There could be staff who will find it difficult to pick up from where they were.

·      Staff need to be aware of the stress and pressures that headteachers have faced and need to be considerate as well.

·      Many headteachers have had to make some very difficult decisions and have had to respond to a range of government guidance. This has not always been popular with some parents.

·      There is a role for governors to support staff.

·      Governors will need to focus on the wellbeing of staff over the first half term in particular.

·      The hard work and dedication of staff during the period of lockdown should be acknowledge and recognised by Governors.

·      Staff Inset on first day back will focus on wellbeing of staff and pupils – offer time to reflect on the period of lockdown and to acknowledge the valuable contribution that the majority of staff made.

·      Acknowledgment  of the ‘silver linings’ achieved during lockdown – e.g. greater staff interaction and support, a  positive feeling of making a valuable contribution and making a difference, the opportunity to have time to talk to our pupils and to get to know them better etc.

·      Staff meeting should focus on wellbeing of staff – e.g. opportunities to offer honest feedback about how things are going both positive and negative. Suggestions for improvement are listened to and taken seriously by SLT. Measures are taken to reduce staff work load – e.g. reduced expectations for marking and feedback, greater use made of Seesaw to work smarter, not harder.

·      Try to move any expectations beyond the school day – e.g. no taking books home to mark, try to leave the premises by 4.00 pm etc.

·      Encourage staff to go home and focus on their family.

·      Do not add to teachers’ workload by expecting too much in relation to assessing subjects.

·      Instead, focus on children’s wellbeing and social and mental health.

·      Talk through the curriculum with staff what subjects need greater emphasis.

·      Focus on our Core Values – staff and pupils.

·      Make time for staff to talk to SLT about their personal situation, if needed.

·      Remind staff of any internal support plan/system that is in place.

·      The focus should be on assessing children’s wellbeing and creating a healthy environment to enable children to be reading for learning. All staff should be aware of this shared vision.

·      Governors have played a significant role in supporting staff as they return to ‘normal’ routines.

·      Staff should feel appreciated and valued by Governors – this should be shared.

·      Staff are clear that their focus is children’s wellbeing and they do not feel pressurised into providing reports or monitoring lessons.

·      Governors and SLT accept that checking data is not the priority and have not pressured staff to provide information related to academic progress.

·      There has been a strong focus on creating a happy, healthy environment for staff and pupils.

·      There has been an acceptance that certain routines have had to be changed for the sake of children and staff.

·      Staff feel valued and safe.