Full Re-opening September 2020
Addressing the Impact on Children of COVID19 School Closures
This is a key priority for both our schools at present and will continue to be in the coming year and beyond. As a Federation we are taking a clear evidence led strategic approach to planning and delivering this support.
We are pleased to have been able to offer places to all children in the identified Year groups of Reception, Year 1 and Year 6. We have maximised the capacity of groups to welcome back as many children in school before summer as we are allowed to. We continue to provide support for children learning at home.
We strongly believe in the need for a graduated approach that can be responsive to each individual child. Although school closures have undoubtedly affected every child they have not done so in the same way. Some children attended school full time throughout the ‘closure’ period while some will have not attended for 14 term time weeks.
Many children were able to access some home learning however, the challenges and limitations of this are fully recognised. We acknowledge it is not the same as attending school.
The impact of time away from school on children is likely to be both social, emotional and academic. In line with our vision ‘Love Learn Thrive’ we are committed to supporting children in all these areas.
While disruption to education on the scale recently experienced has not been seen in modern times there are evidence bases on which we can draw. We can learn from the support given to children who are absent from school for extended periods due to serious illness.
There is a wealth of research around supporting children in addressing gaps in knowledge and understanding. We will draw on this evidence to ensure our plans have maximum impact. We will continue to make use of evidence collected through the Education endowment Foundation including their recent materials specifically designed around the impact of COVID19 school closures.
We will publish our strategy of how we intend to support all children. It will be accessible via this webpage and it can be emailed to parents. Printed copies will be available on request.
Our strategy will be based on a three tier, graduated approach as outlined below.
ALL – For all children.
Strategies and approaches that will be universal for ALL children. Examples of these types of universal adjustments would be:
- Temporarily adjusting assessment points to gather assessment information for all children shortly after they return
- Review of our homework policy and practices with possible temporary changes taking into account the time children have had away from school
- Curriculum adaptations in certain subjects such as PSHCE to help support children return effectively considering the changes they have experienced
SOME – For Some children.
Supplementary support strategies for some children who require more academic, social or emotional support. An example of this may be extend meetings between teachers, parents and children known as learning conversations to help build a clear and universal picture of the desired outcomes for the child and plan strategies to achieve these. A further example would be personalised additional home learning tasks to complement schoolwork and or small group tutoring within or beyond the school day.
FEW- For a few children.
Intensive support for academic, social or emotional needs directed towards the children with the greater needs. An example of this would be a series of one to one tutoring sessions beyond the school day. Access to personalised social, emotional or academic support beyond term time will also be considered for children with the greatest level of need.
National Programmes & Funding
A £1bn fund for children in England to ‘catch up’ was announced by the government in June.
Disadvantaged pupils (children who receive pupil premium) will have access to tutors through the £350m ‘National Tutoring Programme’ from September. The £350m for tutoring will fund discounts. Each school will need to use some of its pupil premium funding to take advantage of the subsidy. Where school agree this is likely to have impact, parents give their consent and children their commitment funding will be allocated.
More information regarding the National Tutoring Programme including FAQ for parents can be found at – https://educationendowmentfoundation.org.uk/covid-19-resources/national-tutoring-programme/
Primary and secondary schools will be given £650m to spend on one-to-one or group tuition for any pupils they think need it. The programme is scheduled to start in the autumn, paid for by the Department for Education and the KPMG Foundation.
The Institute for Fiscal Studies (IFS) says the funding represents a 1% increase in school budgets and will be worth, on average, about £80 per child.
Maximising the use of dedicated funding received to support children will be part of our strategic plan.