Roadmap for Recovery
Roadmap for Recovery: Preparing the recovery curriculum (Barry Carpenter)
Audenshaw School has carefully considered how to support staff and students when planning and preparing the return to school .As well as the overriding need to ensure the safety of students and staff, there is a growing recognition of the psychological impact of Covid-19 It is important that wellbeing forms the foundation of any approach to reopening schools. On this firm foundation, future learning will stand.
What has been lost? According to Professor Carpenter, ‘the current thread that runs through the current lived experiences of our children is one of loss.’ He identifies five losses, which he believes will cause a rapid erosion of the mental health state of our children. We consider these losses to involve the following:
- Routine: such as the start of the school day, the ritual of packing a bag, travelling to school, arriving at your classroom, the 5-day week.
- Structure: such as when and how you learn, when to eat, when to sleep.
- Friendship and Social Interaction: such as being together, identity affirmation, a sense of belonging, the everyday use of language.
- Opportunity: such as the powerful knowledge that schools can impart, experiences that take students beyond their status quo, skills and networks to access the next phase of education.
- Freedom: such as the time and space to be themselves, the sense of control.
Five Levers of Recovery
- Relationships: we cannot 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.
- Community: – we must recognise that curriculum will have been based in the community for a long period. 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.
- 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.
- 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.
- 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.
RESET for SAFETY
Routine , Structure
RECOVER for WELLBEING
Friendship and Social Interaction
REBUILD for LEARNING
Opportunity , Freedom
The school has completed a fully comprehensive risk assessment and plan has been implemented to ensure the health and well-being of all. The school has put in place measures for appropriate social distancing, increased hygiene and provided stickers on the floor, new signage, sanitiser for each classroom and included safe places to eat, socialise and learn.
The school has ensured each student has a ‘zone’ and ‘bubble’ to work in. Students will not be mixing with other year groups but will still have access to the full curriculum.
Parents, carers and students have been guided through new practices and guidelines and routines through virtual assemblies, video messaging, letters home and Twitter.
All students are greeted at the school gate – at staggered start times, All students will be temperature checked, asked to sanitise and will be expected to face coverings when moving around school or queuing for lunch.
High levels of supervision are in place with adults to be ‘highly visible’ to students during lesson changeover, breaks and dinners
All year 7 students completed a full two day transition programme to familiarise themselves with their new surroundings and new ways of working.
Welfare checks and drop in sessions for those students afraid to attend/ are anxious or disengaged on return have been implemented with the newly appointed learning support assistants for year 7 and for mental health and well-being.
The SENDCO has met all new Yr7 starters with EHCPs in school, prior to reopening. Full Learning profiles have been completed and shared with all staff.
Staff INSET focused on the new site, new ways of workings FAQs and department time.
All new staff have received a full Induction package prior to September, including Zoom meetings with members of SLT and times in department.
The school is competing a full a well-being assessment of all students, using the performance learning assessment programme. All students at risk with recover support, mentoring and guidance.
Where appropriate, students in need will be signposted to our school counsellor and well-being practitioner or to external agencies, where appropriate.
Key staff have been trained in trauma management, grief, mental health and well-being. The school has several Mental Health First Aiders who can support both staff and students.
The school has invested in the creative use of outside spaces that allow students to socialise and reconnect. Students will access sheltered seating areas and the new school garden project.
The school is developing a team of student well-being ambassadors who encourage their peers to understand the benefits of good mental health, to breakdown the stigma around mental health and signpost their peers to support when needed.
The inclusion team will deliver sessions on optimism, encouraging students to see the strengths, and coping skills they have using the 7 steps to resilience sessions and the ‘Change Maker programmes’
The school is working closely with Military Mentors and the Diane Modhal Trust to provide 1:1 mentoring and support for vulnerable students.
The Personal Development Learning Journey has been revisited and developed to map out key opportunities to demonstrate the school values, how to become part of the student leadership teams and to build a sense of school community and identity.
The school ensures staff are informed of students’ needs. Pastoral information relating bereavement, domestic violence and agency support is shared where appropriate. All staff can access relevant SEN and medical information, with full pupil profiles and teaching strategies, through the alert list.
The school will continue to run a full programme of charitable events, extra-curricular opportunities and student leadership programmes – with social distancing measures in place.
Staff well-being meetings are calendared for each turn in ambassadors who represent the views/ feelings of their departments.
The school will ensure there is supervision in place to support an effective and resilient safeguarding team. The increasing demand for support with trauma and mental health means staff will have e given the time and space for self- reflection and to act on ‘lessons learned’.
The school has removed the immediate pressure of
‘catching-up’ on curriculum knowledge and
Instead, learning Journeys have been revised to reflect and what is right now without any narrowing of the curriculum.
The exam calendar / assessment points and reporting process have been reviewed to ensure students have the time to return and rebuild key skills.
All teachers will use the same lesson start to lessons to ensure students understand the context of their learning and have access to key vocabulary.
The observations of staff, through IRIS, will focus on the sharing of best practice and to ensure all teachers are aware of vulnerable students’ needs alongside strategies to support them pastorally and academically.
Metacognition strategies will be embedded in to all lessons (‘What do I know about problems like this? What ways of solving them have I used before?’). Staff will focus on enabling students to help themselves and to build confidence.
All staff and students will receive full training in the Microsoft Teams systems in order to ensure a full remote learning offer, in the event of a lockdown.
A full audit of access to digital devices will ensure all eligible students can access government funded devices or a bespoke programme of remote learning.
A full catch up / tuition programme will be implemented for students who have fallen behind.