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Priority AreaTargetActionsSchool Community SafetyTo ensure that risk assessments are in place to keep the school as COVID secure as possible.To implement structures and routines in line with the risk assessment for whole school return, including social distancing and staggered arrivals and departures.To induct staff in line with “school return plans.”Daily/Weekly updates on COVID situations and the changes neededLetters/ Facebook information to parents and families to ensure all members of the school community act within the risk assessment.Bubbles operating for staff and children, with breakfast, lunch and outdoor times planned within each bubble.Masks work by adults following WAG guidance.Staff Training (A)A) WellbeingTo provide staff training and professional development to implement a ‘Whole School Wellbeing Approach.’To ensure support systems are in place so that the wellbeing of all staff and children are nurtured and supported during the COVID 19 pandemicNeil Frude “Wellbeing training.”Trauma informed schools trainingDaily/Weekly support opportunities for staffDaily staff “nudge” board for wellbeingOpen door policy to all staff from SLT.B) Digital skillsTo provide staff training and professional development for the implantation of an ongoing “blended learning” approach.Building professional toolkit for staff members, (PLG) including:Minecraft for educationMathletics – bespoke for each childNumicon softwareJ2e – blended learning platformOne DriveTransforming the use of Numeracy and writing Milestones into on-line tools which all staff can access for assessment, interventions and future planning.Padlet – collaboration toolUse of Teams for collaborative assembliesC) Cross – CurricularTo further develop planning and teaching skills using cross curricular theme based approaches.Explorify – ScienceChurch School focus: RefugeWhole School Themes: “Dreaming Up”“Light in the darkness”D) ReadingTo further develop reading structures throughout the school to ensure that every child have access to a rich range of literature.To develop fiction, non-fiction and poetry reading spines for every year group.Staff to adapt timetables to ensure that all children hear adults reading to them every day.Children’s WellbeingTo ensure support systems are in place so that the wellbeing of all children are nurtured and supported during the COVID 19 pandemic.To assess initial levels of children’s wellbeing and implement strategies to support ongoing wellbeing needs.Daily check inSupport from ELSA for identified needs. (PDG funding)Work tasks “chunked” to redevelop concentration.Opportunities for play, construction, role play, drama, expressive/creative arts built in on a daily basis.Planning themes to include strong elements of opportunities to reflect on wellbeing.Daily “Pause Points” sessions throughout the school.Increased planned opportunities for oracy, reflection etc.Bespoke “catch up” sessions (RRRS funding) Digital LearningTo ensure that all children have the knowledge and support to access online learning, at an age appropriate level to support their learning, both in school, and if necessary, at home in order to further develop learning during the COVID pandemic.Nearly all pupils from year 1 to year 6 to be able to access online platforms for learning independently.All children to be taught how to access HWB and Mathletics (Maths Seeds R/N) independently.Staff continue to share “child friendly planning” with the children through J2e each weekTaught skills of saving, retrieving and editing work, as appropriate developmentally.Children’s developmental and learning levelsTo assess the impact of the “Lockdown Period” on children’s learning and provide opportunities for “catch up.”(RRRS funding)Nearly all pupils to make at least “expected progress” in reading and writing skills.To assess current levels in order to create a “baseline” for all learners from which to plan for “next steps.”Learner dispositionsReading – assessing all learners and providing targeted support for catch up and recovery sessions. (RRRS funding)Writing – Assessing of writing progress and targeting skills development where there are dips and gaps. (RRRS funding)Place Value/Number/CalculationNumeracy MilestonesTo further develop “Numeracy Milestones” assessment processes in order to ensure every child progress from entry to school.Nearly all pupils to make at least “expected progress” in numeracy.Return to school entry assessments to find baseline.Targetted teaching in small group/ individual focus sessions for “catch up” and “filling of gap skills.” (RRRS funding)Reassess skill levels and forward plan after 6/8 weeks.Development of “pre-year 1 “ milestones to ensure clear focus on skills “from the beginning.”Talk for Writing(Cluster focus)To improve levels of literacy, so that every child makes “at least expected progress” in all elements (Oracy, Reading & Writing), in both English and Welsh.Nearly all pupils to be able to “talk a story” at a developmentally appropriate level.Create a literacy leadership teamLeadership team undertake “Talk for Writing” trainingAll staff receive “Talk for writing Training.” (Cluster RCSIG) ................
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