Bushfield Road Infant School

Our School

COVID-19 Response

Whole School Development 2021/2022

During the most challenging and unprecedented year, it is fair to say that whole school development priorities in 2020/2021 have been focused on keeping the school and the wider community safe, providing emotional security for health and well-being and for maintaining high quality teaching and learning, both in and out of school, under the most challenging circumstances ever experienced.

Last year our whole school priorities were as follows: (Find also evaluations to date and new priorities for 2021/2022)

1.   AREA OF DEVELOPMENT:RESPONSE TO COVID-19:

To identify and implement rigorous procedures to manage the impact of the COVID-19 Pandemic.

Risk Assessments have been created and reviewed many times in light of the ever-changing guidance and these have been consistently adhered to by everyone to reduce the risk of transmission of the virus.

All procedures for responding to and reporting positive test results have been implemented promptly and in accordance with DFE, Public Health England and Local Authority Guidance. This is in response to parents and staff members.

Updates have been provided to all staff and Governors at staff meetings and MS Team meetings and parents have been kept well informed and updated via telephone, email, text message, letters and the school website.Daily attendance data has been reported to the DFE/LA/Early Years and follow up calls made to families.MS Teams Remote Learning Platform has been adopted and with the sheer determination and commitment of all staff, it has proved to be very effective and well received by the vast majority of families. Work packs have been provided weekly or fortnightly as an alternative.The support for pupil’s emotional well-being has been consistent and effective, as has the support for many of our families. Resources have been posted on the school website and updated regularly. Support has consistently been offered to vulnerable children and families throughout the Pandemic and the provision of vouchers and grocery packs have also helped families immensely during this difficult period of instability.

2.   AREA OF DEVELOPMENT: ASSESSMENT

To implement flexible approaches to assessment.

There were no statutory assessments in 2020 and therefore no data has been available to explore and make National and Local comparisons.The new EYFS Baseline Assessment is due to become statutory in September 2021. When the Baseline Assessment materials arrive, FS2 teachers will access the training materials together and familiarise themselves with the new documentation.

The Year 2 phonics screening did not take place; however, screening was undertaken in September 2020, October 2020 and November 2020 to track progress. By November, overall, 72.2% (39/54 children) had met the Phonics Screening threshold.

Mrs. Hazelden worked with Year 1 children in order to ensure they became much more confident and secure within their phonics skills, letter formation and number formation.

 

3.  AREA OF DEVELOPMENT: CURRICULUM

To create a curriculum which has a clear intent, high quality implementation and a positive impact on attainment and achievement for all.

IMPACT: through Cross curricular-themes and the use of quality texts, the curriculum is rich and varied with a focus on skills and knowledge across the whole curriculum. Targeted academic support through structured interventions, small group tuition, 1:1 support, flexible grouping and effective deployment of Teaching Assistants demonstrate improved progress and attainment for all pupils.

Baseline assessments were completed in September, including maths and phonics screening, to identify gaps and inform planning. Pupil progress was tracked and collated at the end of the Autumn and Spring Term. Unfortunately, following closure of the school in January 2021 and the introduction of remote learning for the majority of pupils, it has prevented accurate assessments of progress during the spring term. Assessments were completed again at the end of the spring term to identify further gaps in children’s learning due to lockdown. New maths assessments and reading assessments, have been purchased to provide an overview of the skills that have been taught and embedded each term. These can be used to monitor progress, identify gaps and inform future planning.All year groups reassessed pupils on their return to school in March, using formative and summative assessments, to identify the gaps in their knowledge and understanding. Curriculum termly coverage plans for English, Maths and phonics, were used to ensure areas of the curriculum that were missed from the previous year were covered. Long Term plans were also adapted to ensure all genres of writing were covered. All year groups adapted their medium term planning to ensure gaps were covered. This was evident in book scrutiny completed in the Spring Term. Curriculum overviews for all subject areas are now completed ensuring that skills and knowledge are built on yearly. These will need reviewing to ensure they are in line with the new Foundation stage curriculum being introduced in September.

Catch up funding was used in the Autumn term to fund Mrs Hazelden for one day a week to work alongside Year 2 pupils with a specific focus on Phonics. The scores recorded at the end of the Autumn term were in line with predictions and therefore demonstrate good catch up of phonics skills and knowledge. Booster groups were also organised to support Year 1 and 2 pupils in reading and phonics. Catch up premium will continue for the rest of the term and Mrs Hazleden will work primarily to support the Year 1 groups in phonics and reading.

4.  AREA OF DEVELOPMENT: MIDDLE LEADERSHIP

To further develop the accountability of middle leaders, in order to raise attainment and to sustain whole school improvement.

All middle leaders created curriculum intents for their designated subjects including action plans for English, maths and science. These were discussed and agreed at staff meetings. The updated action plans have not yet been shared with the school governors due to the pandemic and its implications on meeting in large groups. Baseline data was collected on entry to new year groups. Data has also been collected for the end of autumn and spring terms and shared with SLT. As a direct result of the pandemic and all its implications this is an ongoing target. The English lead created a coverage plan to highlight gaps as a result from the first lockdown, these have been used to inform current planning. Gaps in maths have also been identified from baseline testing and these are being addressed in current planning also. A literacy audit was carried out during the second lockdown to look at remote teaching of literacy online. The literacy lead completed a book scrutiny on phonics, handwriting and English books throughout the school. The English, maths and science leads met with the governors pre-COVID to share action plans and intents.

Updated action plans for this year are in place.

This year, our current whole school priorities are:-

  • Identify and implement rigorous procedures to manage the impact of COVID-19 with a contingency plan in place in response to any local lockdown restrictions or advice received from Public Health England in the event of increased transmission within the school community
  • Continue to implement high quality assessment consistently across the school, in line with National progress measures and adhering to newly introduced frameworks. Catch-up strategies clearly evidence progress, and demonstrate where gaps in learning have been filled for identified individuals/groups. High quality teaching & learning is evident.
  • Through cross curricular-themes and the use of quality texts, the curriculum is rich and varied with a focus on skills and knowledge across the whole curriculum. Targeted academic support through structured interventions, small group tuition, 1:1 support, flexible grouping and effective deployment of Teaching Assistants demonstrate improved progress and attainment for all pupils including the bottom 20%
  • Reading is a priority. There will be a review of the content and sequence of our phonics and reading programmes. Clear expectations about pupil’s progress term by term will be evident. Reading books will be carefully matched to the sounds that children know. Pupils who fall behind are supported to catch up quickly by intensive additional support which is consistent with the school’s phonics programme
  • Further develop the accountability of middle leaders to continue to raise attainment and to sustain whole school improvement.