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ellesmere college leicester
green band

green band

Rainbow recovery roadmap

Our approach to supporting our children and families through the post-Coronavirus lockdown is informed by Barry Carpenter’s think piece ‘A Recovery Curriculum: Loss and Life for our children and schools post pandemic’ and Debra Kidd’s book ‘A Curriculum of Hope: As Rich in Humanity as in Knowledge’.

We have taken the 5 levers outlined by Barry Carpenter and combined these with 2 of the pillars of practice outlined by Debra Kidd. These form our Rainbow Recovery Roadmap.

Why Rainbow Recovery Roadmap?

A rainbow is a symbol of hope; the sunshine after the rain. We wanted to focus on the positives and look forward to the future with optimism.

We chose ‘recovery’ to reflect that the school community have been through, and continue to go through, a period of loss, of change, but we are focusing on how we can support our students and their families through this time. We want to aid them in their recovery academically, socially and emotionally, both as individuals and as part of our community.

‘Roadmap’ reflects that we are on a journey together; one that we have a plan for, but also one that we acknowledge will have unexpected changes throughout. We will adapt our roadmap as we need to throughout the year to ensure that all of our students are given every opportunity to succeed and ‘be their best’.

What is our roadmap?

Below you will find further details of our roadmap, how this links to our blended learning offer and how we have used the Catch-Up Premium funding to support this.

We are constantly reviewing and adapting our roadmap, taking on board feedback from students, families and staff, alongside government guidance.

 

What this means

Links to blended learning

Links to Catch-Up Premium

Relationships

Our initial focus will be on rebuilding relationships with students as these are central to our students’ wellbeing.

We also want to support our students to re-establish friendships and social interactions.

We have supported this through our daily wellbeing sessions with all students. For students not in school due to Covid-19, weekly live link-up wellbeing sessions with their class will be provided.

During whole school or bubble closures, students are offered daily circle time sessions within their tutor groups, accessed via Teams. Weekly wellbeing calls are also made to each family.

Our PSHE curriculum will provide additional opportunities for students to learn about how they can develop friendships and relationships in a post-Covid world.

In addition to this, our comprehensive intervention programme offer provides further chances for students to develop their social interaction skills in a safe and supportive environment.

We have used a proportion of our Catch-Up Premium funding to organise Wellbeing Days throughout the Spring and Summer Terms. These will provide students and families with strategies to support their emotional and mental wellbeing.

Community

We want to rebuild a sense of community across the school, with staff, students and parents and carers.

We have supported this by making better use of interactive platforms to communicate across and within in-school ‘bubbles’, including for assemblies, which are also shared via our website.

During whole school or bubble closures, students are offered daily circle time sessions within their tutor groups, accessed via Teams.

To provide a better link with homes, we have invested in an electronic home-school communication system, which provides parents and carers with an instant link to staff in school (Weduc)

We have used a proportion of our Catch-Up Premium funding to create a toy and game library to encourage families to play together.

Communication craft packs are being provided to early learners to encourage families to develop communication skills together.

Transparent curriculum

We want to re-engage students in learning, and be clear about how we are addressing any gaps in learning.

We are addressing this in school by using our extensive knowledge of our students, alongside our bespoke assessment statements and previous assessment information to establish where any gaps in learning lie. These will be addressed through careful planning across the curriculum.

For any child that needs to isolate further, or in the event of a bubble or school closure, comprehensive home learning packs are provided and can be accessed via the school website. These are supported with short instructional videos.

Additional opportunities to support our curriculum offer are provided through learning activity videos and links to appropriate educational websites.

We use a proportion of our Catch-Up Premium funding to provide additional tutoring for GCSE English and Maths students to ensure they are able to meet their target grades.

For our early learners, sensory packs have been provided to families to further support our blended learning offer.

We have invested in an additional benchmarking kit to ensure all students have a secure baseline for their reading books.

We provide students with a monthly book or magazine subscription to encourage further reading at home.

Identified staff have attended training for English and Maths specific ‘Catch Up’ intervention, to provide individual programmes for students identified as not making expected progress.

Metacognition

We want to help students to continue to develop the skills for learning.

Our students thrive when our expectations and structures are communicated clearly and visually.

We have further embedded our use of visual communication systems, providing a greater degree of structure for our students through visual timetables.

To support any students isolating at home, visual resource packs have been sent to all families, alongside short instructional videos that explain how these can be used to structure learning in the home environment.

Our Ellesmere Qualities are the golden thread that runs through everything we do at Ellesmere, all of which support students to develop the key skills needed for effective learning.

We will continue to promote and recognise achievement of these through our blended learning approach.

We will use a proportion of our Catch-Up Premium funding to develop resilience skills for all of our students. This will include providing specific staff training to meet the needs of the students in each key stage.

Space

We want to give students space to adjust, to manage behaviours and regulate their emotions.

We have continued to use the Zones of Regulation to support all students to understand their emotions and ways they can help to regulate them. Resource packs to support this at home have been provided to all students.

We further support this through our daily wellbeing sessions with all students. For students not in school due to Covid-19, weekly live link-up wellbeing sessions with their class will be provided.

During whole school or bubble closures, students are offered daily circle time sessions within their tutor groups, accessed via Teams.

We have used a proportion of our Catch-Up Premium funding to provide class resources for Key Stage specific Wellbeing Days.

We have also funded an additional day of a school counsellor.

In addition, we have invested in the Thrive resilience programme for our secondary students.

Compassion

We want to allow students to develop empathy with others and their situations.

As part of our PSHE and English blended learning offer, we are choosing texts that allow students to explore different points of views and perspectives.

We provide students with a monthly book or magazine subscription to encourage further reading at home. Books are carefully chosen to provide opportunities for students to explore different points of view and perspectives.

Creativity

We want to provide our students with opportunities to express themselves creatively, which we believe will support their mental health and overall sense of wellbeing.

We provide opportunities across the curriculum, both in school and at home, for students to develop their creative talents, whether this is through art, music, dance, drama or storytelling.

Through our use of our Pupil Premium funding, we have provided remote access to theatre productions.

We are hoping to invest in outside musical instruments to enrich the experiences our students receive.

Catch-Up Premium Plan

We have appointed two Catch-Up Premium Leads, Louisa Grimley and Diane Adams, to ensure that effective use is made of the Catch-Up Premium.

Below you can find the Catch-Up Premium Plan, which includes our RAG rating for the Autumn Term 2020.

Group photo    40 Braunstone
Lane East
Leicester
LE3 2FD
0116 2894242 
  • Healthy Schools Bronze Award
  • Gold Award Small

Steph Beale
Principal

 Steph Beale

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