Covid-19: Updates & Information Page
REMOTE EDUCATION - EXAMPLE TIMETABLES
drop off and Collection procedures
Drop Off Procedures:
Nursery – 8.45 – 8.50 via Trinity Road Gate
Reception – 8.45 – 8.50 via Trinity Road CHURCH HALL Gate
Year 1 – 8.55am via Trinity Road
Year 2 – 9am via Trinity Road
Year 3 – 8.45am via KS2 gate (pedestrian) – Alexandra Rd
Year 4 – 8.45am via KS2 gate (emergency) – Alexandra Rd
Year 5 – 9am via KS2 gate (pedestrian) – Alexandra Rd
Year 6 – 9am via KS2 gate (emergency) – Alexandra Rd
Nursery – 3pm via Trinity Road Gate
Reception – 3pm via Trinity Road Church Hall Gate
Year 1 – 3.10pm via Trinity Road
Year 2 – 3.15pm via Trinity Road
Year 3 – 3pm via KS2 gate (pedestrian) – Alexandra Rd
Year 4 – 3pm via KS2 gate (emergency) – Alexandra Rd
Year 5 – 3.15pm via KS2 gate (pedestrian) – Alexandra Rd
Year 6 – 3.15pm via KS2 gate (emergency) – Alexandra Rd
For families with more than one child they should drop and collect their children at the earliest time.
Children should be dropped off/collected by one parent/carer only.
School feels a little different to pre-COVID school. There is an emphasis on pupils remaining in their year
group bubbles and remaining separate to other pupils and staff.
- New external sinks have been purchased and installed to support the increase in hand washing
- Key Stage Pods: EYFS (Nursery and Reception); KS1 (Year 1 and Year 2); LKS2 (Year 3 and Year 4) and UKS2
(Year 5 and Year 6). Children will be in pods for breaktimes and lunchtimes but will be encouraged to socially
distance from the other year group bubble.
- Playground Zoning.
- Staggered start and finish times.
- Staggered breaktimes and lunchtimes.
- A reduced lunchtime (45 minutes) to accommodate a rota system.
- No whole school events (e.g. Collective Worship in the hall).
- Limited movement of pupils around the school building.
- Thorough cleaning schedules throughout the school day and after school.
- KS2 children to be dropped off and collected at the gate rather than the playground.
- Adults will be encouraged to maintain 2m distancing between each other.
- Pupils to bring 2 full water bottles to school (Y1 – Y6) - so that children do not use the water fountain.
- Parents unable to enter the building unless through prior arrangement (telephone and zoom appointments can be
- All external providers/visitors will be individually risk assessed before they are allowed into the building.
- Lessons on social distancing; good hygiene and hand washing - regularly revisited.
- Significant reduction in items sent home from school (e.g. book swap days allocated to class/groups).
- Significant reduction in items brought into school by pupils.
- Clear behaviour expectations in relation to COVID (See Relationships and Behaviour Policy).
All our procedures will be constantly reviewed and our risk assessments will be updated accordingly.
Wearing Face Coverings
We politely ask all parents and carers to wear face masks when they come to drop off or collect their children. Staff will wear face masks when moving around the school building and at the school gate (at the beginning or end of the school day).
If you travel to and from school using public transport, please read the advice below about 'Wearing and Making Face Coverings':
Spring Risk Assessment - Updated January, 2021
The COVID pandemic has been unprecedented, in our life time, and we are still responding daily to the challenges we face in delivering our curriculum. From Friday 20th March 2020 until June 2020, our school was closed to all but a few children. Some children did not return until September 2020. We have reflected, researched and planned - to address the impact of this experience on children’s wellbeing and learning.
As a result of lockdown and school closure, our children have experienced several losses: loss of routine, loss of structure, loss of friendship, loss of opportunity, loss of freedom. These losses will have impacted every child. We understand that these losses can trigger the emergence of four powerful forces that could majorly impact on the mental health of our children: anxiety, attachment, trauma, bereavement. We also recognise that for some children, additional factors may have made lockdown particularly difficult.
We recognise the critical role that our school can play in providing a safe, secure, nurturing environment for our children as we try to create a new normal – responding to an ever changing local, national and global pandemic. It is our role to support every child as they resettle in school and as new norms are established. Therefore, we recognised it was really important for us to understand the impact of lockdown on the well-being of our children so that we could most effectively plan and prepare for their return and the support and provision they need.
Staff CPD/training has focused on our understanding of the ‘Recovery Curriculum’ - reading and researching and we have used this to help us create and build our own Recovery Curriculum – the curriculum to support our school community rebuild, recover and re-imagine life at St. Anne’s for our future.
Our Recovery Curriculum is filled with content that we believe is right for our children, with the knowledge and understanding we have of our school community. Our curriculum is based on 5 levers:
- Transparent Curriculum
Lever 1: Relationships – we can’t expect our pupils 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. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.
Lever 2: Community – we must recognise that curriculum will have been based in the community for a long period of time. 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.
Lever 3: Transparent Curriculum – all of our pupils 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 pupils to heal this sense of loss.
Lever 4: 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.
Lever 5: 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.
Our Recovery Curriculum is a systematic, relationship-based approach to re-igniting the love of learning in each and every child. Our Mission Statement and Values are at the heart of our work and will be used to guide our judgements. This sits alongside our Curriculum Foundations, St. Anne’s Learning Powers and Growth Mindset approach.
Social, Emotional and Mental Health Support is integral to our Recovery. You may have heard your child talking about some of these activities that are used with the whole class:
- Prayer and Collective Worship
- Recovery Jigsaw Lessons (PSHE)
- Mindfulness Activities
- 5-a-day / Personal Challenges - to be active
- Outdoor Learning
- Active Maths and Active Literacy
- The Colour Monster
- Zones of Regulation
- Emotion Coaching
- Regulation Stations
- Emotion Check Ins
- Safe Spaces
- Worry Boxes
- Learning to Learn Activities
- St. Anne's Learning Powers
- Whole Class Wellbeing Assessment
- Returning to school questionnaires
‘The Recovery Curriculum is an essential construct for our thinking and our planning. Each school must fill it with the content they believe is best for the children of their school community, informed by your inherent understanding of your children in your community. What were the aims and values of your school before this pandemic? Use them now to guide your judgements, to build a personalised response to the child who has experienced loss.’ Dr Barry Carpenter
Addressing gaps in learning
catch up funding
Firstly, we cannot assume all children have gaps in their learning as a result of school closures. We have seen examples of where children have made great progress in certain aspects of their learning – in reading fluency; handwriting and presentation; self-confidence in Maths or honing artistic talents. Secondly, we focus on individual’s progress rather than using the term ‘Catch Up’.
Our Personalised Progress approach is integrally related to our Recovery Curriculum and outlines key strategies we are implementing to identify children’s learning needs at this time and how we plan to meet those needs is through effective teaching in the classroom and targeted or specialist provision.
The Government ‘Catch Up’ funding is being used to provide support and resources at whole class; targeted support and specialist support levels. Our priority in the Autumn Term has been to address gaps in reading and phonics. New intervention resources and home reading books have been purchased to ensure children have access to quality texts (increasing the number of books brought home by pupils). Our PPA Teacher (Mrs Ruddy) has been delivering additional phonics lessons across Key Stage One and our TAs/Teachers have been working with targeted readers across the school. The majority of our funding will be used in Spring and Summer to address the gaps that have not naturally closed through Quality First Teaching.
Free School Meals
Some children are eligible for what is just known as "Free School Meals (FSM)" which for our EYFS and KS1 children is confusing as the school meals are already free. If you are entitled to FSM through means testing this means the school receives additional funding called Pupil Premium Funding.
Your child may be able to get free school meals (pupil premium funding) if you get any of the following:
- Income Support
- Income-based Jobseeker’s Allowance
- Income-related Employment and Support Allowance support under Part VI of the Immigration and Asylum Act 1999
- The guaranteed element of Pension Credit
- Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
- Working Tax Credit run-on - paid for 4 weeks after you stop qualifying for Working Tax Credit
- Universal Credit - if you apply on or after 1 April 2018 your household income must be less than £7,400 a year (after tax and not including any benefits you get)
Even if you have not been eligible in the past, if your financial circumstances change, you might become eligible. Once a parent has applied via our online tool, your eligibility is checked every day so you only need to apply once and need take no further action.
Trafford Directory has compiled a page of useful resources for families, carers and educators while schools are closed due to the COVID-19 pandemic: www.trafforddirectory.co.uk/coronavirus
So far it includes:
- Links to the latest Government and public health advice
- Trafford Community Response details for the vulnerable and self-isolating
- Activity resources for learning at home
- Mental health and wellbeing resources for children, young people and adults
- SEND resources including social stories to explain what is happening
- Guidance and contacts for schools
Department for Education coronavirus helpline
The Department for Education coronavirus helpline is available to answer questions about COVID-19 relating to education and children’s social care. Staff, parents and young people can contact this helpline as follows:
Phone: 0800 046 8687
Opening hours: 8am to 6pm (Monday to Friday), 10am to 4pm (Saturday to Sunday)