2020-21 Recovery Curriculum

This has been developed using the EEF guide to supporting school planning. It is intended to ensure that schools focus on a small number of strategies that are likely to make the biggest difference.
This has been developed using the EEF guide to supporting school planning. It is intended to ensure that schools focus on a small number of strategies that are likely to make the biggest difference.

Guiding Principles 

  • Keeping everyone safe during the Coronavirus pandemic it is important that we follow our agreed risk assessments. As with all work we undertake, ensuring pupil and others are safe remains our first priority and guides the approach we take with individuals, groups or families as required. To follow all safeguarding practice in line with our school and locally agreed policies.
  • Wellbeing - ensuring regular contact for children and young people with a key adult from school who knows them well, to talk about their wellbeing; to share experiences during lockdown, including successes and challenges; to offer compassion and individual support as required; and to support engagement with learning.
  • Curriculum rationale - using the National Curriculum as our guiding tool to support the curriculum rationale, with an early focus on reconnection in the initial stage of returning to school. Periodic review of the curriculum rationale during the recovery phase will help to ensure the curriculum is shaped locally and takes account of children and their families’ circumstances.
  • Broad and balanced - focusing on learning across literacy (particularly early reading and phonics), numeracy and health and wellbeing will be the initial priority with increasing learning experiences across all curriculum areas. There will be no narrowing of the curriculum. Cross curricular linked themes can help learners’ experiences and activities.
  • Adapting to meet pupils’ needs - adaptation of the timetable and approaches taken, including any blended learning provision, provides opportunities for teachers and other adults to deliver learning appropriate to the needs of the learners. This approach can be adapted over time as resilience of learners builds.
  • Age-appropriate - ensuring that the curriculum remains, for the vast majority, age appropriate and that any foreseen gaps in skills or knowledge are addressed at the start of any new aspects of learning. Our overarching aim is that every child will achieve to the highest standard possible, whilst accepting that there will have been vastly different experiences of engagement with learning.
  • Igniting curiosity - providing opportunities for children to develop a sense of curiosity, inquisitiveness and excitement in their learning by providing opportunities that ignite this passion and thirst for knowledge.
  • High-quality activities - ensuring regular access for learners to high quality activities through working with teachers and practitioners in school and remote learning at home, in line with the curriculum to reflect local circumstances.
  • Communications - maximising opportunities for communications and dialogue with children and their families, gaining pupil voice around their learning needs and continuing to build relationships and resilience.
  • Learning plans - play and outdoor learning will be factored into learning plans and approaches - including opportunities for learners to be physically active, to enjoy and learn about their natural environment, and to relax.
  • Developing skills - focusing on promoting and developing skills that will increase children and young people’s abilities to learn remotely and identifying opportunities to develop future skills that will help equip them for the uncertainties of the future.
  • Assessment/gaps - supporting children and young people through a variety of approaches to demonstrate their learning, skills, knowledge and understanding across the curriculum, e.g. through discussions, writing, reflection, observation and practical activities. Evidence should be collected in a sensitive way that does not include potentially stressful approaches to assessment. Formal tests may not be the most appropriate approach to assessment during the early Recovery Phase.
  • Achievements - working with learners and their families in drawing together evidence of learning to begin to determine children’s achievements together with their next steps in learning.
  • SEND and Disadvantaged - recognising that children and young people from disadvantaged backgrounds and those with SEND may have faced multiple barriers to learning over the period of the school closures. Applying the principle of equity, consider how to provide additional and appropriate support where it is most needed in order to maximise engagement with learning and continue the work to close the poverty or learning related attainment gap.
  • PSHE/RE - setting out a clear statement of intent to prioritise the physical, mental and emotional wellbeing of children and young people, practitioners and families in line with the new PSHE/RSE curriculum. Recognition that good health, wellbeing and strong relationships is fundamental to ensuring that children and young people can engage effectively in their learning.
  • Zones of Regulation - Building on the significant work already in place in school around positive behaviour, to use zones of regulation and mindfulness to support all children and staff in ensuring all work is a safe, calm and purposeful environment.
  • New starters and transition - ensure that all new starters, including those EYFS pupils transitioning into school have a clear package of support, the learning needs are swiftly addressed and appropriate support is in place to ease a smooth transition into school.
  • Support for all staff - provide appropriate emotional and professional support, training, CPD and guidance to staff to understand the new ways of working to ensure they and others they work with remain safe and well and are best equipped to undertake their role.
  • Catch up funding - utilise any additional resources, including expenditure of any catch up funding, appropriately in order to maximise its impact on the outcomes for learners. Ensure all required accountability measures associated with additional resources demonstrate impact.
  • Challenge and support - ensure the Trust and the Governing Board, are clear about the actions being taken, the resources being deployed and the intended outcomes of the recovery curriculum are understood. In turn they hold Trust and school leaders to account for their actions.



Covid Catch Up funding Plan January 2021

Reading and Phonics

Phonics and spelling sessions will take place daily. Children will be grouped according to phonics stage and will remain within bubbles where possible. Reception and Y1  will deliver an additional daily phonics session in the afternoon.

Phonics assessments will be used by adults leading the groups to teach the gaps in pupils’ phonic knowledge.

In addition to this, pupils will be PM Benchmarked within the first 2 weeks of return so that challenging and enjoyable reading books can be sent home. This will encourage a love of learning and will also enable the positive home-school relationship to resume.

100% of Y2 pupils passed the Y1 phonics screening assessment in December 2020.



Our school follows the White Rose Maths scheme. This has enabled us to continue to follow the scheme during lockdown using teaching videos and worksheets. The robust and comprehensive nature of the scheme will allow class teachers to quickly and easily access resources from previous year groups if this is required. Teachers will use in class assessments such as whiteboard work, small group work and marking after a lesson to inform their planning and preparation to meet the children’s needs. Our school is being flexible with our approach to maths teaching and teachers can and will adapt lessons to meet the individual needs of children. Additional reasoning and problem-solving activities are being set on Seesaw as maths weekly homework as this is an area which staff have identified as an area where children have had little practice during lockdown



Bradfield Dungworth’s approach to spelling punctuation and grammar have ensured that each year group have been taught all grammar and punctuation objectives in the autumn term 2019. Therefore, all pupils were taught all the relevant GPS content for last year but will have had less time to consolidate and practise their learning. Retention and understanding of grammatical knowledge will be assessed through ongoing formative assessment and any gaps identified will be retaught and revisited by the class teacher through quality first teaching. The small nature of our school and our mixed age classes enable us to quickly and easily reteach any concepts from previous year groups if needed.


Independent writing assessments will be conducted by all class teachers before Easter. This will give teachers an accurate reflection on what children can achieve independently and where they need support.  Teachers will use this to plan for and address any gaps within their written English learning during the summer term.

There will be a heavy focus on handwriting in March to ensure that pupils get back to using the neat cursive style of the school and that they are forming joins correctly. Targeted handwriting sessions will be taught at least 3 times a week from Y1 to Y6

The wider curriculum

Our time in lockdown has enabled subject leaders to reflect upon and refine their subjects. In the academic year 2020-2021 new, exciting and robust schemes of work have been introduced in the following subjects:

  • Religious Education
  • Art and DT
  • RSHE
  • PE

These new schemes develop our curriculum ensuring that children have access to a rich and vibrant curriculum which ensures that children leave our school with a deep understanding of subject knowledge and skills in these curriculum areas.

History, Geography and Science

Our school is in the lucky position to have a curriculum that is focussed around History, Geography and Science skills whilst being linked to high-quality literacy texts. Our curriculum approach has ensured that children have been given an opportunity to apply their geographical, historical and scientific skills in the autumn and spring terms. Teachers use ongoing formative assessment to assess children’s understanding and skills and to address any gaps or misconceptions through wave 1 quality first teaching. Subject Leaders will identify any objectives that need to be revisited and plan for these to be addressed in future topics.