Quick Links

Quick Links

A member of Gatehouse Green Learning Trust

Blended Learning at Luckwell

Contingency Plan at Luckwell Primary School 2020/2021

Parent Version

This plan outlines what we will do in possible scenarios this year.

Scenario 1:

Students who return to school full time in September but need to catch up.

Scenario 2:

Students who have absence due to sickness.

Scenario 3:

Students who are unable to attend school in the long term.

Scenario 4:

A year group bubble is sent home to self-isolate for two weeks.

Scenario 5:

Lockdown: All students are unable to attend school due to further lockdown.

 

Scenario 1:

Pupils who return to school full time in September but need to catch up.

 

SLT member responsible for this scenario: Mr McClelland – Executive Headteacher

 

Issues that need to be solved in this scenario: 

  • Pupils may not have engaged with any work during lockdown and as a result may have missed crucial knowledge.
  • Pupils may have increased anxiety about returning to school.
  • Class teachers, with the support of subject leaders, may have to adapt their curriculum to support the needs of pupils.

 

Solution: 

 

Staff at Luckwell will adapt their curriculum and pedagogy to ease students back into school. It is fundamental that this is a positive start for all students.

 

Positive start to the year

  • It is important that we do not start the new academic year with extensive assessments of work set during lockdown. This will only increase anxiety. We will use initial assessments for reading using Benchmarking. Further assessments will be ongoing as part of regular teaching and learning.

Adapted curriculums

  • Whilst staff should continue with their planned curriculums we realise some adaptations may need to take place. 
  • This needs to be discussed in staff meetings and with subject leaders.

Use Home Learning to reinforce crucial knowledge

  • Home Learning opportunities will be increased for 2020/2021.
  • These opportunities should be used to reinforce crucial knowledge missed during lockdown. There will be a continued focus on Reading, spellings and number facts, including times tables. Direction to online websites will be created on the school website.

 

Scenario 2:

Pupils who have absence due to sickness.

 

SLT member responsible for this scenario: Mrs Noble - Deputy Headteacher 

 

Issues that need to be solved in this scenario: 

  • Pupils who have to self-isolate for two weeks due to suspected Covid symptoms - or symptoms with a family member - will miss chunks of learning and may or may not be well enough to complete work at home
  • How can we ensure pupils are given catch up work without increasing staff workload?

 

Solution: 

  • Class teachers will provide work for those students who need to be off school for a fortnight. The work will be produced weekly and will follow the work being undertaken in class.
  • We will not change our procedure for those students who are off school for the odd day. This only refers to those students who are off for self-isolation for a fortnight.

 

Stage 1: The attendance team will identify students who are self-isolating with Covid-symptoms or family members with symptoms.

 

Stage 2: 

  • An overview of the week’s work will be created by the class teacher.
  • Either the class teacher or a member of the SLT will update the class dojo for the week or produce a work pack if the child does not have access to technology at home.
  • Teachers will be given additional time to complete this task. 
  • A call home will be made by a member of staff who works within the bubble to support the pupil’s wellbeing.
  • Invitations will be sent out by the school office to include the child in any assemblies. Any child who is not allowed to be viewed online will be positioned so that they cannot be seen during any live interaction.

 

Scenario 3:

Pupils who are unable to attend school in the long term.

 

SLT member responsible for this scenario: Mrs Noble – Deputy Headteacher

 

Issues that need to be solved in this scenario: 

  • Pupils who are clinically vulnerable cannot attend school as they need strict social distancing.
  • How can we provide effective remote learning and make these pupils still feel part of our school community?

 

Solution: 

Responsibility for the few students who will not be able to come into school sits with the SLT.

 

Stage 1: Mrs Noble or another member of the SLT will contact the parents to discuss the probable length of absence and agree on the method of providing work and staying in contact with the pupil.

 

Stage 2: Mrs Noble will work with class teachers to set work for this group:

 

Pupils with internet facilities

  • We will use National Oak Academy wherever possible as the resources are ready and available.
  • We will direct other learning through BBC Bitesize and other programmes where possible.
  • We will update Class Dojo for the child.

Pupils without internet facilities

  • Appropriate Workbooks or work packs will be sent home. 
  • We may need to send home textbooks which will allow more bespoke provision to meet our curriculum delivery.

 

Stage 3: A member of the SLT will keep in touch with family on an ongoing basis, in conjunction with welfare/check-in calls from class teacher/ as appropriate.

 

Scenario 4: 

A bubble  is told to self-isolate for two weeks due to one or more positive tests for Covid-19

 

SLT member responsible for this scenario: Miss Byers – Head of School

 

This scenario will differ if it is the class teacher who has tested positive and is unable to work during the two week isolation period. If this is the case, another member of staff will have responsibility for this.

 

Informing parents

  • Following the confirmation of a positive case of Covid-19 we will inform staff and parents.
  • Parents will be informed that we will be following the school timetable and work will be posted on the class dojo page.
  • Any parent whose child does not have technology to access the remote learning will need to inform the school and a pack will be delivered to their home address.

 

Work for each day

  • For each timetabled day, for the year group that are self-isolating, class teachers will set work that the pupils can do at home on the class dojo page.
  • It is important that pupils have personal contact with their class teacher so we have decided that each teacher will hold a weekly wellbeing online meeting with their class.
  • Teachers will also post videos to introduce the work that is being undertaken for the day or for a specific piece of work. Videos from other sources to support with learning will also be used but this will not be the class teacher. 
  • Teachers might talk over resources for that lesson (if they have them) or might just talk through the work they want the pupils to do. 
  • Any pupil who hasn’t engaged with Class Dojo will be contacted by a member of staff from the bubble.

 

Students without technology at home

  • For those students who do not have technology we will arrange for work to be sent home by the school. 
  • The school will collect appropriate work from the class teacher (emailed in) that can be sent home to these students.
  • A member of the class bubble staffing team will contact the student and their family every week to see how they are engaging with their work.

 

 

Scenario 5:

Full school lockdown

 

SLT member responsible for this scenario: Miss Byers – Head of School

 

Issues that need to be solved in this scenario: 

Pupils are unable to attend school as there is an additional lockdown imposed (either local or national). 

 

Solution: 

We follow the contingency plan outlined below which has three key elements:

  1. Remote learning
  2. Pastoral support
  3. Key worker provision

 

1 Remote independent learning

  • Remote independent learning will be the dominant way we teach pupils during lockdown.
  • Class teachers will set work on their class dojo pages which will be a combination of daily updated lessons for mathematics and English and weekly tasks for other subject areas. 
  • Remote learning may utilise web-based learning but the tasks set must be specific to our curriculum at Luckwell. 

 

Remote teaching will:

Remote teaching will not:

  • Be age/ability appropriate.
  • Use at least one element of video explanation or narrated resources per week. This adds a personal touch to a situation where we are distant.
  • Recognise that the learning set will need to be able to be independently accessed by the student and not make overt demands on parental engagement.
  • Check learning via simple online testing. A simple Google Form Quiz can provide bespoke options quickly and effectively. 
  • Be long running project based learning that spans a number of weeks.
  • Have more than three linked documents. Less is better as it confuses pupils.

 

  • Giving feedback during lockdown is crucial as pupils need to feel acknowledged and have points on how to improve. Feedback should be given at least once a week.
  • Feedback is an indication of where a pupil is and an area for improvement. 
  • Staff can give this feedback individually if they wish OR whole class feedback either via video or typed notes could be effective.

 

2 Pastoral support

 

  • Safeguarding/SEN teams will coordinate necessary contact and support for identified pupils.
  • Vulnerable young people will be contacted by a key worker once a week.
  • Young people entitled to Free School Meals will have access to vouchers/lunches. 
  • Class teachers to check in with all pupils and families every 3 weeks by phone call. 
  • Parents continue to report any safeguarding concerns via the school’s safeguarding email address which will be picked up and dealt with by the Safeguarding Team
  • There will be a weekly assembly recorded for students. 
  • In this scenario we will also build on the success of the previous lockdown by holding school engagement events where appropriate, e.g. virtual sports day or the Easter challenge. This was popular and helped to build the school community.

 

3 Key worker provision

 

  • Luckwell will remain open for identified vulnerable/SEN students or students who have key worker parents. Staffing of provision is on a rotational basis. 
  • Necessary support in place for students with SEN. 
  • Students will have access to necessary resources to complete remote independent learning including live wellbeing sessions.