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A Recovery Curriculum: Loss and Life for
our Children and Schools Post Pandemic - September 2020




Newlands Primary School has put the child’s well-being at the centre of our thinking.  We acknowledge that the children will have had different experiences during this time. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom.  These losses can trigger anxiety in any child.  Some of you may have experienced this with your own children.  


We know that an anxious child is not in a place to learn effectively.   So with this in mind, the school community has thought about the most effective way to support our children’s ability to learn.  This approach will encompass and support the academic expectations for our children.


What is it?

Professor Barry Carpenter has developed the Recovery Curriculum, as a response to the losses described above.  It is a way for schools to help children come back into school life, acknowledging the experiences the children have had.  We want children to be happy, feel safe and able to be engaged in their learning.  We have decided that a way to achieve this for the children is to acknowledge the importance of helping them lever back into school life using the following 5 Levers as identified by Professor Barry Carpenter.


The 5 Levers of Recovery

 Lever 1: Relationships – we can’t expect our children 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 children 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 children to heal this sense of loss.


Lever 4: Metacognition – in different environments, children will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our children 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.


 Professor Barry Carpenter, CBE is Professor of Mental Health in Education at Oxford Brookes University.


How will Newlands Primary School achieve this?

The following is to be implemented from September 2020 for a minimum of 4 weeks:


1. Whole school approach to PSHE- ‘Recovery, health & wellbeing’

  • Understanding Coronavirus & health & safety preventions in school
  • Loss & Bereavement
  • Gratitude
  • Managing worries and fears
  • Being positive and looking forward
  • Reconnecting with friends
  • Belonging and feeling safe


There will be plenty of opportunities for children to talk about their experiences, for one-to-one conversations with trusted adults where this may be supportive and opportunities to renew and develop friendships and peer groups.


2. Re-establishment of routines and procedures around school

  • Visual timetables
  • Classroom charters
  • Classroom re-orientation & new resources
  • Circle time - discussions based around returning and well being
  • Playtime/Lunchtime games & outdoor learning - to reignite socialising
  • Art & creative activities to allow for expression and socialising
  • Mindfulness activities


3. Community

  • Children will return to their previous year groups and class teachers for the first 2 weeks of the term to reset relationships and support transition
  • Continue to engage with parents via year group emails
  • Google classroom to be established for continuous remote learning
  • Use of specific agencies to support any specific needs highlighted in children and families


4. Academic Curriculum

  • Promote a love of reading & being read to
  • Problem solving approach
  • Revisit and embed the key concepts and skills of core subjects to build stamina
  • Revision and revisiting of Phonics teaching and learning from the previous year
  • Free Writing
  • Revisit favourite topics/learning challenges from previous year
  • Low stakes testing- quizzes to establish gaps in learning
  • Focused intervention to diminish the gaps
  • Extra staff allocated and available to support children individually/as groups
  • Texts chosen will allow for relevant themes to be explored


Curriculum Statement


The eleven schools in the Redbridge and Lordshill Federation work together on curriculum design and development.


We are all committed to the principles of the United Nations Conventions on the rights of the Child, especially Article 28: Every child has the right to an education.


From September 2014, we have been teaching the new primary National Curriculum.


Our Early Years and Foundation Stage departments follow the Statutory Framework for the curriculum.


We have collaborated to make sure our curriculums:


  • meet statutory requirements

  • are broad and balanced

  • offer first-hand experiences

  • have clear skills progressions

  • allow pupils to apply these skills

  • encompass the arts

  • support vulnerable groups and individual needs

  • foster pride in our city

  • promote health and well-being

  • fulfill the requirement to promote British values

  • support children’s place in a multicultural society


We share high expectations of our pupils and our staff, our curriculums have a common approach to assessment for learning and we all aim for high standards in all areas.


At the same time, our collective approach allows each school to develop a curriculum at local level which reflects the needs and intakes of our unique settings.


We have a commitment to continue to work together at all levels and to share good practice via our leadership and curriculum networks.

Our Curriculum Statement

At Newlands we aim to provide the children with a curriculum which is broad, well balanced and above all stimulates the children to learn. In addition to acquiring skills and knowledge we aim to help the children to grow in confidence and maturity so that they can become life long learners who will be successful in the ever changing world. We aim to provide the children with real life and practical experiences, alongside a wide range of visits, visitors and extra-curricular activities.


The new National Curriculum comprises of core subjects:

English, Mathematics, Science


And foundation subjects:

History, Geography, Design and Technology, Art and Design, Music, Physical Education (PE) and Computing

The teaching of Religious Education is statutory in all schools. It is taught following the Southampton Agreed Syllabus. We plan our collective worship in line with DfE guidance: (, our Rights Respecting Schools work and British Values.

PSHE and Citizenship is integrated into our curriculum to ensure children are prepared for life in modern day Britain. We follow the SEAL themes aiming to ensure children develop their social and emotional aspects of learning. We have a strong focus on multi-cultural themes, global learning, anti-bullying and rights and responsibilities, including democratic voting for School Council, Sports Council and House Captains. We also teach Philosophy for Children (P4C).


Phonics & Reading Schemes

We use the 'Letters and Sounds' programme to teach phonics. 

We use several schemes to support Reading in school as detailed below. All books from different resource providers are 'banded' using the multi-coloured Book Banding Scheme.


KS1 Reading Schemes:
Oxford Reading Tree
Rigby Star
Phonics Bugs
Bug Club
KS2 Reading Schemes:
Bug Club
Project X
Rigby Navigator
Badger Books


At Newlands Primary School we place great emphasis on English and Maths as these underpin many of the other aspects of the taught curriculum. Whilst the core subjects are taught on a regular basis the foundation subjects may be taught as blocks of work over a matter of weeks. The planning of the curriculum is based around a rolling programme of "Learning Challenges" to ensure coverage of selected topics by all children who progress through the school. The "Learning Challenges" for both Key Stages make use of our local environment eg we cover topics such as habitats in our school grounds, Millbrook and Southampton. We also study other localities and cultures so that children gain an understanding of Britain as a diverse society. Our "Learning Challenges" also extend to other countries which enhance the children’s understanding of their global community.


We also value the role of foreign languages in the curriculum and French is taught throughout KS2 from Year 3 to Year 6.

We have specialist teachers who ensure our children get the best provision possible in PE, Music and Art skills.

When children leave at the end of Year 6, they should be equipped with the full range of skills that enables them to become successful in the next phase of their learning journey and towards being lifelong learners.

To find out more about the curriculum we are following in each year group, click below.  Look on the class pages for our half termly curriculum letters to parents. If you still have questions about the curriculum being taught, please ask your child's class teacher in the first instance. Our Assistant Headteachers lead the Curriculum implementation across their relevant Key Stages and they regularly support parents through offering workshop sessions and individual meetings should there be further questions about the Curriculum content and how it is taught.


Assessment for learning is at the heart of our practice and this is how we ensure children continue to make the best progress they can in school. Staff work closely with each other and the children to make sure that feedback and marking has an impact on progress and that every small step contributes to a child's learning journey over time.

Please click here for our Assessment policy.