Valuing Every Achievement

Covid-19 Emergency 2020-2021 Funding




At Mayfield Primary School, we have adopted an approach of analysing the needs of our returning children (after each prolonged period of 'on-site live learning'). Then, once we have clearly established the reality of our children's needs, we then determine what the best long term use of funds will be to bring about sustained recovery over time. We do not believe sticking plasters in search of 'short term knowledge consumption' works or has lasting impact which will truly move our children's ability to learn forward. We have centred upon the question of: What do our children need as learners after their absence from school? We strongly believe the lost routines and expectations which our intention for teaching and learning can deliver on-site is the area we must invest in to bring about the most lasting recovery. Our core intention must be re-enabled otherwise the cold saturation of knowledge will not stick and will not impact positively for the overwhelming majority. So in addition to the use of funding outlined in this plan, we have intensified our focus upon the next stage in our Classroom Craft and Curriculum Craft work from our development planning. If anything, it is now more pertinent and vital than ever.

In addition to the above wider work, we have dedicated staff meeting training time to this issue of Covid-19 recovery funding at each point of return and have drawn the following evidence based conclusions.

* The largest areas of recovery centre upon our youngest children in early years and year 1. As of March 2021, they have each missed half of their 'normal' full-time schooling from entry to Mayfield Primary School - knowledge, skills and behaviour for learning are a huge area for priority. 

* Language and vocabulary forms a key part our core intention for Mayfield. We are seeing greatly heightened gaps in all our children - but most notably - children up to, and including, year 3. 

* From a social and emotional perspective, we are seeing barriers to learning heightened by the prolonged physical absence from school for higher numbers of children across all year groups - most notably our older Key Stage 2 children. Creating a greatly increased demand for our planned nurture approach for key groups.  

These now form the objectives for the intended use of our Covid-19 recovery funds. 

Additionally, as we stated earlier:

* The acceleration of our phase two plans for the new curriculum - vital for the tone, pace and engagement we know our children need upon return and moving forward. Our curriculum approach must be responsive to the behaviours and needs we will find. We cannot assume prior timescales will now be appropriate - we must be pro-active and adapt now. (Covid-19 funding is not deployed directly towards this objective and is covered more directly within our adapted School Development Plan: Phase Two.)

The plan below is separated into three areas of impact. We call it: MILESTONE 1 - MILESTONE 2 - MILESTONE 3

What we will not do is dwell upon what has been. Our core school intention is built upon readiness for a bright future and preparation for this. Whilst understanding that many things remain different and we have to be responsive to the changes that have taken place, we will adopt a positive, hopeful, encouraging outlook where these temporary barriers will not be allowed to define our children's future. Our children need this perspective and our long term prosperity as a community and a nation requires this. We are where we are. Our intention has not changed. We know how we want our school to be. These plans are fit for our children in our community right now.



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