‘Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.’ – DFE 20 July 2020
Having considered the best ways to attempt to mitigate learning loss and the negative impact on the pupils of Talbot Primary School, caused by the pandemic, we have adopted a tiered approach.
The first element of this is accurate assessment as it is vital to know where our pupils are with their learning, what they can do and where they have gaps in their knowledge and understanding. In addition, it is important to assess the impact on children’s well-being and mental health as a result of the enforced absence from school of some pupils.
Once the needs of individuals, classes and cohorts have been accurately identified, this information can be used to inform an effective response.
A combination of carefully considered adjustments to the school curriculum, high quality teaching and additional targeted academic support, both within and beyond the school day will be used to help our children to ensure the disruption to learning caused by the pandemic does not adversely affect the trajectory of their progress towards the next stage of their education.
Effective use of technology will ensure that remote learning will be in place for any pupils with periods of absence as well as to supplement the education that all children receive in school. It will ensure none of our pupils are disadvantaged due to the lack of access to technology.