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Meadow Green PrimaryA Hive of Industry & Learning

Welcome toMeadow Green PrimaryA Hive of Industry & Learning


           Meadow Green Primary School Recovery Curriculum 2020



Our aim is to provide a curriculum that is adaptable and responsive to the diverse needs of individual learners and which reflects the uniqueness of our community and that will be vital during the recovery phase with the blended learning approach.



Children returning to school following lockdown have experienced loss ( routine, freedom, relationships, social interaction, structure) and have lived through a collective trauma. From loss emanates three significant dynamics that will impact majorly on the mental health of our children. Anxiety, trauma and bereavement are powerful forces for them all to appear at once in an untimely and unplanned fashion is significant for the developing child. Our children are vulnerable at this time and their mental health fragile and on top of that they are witnessing a sea of adult anxiety which they unwittingly are absorbing.. Independent learning without their teacher to intervene can lead to mistakes, misunderstandings and misconceptions going unchecked.

Our Recovery Currciulum is based on ' A  Recovery Curriculum:  Loss and Life for our children and schools post pandemic'. By  Prof. Barry Carpenter CBE, Professor of Mental Health in Education at Oxford Brookes University.

It is a response to the losses described above and acknowledges the importance of helping them lever back into school life using the following 5 Levers.

  • Lever 1: Relationships – we can’t expect our students 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 students 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 students to heal this sense of loss.
  • Lever 4: Metacognition – in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students 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.









There is a phased approach for our recovery curriculum during the initial stages the focus will be put on recovering children's relationships with school -  with the emphasis put on children's well being.

The second phase, will include gradual implementation of the curriculum closing the gaps in learning and consolidation followed by moving on to new learning.


Phase 1: Transition


The new academic year starts for our children in Years 1- Year 6 on the 3rd of September 2020. Reception children and nursery children will start on a phased entry from Monday the 7th of September participating in induction sessions with parents  and part time learning such that they are ready to to start full time from Monday the 21st of September.


We have also restructured our phases and classes such that for most pupils they will be taught bye their class teacher for all subjects throughout the week. This will increase opportunities and flexibility to enable teachers to focus on the specific needs of their children - with the aim of ensuring children successfully transition into their new classes and  we can share the hopes and aspirations for the year ahead.


Phase 2 Adaptations of Provision.


Core Subjects




Reading focus in the autumn term will be on key skills such as fluency, stamina and vocabulary. Apart from teaching reading during English comprehension and guided reading there will be additional opportunities for children to read during every school day. Teachers will be encouraged to choose literature that focuses on emotions and emotional language to support children's anxieties and well being at the same time. During the first few weeks of school, we will also take part in a whole school recovery project based on the book ‘Here We Are’ by Oliver Jeffers.

There will be a whole school reading age assessment using the 'Toe by Toe' programme to establish the reading ages for all children in years one to six  and to identify initial groups of children who may require additional reading intervention.

In year 2 the initial focus will be on phonics and reading comprehension skills and this will be achieved by timetabling more reading activities during the day in preparation for the phonics screening check that was delayed from the summer.




Additional SPAG sessions will be included in the school timetable to allow for revision of essential skills. There will be ample opportunities for children to practise their writing during English lessons and through cross curricular writing. Teachers and support staff will use various techniques such as ‘Slow Writing’ to help pupils improve the quality of the work produced.




The school will continue to use the White Rose Maths long term plans - which have been amended to incorporate the key objectives that were not taught because of the lockdown. The initial block units in September incorporate 'revisit and refresh' lessons which will allow children to recover their lost learning. Teachers and pupils will continue to practise the KIRFS  for the autumn term paying particular attention to the objectives for the summer term that may need to be revisited and refreshed. Additional flexibility within the school timetable will enable teachers to cater for revision of mathematical skills and fluency outside of the main Maths lesson.




Phonics lessons will continue four days per week with children accessing sounds and reading books appropriate to their level. In addition extra phonics sessions are timetable for year one and two children.




As our science curriculum forms part of our two year cycle, the long term plan for the new academic year has been updated to accommodate the units of work from the national curriculum which were not covered before the lockdown teachers will be encouraged to revisit the working scientifically targets from the previous key stage and then gradually build on that knowledge whenever possible. The knowledge content can be revisited when teaching other subjects such as comprehension or PSHE Teachers will be encouraged to use key knowledge organisers and quizzes to address gaps in the children's learning and to check their understanding





At Meadow Green we have put our children as well being at the centre of our thinking in formulating this recovery curriculum we acknowledge that the children will have had different experiences during the pandemic however the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom. With this in mind we believe the most effective way to support children’s ability to learn is:

  • Re-familiarise children with school routine
  • engage children in the learning and provide support in rebuilding positive relationships
  • Support children’s wellbeing with it being the main focus during the first phase
  • Revisit and refresh prior learning and skills using quiz and shared tasks before implementing new learning
  • amending timetables to enable children to accelerate their progress while receiving a broad curriculum

Our Curriculum


Here at Meadow Green, our curriculum focuses on developing the core skills of English and Maths as well as providing enriching learning experiences. In order to achieve our aims, we feel it is essential to have a well planned and structured curriculum based on the programmes of study of the New National Curriculum. We have developed a ‘creative’ and engaging curriculum using the National Curriculum 2014. We have tried to ensure that we have maintained the enrichment activities of our ‘old curriculum’, which we considered to be the motivational aspect of the children’s learning experiences. Of course our extra curricular activities such as music lessons, theme days, visits to /from external groups and celebratory events will remain.


We hope our themes will interest the children and provide many new learning opportunities.

Please click on the relevant phase or subject area for more information:


 Early Years 




Key Stage 1




Key Stage 2  Year 3/4 




Key Stage 2  Year 5/6





Currently, the subjects we teach are:


Core Subjects

Foundation Subjects

Religious Education
Design Technology
Physical Education
Modern Languages (KS2)

We also teach Personal, Social & Health Education (PSHE) and Citizenship. A variety of cross-curricular issues are addressed, which include Sex and Relationship Education, Equal Opportunities and Cultural Issues.

Sex and Relationships Education(SRE) Programme followed by the school is the Christopher Winter Project and takes place as a natural part of both our health education programme and work on the life cycles of plants and animals, which form part of the National Curriculum in Science.

Parts of the programme that deal specifically with puberty and human reproduction are normally covered in Years 5 and 6 and parents are told when this is likely to happen during the year. Such issues are dealt with sensitively and involve discussions about emotions, caring relationships, security and stability of families as well as personal health and biological aspects of reproduction. Lessons are usually mixed whole class lessons with the normal class teachers. Some aspects are discussed separately with boys and girls, though all aspects are taught to both.

Parents are welcome to look at teaching plans and organisation of lessons and to discuss their own views with us in order for home and school to be mutually supportive. Parents can withdraw their child from all or part of the sex education provided except that which forms part of the National Curriculum in Science. Parents should discuss any such request with the Head teacher.
A full copy of the school’s Health and Sex Education Policy is available on request.

Modern Foreign Languages is taught, with the subject of choice being French.
Religious Education (RE) is taught in accordance with the Worcestershire Agreed Syllabus and the opportunity for collective worship occurs daily. Parents have the right to withdraw their children from RE or Collective Worship.




 Children attend swimming lessons whilst in the Year 3/4 phase in both  year. Lessons take place at Studley Leisure Centre, with each class attending  for a 10 week block over a term. As a school we follow and work towards the KS2 Water Safety award with the aim that by the end of Year 4 almost all children will have achieved the required standard.  Children currently go in two groups utilising our school minibus. Consequently we do not request parental contributions towards the cost of transporting the children to swimming.


Assessment Arrangements

From September 2015 a new approach to formally assessing and recording the progress of our children has been introduced. At Meadow Green we use Optimum Education's O-Track and Class Track monitoring and assessment system to record children's learning and which informs staff and parents of the specific skills and knowledge that the children need to develop in order to progress. Pupils individual  progress against key learning objectives will be shared termly in order to ensure parents understand how their child is dong and areas where they can support the learning at home.