OUR RESTORATIVE CURRICULUM
Children’s well-being has always been - and remains, central to our school ethos and to our curriculum. We are aware that our children and their families will have had a range of different experiences during 2020.
At Bournehall, our ‘Recovery Curriculum’ has been developed to enable our children to feel happy, healthy, safe and ready to engage in learning within school once again.
We aim to create an environment where every child can:
- build trust and positive relationships
- socially interact with adults and peers
- follow a structure and routine
- learn to co-regulate and self-regulate emotions and behaviours
- engage constructively in learning
Professor Barry Carpenter, CBE, PhD, FCCT Professor of Mental Health in Education, Oxford Brookes University identified five losses experienced by children during the COVID- 19 Pandemic as loss of :
Routine Structure Friendship Opportunity Freedom
and the four consequences of these losses as:
Bereavement Attachment Anxiety Trauma
Any of these losses may trigger anxiety in any of us, but the combination at this time is significant and must be addressed.
Click here to listen to Professor Carpenter's podcast on the Recovery Curriculum.
"We cannot always build the future for our youth, but we can build our youth for the future."
Franklin D Roosevelt
We know that an anxious child is not in a place to learn effectively. With this in mind, we have considered the most effective ways in which we can support our children’s transition into learning back at school.
Our Recovery Curriculum
This encompasses both the emotional and academic development of our children and is based on Professor Barry Carpenter’s ‘5 levers’
Lever 1: Relationships
Reaching out and reconnecting with children and their families is the first critical step to this approach. We will provide a welcoming and nurturing environment, based on shared values and mutual respect, where they can connect with others.
Lever 2: Community
We need to understand the experiences of our community so that we can respond effectively. Listening to children and their families will help us to respond and plan appropriate provision for each child, with a shared understanding of hopes, needs, roles and expectations.
Lever 3: Metacognition
We will explicitly structure our teaching to develop children’s confidence and skills that are essential for effective learning e.g. self- regulation, social communication and interaction, listening, maintaining concentration and resilience.
Lever 4: Transparent Curriculum
Through learning conversations with staff, children will be actively involved in identifying the gaps in their learning and planning together for their ‘next steps’. Through the well-established systems in school e.g. circle time, protective behaviours, worry boxes and access to the pastoral team, children will be encouraged to recognise and express their feelings and needs. Parents and carers will be kept informed of learning expectations, content and any interventions and are encouraged to respond, so that ‘transparency’ of the curriculum is maintained.
Lever 5: Space
Time and space will be provided for children to reflect and connect with their sense of self and to express their feelings - through both creative and physical activities e.g. mindfulness sessions during the day, movement, daily run, learning outdoors, expressive arts, crafts and music.