Primary Catch Up Curriculum

The Recovery Curriculum.

Our recovery curriculum at Bradford Academy has a dual purpose: wellbeing and academic.

We hold relationships, well-being and mental health in high regard. During these uncertain times, these attributes are more important than ever which is why we have designed our recovery curriculum to reflect this.

We ensure that the language we use in school is key to building confidence. We know it is important that they feel motivated to move their learning on in a fully supportive way of their well-being.

Our approach to this in school means that everyone is consistent with the use of positive language. This directly supports our behaviour policy where positive language and restorative practice are core values.

As a school we map where the children are, master the current learning taking place and then move forward with new or additional content in the sequence of lesson.

We are Learning Power school and the children are very good at explain how they are learning. We have initiated a tiered approach to this to support the wellbeing of our children. Our focus for this the autumn term is Resilience.

Relationships, Wellbeing and Mental Health

We are continuing our PSHE scheme of work which focusses on relationships and allowing time for mediations and contemplation. The sessions also cover belonging and feeling safe, reconnecting with friends, being positive and looking forward and kindness. Each class will also be taking part in half termly Forest School sessions to enable communication, empathy, problem solving and collaboration skills to be developed. 

Creating a sense of belonging Whilst we are unable to be together in daily collective worship, it is important to feel a sense on collectiveness and belonging. All classes have daily collective worship, with Thursday and Friday being celebration focus. We will also be holding special learning days throughout the year and sharing the learning school wide through videos and live sessions.

Staff are well trained and regularly monitor children’s progress to ensure that they are engaged in activities that develop their skills and help them grow in confidence. Staff provide many and varied opportunities for children to develop their speech through careful questioning and a range of interesting activities. Children are safe and happy and play well together.

Ofsted 2017

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