South Lanarkshire Council Recovery Planning August 2020 - St. Leonard's Primary School and Nursery
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South Lanarkshire Council: Recovery Planning
South Lanarkshire Council
Recovery Planning August 2020
St. Leonard’s Primary School and NurserySouth Lanarkshire Council: Recovery Planning
Improvement Priority 1 - Promote the positive health and How will we know we’ve been
successful?
wellbeing of children & young people, parents/carers and staff
Quality Indicator Recovery Priority Key Recovery Tasks Desired Outcomes and Impact
(School specific)
3.1 Ensuring wellbeing, equality and These have been generated as a series This section should give a brief
inclusion of prompts/suggestions to assist This section is for school-specific indication of what success would look
Wellbeing schools with the recovery planning planning. What needs to be done in like and how it will be measured.
Fulfilment of Statutory Duties process. They are based around your specific context? Who will be
Inclusion and Equality current research and information involved and when? Set SMART
around recovery and National targets.
Guidelines.
Theme: Whole School Wellbeing Schools need to: Key Recovery Tasks (school Desired Outcomes and Measures
specific)
Rationale: School ethos is a Assess current position in terms of
determinant in promoting social and whole school wellbeing. Use A combination of the SLC Quantitative/Qualitative data
emotional wellbeing and mental authority guidance/toolkit or other attachment strategy produced from Wellbeing
health for everyone within the school audit tools. Readiness checklists, Checklists and survey will
community. Emotion Works Recovery, establish and ensure targeted
Plan a whole -school co-ordinated pupil and staff surveys and support for identified children
A sense of Belongingness and approach to identifying need and for Google forms will be used to
Connectedness is always a planning appropriate, measured, assess initial school
powerful support for children, young responsive interventions to wellbeing. A positive attitude/confidence
people, and adults, especially as a identified issues on an ongoing Enhanced transitions back to on return in August will be
buffer to adversity. This is mediated basis. This should explicitly refer to school for our children most observed
through Quality Relationships, and the post COVID needs and context at risk of finding this
a range of Attachment Informed and also acknowledge that some challenging (June 2020) Knowledge, understanding
Practices. children will have gained skills as All staff engaged in and application of discussed
well as have needs. Attachment Strategy Webinar approaches will be evident in
Staff will have had a range of (June 2020). practice
experiences during this period and Plan how best to promote an CLPL record will show impact
will need a flexible and personalised attachment -informed ethos and A lead attachment of webinar and of ongoing
environment that nurtures ambassador (DHT) will be training along with staffSouth Lanarkshire Council: Recovery Planning
approach that emphasises the reconnection, transitions and identified for the school in feedback on inputs and
ongoing importance of self-care. belonging within their unique preparation for further implementation of approaches
context, based on the SLC training delivered by SLC and outlined by lead ambassador
It will be important to work out where attachment strategy. as a point of contact to
children and young people are in support staff, pupils and
terms of their wellbeing through Focus upon a practical roll-out of parents
observation, conversation, and SLC Attachment strategy including Confidence/motivation/attitude
further assessment with planned ensuring staff are appropriately The children identified as of target group will increase
interventions for some. trained. requiring a nurturing Staff observation of children in
provision will still receive this approach to tasks and how
Provide opportunities for Staff input in line with current settled they are within main
Establishments, at all stages of this Development which allow staff to government guidance and classroom environment
pandemic, have a critical role in focus on individual and collective advice PT as lead nurture practitioner
remaining connected with families wellbeing needs of their children Staff will be supported in will support staff in ensuring
and supporting learning and and young people, especially their ensuring that nurturing nurturing ethos is evident
wellbeing. Schools should engage most vulnerable. approaches are a central part across the establishment.
directly with parents and in a of our school ethos Observation and learning
compassionate, personalised way to Identify partners from beyond the conversation and further
foster confidence. school that may be needed to help promotion of school values
with the recovery process e.g.
psychological services, third sector
agencies. Specialist Support teacher SST will work with identified
will be deployed to assist in children and use the HWB
Work with parents and carers to the Health and Wellbeing toolkit to measure
raise awareness and understanding across the school such as the improvements in
of the importance of attachment and Health and Wellbeing toolkit confidence/motivation/attitude
of a recovery curriculum. Engage and assisting with nurture (dialogue with class teacher)
with stakeholders in the wider provision
school community. Continue to produce high Response from parents and
quality information which is evidence of effective
Have overt plans in place to support delivered at an appropriate communication such as an
the wellbeing needs of staff which time, to be shared with understanding of the policies
acknowledge that there will be parents through social media and procedures in place
many different circumstances and and our school app. (observation and feedback)
concerns. Ensure communication
channels are clear and consider Continue to support parental Effective flow of information
how staff may both support and communication and ensure between school and home
help each other. Ensure there are adequate support is given for while complying with current
clear processes in place which queries and concerns restrictions
support all personnel functions, and South Lanarkshire Council: Recovery Planning
which allow staff to be included and
consulted.
Build on partnership working Feedback and input from PTA
with Parent Council and PTA and Parent Council as
to support the parent body representatives of the wider
during this time parent body will ensure that
we have an understanding of
the needs/views of all
Liaise with Educational Ed Psych will support school
Psychologist and other with identified children and
partners as appropriate to signpost parents to
support families/children appropriate resources to
assist at home. We will
measure improvements in
confidence/motivation/attitude
(dialogue with class
teacher/assessments)
Consult with staff about their The team dynamics and staff
“connectedness” and responses on Wellbeing
together develop survey and the engagement
opportunities to collaborate and participation in the
and spend quality time with opportunities provided
each other
Further develop staff Staff attitude and response to
knowledge and dealing with distressed
implementation of PPRUDB behaviour and the general
and deliver additional input observations of behaviour in
as appropriate the school will be positive
Theme: HWB CURRICULUM Schools need to: Ensure that HWB curriculum Forward plans and feedback
plays a central role in the from staff and pupils will
Rationale: The approach to the Contextualise the ’Reconnection & return to school and is demonstrate a positive
curriculum, learning and teaching is Recovery’ guidance to develop aSouth Lanarkshire Council: Recovery Planning
a key part of ensuring recovery. recovery curriculum within a unique responsive to the needs of attitude to the return to school
Effective delivery of a “recovery context. the children in each class and blended learning model
curriculum” is underpinned by Continue to embed the
recognition that all Behaviour is Emotion Works programme Effective implementation and
Communication. Ensure Effective planning and across the school to improve improvement in the emotional
monitoring is in place to support the the emotional literacy of our literacy of the pupils and
Reconnection with learning focusses learning and teaching process in the pupils increased knowledge from
upon key themes of; supporting promotion of resilience and the staff. Led and monitored by
engagement and motivation, support of mental, emotional, social, Continue to use “Zippy’s DHT.
readiness to learn, connection to and physical wellbeing Friend’s” and “Apple’s Pupils will show an ability to
prior learning and metacognitive Friend’s” in P2-P4 classes to discuss coping mechanisms
approaches. support children in and these will be seen in
Enable opportunities for children developing resilience and practice by teachers and
Involving children and young people and young people’s voices to coping strategies support staff (playtime)
in decisions is part of a rights-based influence decisions and ensure the SLT to monitor the work in Feedback from learning
approach and acknowledged as best curriculum is responsive to needs. each class and engage in conversations with pupils will
practice. It is strongly associated learning conversations with provide clarity around
with good outcomes, including pupils regarding their return attitudes, concerns and
recovery from adversity. to school ensure appropriate planning
of next steps
Introduce the use of Measures outlined in
HGIOURS Part 2 to ensure HGIOURS and feedback
that children’s voices are gained through discussion
being heard and they are with a representative group of
playing a valued part in pupils. This will be inform next
school self-evaluation. Use steps and these will actioned
this information to create an and evaluated.
action planSouth Lanarkshire Council: Recovery Planning
How will we know we’ve
Improvement Priority 2 - Planning for Equity been successful?
Quality Indicator Recovery Priority Key Recovery Tasks (School Desired Outcomes and
specific) Impact
2.4 Personalised Support These have been generated as a series of
Universal Support prompts/suggestions to assist schools with the This section is for school-specific This section should give a
Targeted Support recovery planning process. They are based planning. What needs to be done in brief indication of what
Removal of barriers to learning around current research and information your specific context? Who will be success would look like and
around recovery and National Guidelines. involved and when? Set SMART how it will be measured.
3.1 Ensuring wellbeing, equality and targets.
inclusion
Wellbeing
Fulfilment of Statutory Duties
Inclusion and Equality
3.2 Raising Attainment and Achievement
Attainment in Literacy and Numeracy
Attainment over time
Overall quality of learners’
achievements
Equity for all learners
Theme: Re-identifying the poverty- Schools need to: Key Recovery Tasks (school Desired Outcomes and Measures
related attainment gap. specific)
Consider the experiences learners have had
Rationale: To plan effectively to address during the school closure period, drawing on Through professional Data produced on
the “gap” there needs to be a clear for example: dialogue and monitoring Google Classroom and
understanding of what the current “gap” - Engagement data SLT identify pupils who knowledge gained
is. Learners will have had a varied - Home-school communication have not engaged in through professional
experience during their home learning - Home-learning submissions Google Classrooms. dialogue with staff,
period, and won’t necessarily be at the - Engagement at hubs Consideration is given to pupils and follow up
same point in their learning when they left Use a range of quantitative and qualitative reasons for this and then calls with parents.
school in March. Some learners will be measures to undertake a new “gap” analysis systems put in place to This will highlight
further ahead; some at the same point; for all pupils, which takes account of: ensure continuity of challenges withSouth Lanarkshire Council: Recovery Planning
with others showing limited progress if - Learners’ wellbeing learning for all. e.g. engagement and
any. Schools therefore, need to - Attainment chromebooks, paper packs ensure appropriate
reconsider their “gap” and re-assess to - Engagement etc. (For blended learning measures/supports are
establish where the current gaps and - Participation model) provided individually.
barriers to learning are for their learners. Results of diagnostic
This provides a clear foundation for Take a balanced and staged approach to Diagnostic assessments assessments along
improvement and planning. assessment; remember learners are carried out for each class with professional
recovering and beginning to re-engage with following a settling in period judgement of staff will
their learning, and that their wellbeing comes using existing resources be used to ensure
first. Remember that some children may well e.g. GL assessments, planning of next steps
have gained skills/experiences as well as lost Teejay assessments to will lead to
them. identify gaps achievement for all
Undertake a rigorous analysis of the pre and Increased staff
post lockdown data with all relevant staff to Benchmarks used by knowledge of
establish the school’s new “gap” position. teachers to identify core benchmarks and move
This will enable identification of learning and to address towards curriculum
groups/learners/stages requiring targeted filling in gaps in knowledge being driven by these
additional support. statements (ensures
effective use of direct
teaching time)
Evaluations of all
Reassess ASN in school children with ASN and
based on data gathered their current
and put appropriate ASPs/Staged
interventions in place where Intervention paperwork
required. E.g. IDL, 5-minute to reassess current
box etc need and evaluation of
the interventions and
impact on attainment
and achievement.
Boxall profiles completed Completed Boxall
for children requiring input profiles and evaluation
from Nurture provision of the development of
outlined skills (nurture
provision provided)
Specialist support teacher Attendance at drop-in
to provide drop in sessions sessions and feedback
to offer advice and support from staff on the
to staff implementation andSouth Lanarkshire Council: Recovery Planning
impact of suggested
interventions
Use CLPL time productively Staff confidence and
Theme: Planning to close the poverty- Schools need to: to address challenges competency in
related attainment gap and reduce posed by current situation providing learning
learners’ barriers to learning. Consult with all stakeholders (learners, and make use of local and through the “blended
parents, staff, partners) when making national resources learning” model and
Rationale: As learners return to school, decisions around the PEF/SAC funding evidence of sharing
SAC/PEF plans need to be flexible and during the recovery phase. best practice will be
adaptable to meet the current needs of Explore evidence based approaches through positive
learners as blended learning is EEF, National Improvement Hub, SLC HWB
implemented. Whilst there will be parts of recovery support document, etc. to inform Use some time in school to More effective use of
the equity plans that are still relevant and thinking. teach children on effective Google Classroom by
can delivered, there will also be parts that Engage in professional dialogue with staff to use of Google classrooms children in sharing
are no longer relevant and therefore need establish the best approaches to close the and outline clear work and images and
to be altered and adapted following the poverty-related attainment gap. Ensure expectations on increased levels of
re-identifying of the gap, and the need to agreed approaches provide additionality. engagement and engagement
take account of the new blended learning Review staff training needs. participation. Use for
taking place. Note, any changes, to Review current partnership working. Homework.
SAC/PEF plans must still adhere to the Consider how you will measure and evidence
guiding principles in which this funding impact; plan this into home and school Provide parental support in Increased parental
was intended. approaches. line with input delivered to confidence in
Consider how blended learning will affect our children so they are aware supporting children at
most disadvantaged learners: what support of effective use of the home
can be delivered while learning at home and google classroom. Consider
in-school? You may find the EEF covid-19 the use of videos as well as
resources helpful when considering this. information documents to
ensure that all parents have
equal access to information
Continue to explore creative
means to involve children in Continued
Children’s University engagement in CU and
particularly during “blended uptake of activities
learning” to enhance remotely. Observations
participation, engagement of motivation and
and motivation while allow participation and
personalisation and choice quantitative data
produced on AspireSouth Lanarkshire Council: Recovery Planning
Identify learners who may Review of support
experience disadvantage systems in place and a
and in consultation with centralised recording
parents and carers ensure system for what
that any identified barriers support is required
can be overcome and where and how this
correct support is put in need is being met.
place for this.
Review systems for Feedback from staff
partnership working with and parents will
parents given the lack of produce quantitative
face to face meetings. Keep and qualitative data
this under constant review, through use of Google
adapting and changing the forms. Data will be
procedure to suit the needs used to identify areas
of the school while of strength and
complying with government development.
advice
Regularly invite parents to
feedback and make
suggestions through the
use of Google forms
Ensure that there is open Effectiveness of
Theme: Tracking and monitoring impact Schools need to: dialogue with parents systems in place for
of equity approaches. regarding progress and that raising concerns and
Identify key measures, which will evidence parents are alerted to also addressing
Rationale: To ensure maximum impact impact for your approaches. Consider: when; concerns quickly despite concerns
for learners, there needs to be rigorous, how; by whom; bureaucracy. current restrictions
regular tracking and monitoring of equity Engage in dialogue with staff, pupils and Regularly review practice Close monitoring of
approaches. This enables schools to parents to discuss progress and analyse the through professional pupil participation and
understand what works well, and to build evidence obtained from your key measures. dialogue and consultation engagement and
on this, but also ensures approaches can Use these to inform planning; alter plans with pupils to address any prompt and effective
be changed, stopped or adapted quickly promptly and accordingly if little/no impact concerns (with particular response to potential
when there is little/no impact. evidenced. reference to difficulties with issues in order to
Consider points in planning section to find access/resources at home) overcome
alternative approaches. disadvantage
Ensure that CLPL is current Staff knowledge and
and that new approaches understanding of
and innovative ideas, both current local andSouth Lanarkshire Council: Recovery Planning
locally and nationally, are national guidelines and
incorporated into practice their implementation of
where appropriate and then this in practice will
regularly reviewed increase
Ensure that planning is
responsive to the needs at Review of forward
any given time. Reduced plans and moderation
forward plans to be to ensure appropriate
completed 4 weekly rather pace and challenge for
than termly to ensure that all
this is based on current
guidelines with a focus of
literacy, numeracy, HWB
and RE.
Review COTSD position Effectiveness of the
Theme: Cost of the School Day Schools need to: statement and make school at adhering to
necessary amendments in position statement and
Rationale: The coronavirus will have Revisit Child Poverty Action Group Website line with COVID pandemic commitment to keeping
affected families in different ways. Those Read CPAG article on impacts of school (consider new financial this under constant
who experienced poverty prior to the closures. situation of many families) review to support
epidemic were already pushed into Revisit your CoSD Position Statement. families in the current
unacceptable hardship, and may have Consider how you can best eliminate climate
been pushed deeper into poverty due to charges for families. Ensure that parents are Increased knowledge
the effects of the coronavirus. There will Consider how you will equip learners with the fully aware of the COTSD of position statement
also be a number of families who are now tools required to undertake home-learning. position statement by through parent body
experiencing poverty who weren’t before. Consider how our actions can inadvertently sharing widely via school
As a result, cost of the school day has alienate families in poverty. app
never been more important. We need to Use knowledge/intelligence and sensitively Ensure that due Evidence of low cost
poverty-proof our approaches, particularly engage with families as appropriate to consideration is given to all and free activities
as we move towards a blended learning understand any financial impacts. school activities and that being organised within
approach to ensure no learner misses out Consider how you can sensitively support these do not incur a the school
due to financial constraints. financial burden for families.
families by signposting them to financial
supports or by supporting them as a school Ensure that parents have Uptake of uniform from
community. access to uniform if “swap shop” or items
Consider staff training needs – ensure all required provided by school to
staff are consistent in their approach to those in need
poverty. Consider the implications of
no free breakfast club on Staff awareness of
some families and put children who may need
support in place to breakfast in theSouth Lanarkshire Council: Recovery Planning
Consider what changes will need to be made overcome this when morning and procedure
to the school calendar in light of changes to needed put in place to address
family income. this need in a discrete
manner
Ensure that there is Effective
equitable access to learning communication
material at home and create between “link” and
a “link person” within the family and positive,
school who families can confidential
confidently liaise with if relationship
experiencing difficulties. established. Evidence
Share this information and of parents knowing
contact details widely via they can approach link
school app and twitter person in confidence.
feeds. (DHT)
Ensure that staff are aware Continued emphasis
of the impact of poverty on poverty and CLPL
through CLPL and that they records and SLT
put support in place in their observations. Quality
own classrooms to of transfer of
overcome this. Staff should information between
also be encouraged to seek “link” and staff will be
support from “link” person regular and informative
to ensure that all
information is gathered and
known by a central source
(DHT)South Lanarkshire Council: Recovery Planning
How will we know we’ve
Improvement Priority 3 - Continuity of Learning been successful?
Quality Indicator Recovery Priority Key Recovery Tasks (School Desired Outcomes and
specific) Impact
2.2 Curriculum These have been generated as a series of
Rationale and design prompts/suggestions to assist schools with the This section is for school-specific
Development of the curriculum recovery planning process. They are based planning. What needs to be done in This section should give a
Learning pathways around current research and information your specific context? Who will be brief indication of what
Skills for learning, life and work around recovery and National Guidelines, involved and when? Set SMART success would like and how it
including the SLC Recovery Guidance targets. will be measured.
2.3 Learning, teaching and assessment documentation.
assessment
Learning and engagement Links are included where appropriate.
Quality of teaching
Effective use of assessment Please note - there are 2 Head Teacher
consultative groups currently working with
Planning, tracking and monitoring
senior officers to produce Local Authority
suggested recovery phase ‘curriculum
3.2 Raising Attainment and Achievement
models’ for both the Primary and
Attainment in Literacy and Numeracy
Secondary sectors. As soon as the
Attainment over time recommended models have been assessed
Overall quality of learners’ for operational practicalities (including
achievements services such as cleaning, transport,
Equity for all learners catering etc) they will be emailed to all
Head Teachers.
Theme: Learning In School Schools need to: Key Recovery Tasks (school Desired Outcomes and Measures
specific)
Rationale:
The implementation of physical Consider your current position in terms of RA in place – Aug 2020 Staff and pupil
distancing will impact upon the capacity staffing and pupil numbers. Use Local Capacity exercise completed –All understanding and
for in-school learning within a specific Authority and National Risk Assessment areas in use adhere to social compliance with Risk
setting. For the first phase of re-opening, advice and recovery planning guidance to distancing Assessment
schools should assess the maximum plan an in school curricular provision. documentation.South Lanarkshire Council: Recovery Planning
number of pupils they can safely Playground areas are zoned to Continual evaluation
accommodate at any one time while Plan a whole school approach to how you will comply with social distancing and review of
maintaining a quality learning best utilise your learning spaces, taking Socially distanced Breakout areas procedures based on
environment, account of social distancing and the types of have been designated to each staff and pupil
Remaining in-school provision should be learning episodes this will allow you to class where required feedback
distributed across all year groups to deliver.
ensure that every pupil benefits from in-
school learning wherever possible Consider if communal and social areas could
be repurposed to provide additional learning
space. Literacy, Numeracy and Evidence through
HWB and RE are key learning conversations,
https://www.gov.scot/publications/coronaviru curriculum for teacher direct work produced,
s-covid-19-re-opening-schools-guide/ contact time with children forward plans and
professional dialogue
of high-quality learning
It would be naive of any Headteacher to Assess which curricular areas you are able experiences in
think that the child will pick up the deliver and resource in school, both in terms Numeracy, Literacy,
Curriculum at exactly the same point at of physical spaces and staff capacity. HWB and RE
which they left it on the day their school Staff have established Examples of sharing
closed. Too much has happened. Listen means of communicating best practice and
to what the children are saying. Look at Consider how you will build opportunities for via shared google building of capacity
what the children are experiencing. None staff to work collegiately to moderate and classroom, group emails amongst teaching staff
of this follows the usual pattern of a assess within this structure.
school year with all of the annual cycle of Ensure that all attainment Open lines of
events. It feels like a period of true social Consider planning for longer blocks of information to identify gaps communication and
disorder. Compassionate Leadership is learning over a longer-term timetable where in learning is gathered, evidence of strong and
crucial at this time.” The Recovery possible (ie for secondary – 3hrs of a face to collated and evaluated and supportive partnership
Curriculum, Think Piece face learning of a subject once every 2 shared effectively after a working
weeks) short settling in period to
ensure that the direct
teaching matches the Staff feedback on
needs of the children effectiveness of
collating and sharing
Review your school’s learning, teaching and Ensure that effective attainment data and
Schools should consider the needs of assessment processes. Your assessment handover information is improved staff
children and young people after a guidelines will need to take account of the given from previous confidence in
prolonged period of remote learning and different learning experiences pupils will have teachers and takes account identifying gaps and
absence from school. It will be important had during school closures, there should be of the period of absence next steps
to promote reconnection and recovery a clear focus on health and wellbeing and the from school and the likely
within the curriculum. use of high-quality formative assessment. impact that this has had onSouth Lanarkshire Council: Recovery Planning
the learning of each child Effective professional
and potential barriers to dialogue and
learning (wellbeing) knowledge of children
Decisions need to be made about what Consider how you will continually assess in class prior to August
assessments will be used to re-assess the learner progress and engagement to ensure start date. Evidence of
regulation, wellbeing and learning needs appropriate support is being provide. the impact that this
for each child. Very careful consideration information has had on
should be given to the use of summative practice in preparing
tests as a route to baseline pupils. Consider what CLPL you will need to offer for new class.
staff to allow them to deliver the recovery Ensure that additional CLPL Effective use of
This will be a time to make even more curriculum in school and how this will be training is provided to staff SHANNARI/Boxall and
use of outdoor learning opportunities. In facilitated. in relation to Google dialogue with ‘link’
accessing a range of outdoor Classroom. Allow time to person to address
experiences, learners can build upon and share ideas and best barriers to learning and
develop skills that attribute to their holistic Subject leaders/specialists should consider practice to make the most gaps in leaning
health and wellbeing. which areas of the curriculum are best suited effective use on online
to home/online learning and which areas learning platforms. Evidence of effective
It is clear from all of the recent research require face to face learner/teacher and confident use of
that core teaching delivered in person by interaction. In school curriculum should focus online learning
teachers in schools is most impactful. on the communication of complicated or new platforms and
However where this teaching time is concepts, problem solving activities which resources and
reduced the technology should be viewed might require specialist support and practical Continue to use the feedback from staff
as a way to enhance and consolidate the or investigative work. benchmarks to identify core and pupils in relation to
core teaching vs replacing it. areas of learning that can this. Motivation,
be consolidated at home. participation and
Whilst the adults begin preparation and Identify how you will convey all information to Give due thought and engagement monitored
decision making, consider how we learners and to parents/carers and strategies consideration to the nature by class teachers and
empower learners during this preparatory to engage with them further on supporting of this work. For example, SLT
period. Ensure as leaders you gather learning in school. would most parents have
views learners in their recovery, along with the knowledge and ability to Evidence of strong
parents/carers . Consider how to take account of parental support with this at home or working knowledge of
views and pupil voice when developing the is this more specialised? benchmarks and
learning in your school. confidence in
professional judgments
and professional
dialogue surrounding
these. Planning takes
into account blended
learning model with
evidence of coreSouth Lanarkshire Council: Recovery Planning
Continue to ensure a strong concepts being taught
transfer of information during direct teaching
between home and school. time with follow up
Home-school link diaries activities conducted at
may be used in some cases home.
to account for the lack of
face to face contact. Ensure Parental feedback and
that parents are aware of staff feedback on link
progress and achievement between school and
through the use of home will be positive
individual message via and provide
google classrooms, phone opportunities to work in
calls and stickers. partnership.
Regularly ask and act upon Qualitative and
feedback given by pupils quantitative data
and parents through the produced in feedback
use of Google forms, and used to inform
learner conversations and next steps and
other means such as evidence that this has
Parent Council. Use this to impacted on future
inform current procedure decisions
and practice.
Effective communication Evidence of
with parents/learners via correspondence
School App, online learning across numerous
journals, google classrooms platforms to ensure
and home learning activity that information is seen
packs and accessible to allSouth Lanarkshire Council: Recovery Planning
Theme: Learning At Home Schools need to:
Rationale: Home Learning will be Evidence of continuity
Consider how you will facilitate home planned for by class of learning between
A blended model of in-school and in- learning given the staffing you have available teacher(s). school and home
home learning is reliant on consistent, both within your establishment and across
easy to use in-home learning materials the locality. What will this look like at various Staff given work that
which are intended to support and stages across the school. Staff have access to SLC will have an impact on
complement, but not replicate, in-school learning glow page and school/nursery and
learning. This includes consideration of Can staff who are shielding work on help guides in relation to benefit the children in
the specific needs of learners with developing and leading on online learning digital learning. Staff are our care
additional support needs and other opportunities? accessing courses.
families most in need of support.
Evidence of effective
Encourage families and use of guides to
Take account of the existing resources you staff to seek support if improve and inform
While recognising that in-home learning have access to and how these can be used required through “link practice and build
takes many forms (including support from to support learning at home. person” to centralise the confidence in digital
families) and is by no means all IT based, knowledge of the support learning
an approach to digital learning should be (DHT) Participation/Motivation
implemented to mitigate negative impacts Consider what CLPL you will need to offer /Engagement of
on equity. This will specifically focus on staff to allow them to deliver the recovery children and
providing digital access for pupils who do curriculum at home and how this will be enthusiasm and
not have this at present. facilitated. effectiveness of staff in
providing and setting
Review and plan how you will deliver and set appropriate home
work at home and how feedback will be given learning tasks
to learners.
Use Google Classrooms,
Establish a baseline on the number of pupils School App, Twitter and Staff have the
and staff who have home access to ICT. email to keep parents up to professional judgement
date on all information to recognise and
Consider how to take account of pupil voice required address concerns and
Schools should consider how they track in their learning at home. overcome barriers
ongoing engagement in remote blended (Child
learning and support families where it is
Identify how you will convey all information to Protection/Poverty/AS
clear this is an area of significant N)
learners and to parents/carers and strategies
difficulty. Evidence of security in
to engage with them further on supporting
learning at home. asking for support and
evidence of effectiveSouth Lanarkshire Council: Recovery Planning
SLT, in collaboration with allocation of resources
Consider how you will measure and track class teachers will monitor to meet needs
engagement with home learning engagement with home
learning and discuss with Effective
parents any communication is
concerns/challenges apparent across
surrounding this numerous platforms
and parental feedback
suggests that parents
are aware of
procedures, systems
and decisions and how
to seek support when/if
required
Feedback from
professional dialogue
and learning
conversations will
identify any
concerns/challenges
and enable
measures/resources to
be put in place to
overcome theseYou can also read
