Main Road, Market Drayton, Shropshire, TF9 4AT

01630 653084

admin@nortoninhalesprimary.co.uk

Norton-in-Hales C of E Primary School

Covid-19 (Coronavirus) Pandemic

We will use this page to update and inform parents and carers about any changes to school arrangements due to Coronavirus (Covid-19) restrictions enforced by Government and the Department of Education (DfE).

If Your child has any of the main symptoms of coronavirus (COVID-19), get a test as soon as possible. Stay at home until you get the result.

The Main symptoms to look for are:

  • a high temperature – this means you feel hot to touch on your chest or back (you do not need to measure your temperature)
  • a new, continuous cough – this means coughing a lot for more than an hour, or 3 or more coughing episodes in 24 hours (if you usually have a cough, it may be worse than usual)
  • a loss or change to your sense of smell or taste – this means you've noticed you cannot smell or taste anything, or things smell or taste different to normal

Most people with coronavirus have at least 1 of these symptoms.

Use the online Symptom Checker

https://www.nhs.uk/conditions/coronavirus-covid-19/symptoms/

 

 

What to do if your child has symptoms:

If your child has any of the main symptoms of coronavirus:

Get a test to check if they have coronavirus as soon as possible.

Stay at home and do not have visitors until you get your test result – only leave your home to have a test.

Anyone you live with, and anyone in your support bubble, must also stay at home until you get your result.

Norton in Hales CE Primary School will be fully open on Wednesday, 2 September to all children. A letter, along with the updated Risk Assessment, explaining how school will operate from September has been issued to all parents and these can be found below. Parents should have received a letter accompanying their child's report, confirming which class their child/ren will be in when we return from the Summer Holidays in September.

Name
 Final Risk assessment reviewed week 1 2020.docDownload
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Frequently Asked Questions

Does my child have to return to school?

Yes.

The expectation is that all children will return to school in September. Attendance is now compulsory once again. If your child is absent, please inform the school office.

Do children have to wear uniform?

Yes.

We expect all children to be in full school uniform from September.

How will the school keep children safe?

The school has ensured full compliance with the guidance produced by the Department for Education in relation to the re-opening of schools. For full details, please see the Risk Assessment.

Will Breakfast and After school club take place?

Breakfast Club is open from 7:30am (must be pre-booked by phoning the office. Children will be admitted to school by the team at their allocated drop off and pcik up times. 

After School Club is open until 6pm (must be pre-booked using by phoning the office). Please use the middle door at the front of the building.

Will school lunches be provided?

Yes.The school kitchen will be fully operational. Children in receipt of free school meals will be provided with a meal. Children in Reception to Year 2 will also receive a free meal under UIFSM.

Please note, the Government's Free School Meal voucher system will not continue from September (However, families should have received a voucher for the Summer Holidays).

My child is anxious about returning to school. What support is available?

During the Summer holidays, the Education Access Team at Shropshire Council have a dedicated helpline to provide support for children and families.

 

 

 

 

Norton in Hales ‘Recovery Curriculum’

As a staff we have been concerned about how to help our school community recover emotionally while sensibly addressing children's gaps in learning. 

Recently, a research paper was published to provide insight into the  ‘Loss and life for our children and schools post pandemic’.

Mental health expert, Professor Barry Carpenter recommends sensible ‘levers’ that can help schools recover following a ‘systematic, relationships-based approach to reigniting the flame of learning in each child.’

Our curriculum has incredible influence over the recovery process. It has the power to inspire and rekindle curiosity and to reconnect and make sense of experience with the ability to endow knowledge and broaden horizons.

1. Supporting me to build positive relationships with others

What this area will help children to learn?

  • supporting pupils to rebuild relationships and revisit how to interact and build relationships with others including sharing, turn taking, greeting and interact with others positively play alongside and with peers
  • to respond to familiar and new adults
  • seek adults and friends to help, support and comfort me when I need support
  • to know which adults help me and can support me to keep safe when I need them.

What that may look like?

There will be opportunities within the day where the focus is on rebuilding relationships with peers and adults.

This may be in the form of:

  • independent learning to nurture parallel and joint play.
  • turn taking games and activities.
  • sharing games and activities.
  • intensive interaction opportunities using call and response games and songs.
  • time where adults can give sole attention to pupils re-building relationships
  • games and activities where pupils can work together such as board games or outdoor PE games.
  • safety work about who keeps us safe and who can keep us safe at school and at home and in the community.
  • safety work about how adults can help us.
  • activities that link to children’s interests to show we are interested in them.

 

2. Supporting me to manage my feelings and behaviour

What this area will help me to learn? 

  • supporting pupils to understand their emotions and feelings and begin to process the experiences they have had
  • supporting pupils to relearn some positive behaviour which they may have forgotten from being outside the school environment.
  • assisting pupils to engage with self-regulation strategies and tools which help me to feel safe and calm.
  • supporting pupils to understand the world we live in with tools and strategies to help them process what is different and what we can do to help.

What that may look like?

  • there will be clear routines which are supported by visuals and clear communication which will include the use of visual timetables so pupils know what is happening each day and at each part of the day.
  • some structures and boundaries may be different in school because of social distancing and processes related to this so some tools we will use are social stories and use of visuals to guide and support.
  • the structure will be supportive and provide opportunities within this that enables and allows pupils to express themselves and express the experiences they have had whilst they were not at school. We will do this by being clear with boundaries and using therapeutic approaches to supporting behaviour and emotions.
  • we will also be using therapeutic tools to support pupils in communicating with us such as building in regular circle time, therapeutic play times, tools like sunshine circles and use of comic strip conversations.
  • using zones of regulation, using zones of regulation to open up discussions about emotions and circle time which will support pupils to explore their feelings as well as modelling processing and talking about feelings and emotions linked to this experience.
  • regular opportunities for pupils to engage in self – regulation activities such as with sensory breaks, active breaks, and use of resources which support individuals.
  • opportunities for pupils to practise their communication so that they are able to feel like they have a voice and are able to express their wants and needs.
  • 3.Supporting me to diminish gaps in my learning

What this area will help me to learn

All of our pupils will feel like they have lost time in learning and we must show them how we are addressing these gaps and lost learning opportunities, consulting, co-constructing and providing interventions to help recover lost learning.

What that may look like?

  • we will use familiar curriculum type sessions that pupils will be used to that provide children with experiences that feel like “the norm”.
  • use what we know about schematic learning and how children process, this will look like familiar structured sessions in pupil’s day and opportunities to engage in play opportunities.
  • good or outstanding lessons delivered by teachers 
  • we will be providing enjoyable activities where children are immersed and excited about their learning- stunning start, marvellous middle and fabulous finish.
  • quiz style questioning to inform assessment and planning
  • curriculum sessions that provide familiar structures (like phonics, maths, guided reading)
  • outdoor play
  • story time and reading aloud
  • prioritising aspects of the curriculum to ensure good coverage of the whole curriculum (with a view to resume the full curriculum from September 2021 or sooner)

4. Supporting my physical health and well-being

What this area will help me to learn?

  • supporting pupils to re-engage with physical health and well-being routines as well as learn new routines which will support pupils to keep safe and enable infection control. This will include hand washing, social distancing, understanding of new school routines
  • supporting pupils with their personal care and tolerating differences in these routines such as use of an alternative hygiene room facility or being supported in a different way for eating/ drinking.
  • supporting pupils to be independent through their own dressing and undressing where needed
  • supporting pupils to be physically well through active sessions
  • using the outdoor facilities regularly
  • develop an understanding about keeping physically well.

What that may look like?

  • planned time where children are able to explore and re-investigate their environments to become familiar with what might be different (i.e. one way systems in school, different markings in school, different access to resources in the classroom, some rooms which are closed) and understanding these differences will be supported with social stories, photos and pictures.
  • living out our school values to ensure that we look after each other and treat others as we would like to be treated- washing hands to keep myself and others safe
  • supporting  physical health and well-being with a focus on managing and coping within new processes.
  • ensuring that children continue to know who they can talk to if they feel unsafe, key adults, worry boxes PHSE/Circle time
  • ensure that children understand what and why the school environment may be different and how to navigate this environment.
  • embedding good and effective hand washing routines using visuals.
  • embedding good respiratory hygiene and what this looks like ‘Catch it, kill it, bin it’
  • adapting to using areas of the school that may not be usual and being in environment and with staff that are not usual.
  • keeping and maintaining social distancing.
  • health and hygiene sessions focusing on washing, being independent and looking after yourself.
  • daily mile and building stamina and improving fitness
  • to be outdoor as much as possible during learning with opportunities to use the outdoor classroom and forest school areas.

 

5.Supporting me to have the time and space to rediscover myself as a learner and a pupil at Norton

opportunities for children to rediscover themselves and to find their voice on learning knowledge and issues.   

What this may look like?

  • opportunities for discussion- circle time, PHSE and talk partner time
  • opportunities to reflect spiritually during worship, through art and music
  • relearn learning behaviours- growth mind-set
  • learning strategies to hold information in my memory – what helps me to remember???
  • time to be with my friends and teachers
  • time to be in nature