Monday 8th March, highlighted in the diary, as many other key dates have been over the last twelve months. A date full of anticipation for what we hope is the start to a return to more normal times. Following a full year of restrictions in one form or another, what does normal actually mean?
Certainly, in the school setting – hand sanitiser, bubbles, staggered breaks and one-way systems have become very much standard measures for keeping the school community safe. In addition, the use of Teams, involving total immersion into online teaching that has required each and every one of us to become much more adept and tech savvy. But as we return to a full complement of children and staff onsite once again, what will that look and, more importantly, feel like?
How will we manage the long-term impacts of the pandemic on our young people’s lives?
As expected, there is continuing dialogue and government hints about how schools will deliver ‘catch up’ curriculum for ‘lost learning’. Inevitably, catch up will be needed – the last two months of being taught through a computer screen are far removed from the face-to-face interaction needed to enable children to reach their potential in all areas of the curriculum. But are longer school days and shortened holidays really the answer?
The ‘recovery curriculum’ for our young learners at Bow, Durham will be delivered carefully through identification, implementation and assessment in a closely monitored and considered way. Endless testing will certainly not be on the agenda but rather a triangulated approach of dialogue between staff, parents and children to carefully assess learning levels.
The reasoning for this carefully managed approach is to put children’s wellbeing first, ensuring that they are equipped with the tools to navigate themselves through the pandemic and its longer term effects and challenges. Now, more than ever, it is immensely important that children are able to identify their feelings and regulate their own emotions but also to recognise the feelings and emotions of those around them.
Wellbeing and mindfulness have been at the heart of Bow, Durham’s curriculum for several years now and the positive impact of such a well-embedded but explicit curriculum is paying dividends now as ‘back to school’ discussions for our youngsters highlight an overwhelming sense of excitement and readiness. These feelings have been carefully gauged and monitored during lockdown and continued pastoral support and interaction has ensured that the staff have a sound level of understanding of where each child is as we emerge from national restrictions. Maintaining pastoral links through the period of school closure has been key to ensuring strong relationships have been maintained and that children have the confidence to express how they feel in preparation for and from day one of their return.
In addition to our bespoke wellbeing curriculum, other learning areas will also ensure that the needs of the children are well met. Long hours of isolation in homes and screen time activity will undoubtedly have had an effect. Re-engaging with teamwork, confidence building and risk-taking activities are just a few of the essentials that will need to be captured in short term learning goals for longer term success. But let’s not see the period of the pandemic as all negativity for our youngsters. Part of the recovery and journey on from this period is about the reflection and consideration of the silver linings that this period has brought.
As already mentioned, the immersion into the world of technology has certainly enhanced skills for using technology in jobs of the future – those we know about and those we do not yet know exist. The loss of routines has allowed for creative thinking to alleviate boredom and has brought the chance to read, bake, sew, paint, and revisit hobbies that are all too often squeezed due to the rigid routines of ‘pre-lockdown’ life.
Ultimately, what lockdown has done is present the opportunity to reflect and take stock of who we are, what we do and how we contribute to our own wellbeing as well as that of those around us. As educators, the process of reflecting on these times and harnessing the skills for pressing forward is, without doubt, the foundation to supporting happy, resilient, well-rounded individuals.
The return to school, therefore, for our young learners at Bow, Durham can be viewed with positive anticipation as every child is guided to thrive and reach the best they can through a supported, vibrant environment which focuses on achievement as a result of sound emotional and social development.
A happy child is a learning child and if those foundations are set from an early age, the journey of academic success is the natural progression for all children.
This month, Durham School is immensely proud to have been recognised with the accreditation of the national ‘Wellbeing Award for Schools’ in partnership with the National Children’s Bureau. This evidence based assessment recognizes schools that ensure pupil and staff wellbeing and mental health is at the heart of school life and is highly regarded by all.