Hathershaw College

Recovery Strategy 2021/22 - Presence, Participation and Progress

Recovery Strategy 2021/22 - Presence, Participation and Progress


Mission Statement

We recognise that the two enforced closures and extensive disruption as a result of self-isolation, particularly in the autumn term 2020, has had an impact on students that can be reversed.  The impact of this has been even more acute on the well above average number of students who are in receipt of pupil premium and the initial delay in receiving devices to distribute to those who need them most.  Whilst the term ‘catch-up’ is being used nationally to describe this agenda, we prefer to refer to this as learning recovery.  We have not limited this to academic recovery as we recognise there are a number of strands that need to be considered, some of which concern learning and others which involve getting students back on track socially, physically and emotionally.  Equally, in terms of academic recovery, whilst we recognise the importance of provision funded through the National Tutoring Programme and Recovery Premium, we also recognise that some of the benefits of this might be relatively short-term and want to focus on plans that are sustainable and close gaps over the longer term. 


The College also recognises its commitment to the recovery agenda for children who were in Year 6 and transitioned to Hathershaw in September 2021.  It is recognised by ourselves that these children have received significant disruption at a critical time in their development.  Their experience in Year 5 was disrupted and their focus in the autumn term of Year 6, ahead of the most recent enforced closure, will have been on English and Maths in preparation for SATs which were subsequently cancelled.  In addition, the transition experience for these children was not normal as a result of measures in place to restrict mixing between children in different schools and year groups.  To this end, we took up the opportunity to run a summer school for Year 6 students.  Whilst the EEF reports that an intervention of this type results in a maximum of two months extra progress, we believed this was a worthwhile activity and has ensured good foundations.


For 2021/22 we are working with the Greater Manchester Learning Partnership and have focused our learning recovery in line with their approach of presence, participation and progress; getting into school and keeping them here and then providing a safe, warm and welcoming environment so that they can make progress in all areas of school life.


There are a number of strands to our learning recovery strategy and within these plans is a reference to a universal offer as well as a more targeted approach for some groups of children.


To achieve our Mission Statement, we will:

  • Close the attainment gap especially for the disadvantaged most vulnerable that is likely to have widened during lockdown
  • Ensure all students are provided with high quality, personalised teaching and learning that closes the gaps in learning
  • Offset the nationally acknowledged widening of the reading, writing and oracy Literacy gap between disadvantaged children and their peers due to lockdown
  • Support the social and emotional well-being of students and ensure they feel safe and engage.
  • Implement evidence informed intervention (EEF) to ensure support is well targeted to close the gaps created by school closures
  • Remove the digital divide including infrastructure and/or skills and secure a sustainable, innovative and creative future for our online teaching and learning
  • Develop self-regulation and metacognitive skills to maximise the gains of independent learning
  • Support the physical health of students having spent longer periods of time sedentary
  • Rekindle a ‘love of learning’ and re-focus their aspirations using CEIAG to inspire, energise and engage students

Presence – ensuring that all pupils return to school and attend regularly;


Ensuring consistent attendance and removing any barrier to learning for our students is essential. With lost learning, learning disruptions and learning decay all impacting on students to different degrees the importance of returning to good routines for attending school is essential. For some students returning to school will bring social and emotional barriers and so the message of being present and participating is paramount to making progress. With inevitable self-isolations the importance of communication and support for families, including how to access remote learning, is crucial to continuity and momentum for students to enjoy and engage with their learning.


  • Increased Meet and Greet with more staff welcoming students to create a positive start to the day
  • Newsletters promoting the positives of school life and the value of attendance
  • Weekly attendance information shared and celebrated in assembly and tutor time
  • High profile social media promoting the enjoyment and engagement of students attending school
  • Postcards and letters for those achieving high attendance
  • Positive communications through 1st day calls and targeted home visits
  • Return to school attendance meetings to remove any barriers e.g uniform, masks, equipment
  • Attendance Panels, Pastoral Support Plans (also emphasising the safeguarding element of attendance)
  • High profile communication of safety measures in place above government expectations e.g masks in crowded spaces
  • Maintaining the stricter hygiene levels to reduce colds including sanitiser stations


  • Developing a don’t be on time, be early culture with 8.30am arrivals
  • Introducing form time for every weekday (previously not Tuesdays)
  • Returning to year group assembly rota to make tracking lateness easier
  • Return to the ‘normal’ start time for all students
  • Increasing the presence of staff to discuss/monitor/respond to lateness
  • SLT high profile on the entrance to school.

Pastoral Care

  • The college is committed to our 5 non-teaching pastoral year managers
  • Parents Evenings are on line using school cloud to maintain communications
  • Breakfast Club has re-opened providing a positive start to the day
  • Free food and drink for the first time is available at breaktimes
  • Foodbank vouchers are distributed to families in need
  • Early help referrals where families have struggled during lockdown

Participation – creating a climate within schools where all pupils feel welcome and valued


Positive mental health and wellbeing is crucial for children to be able to enjoy and actively engage with their education.  Evidence suggests that children with higher levels of emotional, behavioural and social wellbeing have higher levels of academic achievement.  Evidence also suggests that children with better mental health and wellbeing have better mental health as adults.  Students have missed a great deal of school and are concerned about the amount of learning time they have lost and the lack of social opportunities they have experienced. A student’s sense of belonging, positive relationships and recognition for their efforts will enable students to regain their self-belief and confidence in order to thrive and achieve their full potential.

Supporting reintegration

  • Assemblies to revisit school values and expectations
  • Safeguarding assemblies reminding students where they can access social and emotional support
  • Additional counselling support and other forms of support and therapy have been introduced The citizenship curriculum delivered through dedicated citizenship time, form time and assemblies has increased guidance on anxiety, depression and physical health
  • The daily tutor time brings a family feel back to the school and relationships between tutors and their forms are invaluable
  • Re-launch the extra-curricular offer for example art, sports, chess and reading
  • Established the ‘face-to-face’ school council with democratic elections and representatives from all years
  • Appointing our ambassadors to be the friendly face for students and support extra-curricular opportunities
  • Re-started the daily mile for students often missing out on any formal exercise
  • Assemblies on Mental Health as we all readjust to the challenges of full days in school and our work/life balance
  • Reminders about the importance of protected characteristics as movement between classrooms and year groups resumes
  • The summer school for 100+ students enabled many students a smoother transition and positive start
  • Use guest speakers from a variety of ethnic backgrounds, local coaches and successful ex-students pursuing Sporting careers or from successful clubs to inspire and encourage students to participate in sport or any physical activities

Valuing participation

  • Raised the profile of rewards with half-termly year manager and senior leader certificates
  • E-praise reward points continue to be valued and are awarded for demonstrating the 3R’s of Responsible, Respectful and Ready to Learn
  • Postcards home for the 3R’s throughout the term to encouraging and motivate leaners
  • Meet and Greet at classroom doors has been re-introduced as students are no-longer in bubbles

Preparing for the return to reward trips for Spring/Summer with students recognised for attendance and positive attitudes to learning.

Progress – developing policies and practices that maximise the achievement of all pupils.


We recognise that the two enforced closures and extensive disruption as a result of self-isolation will have resulted in students experiencing lost, missed or disrupted learning. Where engagement has been high there is still the challenge to ensure that knowledge, skills and concepts are embedded and any misconceptions that may have developed are identified and addressed. The importance of revised curriculum planning, quality first teaching, timely assessment and feedback are paramount to our learning recovery plans.

Curriculum, Teaching and Learning and Assessment

  • Curriculum leaders have identified the knowledge, skills or concepts that have been missed or disrupted and adopted ways to embed them including re-sequencing the curriculum, adapting starters and the importance of homework
  • Action changes to planning in response to the adjustments from examination boards
  • There has been no narrowing of the curriculum and students have continued through the pandemic and self-isolations to have access to the full broad and balanced offer.
  • Our newly established Teaching Principles has been launched and we aim to seize the opportunity to build on students’ self-regulation during the pandemic and evolve students and staffs in the benefits of being metacognitive learners.
  • All Key Stage 4 students have been ensured access to a laptop (the majority are disadvantaged students) and for many data packages have also been purchased.
  • The Virtual Learning Environment is evolving rapidly and students will gain confidence and become more self-regulated over time. The VLE will be a valuable source of reference for occasional and isolation absence students.
  • The curriculum area of the website has evolved with overviews and topic by topic ‘medium term plans’ enabling parents/carers to support and understand what is being delivered in the college.
  • The evolution of google classrooms has enabled subjects to benefit in relation to student communication, organisation and submission of homework.
  • New autonomy provided to curriculum leaders to monitor teaching and learning with a focus on the quality of work in books now students consistently assessing lesson
  • Deliver high quality CIEAG including post 16 visits, self-assessments, career talks/experiences, interviews and workshops

Addressing Gaps

  • The use of baseline tests for our new intake will be followed with further assessments during this academic year to inform Teaching, Learning and Intervention
  • The evolving use of Knowledge organisers alongside our CPD focus on self-regulation and metacognition will impact of students becoming independent and more effective learners
  • Effective diagnostic assessments including low-stakes questioning, short answer quizzes, and multiple-choice questions are informing teaching and learning and providing instantaneous feedback to students.
  • Learning to learn revision skills are revisited with students returning to more challenging assessments.
  • External providers e.g Elevate will be used to encourage good study habits
  • The embedding of our new Bedrock vocabulary software continues to evolve with tier 3 key terms being introduced to the programme to support the acquisition of language. Every student has weekly sessions to increase their cross-curricular vocabulary and understanding
  • Academic Mentors subsidised through NTP will bolster our Fresh Start and Lexia interventions to improve targeted students’ functional literacy
  • The new online Sora Library software has opened up the access to books
  • Class Readers in form time and English lessons has significantly increased the time listening to English
  • Numeracy Ninjas is central to our numeracy recovery for students across KS3 and 4
  • NTP funded tutoring focusing on disadvantaged students’ recovery in English and Maths across all year groups is running for 15 weeks after school in a ratio of 3:1 and for some 1:1
  • School Led Tutoring for EBacc subjects will be delivered to students in a ratio of 3:1 for 15 hours by college staff
  • Period 6 intervention is a compulsory addition to the school day offering 8 additional learning hours per fortnight
  • Seneca Learning, Oak Academy and other online software packages are being used to compliment college developed resources.



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 Recovery Strategy 2020/21 - Presence, Participation and Progress