At Northern, the school community seeks to develop happy and confident children who are challenged to aspire to excellence whilst caring for, and respecting, themselves and others regardless of background or barrier to learning in all aspects of school life. We are committed to providing an environment that will develop a happy and healthy child.
We believe this is the key to encouraging each child to achieve his/her full potential and become a responsible and independent citizen. Our vision for Northern Primary School reflects a passionate commitment to learning and recognition of the uniqueness of individual learners. It is driven by our desire to offer the best possible education for our pupils in partnership with parents and the local community.
This is the driving reason behind working towards becoming a 'Right's Respecting School'. At Northern, we are a Rights Respecting School and support the United Nations Convention on the Rights of the Child (UNCRC). This is a set of 54 Articles that cover all aspects of a
child’s life – civil, political, economical, social and cultural rights, all of which, children everywhere are entitled to.
We are duty bearers helping to ensure that the children of Northern and beyond enjoy and have access to all of their rights as set out by the UN Convention for the Rights of the Child
The children at Northern have worked together to create a set of values that they believe are the key to ensuring Northern is a place to 'Learn and be happy'. Each class has created their own class charter of values that they follow to ensure there is always a happy learning environment. These have then created the school charter of values:
* Friendship * Forgiveness
* Collaboration * Self-belief *Perseverance
* Responsibility * Respect
* Honesty * Compassion * Fairness
As a school, staff, governors and parents are all working together to ensure that the funding provides specific activities to support our pupils to catch up for lost teaching over the previous months in line with the curriculum expectations as we are best placed to understand the needs of our school community. The plan that follows identifies how Northern will use the funding in a way that suits our cohort and circumstances to identify and provide specific activities which will help all of our pupils catch up on missed education. This strategy will be a working document which adapts to needs as they arise.
‘For many children, the disruption caused by school closures will have had a negative impact on learning and wellbeing. Children from disadvantaged backgrounds are likely to have been affected particularly severely by school closures and may need more support to return to school and settle back into school life. For many pupils, compensating for the negative impact of school closures will require a sustained response. It is highly unlikely that a single approach will be enough.’ (EEF Covid-19 Support Guide for Schools – June 2020)
At Northern, we understand that this negative impact may well have been felt by any child regardless of their background and therefore our support that we provide will address the need of every child within the school community as it arises.
As a school, our leaders and governors must ensure that funding is being used to resume the teaching of a normal curriculum as quickly as possible. This will also align with Pupil Premium spending and broader school improvement priorities. Within Northern we are therefore focusing our implementation of strategies into three key categories based on the EEF Tiered Approach:
Teaching and whole-school strategies
- supporting great teaching - pupil assessment and feedback - making the most of remote learning
- one to one and small group tuition - deployment of Teaching Assistants - reading is rewarding
- supporting parents and carers -supporting mental health and wellbeing - transition supportTo ensure that the funding is to have maximum impact it was agreed with the governing body that the implementation of strategies would be withheld until the summer term 2021 to ensure that there was a higher likelihood of consistency in attendance of pupils and staff.