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Our value this term is 'courage' - courage is recognition that life is sometimes difficult and painful, and that it is important that we do not to give up in the face of adversity
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Kensworth CE Academy

With God by our side, we can move mountains

Return to School - March 2021

Return to Kensworth March 2021


Kensworth’s ​‘Rainbow Curriculum’

As we open our school to all year groups and classes in March 2021, for the second time in the last 12 months, we are very aware of the wide range of experiences, feelings, fears and anxieties that will have affected and may continue to affect our whole school community, families – parents and children, and our staff, as a result of the COVID-19 pandemic. 

We fully recognise that as we welcome back the children, after such a long period out of the classroom, for the second time, there is an important and vital need to take time to rebuild a sense of safety, confidence and belonging, relationships with peers and staff, and to begin to find ways to understand and process what has happened over the past year, since the first lockdown. 

At Kensworth CE Academy, we believe that, first and foremost, we must prioritise the social, emotional and mental wellbeing of all our learners. This is key to enabling our learners to begin to access more formal learning across the curriculum. 

Kensworth CE Academy will continue to use the ‘Rainbow-curriculum’ for the re-integration to school of all our learners, following guidelines and advice built on research around recovery following trauma. We will also be using Art Therapy to allow children to express their emotions and feelings, basing this around the metaphor of, ‘We are all in the same storm…not the same boat!’ 

Giving children and young people the opportunity to explore and express their emotions through art and imaginative play is at the heart of our approach to supporting good mental health in our school.  

Research has shown that different types of art activities increase different elements of health and wellbeing. Dance can be shown to improve the physical health and self-esteem of participants, in particular for girls who are not engaging in other physical activity (Connolly, et al. 2011). Theatre, drama and group music-making, improves young people’s social skills and emotional wellbeing (Schellenberg, et al. 2015 & Hughes & Wilson 2004). 

Learning to play an instrument has been shown to help children better cope with stress (Roden, et al. 2016) with Hallam noting in the Power of Music (2015) ‘Music has a particular role in the reduction of stress and anxiety.’  The act of making art (visual or performance) develops young people’s sense of identity and self-efficacy and increases children and young people’s resilience (Catteral & Peppler 2007, Merrell & Tymms 2002, Schellenberg, et al. 2015), a key component of good mental health. 

Art can provide a very natural and safe way for children to express themselves. They can play, experiment, make a mess, create stories, use metaphors to represent feelings, explore alternative narratives, externalise their feelings by creating characters, reflect, and share their art with others. They may choose to use colour, texture, different materials, found objects, photographs, collage, sculpture or film, to express themselves. The possibilities are 
almost endless and can be adapted to suit the individual needs of each child or group of children. 
Knowledge – knowledge of what has happened and recognising that each experience has been different. To know how we can use our shared experiences to help each other. 
Engaging – engage in our learning within our classroom environment, having fun, being creative, working together. 
Nurturing - to feel safe, valued and have a sense of belonging. 
Supportive – to share and express our feelings, to show empathy and compassion to each other. 
Wellbeing – to develop strategies to understand selfcare and wellbeing. To enable every individual to realise his or her own potential. 
Opportunities – opportunities to reflect, to talk and listen, to learn, to celebrate success. 
Relationships – build trust and relationships in school and our wider community. Developing our social skills, re-creating the bonds we have with each other. 
Time – allow time and space to reconnect, engage and build resilience to engage in learning. 
Hope – recognise and acknowledge what has happened in order to look forward and have hope for a better future, as the leaders of tomorrow. 
These key areas will underpin the planning and implementation of our curriculum, continuing to meet the needs of all our learners, using a breadth of learning experiences at Kensworth CE Academy, including a focus on fun, creative, active and outdoor learning. As well as calming, reflective activities and social times, developing meaningful communication. 
Teaching and Learning plan for Kensworth’s return March 2021 
Different drop off and pick up zones, staggered break and lunch times, as previously communicated to parents and staff. 

Week 1 wb 8th March 2021 
All children return MONDAY 8th 
Art therapy activities, alongside the book, Heart and the Bottle, to be used, following and addressing the Kensworth ‘Rainbow curriculum’ above, and as appropriate to meet the needs of our children.  
‘Speed sounds’ lessons for all on RWinc. 
Maths activities/games – number fact recalls/revising add/subtract. 
Read Write Inc/Fresh Start Assessments 
Future Games – PE and French, as timetabled. 
Nurture – Drop ins 

Week 2 wb 15th March 2021 
Continue Art Therapy, alongside the book, Heart and the Bottle (English focus) 
RWinc to begin – EYFS/Y1 
Maths lessons 
PIRA and PUMA assessments carried out. Use Spring assessment for the ability age of the child 
DIY write 
Future Games – PE and French 
Nurture – Drop ins 

Week 3 wb 22nd March 2021 
Continue Art Therapy, alongside the book, Heart in a Bottle (English focus). 
RWinc - EYFS/Y1 
Maths lessons 
Future Games – PE and French 
Nurture – Drop ins 

Easter Break