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National Day of Reflection on Tuesday 23rd March 2021


On the 23rd March, pupils and staff at Goldenhill Primary Academy came together virtually for a National Day of Reflection to reflect on our collective loss and hope for a brighter future.


The 23rd March represented the first anniversary of the UK Coronavirus lockdown. Since that date, over one hundred thousand people have died. Too many lives have been cut short and millions have been bereaved.

At Goldenhill, we recognised the importance of participating in this event.


Every child in the academy painted a daffodil to show their respect to those who have been affected by Coronavirus. These were attached to the fencing along Broadfield road. During the day, children explored the significance of this date and were able to share their thoughts. During this day, we paused to observe the national minute of silence at 12 noon.


If you would like to find out more information about the National Day of Reflection, please click on the following link: Marie Curie Day of Reflection on March 23rd



Trust Statement to Parents/Carers


Dear Parent / Carer


National lockdown to come into force on Wednesday 6 January

The Prime Minister has announced that a new national lockdown will come into force at 00:01 on Wednesday 6 January.


During the period of national lockdown, our settings will remain open to vulnerable children and the children of critical workers only. It is likely that all other children and students will learn remotely until February half term.


This decision does not suggest that our settings are no longer safe places for young people. Instead, limiting attendance is about reducing the number of contacts that all of us have with people in other households.


This statement should also be read in conjunction with the Trust’s Reset and Recovery Policy, which is available at under Covid-19 / Policy and Addendums.


Vulnerable children and children of critical workers who can attend school:

During the period of national lockdown, our settings will only allow vulnerable children and the children of critical workers to attend. Children with at least one parent or carer who is listed as a critical worker are eligible for a school place. It is not necessary for both parents to be critical workers.


Settings will contact parents and carers to identify who requires a school place. If it proves necessary, they can ask for simple evidence that the parent in question is a critical worker, such as their work ID badge or pay slip. 


If you have not yet been contacted and consider yourself to be a critical worker, then please contact your setting.



Vulnerable children and the children of critical workers are expected to attend school full time, except if they are shielding, self-isolating or quarantining. Whilst settings will encourage all eligible children to attend, if the parent wishes their child to be absent from school, the parent should let their setting know that the pupil will not be attending.


Free school meal provision:

During the period of national lockdown, settings will continue to provide meal options for all pupils who are in school. Meals will be available free of charge to all infant pupils and pupils who are eligible for benefits-related free school meals who are in school.


Settings will also provide free school meals vouchers for pupils who are eligible for benefits related free school meals who are not attending school.


Remote education:

When teaching pupils remotely, our settings will at the very least:

  • set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects;
  • set work that is of equivalent length to the core teaching pupils would receive in school, and as a minimum for 3 hours a day, on average, across the school cohort;
  • provide frequent, clear explanations of new content, delivered by a teacher or through high-quality curriculum resources or videos;
  • have systems for checking, at least weekly, whether pupils are engaging with their work, and inform parents immediately where engagement is a concern;
  • gauge how well pupils are progressing through the curriculum using questions and other suitable tasks, and provide feedback, at least weekly, using digitally facilitated or whole-class feedback where appropriate;
  • enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding;

Please also refer to your setting’s Remote Learning Policy, which available at under Covid-19 / Remote Learning.


Thank you for your continued support of your child’s setting, and for your steadfast resolve to help us support their learning and development during this ongoing National crisis.


Yours sincerely,


Jon Lovatt

Chief Executive Officer

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