Balancing the Risks of Pupils Returning to Schools

Lost school time will hurt economy for 65 years, according to this report by the Royal Society which highlights the potential impact on the 13 year groups of students who have been affected by the lockdown.

This report by the Royal Society highlights the potential impact on the 13 year groups of students who have been affected by the lockdown. It is estimated that, without action, from the mid-2030s for the 50 years following that, around a quarter of the entire workforce will have lower skills.

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      string(308) "... tracing App by the UK Government will depend on the willingness of the British people to adapt quickly to new norms in an extraordinary post-lockdown reality. The public will need to commit to a new social contract with its government, one that accepts that some infringements on privacy are ..."
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      string(5508) "The UK Government should extend its Five Pillar Testing Strategy to a Six Pillar Testing and Tracing Strategy by introducing digital contact tracing as a Sixth Pillar. A Testing and Tracing Strategy should bring together expertise from the Department of Health, NHSX, NHS Digital, Police, Military and the Intelligence Agencies, to create a new independent national 24/7 Testing and Tracing Command Centre.The recent outbreak of COVID-19 has exposed the limitations of traditional manual contact tracing methodologies, a fact that leaders of some Asian economies (e.g. China, South Korea and Singapore) had already understood following their handling of previous pandemics.When considering the measures needed to counter the further spread of COVID-19 once isolation measures have been relaxed, there is a strong body of evidence emerging from around the world that supports the use of digital contact tracing methodologies alongside a comprehensive mass testing regime.Recent research by Oxford University concludes that a contact-tracing App which builds memory of proximity, contacts and immediately notifies contacts of positive cases, can achieve epidemic control if used by enough people and that epidemics could be contained without need for mass quarantines (‘lock-downs’) that are harmful to society.Research shows that the use of mobile phone data can offer a ‘critical contribution to four broad areas of investigations: Situational awareness (trends and geographical distribution), Cause and effect (identifying key drivers and consequences of implementing different measures to contain the spread of COVID-19), Prediction (to enable new predictive capabilities and allow stakeholders to assess future risks, needs and opportunities), Impact assessment(to identify obstacles hampering the achievement of certain objectives or the success of particular interventions).The successful implementation of a “privacy-friendly” digital contact-tracing App by the UK Government will depend on the willingness of the British people to adapt quickly to new norms in an extraordinary post-lockdown reality. The public will need to commit to a new social contract with its government, one that accepts that some infringements on privacy are a necessary prerequisite for restoring and maintaining wider freedoms.Whilst a high percentage of the UK population are regular users of digital technology, including smartphones, the Government will need to address some skills gaps (for instance, amongst some older people) in order to achieve a high level of subscription to a voluntary smartphone App.Policy Recommendations: The UK Government should extend its Five Pillar Testing Strategy to a Six Pillar Testing and Tracing Strategy by introducing digital contact tracing as a Sixth Pillar. A Testing and Tracing Strategy should bring together expertise from the Department of Health, NHSX, NHS Digital, Police, Military and the Intelligence Agencies, to create a new independent national 24/7 Testing and Tracing Command Centre responsible for:analysis of the spread of the coronavirus across the country through use of testing results and advanced contact tracing using digital technologies using the analysis to enforce self-isolation / social distancing in outbreak hotspots in fast time to suppress / extinguish the virus from the country.communicating to the public key messages in relation to the counter COVID-19 strategy (in place of the current Government daily briefings).The Testing and Tracing Command Centre should accelerate the development of digital solutions and urgently launch a national voluntary App to significantly improve ‘contact tracing’ of those infected with coronavirus. Digital solutions should protect privacy whilst achieving the purpose of obtaining tracing data that can be acted upon. • The Testing and Tracing Command Centre should accelerate the development of digital solutions and urgently launch a national voluntary App to significantly improve ‘contact tracing’ of those infected with coronavirus. Digital solutions should protect privacy whilst achieving the purpose of obtaining tracing data that can be acted upon. • The Government should appoint a single operational lead for the Testing and Tracing Command Centre, experienced in national Command, Control, Co-ordination and Communication (often referred to as C4). • The Government should legislate to regulate how the data from a Testing and Tracing Command Centre is acquired, stored, analysed and used, introducing necessary ethical and privacy safeguards and for a time limited (renewable) period. • The Government should make a national appeal (via a national advertising campaign) to the UK population to subscribe to the voluntary App explaining that the public will need to forfeit some privacy for freedom and liberty in order to defeat the pandemic. Role models and internet influencers should be used to encourage take up of the App, distinguishing it from other Apps currently being circulated and used. • The  Government  should  give  consideration  to  active  steps,  including public debate, that can be taken to enhance the technological skills (e.g. use of smartphone Apps) of some people who are not currently skilled, including some older people, in order to increase levels of compliance with use of a voluntary digital App when it is introduced. This could be achieved by enlisting the support of NHS volunteer responders.Link: Exiting Lockdown"
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Leadership

Exiting Lockdown

21 Apr 2020

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      string(327) "... on average than their better-off classmates.The report shows that children from wealthier families are spending more time each day studying in the coronavirus lockdown compared with the poorest. Nearly two in three (64%) of secondary pupils in state schools from the richest households are offered some form of ..."
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      string(4325) "School closures have presented a huge challenge to both children and their parents. They are also a big concern for policymakers for many reasons, not least because months out of school risk setting back children’s learning and development. This is particularly concerning for children from disadvantaged backgrounds, who already achieve less well on average than their better-off classmates.The report shows that children from wealthier families are spending more time each day studying in the coronavirus lockdown compared with the poorest. Nearly two in three (64%) of secondary pupils in state schools from the richest households are offered some form of active help, compared with 47% from the poorest fifth of families, the study suggests.The research also found poorer children were less likely to have a place to study. Less than a third (29%) of parents in the poorest families said they would send their child back to primary school given the choice, compared with 55% of the most affluent parents.Key Findings:Primary and secondary students are each spending about 5 hours a day on average on home learning. However, secondary school children are more likely to have online classes and to spend their leisure time online.Higher-income parents are much more likely than the less well-off to report that their child’s school provides online classes and access to online videoconferencing with teachers. 64% of secondary pupils in state schools from the richest households are being offered active help from schools, such as online teaching, compared with 47% from the poorest fifth of families. 82% of secondary school pupils attending private school are offered active help, with 79% being provided with online classes.Children from better-off families are spending 30% more time on home learning than are those from poorer families. Children in the highest-income fifth of families spend 5.8 hours a day on educational activities, over 75 minutes more than their peers in the poorest fifth of households (4.5 hours). Over the 34 days (minimum) that schools will be closed, students in the best-off families will have done more than 7 full school days’ worth of extra learning time. If schools do not go back until September and current rates of home learning continue, the gap would double to 15 full school days. This could have very substantial long-term consequences in light of evidence that even one extra hour a week of instructional time can significantly raise achievement. Better-off students have access to more resources for home learning. Within state primary and secondary schools, parents in the richest families are around 15 percentage points more likely than those in the poorest fifth to report that their child’s school offers active resources such as online classes, or video or text chatting. More than half (58%) of primary school students from the least well-off families do not have access to their own study space.Many parents of both primary and secondary school students report struggling with supporting home learning. Almost 60% of the parents of primary school children and nearly half of the parents of secondary school children report that they are finding it quite or very hard to support their children’s learning at home.School closures are almost certain to increase educational inequalities. Pupils from better-off families are spending longer on home learning; they have access to more individualised resources such as private tutoring or chats with teachers; they have a better home set-up for distance learning; and their parents report feeling more able to support them. Policymakers should already be thinking about how to address the gaps in education that the crisis is widening.Whatever strategy the government pursues for reopening schools, there is a risk that it will increase inequalities. Fewer than half of parents say they would send their child back to school if they had the choice. Higher-income parents report being more willing for their child to go back to school. This risks a situation where the children struggling the most to cope with home learning remain at home while their better-off classmates are back in the classroom.LINK: Learning During The Lockdown: Real-Time Data On Children’s Experiences During Home Learning"
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Leadership Briefings

Learning During The Lockdown: Real-Time Data On Children’s Experiences During Home Learning

19 May 2020

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      string(4120) "Families whose children have special educational needs and disabilities (SEND) have faced unique challenges during the coronavirus pandemic. This study by the Nuffield Foundation explored how education provision over this time has changed for children and young people with SEND who attend special schools. It found that pupils at special schools in England have been “forgotten about” in the rush to restart full-time education, with 20,000 children with special needs unlikely to return to school because of safety concerns.Parents of children with special educational needs and disabilities (Send) said they were concerned about sending their children back to school in September because their children were medically vulnerable or because their child’s needs mean they cannot adhere to social distancing and safe practice.Headteachers at more than 200 schools and colleges in England said the government’s guidance had been unclear and showed a lack of understanding of how special schools work, the types of pupils they support, and how much they rely on other key services including healthcare and local charities.Main Findings:Parental concerns about safety are likely to result in reduced attendance levels from September. Leaders identified several key concerns that they felt could result in parents deciding to keep their child at home. These included: Safety – almost two-thirds of leaders (64%) felt parents would not send their children back to school because of safety concerns.  Medical vulnerability – over half of leaders (55%) thought some parents would not send their child back in September because their household had been shielding. The parents of children who had been shielding, or had other significant health issues, were particularly concerned that their child may be more susceptible to contracting or being adversely affected by the infection. Needs and behaviours of pupils – a third of leaders (33%) felt that parental concerns about pupils’ inability to adhere to safe practice and social distancing would result in parents not sending children back in September. Leaders anticipate making significant changes to special education provision from September. To comply with the Department for Education (DfE) guidance on how to safely manage full reopening, leaders will need to offer: reduced and altered contact hours. fewer activities (such as the use of sensory rooms and hydrotherapy pools; and activities which require leaving the school premises or coming into contact with the community, such as running cafés and shops). less curriculum input (as they focus on addressing additional emotional and mental health needs as a result of the pandemic). different routines (such as being in bubbles with set groups of pupils and staff, staying in certain parts of the school, and adhering to safety guidance). stronger behaviour management policies (penalising pupil actions now considered to pose increased risk).  lower levels or different methods of therapeutic input.Unclear messaging, limited capacity and resources, increased pupil needs and how external agencies adapt will all affect what special education looks like in future. These changes were considered necessary due to perceived lack of clarity in DfE guidance, insufficient staff capacity, limited space, limited funding, and how other agencies and partners adapt.Recommendations:Based on the explanations provided by special school and college leaders and parents, we recommend there is a need for central government and local authorities to work beyond education, with all relevant partners, to provide: guidance on safe in-school delivery for pupils with Education, Health and Care Plans. guidance on special education delivery expectations, including how pupils who do not return are supported. clear and consistent communication (for staff and families) about the risks to pupils and staff in special education and how these are being addressed. a reassessment of resourcing to reflect the additional requirements of special schools and colleges (such as additional staff, input and remote support)."
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Leadership

Special Education During Lockdown: Returning To Schools and Colleges in September

8 Sep 2020

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      string(324) "... learning,’ said Graham, ‘and it shows that it doesn’t all have to be generated by adults.’Keeping the values alive when school is outDuring lockdown the school has had a mixedeconomy of resources to provide a variety of approaches from PDFs, to livelessons, recordings and small group discussions. A ..."
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      string(5188) "conscious that we were rolling out critical thinking from reception to year six but now they are looking at extending their reach into the home as well. Staff take photos of work at school and parents contribute by photographing activities at home and so they have the basis for a learning journal, a collaborative venture that is a better reflection of the children and their progress. Persuasive writing has been transformed by Google tools and offers more opportunities for creativity. In the past a teacher would have analysed and demonstrated the key features and children would have been sent away to write their own version but now it no longer has to be a piece of writing. Children can demo their newly acquired skills by recording a speech, drafting a newspaper article, or composing music and creating an advertising jingle and schools can evidence learning.Children are beginning to be so confident that they take the lead and show initiative. For example, children in year four were tasked with finding out the surface area of their school building. Some used Google maths but one enterprising child opted for Google Earth and came up with a definitive answer.One boy showed how he did long division. By recording each stage with a voice over, he showed the working out in his book, explained mistakes he had made and the answer he had arrived at. ‘It was fine example of blended learning,’ said Graham, ‘and it shows that it doesn’t all have to be generated by adults.’Keeping the values alive when school is outDuring lockdown the school has had a mixedeconomy of resources to provide a variety of approaches from PDFs, to livelessons, recordings and small group discussions. A teacher recorded sketchingtechniques and signposted children to different places. As an EdTechDemonstrator School LEO Academy Trust has produced an impressive range oflessons and is receiving 25k visits per day to their distance learning site.However, children have been able to share too.One girl produced a video for her friends showing her desk in her bedroom andher timetable. This is a new way for children to support each other during lockdown,keeping in touch and working together, despite being apartThe school has provided different mechanisms forreceiving pupils’ work. Some use Google Classroom, some parents like to emailtheir child’s work., Some parents shared their children’s work via socialmedia. The Academy would respond via social media and also pass work onto theteacher. ‘It is important to acknowledge every piece of pupil work,’ saidGraham, ‘not just to see what they’re doing but also to make them feel part ofthe school. Sometimes we respond to around 700 pieces a day.’Ed Tech for hybrid learning in SeptemberLike many other schools, LEO Academy Trust neverreally closed. They operated at a distance but produced eight hours recordedcontent every day. While it is not certain that all children will be returningto the buildings in September, the school will be set up and can provide for childrenwho cannot be physically present. To this end the trust has invested in two highlyskilled trainers, one was recruited from an EdTech company and has a backgroundin teachingdigital learning technology; the other was a middle leader in the trust.Their job is to make sure that staff are confident using the technology and canexploit its potential. They have been busy creating resources and there will bea choice of up to 25 webinars available every week for staff to access. All Webinars will be on Youtube, so will beavailable to the wider community. The Trust is looking to help the sector so therewill be sessions covering the tools teachers could use, with How To topics suchas How to use Google Docs. There will also be focus on areas such as markingand assessment, and how to deliver 4 Cs though technology.Lessons from the LEO Academy TrustRolling out technology to six schools acrossseven sites there were inevitably one or two teething problems. This is whatthey learned:Spare devices are essential. Always have extradevices to hand so if a child drops a device or it doesn’t work, you just handthem another one rather than trying to fix it Wi-Fi can be patchy in some areas and when youhave got 60 children all online in the same area of the school you realise howpatchy it is. You will probably need to increase your Wi-Fi so check outsuppliers who can respond quickly to your requests for more access points andswitches.Some parents may be concerned about the use oftechnology. Staff ran workshops, question and answer sessions, held meetingsand coffee mornings but discovered that some parents were still unhappy aboutthe issue of screen time. The schools invited these parents in to see lessonsand they came to realise that their children would not be using Chromebooksnon-stop between the hours of 8am and 3pmInvest time and money wisely. The devices areonly part of the solution.  You will needto upskill all your staff and but once training and infrastructure are in placethe technology can transform your school.http://www.LEOacademytrust.co.uk/webLEOdistancelearning.co.ukhttp://LEOdistancelearning.co.uk"
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Applications and Software

Learning Lessons In Lockdown

12 Aug 2020

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      string(3694) "Over 4,000 families of disabled children were contacted to ask how they had been impacted by the lockdown. Overwhelmingly, they felt locked out and abandoned by Government and by society, and are fearful for their own physical and mental health.In 76% of cases, the vital care and support they relied on had stopped altogether, leaving parents and young siblings taking on all care responsibilities around the clock.Just over two thirds (68%) said non–disabled siblings were also providing a lot more care. Prior to lockdown, many parents (62%) were managing without support such as short breaks.  For those who had previously received support, the majority have seen it stop (76%). Half of parents whose children had been received therapies or other extra support have seen this stop. The lockdown has led to some parents not seeking necessary medical health for their disabled children (44%), themselves or their partner (54%) or their non-disabled children (17%).The majority (70-80%) report worsening emotional and mental health for both their children and themselves; although a minority report improvements. The impact on physical health is less marked, but still nearly half (45%) say their disabled children’s physical health has declined; and just half say the same about their own (54%).Many parents whose children were eligible for a school place had not taken up places; mainly because of either concerns about their children’s health or because the right provision was not available.The majority (64%) of parents were worried about how much home school they were doing with their disabled child; and nearly a third (32%) said they were receiving no support specific to their child’s needs from school; on the other hand, a quarter were getting good support.The lockdown was impacting on statutory process – two-thirds going through an assessment process had seen it delayed; whilst approaching half (43%) of annual reviews had lapsed or been put on hold.Families are facing financial pressures, through either, or both, a reduction in income (39%) or increased costs (61%). One in five (21%) said they will go into debt as a result.Key Points:Parents reporting an increased caring load, both for themselves and for their disabled children’s siblings. Parents feel exhausted, stressed, anxious and abandoned by society. In many cases, the support families previously received has now stopped. Many families are seeing declines in both mental and physical healthParents are particularly concerned about the pressure of children’s behaviour and mental wellbeing; managing home-schooling; and what will happen to their children if they contract Covid19.the little support that had previously been provided for families has often stopped altogetherChildren’s friendships; learning and communications; mental and physical health; and emotions and behaviour have all been negatively impacted.The lockdown is increasing financial pressures on families.As the country begins to move out of lockdown, parents were greatly concerned about their child’s return to school. The return of their children to school needed to be contingent on it being safe; and needed to be well planned; and carefully managed; with clear communication with parents and children. Those children with the most complex health needs, and who are therefore shielding may continue to face these challenges for a considerably longer period of time and must receive additional support.   The right support – including mental health support – needed to be in place to support the transition back to school. Flexibility and understanding were key."
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Leadership

Parent Carers’ Experiences Of Lockdown

17 Jun 2020