Schools Coronavirus (COVID-19) Operational Guidance

This updated government guidance explains the actions school leaders should take to minimise the risk of transmission of coronavirus (COVID-19) in their school. This includes public health advice, endorsed by Public Health England (PHE). From 8 March 2021, all pupils were expected to return. To facilitate this, schools/colleges MUST: Review and update their risk assessments; […]

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      string(5646) "Boris Johnson has confirmed the government expects secondaries to start to provide face-to-face support for year 10 and 12 pupils, from June 1 to June 15.On 10 May the Prime Minister announced a roadmap towards recovery, outlining the phased return of some pupils to education settings from the week commencing 1 June, including that secondary pupils facing exams next year will get some face-to-face support from their teachers this term, subject to the government’s 5 tests being met.This guide is designed for mainstream and alternative provision secondary schools (including those with a school sixth form). Thee government is asking all schools to adopt a range of approaches and actions which can be seen as a hierarchy of controls that, when implemented, create an inherently safer environment, where the risk of transmission of infection is substantially reduced. This includes:minimising contact with individuals who are unwell by ensuring that pupils or staff who have coronavirus symptoms, or who have someone in their household who does, do not attend schoolcleaning hands more often than usual – pupils and staff should be encouraged to regularly wash their hands thoroughly for 20 seconds with running water and soap and dry them thoroughly, or use alcohol hand rub or sanitiser ensuring that all parts of the hands are coveredensuring good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approachcleaning frequently touched surfaces often, using standard products such as detergents and bleachminimising contact and mixing, as far as possible, by keeping pupils in small groups for face-to-face support and keeping those groups as consistent as possible whilst in school (e.g. for arrival, lunchtime, breaks and departure) and altering the school environment (e.g. changing classroom layouts so desks are further apart or dividing groups into different classrooms).As well as the measures above, secondary schools should ensure that only a quarter of pupils in year 10 and year 12 are in school at any one time, including vulnerable children and children of critical workers in those year groups who are still encouraged to attend full-time. This is in addition to vulnerable pupils and children of critical workers who might be in full-time attendance from other year groups.Main Points:25% of pupils at a time. The guidance states that schools are able to have a quarter of the year 10 and year 12 cohort (for schools with sixth forms) in school at any one time. This includes vulnerable children and children of critical workers in those year groups who are still encouraged to attend full-time. However, the 25 per cent is in addition to vulnerable pupils and key worker children in other year groups ages who are already allowed to attend. The DfE has also set out a clear expectation that remote education will continue to be the predominant form of education delivery for these year groups and that this should be of high quality.Schools flexibility. The DfE has told secondary schools they have the flexibility to implement face-to-face support for year 10 and year 12 pupils in the way that best suits their circumstances. The guidance acknowledges there may be issues around staff availability and workload, and says it is up to schools to decide how they want to use face-to-face support in the best interests of their pupils. There may be some pupils who would particularly benefit from more face-to-face support, such as disadvantaged pupils or pupils who have not been engaging in remote education, says the guidance goes on to say. These pupils may attend more frequently than others as long as schools ensure that only a quarter of the year 10 and 12 cohort are in school at any one time. This should be alongside full-time attendance of vulnerable children and children of critical workers in all year groups. Schools also have flexibility to determine how best to provide full-time provision for vulnerable children and children of critical workers in year 10 and year 12, alongside the support for others in those year groups. Vulnerable children and children of critical workers in other year groups should be accommodated as currently or if currently in a hub then schools should explore how to bring them back to their normal school, subject to risk assessments.Avoid split days Unlike primary schools, secondary schools have not been told by the government to avoid the use of rota systems to keep pupil numbers low. However, the guidance states that secondary schools should avoid split day rotas within the same day and ensure that only a quarter of children are ever in the school on any one day. Morning and afternoon rotas should not be applied. If rotas are used, vulnerable children and children of critical workers in all year groups should still be encouraged to attend full-time and appropriate risk assessments should consider how this could be managed.Minimise the use of public transport Schools should ensure that the use of public transport for school travel is minimised as far as possible. Where it is totally necessary, this should not be during peak times. Schools should introduce staggered start and end times as appropriate to help achieve this. Pupils should be encouraged to walk or cycle where possible, and schools should carefully consider how many pupils will be travelling at the same time, how they are likely to travel and the likelihood of pupils mixing with each other and coming into contact with other people on the journey to and from school.Keep approach under review The guidance states that"
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Leadership

Guidance For Secondary School Provision From 15 June 2020

2 Jun 2020

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      string(5642) "Following the government’s proposal that schools and colleges re-open for all students as normal in September, senior leadership teams now have to ensure the safety of both students and staff before their return to the classroom.By September, it will have been more than six months since schools were open as normal and, in order to be “Covid-secure”, employers will need to undertake a risk assessment and put in place various measures to protect their staff from contracting coronavirus. According to the National Education Union (NEU), risk assessments should consider the position of vulnerable staff and staff in higher risk groups. Students in such groups may also need to be supported to learn from home. 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Frequent cleaning regimes should be adopted, especially for regular touchpoints around the building.”I am concerned there isn’t space to maintain social distancing. Do I have to go back to work if I am concerned for my health and safety?“Ideally, adults should maintain two metres distance from each other and from children. However, this may not always be possible, particularly for those working with younger children. “The DfE’s advice is to minimise contact between individuals and practise social distancing wherever possible through the combination of bubbles and maintaining distance. It’s likely that for younger children, there’ll be more of a focus on bubbles and for older children, there’ll be more of a focus on distancing.  “Classrooms will also have been adapted to support distancing where possible, including seating pupils side by side rather than face on and potentially removing unnecessary furniture to make additional space. “Ultimately, this means if you do not attend work because of safety concerns, your employer could treat your absence as unauthorised and follow its disciplinary process. “Employees do have legal rights not to be dismissed for raising health and safety claims but in the current climate, it would be preferable to try everything to resolve the situation without resorting to litigation, which could take many months.” I have colleagues that don’t adhere to the social distancing rules at work – what shall I do? “You should make your employer aware straight away and they should deal with this issue, potentially under the disciplinary policy.” I have been shielding, can I refuse to go back to work? “Unless you live in a local lockdown area or area where extra measures have been introduced, from 1 August, those in shielding categories are no longer required not to attend work. 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Executive Leadership

Legal Briefing: Can My Boss Make Me Go Back To the Classroom?

25 Aug 2020

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      string(369) "This report released from Carers UK shows the effect of the Coronavirus on people caring for those with disabilities. The survey of over 5,000 current and former carers revealed that 70% of unpaid carers are providing more care due to the coronavirus outbreak and over a third are providing more care as a result of local services reducing or closing."
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      string(4037) "The report revealed that 87% of carers are “worried about what will happen to the people I care for if I have to self-isolate or become ill”. Before the coronavirus outbreak, carers across the UK were already providing substantial amounts of care, valued at £132 billion a year.1The increased pressures carers are currently facing means many have changed the amount and type of care they are providing.The results show that on average, carers are providing 10 hours more care per week than they were before the coronavirus outbreak. The average figure is now 65 hours per week, compared to 55 hours before.Looking at the reasons why more care is being provided in detail, over a third (35%) of people said they were providing more care as a result of local services reducing or closing. This figure rose to 39% in Scotland, 36% in Wales and 45% in Northern Ireland. However, 9% of carers said they are providing less care for one or more reasons. 7% of carers are providing less care because they are following Government guidance and reducing their social contact. Those caring for a parent were most likely to have reduced the amount of care they are providing for this reason with 13% selecting this option. Key Findings:70% of carers are providing more care due to the coronavirus outbreak. Over a third (35%) of carers are providing more care as a result of local services reducing or closing.Carers are, on average, providing 10 additional hours of care a week.69% of all carers are providing more help with emotional support, motivation, or keeping an eye/checking in on the person they care for.81% of carers are spending more money at the moment. 72% are spending more on food and 50% are spending more on household bills.38% of carers agreed or strongly agreed with the statement “I am worried about my financial situation”.The majority (55%) of carers agreed or strongly agreed with the statement “I feel overwhelmed and I am worried that I’m going to burnout in the coming weeks”.87% of carers agreed/strongly agreed with the statement “I am worried about what will happen to the people I care for if I have to self-isolate or become ill”Recommendations:Increase awareness and recognition of the role of unpaid carers. Ensure that the impact of reduced services on carers and their families are closely monitored in terms of carers’ health and well-being, ability to care, in order to avoid burn-out. Support must be reinstated and restored as soon as possible. Raise the level of Carer’s Allowance.Ensure testing is increased and delivered quickly, including testing for unpaid carers. Ensure that local authorities have sufficient resources to carry out contingency planning with carers. Local government and local partners need to find a way to support carers in delivering this. This must also go hand in hand with effective risk mapping. Continue to place a high priority on guidance, information and advice for carers, that adapts to their needs. Increase the delivery of PPE to social care and ensure unpaid carers are also included where they are caring for those who are most vulnerable.  Ensure systems are in place for carers to provide access to food and reduce the challenges carers face in getting food.Ensure that if this crisis continues, those unable to work because of caring are continued to be supported to retain their jobs for as long as possible, as well as ongoing flexibility for carers to continue to juggle work and care.Increase investment in mental health and wellbeing support for carers. Continue to ensure that there are creative ways of supporting carers, through technology, through local communities and with the continuation of key support. Ensure that all national guidance aimed at service delivery that suggests carers take on more responsibilities also consider the risks to carers.Ensure that there is sufficient investment in end of life care, death and bereavement servicesLINK: Caring Behind Closed Doors"
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Leadership

Caring Behind Closed Doors

6 May 2020

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      string(4976) "Industry NewsEven though Joe Wicks became the nation’s PE teacher, research by Sport England shows that the number of children and young people who were physically active fell during the 2019/20 academic year in England, as the coronavirus (Covid-19) pandemic restricted the type of activities available. Nobody quite knows how the Coronavirus pandemic has affected children’s wellbeing. However, Mentally Healthy Schools suggests the pandemic and subsequent lockdowns may have impacted on children’s mental health in many ways. PE and wellbeing have been at the forefront of educators’ minds throughout the last year and concerns have increased as children have fully returned to school. Teachers are aware that there needs to be a focus on physical health and mental wellbeing. Naturally, these are now a priority with the approach of the summer term and hopefully better weather. The statistics from Sport England show that 31.3% of children and young people were doing less than an average of 30 minutes activity a day, with 23.8% being fairly active but not reaching the average of 60 minutes activity a day. Encouraging activity for better health and wellbeingWith the return to school for all pupils, PE and wellbeing of pupils is of high importance. Having an active lifestyle is proven to have a positive impact on wellbeing and mental health for young children and adults. We are all aware that we should, whether an adult or a child, partake in an average of 60 minutes of activity per day, but there is no timing placed on looking after our wellbeing. However, the statutory guidance on physical health and wellbeing states:  The focus in primary school should be on teaching the characteristics of good physical health and mental wellbeing. Teachers should be clear that mental wellbeing is a normal part of daily life, in the same way as physical health. This leads to an emphasis on the understanding that there should be a positive two-way relationship between good physical health and good mental wellbeing and the understanding of the benefits to mental wellbeing and physical exercise and time spent outdoors.  Why is looking after our wellbeing so important? In our classrooms, there is a growing number of children and young people experiencing poor mental health and this presents one of the biggest challenges for teachers. How can children’s mental health be supported in schools. The Young Minds Wise Up campaign, explored the statistics facing the mental health crisis in schools: An estimated three children in every classroom have a diagnosable mental health condition, rising to four when emotional distress is included.  Suicide is the most common cause of death for boys aged between 5-19 and the second most common for girls in that age range.  Around 1/12 young people deliberately self-harm.  The number of young people calling Childline about mental health problems has risen by 36% in the last 4 years.  With such staggering statistics around children’s mental health, it’s understandable that schools will want to focus on their pupil’s mental wellbeing as well as their physical health.  Teachers matter tooHowever, it is not just children who need to have a positive relationship between their physical health and mental health. Teachers must also ensure they are looking after themselves. A teacher with low health and wellbeing, experiencing high levels of stress or who is ill at work, may not perform to the best of their ability. More than two thirds of education professionals describe themselves as stressed at work according to the latest research from Education Support and an overwhelming majority say they have suffered physical and mental health issues because of their job. It is important to remember that Covid-19 and repeated lockdowns will also have had an effect on the mental health and wellbeing of all members of the school staff and measures should be put into place to support them as well as the children. Giving teachers and children support, enabling a whole school approach and ensuring a positive two-way relationship between their physical and mental health can only lead to positive outcomes for the whole school community. Download a free pack from Striver by 2Simple, including a lesson you can use to introduce mindfulness to your children as well as 6 pocket postcards. These pocket postcards are for anyone to use, at school, at home or for self-use. Download here: https://2simple.com/free-stuff/mindfulness-pocket-postcards-free-pack/?utm_source=TeachingTimes&utm_medium=Article&utm_campaign=MindfulnessPostcards  "
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Digital Learning

PE and Wellbeing Taking Priority in Schools

9 Apr 2021

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