Teaching During the Covid-19 Shutdown

This survey report by The Educational Institute of Scotland looks at the challenges of delivering education remotely as well as in school hubs.

The survey of over 26,000 teachers reveals that many fear it is impossible to apply social distancing with younger pupils and those who have complex additional needs. It also shows the long hours school staff have been working and the many new skills they have had to develop – as well as the pupils they believe are being left behind by online learning.

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      string(4035) "It said the Covid-19 pandemic threatened to make life worse for the most vulnerable groups and urged ministers to seize the opportunity to forge an inclusive recovery.The IFS said it was not inevitable the crisis would exacerbate inequality but said that would be the outcome in the absence of better education and training, moves to ensure the survival of small businesses and the provision of catch-up lessons for children from poorer households.The Covid-19 report found that:low earners were most likely to work in shut-down sectors, to have been furloughed or be at risk of unemployment.A gap in death rates between better-off and less affluent neighbourhoods, as well as between some ethnic minorities and the white majority, had widened further.Some minority ethnic groups, especially those of Pakistani or Bangladeshi origin, were much more likely to work in shut-down sectors. Black groups were disproportionately represented in key worker occupations and had been contracting Covid-19 at far higher rates than the white majority.Workers under 25 were twice as likely as those over 25 to work in a locked-down sector.Mothers were more likely than fathers to take on the additional childcare and housework duties caused by the lockdown.Private schools were almost twice as likely to be providing online teaching as the state schools attended by children from the fifth most deprived families. Key findings:There is no one measure of vulnerability that can summarise which areas will be hardest hit during the crisis. The pandemic will have health, economic and social costs, and on average areas that are more vulnerable along one dimension are relatively less vulnerable along the others. Standard measures of local socio-economic deprivation do not identify well areas most vulnerable to the crisis.However, some local authorities (LAs) are more vulnerable than average on health, economic and social lines. These nine LAs are spread around the country and include both urban areas (such as Blackpool) and rural places (such as Dorset). Torbay and the Isle of Wight stand out even among this group; they are in the top 20% most vulnerable on each index, reflecting their elderly populations, economic reliance on tourism and hospitality, and pockets of local socio-economic deprivation. There are also 17 LAs that appear relatively unaffected along all three dimensions; these areas are concentrated in the South East and East of England.Many coastal areas are notably vulnerable along both health and jobs dimensions. Coastal towns already rank highly in terms of overall deprivation, and the crisis could be set to make these inequalities with non-coastal areas even wider.Areas in the northern spine of England are more vulnerable than average along health and family dimensions: these include South Yorkshire, Derbyshire and Nottinghamshire, which have relatively older, more deprived populations. Other such areas are clustered in the West Midlands (particularly around Birmingham) and in the cities of the North West and North East.While London has seen some of the highest rates of COVID-19 so far, its population is less vulnerable to experiencing serious symptoms from the disease. Within London, boroughs with younger, healthier populations have seen many fewer confirmed COVID-19 cases and deaths. However, many London boroughs will face significant economic and social costs, as shut-down sectors such as hospitality and tourism are important employers and many schoolchildren are from disadvantaged families, where home learning is on average more difficult.While there are some regional patterns in vulnerabilities, in many cases neighbouring LAs look set to have very different experiences of the crisis. For example, Nottinghamshire has very different exposure from that of neighbouring Leicestershire on all three dimensions of vulnerability.Link: COVID-19 and Inequalities"
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Leadership

COVID-19 and Inequalities

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      string(3481) "The impact of Covid-19 on vulnerable children and families is likely to be profound. It was clear from our research that school closures, social distancing and lockdown measures have seriously affected the ability of services to support children and families at the very time when these children and families are facing even greater challenges.The report focuses on early help: the range of services that would ordinarily be supporting vulnerable children and families below the threshold for statutory local authority support, including targeted support provided by universal services. Conclusions:Local authorities and their partners will need to be funded at a sufficient level to allow them to meet their child protection duties and manage demand for children’s social care, while also allowing meaningful investment in the kind of high-quality early help that is vital in getting families back onto their feet and preventing problems from getting worse.The pandemic has necessitated rapid adaptation of the way that services support vulnerable children and families. While there has been an almost wholesale transition to virtual or online contact, local partnerships have found innovative ways to retain some element of face-to-face provision for families who need it.Professionals were quick to identify the potential gains generated through this period of rapid adaptation, and keen to retain elements of these new ways of working that they thought were both increasing their capacity to deliver support to families, and working well for those families. They were conscious of the need to test and learn so that decisions about future service delivery models could be informed by a clear understanding of their impact. There is a unique opportunity here to improve the evidence base on virtual delivery of early intervention for children and families through seizing the opportunity for testing and evaluation. This will have value well beyond the current crisis and the immediate decisions facing local services.Professionals were concerned about their ability to support vulnerable children and families and to identify escalating risk without home visits and without regular face-to-face contact with universal services. Innovative processes to mitigate these risks and provide safety nets had been put in place, but there was a recognition that some children and families who became vulnerable or became more vulnerable during the lockdown period would inevitably be missed. Schools were particularly concerned about their lack of face-to-face contact with children they knew to be facing challenges at home.The research also identified a clear sense of apprehension among professionals about the longer-term impact of the pandemic and particularly the lockdown period on vulnerable children and families, and about the ability of services to cope with the demand that this will create. This must be considered urgently as part of the pandemic recovery phase. It is clear to us that local authorities and their partners will need to be funded at a sufficient level to allow them to meet their child protection duties and manage demand for children’s social care, while also allowing meaningful investment in the kind of high-quality early help that is vital in getting families back onto their feet and preventing problems from getting worse.Link: Covid-19 And Early Intervention. Understanding The Impact, Preparing For Recovery"
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      string(187) "When I started writing my new book ‘The Complete Learner’s Toolkit’ I had no idea the world would shift on its axis and there would be a paradigm shift in the way we see education. "
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      string(301) "be able to turn our thoughts inwards and observe ourselves and our own mental life. This is an extraordinarily powerful observation because it is only through this ability that you can understand your own emotions and hence the emotions of others. Our own individual day-to-day experiences of life ..."
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      string(4321) "be able to turn our thoughts inwards and observe ourselves and our own mental life. This is an extraordinarily powerful observation because it is only through this ability that you can understand your own emotions and hence the emotions of others. Our own individual day-to-day experiences of life are influenced by our conscious and unconscious thinking habits. We all sometimes suffer from cognitive biases: those sets of fixed beliefs about the way things are, or about our own attributes. For example, students may believe that they are poor learners or that maths is too difficult for them, that making friends is too hard or that singing in tune is too tricky. These beliefs may have been triggered by comments or comparisons with others, but once formed they can be hard to challenge. For example, if your ego is convinced that you can’t spell, it will always look for evidence that it is right about that. So, when you struggle with a word, it runs the mental commentary, ‘See, I can’t spell – I have never been able to spell.’This type of fixed thinking can apply to any aspect of life and makes uncertainty harder to bear. The more inflexible our thinking becomes, the more we are stuck believing that we can never change – but change is inevitable and those who are adaptable will thrive.Our minds are always processing a myriad of random thoughts at any one time – some say an average of 60,000–80,000 a day! If our habitual, default thinking is negative and self-doubting, then we will focus on the thoughts that fit with this perception and connect them together to create negative, sad or hopeless feelings. By noticing our feelings and becoming conscious of the thinking that is shaping them we become more self-reflective, slowing down our automatic emotional responses. We are then no longer being ‘driven blindly’ or trying to cling to past cognitive habits thatdon’t serve us well. This quality is emphasised by Mike Berners-Lee as a key new way of thinking which is required for the 21st century.14‘We have seen…how urgently we need to learn how to think in ways that let us deal more effectively with the situation we have created for ourselves. We need thinking skills and habits that fit in the twenty-first century context of enormous human power and technology on a now-fragile planet’15The purpose of these lessons is to encourage more cognitive flexibility so that – via metacognition – we can stand back from our instinctive, fixed-mindset thoughts and challenge them. This way our students can maximise their ability to push the boundaries of their comfort zones and grow. The first stage is to become conscious of how thoughts impact on their everyday thinking and, therefore, on the feelings they have about themselves, their learning and their work. If we can integrate the skills in these lessons into the curriculum, we will be training our children to react to challenges the future throws at them with wisdom, empathy and grace. And they may do better than we have when faced with losing control of our lives and livelihoods.Jackie Beere‘The Complete Learners Toolkit’ 2020 Crown House publishing Follow this link https://t.co/8VFkoyZotJ?amp=1jackieabeere@gmail.comTrainer, Coach, Author.ReferencesP. Brown, H. Roediger and M. McDaniel, Make It Stick: The Science of Successful Learning (Cambridge, MA: Harvard University Press, 2014), p. 59. Brown, Roediger and McDaniel, Make It Stick, p. 9. S. Dehaene, How We Learn: The New Science of Education and the Brain (London: Allen Lane, 2020) p82 Ibid p.82 Ibid p.22 M. Berners-Lee, There Is No Planet B: A Handbook for the Make or Break Years (Cambridge: Cambridge University Press, 2019), p. 189. Berners-Lee, There Is No Planet B, p. 186. Berners-Lee, There Is No Planet B, p. 189. K. Robinson with L. Aronica, The Element: How Finding Your Passion Changes Everything (London: Penguin, 2009), p. 49. Dweck, Mindset, p. 198. D. Goleman, Emotional Intelligence: Why It Can Matter More Than IQ (London: Bloomsbury, 1996). R. Berger, An Ethic of Excellence: Building a Culture of Craftsmanship with Students (Portsmouth, NH: Heinemann, 2003). A. Curran, The Little Book of Big Stuff About the Brain (Carmarthen: Crown House Publishing, 2008), p. 22. Berners-Lee, There Is No Planet B, p. 188. Ibid p185"
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Blogs

After Covid-19 We Need A New Paradigm For Education

26 May 2020

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      string(325) "... way matching against receipt and Purchase Order)  Encourage suppliers to invoice on a more regular basis to help cash flow (eg every  week rather than monthly)Link: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/874178/PPN_02_20_Supplier_Relief_due_to_Covid19.pdf"
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      string(3920) "Schools should continue to pay their suppliers as normal, even if their service delivery is disrupted or suspended by coronavirus, according to this Cabinet Office report.The new guidance for public bodies sets out how organisations like schools, local authorities and academy trusts can continue to keep the supply chain moving and protect jobs outside their gates.The DfE confirmed that schools will continue to get their normal budgets throughout the period of closure, and that they will be able to claim back money to cover additional costs. Contracting authorities in the public sector must act now to ensure suppliers at risk are in a position to resume normal contract delivery once the outbreak is over.Schools and other bodies should urgently review their contract portfolio and inform suppliers who they believe are at risk that they will continue to be paid as normal (even if service delivery is disrupted or temporarily suspended) until at least the end of June, the guidance states.They should also put in place the most appropriate payment measures to support supplier cash flow. This might include approaches like forward ordering, payment in advance or prepayment, interim payments and payment on order (not receipt).For contracts that involve payment by results, payment should be on the basis of previous invoices, for example the average monthly payment over the previous three months.However, the government says that to qualify, suppliers should agree to act on an open book basis and make cost data available to the contracting authority during this period.Schools should also ensure invoices from suppliers are paid immediately on receipt in order to maintain cash flow in the supply chain and protect jobs. The guidance states that reconciliation can take place in slower time.Acknowledging the possibility of significant levels of staff absence, the guidance also recommends that schools ensure they have appropriate contingencies in place so there are enough staff with the delegated authority to pay invoices.Action:All contracting authorities should: Urgently review their contract portfolio and inform suppliers who they believe are at  risk that they will continue to be paid as normal (even if service delivery is disrupted or temporarily suspended) until at least the end of June. Put in place the most appropriate payment measures to support supplier cash flow; this might include a range of approaches such as forward ordering, payment in advance/pre-payment, interim payments and payment on order (not receipt).   If the contract involves payment by results then payment should be on the basis of previous invoices, for example the average monthly payment over the previous three months.  To qualify, suppliers should agree to act on an open book basis and make cost data available to the contracting authority during this period. They should continue to pay employees and flow down funding to their subcontractors. Ensure invoices submitted by suppliers are paid immediately on receipt (reconciliation can take place in slower time) in order to maintain cash flow in the supply chain and protect jobs.  Contracting authorities should act now to ensure payment is made as quickly as possible to their suppliers, including:  Targeting high value invoices where a prime is reliant on a supply chain to deliver the contract.  Resolving disputed invoices as a matter of urgency; consider paying immediately and reconciling at a later date in critical situations.  Take a risk based approach as to whether 2-way matching is always needed (rather than adopt regular 3-way matching against receipt and Purchase Order)  Encourage suppliers to invoice on a more regular basis to help cash flow (eg every  week rather than monthly)Link: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/874178/PPN_02_20_Supplier_Relief_due_to_Covid19.pdf"
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Leadership

Procurement Policy Note - COVID-19

2 Apr 2020