Face coverings are no longer required in classrooms or communal areas, unless local directors of health have recommended their use on a temporary basis.
Public health advice for those with COVID-19 and their contacts changed from 24 February. Contacts are no longer required to self-isolate or advised to take daily tests, and contact tracing has ended.
Staff and pupils in mainstream secondary schools will not be expected to continue taking part in regular asymptomatic testing and should follow asymptomatic testing advice for the general population
For all the latest DfE documents relating to schools in England, see Guidance for schools: coronavirus (COVID-19). Check this page regularly to ensure you are up to date with the latest guidance.
Key guidance documents include the following:
Ofqual has made available links to publications relating to the awarding of GCSE, AS and A level qualifications and vocational, technical and other general qualifications in 2022.
This includes guidance on contingency arrangements and the consultation process.
Although most pupils are back in the classroom, some may have to access remote learning at times, for example if they are isolating.
The remote education direction still applies, meaning that all schools covered by the direction are required to provide high quality, remote education to pupils who cannot attend school due to Covid-19.
Our understanding of what makes for effective remote learning improves all the time. Check out the following articles for ideas, along with Ofsted's guide to what's working well in remote education (which includes some helpful myth-busting) and the results of DfE's research into teachers' experiences of delivering remote education. If you wish, you can carry out an internal review of your remote provision.
Remember that all schools are required to publish information about their remote provision on the school website; this remote education template can be used.
What will be your priorities in curriculum planning this year? These articles and resources may be of use.
See also the Education Endowment Foundation's guidance for teachers and parents on supporting students. They propose a tiered model that focuses upon:
Supporting mental health and wellbeing of pupils and staff is a priority. Are you ready to spot the signs that pupils may be struggling? What are you doing to build resilience? And what are your strategies for promoting staff wellbeing?
For more ideas and resources, see the pages pupil mental health and wellbeing: guidance for staff and supporting staff mental health and wellbeing: guidance and resources.
Bereavement
Sadly, some members of your school community are likely to have experienced bereavement due to Covid-19. For a better understanding of how children and young people are likely to experience grief, see Zoe Dale’s article supporting bereaved pupils: advice for staff and the recorded workshop how to support pupils with bereavement.
You can find further resources at:
