Schools and Covid-19: guidance and resources

This week

• DfE confirms additional funding to support teacher induction: all state-funded schools who currently have an NQT due to complete induction this summer will receive a one-off payment for the equivalent of an additional 5% off timetable for next academic year. This time off timetable is not statutory; it has been designed to be used flexibly and can be grouped together in different ways, for example, taken as whole days or half days off. 
• DfE has published a summary of the resources and funding they have made available to support education recovery. 

DfE guidance

For all the latest DfE documents relating to schools in England, see coronavirus (COVID-19): guidance for schools and other educational settings

Recent or recently updated guidance includes the following:

• accountability procedures 2020-21
• actions for schools during the coronavirus outbreak (operational guidance document)
• asymptomatic testing in schools and colleges (confirmatory PCR test now required following a positive LFD test result in England)
• awarding qualifications in summer 2021
• operational guidance for special schools and specialist settings
• quality assurance processes for GCSE, AS and A level
• summer 2021 arrangements (JCQ guidance on administration of summer assessments, including appeals process)
• summer school funding.

Blended and remote learning

Although most pupils are back in the classroom, some are still accessing learning from home. Experiences so far mean that we have a better understanding of what makes for effective remote learning.

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. Remember that all schools are required to publish information about their remote provision on the school website; this remote education template can be used. 

• 10 tips for providing constructive feedback remotely
• DBS checks for remote or online learning
• Effective remote learning: six keys to success
• Homeschooling for children and young people with SEND needs
• How to develop a remote learning strategy for self-isolating pupils and staff
• Keeping pupils engaged and motivated remotely
• Remote learning: compliance and best practice
• Remote learning for pupils with SEND: five tips
• Risk assessment and consent for live streaming

Curriculum planning

Maintaining a consistent approach to curriculum planning is a particular challenge this year, with pupils in and out of school and uncertainty around exams. These articles and resources may be of use.

• Consolidating and reviewing learning: task setting and assessment
• Keeping pupils engaged and motivated (without exams)
• Planning for curriculum adjustments
• Planning SEND provision for 2020/21: five evidence-based recommendations
• Preparing to use your catch-up premium
• Rising strong pathway

See also the Education Endowment Foundation's School Planning Guide 2021, which aims to support school leaders in their decision-making. They propose a tiered model that focuses upon:

1. high-quality teaching
2. targeted academic support
3. wider strategies.

Leadership

Keeping in touch with parents is even more important in difficult or challenging times. These five tips for communicating with parents and building trust include a downloadable template to help you coordinate messages.

It's also a good time to revisit your communication strategies during remote working.

Mental health, wellbeing and resilience

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 supporting staff on their return to school?

Advisers on our Wellbeing Award for Schools have distilled their experiences with schools over recent months into an eight step downloadable framework for supporting emotional wellbeing during and after lockdown.

The video recording of David Beeney's workshop on managing the mental health of all provides useful guidance, for example a suggested process for line managers to follow when having a mental health conversation.

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:

• Child Bereavement UK
• Winston's Wish: advice and guidance on supporting bereaved children and young people during the coronavirus outbreak.