DFE Guidance update-September 1^st 2020

As noted in this morning’s training, the very late changes made by Government on Friday were not helpful or well timed. However, it is important that you are aware of advice as we are currently following this. I have cut/pasted edited highlights, which should be read alongside our risk assessment and the day to day guidance provided by Pierre.

AS ALWAYS, IF YOU HAVE QUESITONS, THEN PLEASE ASK!

Isolation procedures related to a suspected or known case of Covid:

Minimise contact with individuals who are unwell by ensuring that those who have coronavirus (COVID-19) symptoms, or who have someone in their household who does, do not attend school

Ensuring that pupils, staff and other adults do not come into the school if they have coronavirus

(COVID-19) symptoms (https://www.gov.uk/guidance/nhs-test-and-trace-how-it-works#people-who-develop symptoms-of-coronavirus) or have tested positive in at least the last 10 days and ensuring anyone developing those symptoms during the school day is sent home, are essential actions to reduce the risk in schools and further drive down transmission of coronavirus (COVID-19).

All schools must follow this process and ensure all staff are aware of it.

If anyone in the school becomes unwell with a new and persistent cough or a high temperature, or has a loss of or change in, their normal sense of taste or smell (anosmia), they must be sent home and advised to follow guidance for households with possible or confirmed coronavirus (COVID-19) infection (https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance), which sets out that they should self-isolate for at least 10 days and should arrange to have a test

(https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested) to see if they have coronavirus (COVID19).

If they have tested positive whilst not experiencing symptoms but develop symptoms during the isolation period, they should restart the 10-day isolation period from the day they develop symptoms.

Other members of their household (including any siblings) should self-isolate for 14 days from when the symptomatic person first had symptoms.

If a child is awaiting collection, they should be moved, if possible, to a room where they can be isolated behind a closed door, depending on the age and needs of the child, with appropriate adult supervision if required. Ideally, a window should be opened for ventilation. If it is not possible to isolate them, move them to an area which is at least 2 metres away from other people.

(This is the space in Cub, as shared with you today and highlighted in the risk assessment)

If they need to go to the bathroom while waiting to be collected, they should use a separate bathroom if possible. The bathroom must be cleaned and disinfected using standard cleaning products before being used by anyone else. (The toilet in Cub is the designated toilet for this situation. Both areas, once pupils has gone would be cleaned/closed off until cleaned)

PPE must be worn by staff caring for the child while they await collection if a distance of 2 metres cannot be maintained (such as for a very young child or a child with complex needs). More information on PPE use can be found in the safe working in education, childcare and children’s social care settings, including the use of personal protective equipment (PPE)

(https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safeworking-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protectiveequipment-ppe)

Summary:

If you have Covid, you must isolate for 10 days

If someone in your household (direct household only) has Covid you have to isolate for 14 days.

Face Coverings

The government is not recommending universal use of face coverings in all schools. Schools that teach children in years 7 and above and which are not under specific local restriction measures will have the discretion to require face coverings for pupils, staff and visitors in areas outside the classroom where social distancing cannot easily be maintained, such as corridors and communal areas and it has been deemed appropriate in those circumstances. Primary school children will not need to wear a face covering.

In particular, schools that teach years 7 and above may decide to recommend the wearing of face coverings for pupils, staff or visitors in communal areas outside the classroom where the layout of the schools makes it difficult to maintain social distancing when staff and pupils are moving around the premises, for example, corridors.

In primary schools where social distancing is not possible in areas outside of classrooms between members of staff or visitors, for example in staffrooms, headteachers will have the discretion to decide whether to ask staff or visitors to wear, or agree to them wearing face coverings in these circumstances.

Based on current evidence and the measures that schools are already putting in place, such as the system of controls and consistent bubbles, face coverings will not be necessary in the classroom even where social distancing is not possible. Face coverings would have a negative impact on teaching and their use in the classroom should be avoided.

Where local restrictions apply

In areas where local lockdowns or restrictions are in place, face coverings should be worn by adults and pupils (in years 7 and above) in areas outside classrooms when moving around communal areas where social distancing is difficult to maintain such as corridors.

In the event of new local restrictions being imposed, schools will need to communicate quickly and clearly to staff, parents, pupils that the new arrangements require the use of face coverings in certain circumstances.

Exemptions:

Some individuals are exempt from wearing face coverings. This applies to those who:

• Cannot put on, wear or remove a face covering because of a physical or mental illness or impairment or disability
• Speak to or provide assistance to someone who relies on lip reading, clear sound or facial expression to communicate.
• The same exemptions will apply in education settings, and we would expect teachers and other staff to be sensitive to those needs.

Access to face coverings

It is reasonable to assume that staff and young people will now have access to face coverings due to their increasing use in wider society, and Public Health England has made available resources on how to make a simple face covering.

However, where anybody is struggling to access a face covering, or where they are unable to use their face covering due to having forgotten it or it having become soiled or unsafe, education settings should take steps to have a small contingency supply available to meet such needs.

No-one should be excluded from education on the grounds that they are not wearing a face covering.

Summary:

Advice is currently that secondary pupils/staff use coverings when moving around the building but this is not compulsory unless in a local/national lock down scenario

However, advice on this topic is changing like the leadership at Ofqual! This is a clear area that we need to decide what is best for us and our community, as time goes by.

Social distance

Minimise contact between individuals and maintain social distancing wherever possible Minimising contacts and mixing between people reduces transmission of coronavirus (COVID-19). This is important in all contexts and schools must consider how to implement this. Schools must do everything possible to minimise contacts and mixing while delivering a broad and balanced curriculum.

The overarching principle to apply is reducing the number of contacts between children and staff. This can be achieved through keeping groups separate (in ‘bubbles’) and through maintaining the distance between individuals. These are not alternative options and both measures will help, but the balance between them will change depending on:

Children’s ability to distance the lay out of the school

The feasibility of keeping distinct groups separate while offering a broad curriculum (especially at secondary)

It is likely that for younger children the emphasis will be on separating groups and for older children, it will be on distancing. For children old enough, they should also be supported to maintain distance and not touch staff where possible.

Maintaining a distance between people whilst inside and reducing the amount of time they are in face to face contact lowers the risk of transmission. It is strong public health advice that staff in secondary schools maintain distance from their pupils, staying at the front of the class, and away from their colleagues where possible. Ideally, adults should maintain 2 metre distance from each other, and from children. We know that this is not always possible, particularly when working with younger children, but if adults can do this when circumstances allow that will help.

Summary:

We are maintaining classroom groups where we can and reducing movement. However, we do not control transport and this will add a further layer of complication. Pupils should all be wearing face coverings whilst travelling in a taxi.

Classrooms have been remodelled and you have been asked to work at the front. You can support by quickly moving in/out to a pupil and being alongside then but not face to face with them. As a classroom team you will need to help each other with development of good practice here.

We are still encouraging social distance between adults and children wherever possible

Getting tested!

If you or a pupil, or a member of your family develops symptoms then you must get tested ASAP. This can be done by:

1. Book a test (https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested)
2. Telephone via NHS 119 for those without access to the internet. Essential workers, which includes anyone involved in education or childcare, have priority access to testing.

If someone tests negative, if they feel well and no longer have symptoms similar to coronavirus (COVID-19), they can stop self-isolating. They could still have another virus, such as a cold or flu – in which case it is still best to avoid contact with other people until they are better. Other members of their household can stop self-isolating.

If someone tests positive, they should follow the guidance for households with possible or confirmed coronavirus (COVID-19) infection (https://www.gov.uk/government/publications/covid19-stay-at-home-guidance) and must continue to self-isolate for at least 10 days from the onset of their symptoms and then return to school only if they do not have symptoms other than cough or loss of sense of smell/taste. This is because a cough or anosmia can last for several weeks once the infection has gone. The 10-day period starts from the day when they first became ill. If they still have a high temperature, they should keep self-isolating until their temperature returns to normal. Other members of their household should continue self-isolating for the full 14 days.

Summary:

If you feel ill, with what may be symptoms then get tested and do not come to work until you have been tested and know the result. Many of us have always come into school, whilst feeling under the weather. We can no longer continue to do this without getting tested.

The same applies to pupils and this may cause some increased tension with some parents. However, our processes must be followed to help avoid a large outbreak within the school and our communities.

Management of an outbreak

If you have Covid you must isolate for 10 days

If a family member of someone who has had close contact for a period of time is tested positive then you will need to isolate for 14 days.

The DFE define close contact as:

• Direct close contacts - face to face contact with an infected individual for any length of time, within 1 metre, including being coughed on, a face to face conversation, or unprotected physical contact (skin-to-skin)
• Proximity contacts - extended close contact (within 1 to 2 metres for more than 15 minutes) with an infected individual
• Travelling in a small vehicle, like a car, with an infected person

Household members of those contacts who are sent home do not need to self-isolate themselves unless the child, young person or staff member who is self-isolating subsequently develops symptoms. If someone in a class or group that has been asked to self-isolate develops symptoms themselves within their 14-day isolation period they should follow guidance for households with possible or confirmed coronavirus (COVID-19) infection

(https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance). They should get a test, and: 

• If the test delivers a negative result, they must remain in isolation for the remainder of the 14-day isolation period. This is because they could still develop the coronavirus (COVID-19) within the remaining days.
• If the test result is positive, they should inform their setting immediately, and should isolate for at least 10 days from the onset of their symptoms (which could mean the self-isolation ends before or after the original 14-day isolation period). Their household should self-isolate for at least 14 days from when the symptomatic person first had symptoms, following guidance for households with possible or confirmed coronavirus (COVID-19) infection

Schools should not request evidence of negative test results or other medical evidence before admitting children or welcoming them back after a period of self-isolation.

If schools have two or more confirmed cases within 14 days, or an overall rise in sickness absence where coronavirus (COVID-19) is suspected, they may have an outbreak and must continue to work with their local health protection team who will be able to advise if additional action is required.

In some cases, health protection teams may recommend that a larger number of other pupils self isolate at home as a precautionary measure – perhaps the whole site or year group. If schools are implementing controls from this list, addressing the risks they have identified and therefore reducing transmission risks, whole school closure based on cases within the school will not generally be necessary, and should not be considered except on the advice of health protection teams.

In consultation with the local Director of Public Health, where an outbreak in a school is confirmed, a mobile testing unit may be dispatched to test others who may have been in contact with the person who has tested positive. Testing will first focus on the person’s class, followed by their year group, then the whole school if necessary, in line with routine public health outbreak control practice.

Summary:

We are likely to see an increased number of staff who will have to access testing at different times, for us to be sure they do not have Covid

Pupils have access to this but we now that many will struggle with the process/ external staff and the intrusive nature of the test.

It is highly likely to cause issues with attendance and being able to operate normally, if we see an increase in infection rate, as I suspect we will.

Transport

From the autumn term, local authorities will not be required to uniformly apply the social distancing guidelines for public transport, on dedicated school or college transport. However, distancing should still be put in place within vehicles wherever possible. This will help to both minimise disease transmission risks and maintain consistent reinforcement of public health messaging to children and staff, particularly at the point where they are leaving school and heading back into the community each day.

The approach to dedicated transport should align wherever possible with the principles underpinning the system of controls set out in this document and with the approach being adopted for your school. It is important, wherever it is possible, that:

Social distancing should be maximised within vehicles

Children either sit with their ‘bubble’ on school transport, or with the same constant group of children each day

Children should clean their hands before boarding transport and again on disembarking additional cleaning of vehicles is put in place organised queueing and boarding is put in place

Through ventilation of fresh air (from outside the vehicle) is maximised, particularly through opening windows and ceiling vents

Summary:

Taxi providers have been great so far, but with lower numbers. This could be a huge headache for all concerned and we will monitor this closely.

Please click on the pdf below

CONTEXT

From 20th March 2020, schools were closed for all except a few pupils because of the worldwide pandemic. The UK went into lockdown, meaning that people could only leave their homes to buy food, exercise and carry out critical work.

This left parents and carers home educating their children with the support of school. Children have experienced loss of social interaction with their friends, extended family, and their teachers. They have lost their usual structure and routines as they are not able to attend school and extracurricular activities. They have been without their usual freedoms, playing outside and visiting leisure areas. Some may have experienced bereavement of friends or family. All our children have suffered some form of loss. Most of our pupils have experienced large gaps in their learning before attending our school and we are mindful that this experience may be a trigger for those pupils who experienced a myriad of negative feelings, including rejection.

Larwood School will address this through the development of a recovery curriculum, which is based on the work of Barry Carpenter and the Evidence for Learning team: “A Recovery Curriculum: Loss and Life for our children and schools post pandemic”. See further reading for more references.

AIMS

Our recovery curriculum aims to restore the mental health and rebuild the resilience of our pupils to allow them to become learners again by:

• recognising the experiences had by all
• restoring trust and relationships with staff
• re-establishing friendships and social interactions
• regaining structure and routine
• rebuilding a sense of community
• regulating their emotions and managing behaviours
• re-engaging them in learning
• preparing them for transition

HOW TO SUPPORT PUPILS

There will be a three phased approach:

1. Whole school approach

2. Personalised response (based on individual needs)

3. Deep Recovery (longer period of recovery and specialist support)

1. Whole school approach

This will encompass the main curriculum upon our return. For most pupils, this will be sufficient to meet the aims set out above, although their journeys will happen over different time frames. From the activities planned, staff will be able to identify those who need more support in their recovery which will lead to a personalised response. All classes will have more emphasis on emotional and mental wellbeing while our more traditional (SEND, Larwood lessons) will take time to embed back into the routine. All children will work with staff 1:1 to complete the WRAP workbook with their class team as well as the 1 decision nurture lessons.

"WRAP is a tool that can aid an individual’s recovery and its underpinning principles support the recovery approach. WRAP is a way of monitoring wellness, times of being less well and times when experiences are uncomfortable and distressing. It also includes details of how an individual would like others to support them at these different times.”

WRAP has 5 key principles:

• Hope: people who experience mental health difficulties get well, stay well, and go on to meet their life dreams and goals.
• Personal responsibility: it is up to you, with the assistance of others, to take action and do what needs to be done to keep yourself well.
• Education: learning all you can about what you are experiencing so you can make good decisions about all aspects of your life.
• Self-advocacy: effectively reaching out to others so that you can get what it is that you need, want, and deserve to support your wellness and recovery.
• Support: while working toward your wellness is up to you, receiving support from others, and giving support to others, will help you feel better and enhance the quality of your life.

Pupils can be identified through the completion of the WRAP model who may need more support for their emotional and mental health and this can be addressed in the personalised response either through the use of the intervention team or outside counsellors such as the Butterfly Rooms.

2. Personalised response

Where pupils are unable to engage in the holistic curriculum, further work will be undertaken by school staff such as the intervention team, or our external counsellors to enable them to meet the above aims.

3. Deep recovery

For pupils who have experienced severe trauma or bereavement, specialist support may be required in their recovery.

WHOLE SCHOOL APPROACH

“Now is the time to return to more humane approaches concerned with the fundamental wellbeing, and secure positive development of the child. Without this there will be no results that have true meaning and deep personal value to the child in terms of their preparation for adulthood.”

(Barry Carpenter & Matthew Carpenter 2020)

Recognising the experiences had by all

We will create time to share our experiences of lockdown. Some pupils will be more open to share, whereas for others it will take some time or require anonymity. We will create space within our day to allow for these conversations. It is important to note that although lockdown has caused losses, it will have been a positive experience for some, allowing for more quality family time and child led learning. We will encourage discussions around learning, play, relationships and more. This can be facilitated through circle time, 1-1 conversations, increased free-time, social stories and worry boxes, worry monsters etc.

Restoring trust and relationships with staff

Children, especially young children, will have felt a level of abandonment from school staff, through no fault of the school. It will take time to build up their trust and restore relationships. Staff will continue to nurture and support through positive words and role modelling the school values. Within the day there will be plenty of opportunity to talk and play together, allowing time for 1-1 conversations. Staffing will be kept as consistent as possible.

Re-establishing friendships and social interactions

Taking into consideration the safety procedures put into place, pupils will be given plenty of free-time or playtime in which they can re-establish their friendships. Daily circle time will allow for thoughtful discussion surrounding the value of friendship. Shared activities, like daily exercise will bring the pupils back together into teams.

Regaining structure and routine

The process of returning to a ‘normal timetable’ will be a phased one. At the beginning, there will be more free-time and child-led learning. A visual timetable will be used to create structure to the day, even if some of these times are unstructured. There will be elements of the timetable that will be constant each day, like exercise, mindfulness, and circle time. Parts of the school day that pupils will be expecting, like English and Maths, will be included in short bursts. The timetable will be re-evaluated on a regular basis to ensure that all pupils within the group are coping with the transition back to school. See appendix A.

Rebuilding a sense of community

Communication between school and home will be maintained through newsletters, phone calls and emails. Parents will be encouraged to communicate through the phone or email, to limit the physical interactions with staff. Pupils will have the opportunity to take part in whole-school projects that promote togetherness, like the Larwood Challenge of the Week. The Larwood Challenge will vary, it could be a writing competition a helpfulness competition and will allow children who participate to be recognised and earn house points (Star Dust for those in Space Hub) Work produced during lockdown will be collated and displayed in school. Through talk, groups will gain understanding of their peers and support each other.

Regulating their emotions and managing behaviours

PSHE lessons and circle time will focus on managing emotions and behaviours. The school rules will be re-established with the pupils, emphasising the questions ‘am I safe and can I be trusted?’ As well as the school values that run alongside them. Pupils will be given space to explore their feelings and seek out help to manage them. School needs to be a safe and happy place before learning can begin.

Re-engaging them in learning

Once the children feel safe and happy, they can begin to engage with their learning again. To help transition, focussed learning will be kept to short bursts in the beginning, with free time later in the day for finishing up if requested by the children. Child-led projects and story-based learning will aim to re-engage the pupils with their learning. The Maths, English and Topic based learning will mirror what is being set on the YouTube channel for those learning at home.

Preparation for transition

Transition back to school will be aided through social stories, a transition piece of work and communication from staff. Pupils will be given time to adjust to their new routines, spaces, and adults. Transition between school years will be planned through virtual meetings and tours. Larger transitions (starting school or those in year 6) will be a focus for those pupils within PSHE time.

FURTHER READING AND RESOURCES

Thinking and research:

Think piece. A Recovery Curriculum:  Loss and Life for our children and schools post pandemic. https://www.evidenceforlearning.net/recoverycurriculum/

How we plan for the return to the classrooms, playgrounds and corridors of schools. https://restoreourschools.wordpress.com/

Support a Safe & Successful Return to School using the SWAN framework https://elearning.creativeeducation.co.uk/courses/support-a-safe-successful-return-to-school-using-the-swan-framework/

Five ways to help children heal after the pandemic https://www.tes.com/news/five-ways-help-children-heal-after-pandemic 

Reducing Anxiety in Kids Returning to School After Isolation https://www.teachstarter.com/podcast/reducing-anxiety-kids-returning-school/?utm_source=facebook&utm_medium=social&utm_campaign=podcast&utm_content=Reducing+Anxiety+in+Kids+Returning+to+School+After+Isolation

Resources to use in school:

Posters to use in school https://www.griefrecoverymethod.co.uk/schools/

How can we best support children and young people with their worries and anxiety? https://emergingminds.org.uk/supporting-children-and-young-people-with-worries-and-anxiety-coronavirus/

Worksheets and workbooks https://www.yesfutures.org/resources-for-parents

Books beyond words https://booksbeyondwords.co.uk/coping-with-coronavirus

Wrap workbook

1Decision All About me work book/online PPT https://schools.1decision.co.uk/

Supporting staff to support children:

Supporting Parents and Children Emotionally https://rockpool.life/course/space-supporting-parents-and-children-emotionally/

How to start a conversation with children about mental health https://www.mentallyhealthyschools.org.uk/getting-started/how-to-start-a-conversation-with-children-about-mental-health/

 Tips on various issues regarding mental health during the pandemic:  https://www.headstogether.org.uk/60-second-support/

How to have difficult conversations with children https://learning.nspcc.org.uk/safeguarding-child-protection/how-to-have-difficult-conversations-with-children

Talking to a child worried about coronavirus (COVID-19) https://www.nspcc.org.uk/keeping-children-safe/childrens-mental-health/depression-anxiety-mental-health/

The Wrap Primary Model which will be shared on 16^th June 2020

APPENDIX A

Example Daily Timetable

1. Exercise (Mr V, Go Noodle, Joe Wicks, Jump start Jonny or similar)
2. Breather / Drink
3. Circle Time Activity
4. Maths (no more than 20 mins – use what is being shared on YouTube)
5. Break
6. English (no more than 20 mins – use what is being shared on YouTube)
7. Lunch
8. Mindfulness (could use Cosmic Yoga)
9. Topic activities (same as on YouTube)
10.  Free time (time to chat, finish work if they wish to or play)
11. Story Time