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Coronavirus (COVID-19): Education and childcare

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Coronavirus (COVID-19) information for parents, schools, colleges and universities: closures, exams, learning, health and wellbeing.

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Use BBC Bitesize to help with your homework, revision and learning from KS1 to GCSE. Find free videos, step-by-step guides, activities and quizzes.

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Guidance for settings managing children and young people with complex special educational needs and disability (SEND) during the coronavirus (COVID-19) outbreak.

Documents

Details

Risk assessment guidance for the following settings managing children and young people with an education, health and care (EHC) plan or complex needs during the coronavirus (COVID-19) outbreak:

special schools

specialist colleges

local authorities

any other settings managing children and young people with SEND

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Supporting children and young people with SEND as schools and colleges prepare for wider opening

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We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services. Guidance for settings managing children and young people with complex special educational needs and disability (SEND) during the coronavirus (COVID-19) outbreak.

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Foxwood School Fabulous OT sessions

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Sandy Lane - Engaging Makaton Stories

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Maths home learning | Home learning | White Rose Maths

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View all of our maths ‘home learning’ lessons and videos for early years through to Year 11. View our Maths resources from White Rose Maths.

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IDL uses sight, sound, touch, and voice to improve reading and spelling. Links are made between the visual, auditory and tactile pathways.

IDL automatically generates a starting point for pupils based on their individual reading and spelling ability. The program can also meet individual visual needs - pupils can choose their own page background and text colours to make tracking and place finding easier, helping to combat visual stress.

Pupils can work independently, allowing for larger intervention groups. The cloud is used to store pupil progress so they can work from any location - picking up where they left off.

IDL has been simply designed to make it easy for pupils and teachers to use. Pupils will be able to work independently or with minimum supervision, whilst teachers will be able to track and monitor progress effortlessly.

Some literacy programs include bright, colourful graphics that can be engaging. This can often be a visual distraction for pupils with dyslexia and dyslexic type tendencies, making it difficult for them to identify text. IDL has been purposefully designed to omit visual distraction, so that pupils can focus solely on letters and words as they appear on screen.

E: idl@ascentis.co.uk

T: 01524 580 665

IDL is owned by the awarding organisation Ascentis.

Ascentis

Office 4

Lancaster Business Park

Caton Road

Lancaster

LA1 3SW

FOR AN UNLIMITED SCHOOL LICENSE OF IDL INCLUDING HOME USE:

PRIMARY SCHOOL - £399

SECONDARY SCHOOL - £599

ANNUAL RENEWAL - £199

Registered Charity No. 1129180

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IDL uses sight, sound, touch, and voice to improve reading and spelling. Links are made between the visual, auditory and tactile pathways. IDL automatically generates a starting point for pupils based on their individual reading and spelling ability.

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The RNIB Library service is absolutely free. So whether you want Talking Books, braille or giant print you can read to your heart's content. Explore our reading options and get started today. How would you like to read?

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This guidance will assist schools and other educational settings in providing advice for pupils, students, staff and parents or carers regarding:

the novel coronavirus, COVID-19,

how to help prevent spread of all respiratory infections including COVID-19,

what to do if someone confirmed or suspected to have COVID-19 has been in a school or other educational setting, and

what advice to give to individuals who have travelled from specified countries or areas within the last 14 days, including school trips

With regards to travel information for specified countries/areas for pupils or students resident or boarding in the UK, we recommend following the Foreign and Commonwealth Office (FCO) country advice pages.

1. Information about the virus

A coronavirus is a type of virus. As a group, coronaviruses are common across the world. COVID-19 is a new strain of coronavirus first identified in Wuhan City, China in January 2020.

The incubation period of COVID-19 is between 2 and 14 days. This means that if a person remains well 14 days after contact with someone with confirmed coronavirus, it is unlikely that they have been infected.

The following symptoms may develop in the 14 days after exposure to someone who has COVID-19 infection:

Generally, these infections can cause more severe symptoms in people with weakened immune systems, older people, and those with long-term conditions like diabetes, cancer and chronic lung disease. There is no evidence that children are more affected than other age groups - very few cases have been reported in children.

2. How COVID-19 is spread

From what we know about other coronaviruses, spread of COVID-19 is most likely to happen when there is close contact (within 2 metres) with an infected person. It is likely that the risk increases the longer someone has close contact with an infected person.

Droplets produced when an infected person coughs or sneezes (termed respiratory secretions) containing the virus are most likely to be the most important means of transmission.

There are 2 routes by which people could become infected:

secretions can be directly transferred into the mouths or noses of people who are nearby (within 2 metres) or could be inhaled into the lungs

it is also possible that someone may become infected by touching a surface or object that has been contaminated with respiratory secretions and then touching their own mouth, nose, or eyes (such as touching a door knob or shaking hands then touching own face).

There is currently no good evidence that people who do not have symptoms are infectious to others.

3. Preventing spread of infection

There is currently no vaccine to prevent COVID-19. The best way to prevent infection is to avoid being exposed to the virus.

There are general principles anyone can follow to help prevent the spread of respiratory viruses, including:

washing your hands often - with soap and water, or use alcohol sanitiser if handwashing facilities are not available. This is particularly important after taking public transport

covering your cough or sneeze with a tissue, then throwing the tissue in a bin. See Catch it, Bin it, Kill it

people who feel unwell should stay at home and should not attend work or any education or childcare setting

pupils, students, staff and visitors should wash their hands:

before leaving home

on arrival at school

after using the toilet

after breaks and sporting activities

before food preparation

before eating any food, including snacks

before leaving school

use an alcohol-based hand sanitiser that contains at least 60% alcohol if soap and water are not available

avoid touching your eyes, nose, and mouth with unwashed hands

avoid close contact with people who are unwell

clean and disinfect frequently touched objects and surfaces

if you are worried about your symptoms or those of a child or colleague, please call NHS 111. Do not go directly to your GP or other healthcare environment

see further information on the Public Health England Blog and the NHS UK website.

PHE has a suite of materials that contains public health advice about how you can help stop the spread of viruses, like those that cause COVID-19, by practicing good respiratory and hand hygiene. To access, download and share this information you will need to register for an account which only takes a couple of minutes.

Face masks for the general public, pupils or students, or staff are not recommended to protect from infection, as there is no evidence of benefit from their use outside healthcare environments.

People who have returned from Category 1 specified countries/areas in the last 14 days should self-isolate. This includes avoiding attending an education setting or work until 14 days after they return.

People who have returned from Category 2 specified countries/areas in the last 14 days, are advised to stay at home if they develop symptoms. All other pupils or students and staff should continue to attend school or university, including their siblings attending the same or a different school (unless advised not to by public health officials).

Call NHS 111, or 999 in an emergency (if they are seriously ill or injured or their life is at risk), and if appropriate, explain which country they have returned from in the last 14 days. You can do this on their behalf if this is easier. People who become unwell should be advised not to go to their GP, pharmacy, urgent care centre or a hospital.

Whilst you wait for advice from NHS 111 or an ambulance to arrive, try to find somewhere safe for the unwell person to sit which is at least 2 metres away from other people. If possible, find a room or area where they can be isolated behind a shut door, such as a staff office or meeting room. If it is possible to open a window, do so for ventilation. They should avoid touching people, surfaces and objects and be advised to cover their mouth and nose with a disposable tissue when they cough or sneeze and put the tissue in the bin. If no bin is available, put the tissue in a bag or pocket for disposing in a bin later. If you don't have any tissues available, they should cough and sneeze into the crook of their elbow. The room will need to be cleaned once they leave.

If they need to go to the bathroom whilst waiting for medical assistance, they should use a separate bathroom if available.

Make sure that children and young people know to tell a member of staff if they feel unwell.

5. What to do if a case of COVID-19 (pupil, student or staff) is suspected in your childcare or education setting

If anyone has been in contact with a suspected case in a childcare or educational setting, no restrictions or special control measures are required while laboratory test results for COVID-19 are awaited. There is no need to close the setting or send other learners or staff home. As a precautionary measure, the NHS are currently testing a very large number of people who have travelled back from affected countries, the vast majority of whom test negative. Therefore, until the outcome of test results is known there is no action that staff members need to take apart from cleaning specific areas (section 13) and disposing of waste (section 14).

Once the results arrive, those who test negative for COVID-19 will be advised individually about return to education.

6. What to do if a case of COVID-19 (pupil, student or staff) is confirmed in your childcare or education setting

The childcare or educational setting will be contacted by the local Public Health England Health Protection Team to discuss the case, identify people who have been in contact with them and advise on any actions or precautions that should be taken. An assessment of each childcare or education setting will be undertaken by the Health Protection Team with relevant staff. Advice on the management of pupils or students and staff will be based on this assessment.

The Health Protection Team will also be in contact with the patient directly to advise on isolation and identifying other contacts, and will be in touch with any contacts of the patient to provide them with appropriate advice. Advice on cleaning of communal areas such as classrooms, changing rooms and toilets will be given by the Health Protection Team and is outlined later in this document.

If there is a confirmed case, a risk assessment will be undertaken by the educational establishment with advice from the local Health Protection Team. In most cases, closure of the childcare or education setting will be unnecessary but this will be a local decision based on various factors such as establishment size and pupil mixing.

The definition of a contact includes:

any pupil, student or staff member in close face-to-face or touching contact including those undertaking small group work (within 2 metres of the case for more than 15 minutes)

talking with or being coughed on for any length of time while the individual is symptomatic

anyone who has cleaned up any bodily fluids of the individual

close friendship groups

any pupil, student or staff member living in the same household as a confirmed case, or equivalent setting such as boarding school dormitory or other student accommodation

Contacts are not considered cases and if they are well, they are very unlikely to have spread the infection to others, however:

they will be asked to self-isolate at home, or within their boarding school dormitory room, for 14 days from the last time they had contact with the confirmed case and follow the home isolation advice sheet

they will be actively followed up by the Health Protection Team

if they develop any symptoms within their 14-day observation period they should call NHS 111 for assessment

if they become unwell with cough, fever or shortness of breath they will be tested for COVID-19

if they require emergency medical attention, call 999 and tell the call handler or ambulance control that the person has a history of potential contact with COVID-19

if they are unwell at any time within their 14-day observation period and they test positive for COVID-19 they will become a confirmed case and will be treated for the infection

Family and friends who have not had close contact (as listed above) with the original confirmed case do not need to take any precautions or make any changes to their own activities such as attending childcare or educational settings or work, unless they become unwell. If they become unwell, they should call NHS 111 and explain their symptoms and discuss any known contact with the case to consider if they need further assessment.

If a confirmed case occurs in an educational setting the local Health Protection Team will provide you with advice and will work with the headteacher, principal and or management team of that setting. Outside those that are defined as close contacts, the rest of the school does not need to take any precautions or make any changes to their own activities attending educational establishments or work as usual, unless they become unwell. If they become unwell they will be assessed as a suspected case depending on their symptoms. This advice applies to teaching staff and children in the rest of the class who are not in a close friendship group or children undertaking small group work. The decision as to whether pupils, students and staff fall into this contact group or the closer contact group will be made between the Health Protection Team, the educational setting and (if they are old enough) the student. Advice should be given as follows:

if they become unwell with cough, fever or shortness of breath they will be asked to self-isolate and should seek medical advice from NHS 111

if they are unwell at any time within the 14 days of contact and they are tested and are positive for COVID-19 they will become a confirmed case and will be treated as such.

8. What to do if pupils, students or staff in your childcare or educational setting have travelled from any Category 1 specified country/area in the past 14 days

If an individual falls into this category, contact NHS 111 for further advice:

if they are currently well, they should self-isolate for 14 days and you should follow the advice as above for contacts of confirmed cases in the educational setting

if they become unwell please call NHS 111 immediately for them to be assessed by an appropriate specialist. You should follow the advice as above for contacts of confirmed cases in the educational establishment. If they require emergency medical attention, call 999 and tell the call handler or ambulance control that the person has a history of recent travel to risk areas for COVID-19

9. What to do if a pupil, student or staff member has travelled from a Category 2 specified country/area in the last 14 days

If they are currently well:

they are advised to self-isolate only if they develop symptoms

they can continue to attend work or education

they do not need to avoid contact with other people

their family do not need to take any precautions or make any changes to their own activities

testing people with no symptoms for COVID-19 is currently not recommended

it is useful to always take a mobile phone with them when they go out so that they can contact others if they do become unwell

If they become unwell:

they should stay indoors and avoid contact with other people as they would with other flu viruses (see this home isolation advice sheet).

they (or a family member, colleague or member of staff) should call NHS 111 immediately for them to be assessed by an appropriate specialist, as quickly as possible

they should stay at home and should not attend work or education

they should not go directly to their GP or other healthcare environment

if they require emergency medical attention, call 999 and tell the call handler or ambulance control that the person has a history of recent travel to risk areas for COVID-19

see further information and the Public Health England Blog

10. What to do if pupils, students or staff return from travel anywhere else in the world within the last 14 days

Currently there are minimal cases outside the risk areas and therefore the likelihood of an individual coming into contact with a confirmed case is low.

There is no need to advise any of these pupils, student or staff to avoid normal activities or educational settings unless they have had contact with a confirmed case of COVID-19.

If individuals are aware that they have had close contact with a confirmed case of COVID-19 they should contact NHS 111 for further advice.

For the latest country specific information please visit NaTHNac Travel Pro.

11. School trips

Pupils, students and staff returning from school trips in specified countries/areas should follow the same advice as given above ( sections 8, 9 and 10).

12. What to do with post, packages or food sent from specified countries/areas within the last 14 days

There is no need to change how you handle post, packages or food received from the affected regions. The virus does not survive well for long periods outside the body and so it is highly unlikely that COVID-19 can be spread through post or packages. It is highly unlikely that COVID-19 can be spread through food.

13. How to clean educational establishments where there were children, students or staff with suspected cases of COVID-19

Coronavirus symptoms are similar to a flu-like illness and include cough, fever, or shortness of breath. Once symptomatic, all surfaces that the suspected case has come into contact with must be cleaned using disposable cloths and household detergents, according to current recommended workplace legislation and practice.

These include:

all surfaces and objects which are visibly contaminated with body fluids

all potentially contaminated high-contact areas such as toilets, door handles, telephones

Public areas where a symptomatic individual has passed through and spent minimal time in (such as corridors) but which are not visibly contaminated with body fluids do not need to be specially cleaned and disinfected. If a person becomes ill in a shared space, these should be cleaned as detailed above.

14. What to do with rubbish in the educational establishment, including tissues, if children, students or staff become unwell with suspected COVID-19

All waste that has been in contact with the individual, including used tissues, and masks if used, should be put in a plastic rubbish bag and tied when full. The plastic bag should then be placed in a second bin bag and tied. It should be put in a safe place and marked for storage until the result is available. If the individual tests negative, this can be put in the normal waste.

Should the individual test positive, you will be instructed what to do with the waste.

15. Tools for use in childcare and educational settings

Use e-Bug resources recommended by the National Institute of Clinical Excellence to teach pupils about hygiene. Key sections that may be useful are:

15.1 KS1: Horrid Hands and Super Sneezes
Horrid hands Super sneezes
15.2 KS2: Hand Hygiene and Respiratory Hygiene
Hand hygiene Respiratory hygiene
15.3 KS3: Hand Hygiene and Respiratory Hygiene
Hand hygiene Respiratory hygiene
Education Scotland produces resources for the use of schools in Scotland.

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COVID-19: guidance for educational settings

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This guidance will assist schools and other educational settings in providing advice for pupils, students, staff and parents or carers regarding: the novel coronavirus, COVID-19, how to help prevent spread of all respiratory infections including COVID-19, what to do if someone confirmed or suspected to have COVID-19 has been in

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Access guidance, resources and support for teachers and school leaders on educating pupils and students during coronavirus (COVID-19).

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Covid-19

The vast majority of both Members of Chambers and staff are now working remotely from home, with a small staff team on site in our London office.

It would greatly assist us if you could either email or use direct dial or mobile numbers rather than telephone us on our main line. Our clerking team's direct contact details (email, telephone and mobile) can be found and staff details here. Members' direct dials can be found on their personal profiles by downloading their vCard.

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If you have any queries please do not hesitate to contact our Chief Executive Lindsay Scott (Call: +44 (0)20 7832 1115) or our Senior Clerk, Alastair Davidson (Call: +44 (0)20 7832 1181).

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WEBINAR: Entitlements for children and young people with SEND during Covid-19 | 39 Essex Chambers | Barristers' Chambers

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Background

As a result of the huge efforts everyone has made to adhere to strict social distancing measures, the transmission rate of coronavirus (COVID-19) has decreased. We therefore anticipate, with further progress, that we may be able, from the week commencing 1 June, to welcome back more children to early years, school and further education settings. We will only do this provided that the 5 key tests set by government justify the changes at the time, including that the rate of infection is decreasing and the enabling programmes set out in the roadmap are operating effectively. As a result we are asking schools, colleges and childcare providers to plan on this basis, ahead of confirmation that these tests are met.

Education and childcare settings are already open to priority groups. Now that we have made progress in reducing the transmission of coronavirus we are encouraging all eligible children to attend - it is no longer necessary for parents of eligible children to keep them at home if they can. In particular, as per the existing Supporting vulnerable children and young people during the coronavirus (COVID-19) outbreak guidance, vulnerable children of all year groups continue to be expected and encouraged to attend educational provision where it is appropriate for them to do so.

From the week commencing 1 June at the earliest, we will be asking primary schools to welcome back children in nursery, reception, year 1 and year 6, alongside priority groups. We will ask secondary schools, sixth form and further education colleges to offer some face-to-face support to supplement the remote education of year 10 and year 12 students who are due to take key exams next year, alongside the full time provision they are offering to priority groups.

We are also asking nurseries and other early years providers, including childminders, to begin welcoming back all children. Alternative provision settings should mirror the approach being taken for mainstream schools and also offer some face-to-face support for years 10 and 11 students (as they have no year 12). Special schools, special post-16 institutions and hospital schools will work towards a phased return of more children and young people without a focus on specific year groups.

We want to get all children and young people back into education as soon as the scientific advice allows because it is the best place for them to learn, and because we know how important it is for their mental wellbeing to have social interactions with their peers, carers and teachers. Children returning to educational and childcare settings in greater numbers will also allow more families to return to work.

We are therefore gradually increasing the numbers of children and young people attending schools and colleges. This decision is based on the latest scientific advice. By returning pupils gradually, settings can initially reduce the number of children and young people in classrooms compared to usual and put protective measures in place to reduce risks.

In childcare settings, providers will be asked to welcome back all children below statutory school age from the week commencing 1 June. Demand for childcare is likely to be lower than usual at first, and existing space requirements and staff to child ratios for these age groups should allow for small group working. Where the physical layout of a setting does not allow small groups of children to be kept at a safe distance apart, we expect practitioners to exercise judgement in ensuring the highest standards of safety are maintained. In some cases, it may be necessary for providers to introduce a temporary cap on numbers to ensure that safety is prioritised. From 1 June, childminders can look after children of all ages, in line with usual limits on the number of children they can care for.

Our ambition is to bring all primary year groups back to school before the summer holidays, for a month if feasible, though this will be kept under review. We will only welcome back additional year groups if the most up-to-date assessment of the risk posed by the virus indicates it is appropriate to have larger numbers of children within schools. The safety of children and staff is our utmost priority.

This advice seeks to support staff working in schools, colleges and childcare settings, to deliver this approach in the safest way possible, focusing on measures they can put in place to help limit risk of the virus spreading within education and childcare settings. At the point that we think it is appropriate for more children and young people to return to schools and colleges, we will revise this guidance.

We will be publishing more detailed guidance on the operation of early years settings shortly.

Settings operating between now and 1 June should read this guidance in conjunction with Actions for schools during the coronavirus outbreak.

This advice will be updated as required.

Effective infection protection and control

There are important actions that children and young people, their parents and those who work with them can take during the coronavirus outbreak, to help prevent the spread of the virus.

In all education, childcare and social care settings, preventing the spread of coronavirus involves dealing with direct transmission (for instance, when in close contact with those sneezing and coughing) and indirect transmission (via touching contaminated surfaces). A range of approaches and actions should be employed to do this. These can be seen as a hierarchy of controls that, when implemented, creates an inherently safer system, where the risk of transmission of infection is substantially reduced. These include:

minimising contact with individuals who are unwell by ensuring that those who have coronavirus symptoms, or who have someone in their household who does, do not attend childcare settings, schools or colleges

cleaning hands more often than usual - wash 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 covered

ensuring good respiratory hygiene - promote the 'catch it, bin it, kill it' approach

cleaning frequently touched surfaces often using standard products, such as detergents and bleach

minimising contact and mixing by altering, as much as possible, the environment (such as classroom layout) and timetables (such as staggered break times)

Personal protective equipment (PPE) including face coverings and face masks

Wearing a face covering or face mask in schools or other education settings is not recommended. Face coverings may be beneficial for short periods indoors where there is a risk of close social contact with people you do not usually meet and where social distancing and other measures cannot be maintained, for example on public transport or in some shops. This does not apply to schools or other education settings. Schools and other education or childcare settings should therefore not require staff, children and learners to wear face coverings. Changing habits, cleaning and hygiene are effective measures in controlling the spread of the virus. Face coverings (or any form of medical mask where instructed to be used for specific clinical reasons) should not be worn in any circumstance by those who may not be able to handle them as directed (for example, young children, or those with special educational needs or disabilities) as it may inadvertently increase the risk of transmission.

The majority of staff in education settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain a distance of 2 metres from others. PPE is only needed in a very small number of cases including:

children, young people and students whose care routinely already involves the use of PPE due to their intimate care needs should continue to receive their care in the same way

if a child, young person or other learner becomes unwell with symptoms of coronavirus while in their setting and needs direct personal care until they can return home. A face mask should be worn by the supervising adult if a distance of 2 metres cannot be maintained. If contact with the child or young person is necessary, then gloves, an apron and a face mask should be worn by the supervising adult. If a risk assessment determines that there is a risk of splashing to the eyes, for example from coughing, spitting, or vomiting, then eye protection should also be worn

Education, childcare and children's social care settings and providers should use their local supply chains to obtain PPE. Where this is not possible, and there is unmet urgent need for PPE in order to operate safely, they may approach their nearest local resilience forum.

Shielded and clinically vulnerable children and young people

For the vast majority of children and young people, coronavirus is a mild illness. Children and young people (0 to 18 years of age) who have been classed as clinically extremely vulnerable due to pre-existing medical conditions have been advised to shield. We do not expect these children to be attending school or college, and they should continue to be supported at home as much as possible. Clinically vulnerable (but not clinically extremely vulnerable) people are those considered to be at a higher risk of severe illness from coronavirus. A small minority of children will fall into this category, and parents should follow medical advice if their child is in this category.

Shielded and clinically vulnerable adults

Clinically extremely vulnerable individuals are advised not to work outside the home. We are strongly advising people, including education staff, who are clinically extremely vulnerable (those with serious underlying health conditions which put them at very high risk of severe illness from coronavirus and have been advised by their clinician or through a letter) to rigorously follow shielding measures in order to keep themselves safe. Staff in this position are advised not to attend work. Read COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable for more advice.

Clinically vulnerable individuals who are at higher risk of severe illness (for example, people with some pre-existing conditions as set out in the Staying at home and away from others (social distancing) guidance have been advised to take extra care in observing social distancing and should work from home where possible. Education and childcare settings should endeavour to support this, for example by asking staff to support remote education, carry out lesson planning or other roles which can be done from home. If clinically vulnerable (but not clinically extremely vulnerable) individuals cannot work from home, they should be offered the safest available on-site roles, staying 2 metres away from others wherever possible, although the individual may choose to take on a role that does not allow for this distance if they prefer to do so. If they have to spend time within 2 metres of other people, settings must carefully assess and discuss with them whether this involves an acceptable level of risk.

Living with a shielded or clinically vulnerable person

If a child, young person or a member of staff lives with someone who is clinically vulnerable (but not clinically extremely vulnerable), including those who are pregnant, they can attend their education or childcare setting.

If a child, young person or staff member lives in a household with someone who is extremely clinically vulnerable, as set out in the COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable guidance, it is advised they only attend an education or childcare setting if stringent social distancing can be adhered to and, in the case of children, they are able to understand and follow those instructions. This may not be possible for very young children and older children without the capacity to adhere to the instructions on social distancing. If stringent social distancing cannot be adhered to, we do not expect those individuals to attend. They should be supported to learn or work at home.

Class or group sizes

We know that, unlike older children and adults, early years and primary age children cannot be expected to remain 2 metres apart from each other and staff. In deciding to bring more children back to early years and schools, we are taking this into account. Schools should therefore work through the hierarchy of measures set out above:

avoiding contact with anyone with symptoms

frequent hand cleaning and good respiratory hygiene practices

regular cleaning of settings

minimising contact and mixing

It is still important to reduce contact between people as much as possible, and we can achieve that and reduce transmission risk by ensuring children, young people and staff where possible, only mix in a small, consistent group and that small group stays away from other people and groups.

Public Health England ( PHE) is clear that if early years settings, schools and colleges do this, and crucially if they are also applying regular hand cleaning, hygiene and cleaning measures and handling potential cases of the virus as per the advice, then the risk of transmission will be lowered.

Where settings can keep children and young people in those small groups 2 metres away from each other, they should do so. While in general groups should be kept apart, brief, transitory contact, such as passing in a corridor, is low risk.

For pre-school children in early years settings, the staff to child ratios within Early Years Foundation Stage (EYFS) continue to apply as set out here, and we recommend using these to group children.

For primary schools, classes should normally be split in half, with no more than 15 pupils per small group and one teacher (and, if needed, a teaching assistant). If there are any shortages of teachers, then teaching assistants can be allocated to lead a group, working under the direction of a teacher. Vulnerable children and children of critical workers in other year groups should also be split into small groups of no more than 15. Desks should be spaced as far apart as possible.

For secondary schools and colleges, the same principle of halving classes will normally apply. It is also sensible to rearrange classrooms and workshops with sitting positions 2 metres apart. Where very small classes might result from halving, it would be acceptable to have more than half in a class, provided the space has been rearranged. Again, support staff may be drawn on in the event there are teacher shortages, working under the direction of other teachers in the setting.

Each setting's circumstances will be slightly different. Any setting that cannot achieve these small groups at any point should discuss options with their local authority or trust. This might be because there are not enough classrooms or spaces available in the setting or because they do not have enough available teachers or staff to supervise the groups. Solutions might involve children attending a nearby school. If necessary, settings have the flexibility to focus first on continuing to provide places for priority groups and then, to support children's early learning, settings should prioritise groups of children as follows:

early years settings - 3 and 4 year olds followed by younger age groups

infant schools - nursery (where applicable) and reception

primary schools - nursery (where applicable), reception and year 1

We will revisit this advice when the science indicates it is safe to invite more children back to schools and colleges.

How to implement protective measures in an education setting before wider opening on 1 June

Planning and organising

Consider the following steps:

refresh your risk assessment and other health and safety advice for children, young people and staff in light of recent government advice, identifying protective measures (such as the things listed below). Also ensure that all health and safety compliance checks have been undertaken before opening

organise small class groups, as described in the 'class or group sizes' section above

organise classrooms and other learning environments such as workshops and science labs for those groups, maintaining space between seats and desks where possible

refresh the timetable:

decide which lessons or activities will be delivered

consider which lessons or classroom activities could take place outdoors

use the timetable and selection of classroom or other learning environment to reduce movement around the school or building

stagger assembly groups

stagger break times (including lunch), so that all children are not moving around the school at the same time

stagger drop-off and collection times

for secondary schools and colleges, consider how best to supplement remote education with some face to face support for students

plan parents' drop-off and pick-up protocols that minimise adult to adult contact

in addition, childcare settings or early years groups in school should:

consider how to keep small groups of children together throughout the day and to avoid larger groups of children mixing

consider how play equipment is used ensuring it is appropriately cleaned between groups of children using it, and that multiple groups do not use it simultaneously

remove unnecessary items from classrooms and other learning environments where there is space to store it elsewhere

remove soft furnishings, soft toys and toys that are hard to clean (such as those with intricate parts)

consider how children and young people arrive at the education or childcare setting, and reduce any unnecessary travel on coaches, buses or public transport where possible (guidance will shortly be published on safe travel)

institutions offering residential provision will also need to consider the maximum number of children or young people they can safely accommodate in residences

Communicating your plans

Consider the following steps:

tell children, young people, parents, carers or any visitors, such as suppliers, not to enter the education or childcare setting if they are displaying any symptoms of coronavirus (following the COVID-19: guidance for households with possible coronavirus infection)

tell parents that if their child needs to be accompanied to the education or childcare setting, only one parent should attend

tell parents and young people their allocated drop off and collection times and the process for doing so, including protocols for minimising adult to adult contact (for example, which entrance to use)

make clear to parents that they cannot gather at entrance gates or doors, or enter the site (unless they have a pre-arranged appointment, which should be conducted safely)

also think about engaging parents and children in education resources such as e-bug and PHE schools resources

ensure parents and young people are aware of recommendations on transport to and from education or childcare setting (including avoiding peak times). Guidance will shortly be published on safe travel

talk to staff about the plans (for example, safety measures, timetable changes and staggered arrival and departure times), including discussing whether training would be helpful

communicate early with contractors and suppliers that will need to prepare to support your plans for opening for example, cleaning, catering, food supplies, hygiene suppliers

discuss with cleaning contractors or staff the additional cleaning requirements and agree additional hours to allow for this

When open

Keep cohorts together where possible and:

ensure that children and young people are in the same small groups at all times each day, and different groups are not mixed during the day, or on subsequent days

ensure that the same teacher(s) and other staff are assigned to each group and, as far as possible, these stay the same during the day and on subsequent days, recognising for secondary and college settings there will be some subject specialist rotation of staff

ensure that wherever possible children and young people use the same classroom or area of a setting throughout the day, with a thorough cleaning of the rooms at the end of the day. In schools and colleges, you may want to consider seating students at the same desk each day if they attend on consecutive days

For cleaning and hygiene:

follow the COVID-19: cleaning of non-healthcare settings guidance

ensure that sufficient handwashing facilities are available. Where a sink is not nearby, provide hand sanitiser in classrooms and other learning environments

clean surfaces that children and young people are touching, such as toys, books, desks, chairs, doors, sinks, toilets, light switches, bannisters, more regularly than normal

ensure that all adults and children:

frequently wash their hands with soap and water for 20 seconds and dry thoroughly. Review the guidance on hand cleaning

clean their hands on arrival at the setting, before and after eating, and after sneezing or coughing

are encouraged not to touch their mouth, eyes and nose

use a tissue or elbow to cough or sneeze and use bins for tissue waste ('catch it, bin it, kill it')

ensure that help is available for children and young people who have trouble cleaning their hands independently

consider how to encourage young children to learn and practise these habits through games, songs and repetition

ensure that bins for tissues are emptied throughout the day

where possible, all spaces should be well ventilated using natural ventilation (opening windows) or ventilation units

prop doors open, where safe to do so (bearing in mind fire safety and safeguarding), to limit use of door handles and aid ventilation

get in touch with public sector buying organisation partners (for example ESPO, YPO, NEPO) about proportionate supplies of soap, anti-bacterial gel and cleaning products if needed

there is no need for anything other than normal personal hygiene and washing of clothes following a day in an educational or childcare setting

Reduce mixing within education or childcare setting by:

accessing rooms directly from outside where possible

considering one-way circulation, or place a divider down the middle of the corridor to keep groups apart as they move through the setting where spaces are accessed by corridors

staggering breaks to ensure that any corridors or circulation routes used have a limited number of pupils using them at any time

staggering lunch breaks - children and young people should clean their hands beforehand and enter in the groups they are already in, groups should be kept apart as much as possible and tables should be cleaned between each group. If such measures are not possible, children should be brought their lunch in their classrooms

ensuring that toilets do not become crowded by limiting the number of children or young people who use the toilet facilities at one time

noting that some children and young people will need additional support to follow these measures (for example, routes round school marked in braille or with other meaningful symbols, and social stories to support them in understanding how to follow rules)

Use outside space:

for exercise and breaks

for outdoor education, where possible, as this can limit transmission and more easily allow for distance between children and staff

although outdoor equipment should not be used unless the setting is able to ensure that it is appropriately cleaned between groups of children and young people using it, and that multiple groups do not use it simultaneously. Read COVID-19: cleaning of non-healthcare settings

For shared rooms:

use halls, dining areas and internal and external sports facilities for lunch and exercise at half capacity. If class groups take staggered breaks between lessons, these areas can be shared as long as different groups do not mix (and especially do not play sports or games together) and adequate cleaning between groups between groups is in place, following the COVID-19: cleaning of non-healthcare settings guidance

stagger the use of staff rooms and offices to limit occupancy

Reduce the use of shared resources:

by limiting the amount of shared resources that are taken home and limit exchange of take-home resources between children, young people and staff

by seeking to prevent the sharing of stationery and other equipment where possible. Shared materials and surfaces should be cleaned and disinfected more frequently

although practical lessons can go ahead if equipment can be cleaned thoroughly and the classroom or other learning environment is occupied by the same children or young people in one day, or properly cleaned between cohorts

Adjust transport arrangements where necessary including:

encouraging parents and children and young people to walk or cycle to their education setting where possible

schools, parents and young people following the government guidance on how to travel safely, which will be published shortly, when planning their travel, particularly if public transport is required

ensuring that transport arrangements cater for any changes to start and finish times

make sure transport providers do not work if they or a member of their household are displaying any symptoms of coronavirus

make sure transport providers, as far as possible, follow hygiene rules and try to keep distance from their passengers

taking appropriate actions to reduce risk if hygiene rules and social distancing is not possible, for example when transporting children and young people with complex needs who need support to access the vehicle or fasten seatbelts

local authorities or transport providers could consider the following:

guidance or training for school transport colleagues

substituting smaller vehicles with larger ones, or running 2 vehicles rather than one, where possible, to reduce the number of passengers per vehicle and increase the amount of space between passengers

cordoning off seats and eliminating face-to-face seating, where vehicle capacity allows, to help passengers spread out

communicating revised travel plans clearly to contractors, local authorities and parents where appropriate (for instance, to agree pick-up and drop-off times)

Additional questions

The government is developing a new national test and trace programme. This will bring together an app, expanded web and phone-based contact tracing, and swab testing for those with potential coronavirus symptoms. This programme will play an important role in helping to minimise the spread of coronavirus in the future. It will also include more traditional methods of contact tracing if a child, young person or parent tests positive. This could include, for example, direct discussion with parents and schools or colleges on recent contacts. The government is recruiting 18,000 contact tracers to support contact tracing and will recruit more if needed. They will play an important part in tracing the contacts of those with coronavirus, including children.

What happens if someone becomes unwell at an educational or childcare setting?

If anyone becomes unwell with a new, continuous cough or a high temperature in an education or childcare setting, they must be sent home and advised to follow the COVID-19: guidance for households with possible coronavirus infection guidance.

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 of the child and 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.

If they need to go to the bathroom while waiting to be collected, they should use a separate bathroom if possible. The bathroom should be cleaned and disinfected using standard cleaning products before being used by anyone else.

PPE should 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).

In an emergency, call 999 if they are seriously ill or injured or their life is at risk. Do not visit the GP, pharmacy, urgent care centre or a hospital.

If a member of staff has helped someone who was unwell with a new, continuous cough or a high temperature, they do not need to go home unless they develop symptoms themselves (and in which case, a test is available) or the child subsequently tests positive (see 'What happens if there is a confirmed case of coronavirus in a setting?' below). They should wash their hands thoroughly for 20 seconds after any contact with someone who is unwell. Cleaning the affected area with normal household disinfectant after someone with symptoms has left will reduce the risk of passing the infection on to other people. See the COVID-19: cleaning of non-healthcare settings guidance.

When a child, young person or staff member develops symptoms compatible with coronavirus, they should be sent home and advised to self-isolate for 7 days. Their fellow household members should self-isolate for 14 days. All staff and students who are attending an education or childcare setting will have access to a test if they display symptoms of coronavirus, and are encouraged to get tested in this scenario.

Where the child, young person or staff member tests negative, they can return to their setting and the fellow household members can end their self-isolation.

Where the child, young person or staff member tests positive, the rest of their class or group within their childcare or education setting should be sent home and advised to self-isolate for 14 days. The other household members of that wider class or group do not need to self-isolate unless the child, young person or staff member they live with in that group subsequently develops symptoms.

As part of the national test and trace programme, if other cases are detected within the cohort or in the wider setting, Public Health England's local health protection teams will conduct a rapid investigation and will advise schools and other settings on the most appropriate action to take. In some cases a larger number of other children, young people may be asked to self-isolate at home as a precautionary measure - perhaps the whole class, site or year group. Where settings are observing guidance on infection prevention and control, which will reduce risk of transmission, closure of the whole setting will not generally be necessary.

Should educational settings ask parents to report pupils' temperatures at the start of each day?

Parents, carers and settings do not need to take children's temperatures every morning. Routine testing of an individual's temperature is not a reliable method for identifying coronavirus. Educational and childcare settings should reiterate to parents the need to follow the standard national advice on the kind of symptoms to look out for that might be due to coronavirus, and where to get further advice. If anyone in the household develops a fever or a new continuous cough they are advised to follow the COVID-19: guidance for households with possible coronavirus infection guidance (which states that the ill person should remain in isolation for 7 days and the rest of the household in isolation for 14 days).

Will children and young people be eligible for testing?

When settings open to the wider cohort of children and young people, all those children and young people eligible to attend, and members of their households, will have access to testing if they display symptoms of coronavirus. This will enable them to get back into childcare or education, and their parents or carers to get back to work, if the test proves to be negative. To access testing parents will be able to use the 111 online coronavirus service if their child is 5 or over. Parents will be able to call 111 if their child is aged under 5.

Will teachers and other staff be able to get tested if they have symptoms?

Access to testing is already available to all essential workers. This includes anyone involved in education, childcare or social work - including both public and voluntary sector workers, as well as foster carers. See the full list of essential workers. Education settings as employers can book tests through an online digital portal. There is also an option for employees to book tests directly on the portal.

How should special schools and colleges consider and manage risks in supporting children and young people with complex needs?

We have published guidance for special schools, specialist colleges, local authorities and any other settings managing children and young people with education, health and care plans, including those with complex needs. This covers recommendations for educational settings, working with local areas and families, on how to assess risks in supporting children and young people.

What does implementing protective measures look like in alternative provision (AP)?

AP settings should follow the same principles and guidance as mainstream schools. As much as possible, protective measures should be adhered to and class or group sizes should be small. Staff should use simple language to explain safety measures, and reiterate and reinforce key messages. Safe routines for access to toilets, hand-cleaning and break and lunch times should be put in place. Teaching resources can be used to aid understanding.

Settings may need to carry out a risk assessment, if it is deemed that a child or young person may not be able to follow instructions, to determine what mitigations need to be put in place and whether, in rare circumstances, they should stay at home. For those children and young people with a social worker, our expectation is that they should attend their educational setting unless a risk assessment concludes they will be safer at home.

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Coronavirus (COVID-19): implementing protective measures in education and childcare settings

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As a result of the huge efforts everyone has made to adhere to strict social distancing measures, the transmission rate of coronavirus (COVID-19) has decreased. We therefore anticipate, with further progress, that we may be able, from the week commencing 1 June, to welcome back more children to early years, school and further education settings.

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Transition Resources - Reachout ASC - Lynn McCann

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Specialist Autism Teacher and Consultant

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Worth a read...

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Why kindness is the theme for Mental Health Awareness Week 2020 - and why it could be the most important week we've ever run....

Last week, I waited in a socially distanced queue outside the supermarket as the rain started to fall.

One of the staff noticed we were getting wet. He scurried away to find a pile of umbrellas, carefully disinfected the handles and passed them out with a smile. To my surprise, my eyes started to well up. At a time when I felt alone, I suddenly felt connected.

If I asked you the last time you gave or experienced kindness, you would tell me stories of when you felt moved, protected, held, seen, loved.

Next month we will kick off Mental Health Awareness Week (18-24 May) focusing on the power and potential of kindness. We think it could be the most important week we've hosted, not least because our own research shows that protecting our mental health is going to be central to us coping with and recovering from the coronavirus pandemic - with the psychological and social impacts likely to outlast the physical symptoms of the virus.

Why kindness?

We have chosen kindness because of its singular ability to unlock our shared humanity. Kindness strengthens relationships, develops community and deepens solidarity. It is a cornerstone of our individual and collective mental health. Wisdom from every culture across history recognises that kindness is something that all human beings need to experience and practise to be fully alive.

Celebrate kindness

But we also want to shine a light on the ways that kindness is already flowering at this time. We have seen it in the dancing eyes of 100-year-old Captain Tom Moore as he walked his garden to raise money for the NHS and in the mutual aid groups responding to local needs. We want that kindness to spread further in every community in the UK.

Finally, we want to use the week to explore the sort of society we would like to emerge from the coronavirus pandemic.

Kindness and Mental Health

Kindness is defined by doing something towards yourself and others, motivated by genuine desire to make a positive difference. We know from the research that kindness and our mental health are deeply connected. The research shows that kindness is an antidote to isolation and creates a sense of belonging. It helps reduce stress, brings a fresh perspective and deepens friendships. Kindness to ourselves can prevent shame from corroding our sense of identity and help boost our self-esteem. Kindness can even improve feelings of confidence and optimism.

Kindness is an act of courage

But kindness is an intrinsically risky endeavour. It can risk us looking foolish or being taken advantage of, which is why we sometimes retreat. To receive or to give kindness is an act of courage. We want to use Mental Health Awareness Week to support each other to take that brave step and harness the benefits for both giver and receiver.

A kinder society?

We have a once in a generation opportunity not only during but also following this pandemic for a reset and re-think about what kind of society we want to emerge from this crisis.

Our own reports and others such as Sir Michael Marmot's 10 years On report reveal how inequality is rising in our society and its harmful effects on our health. Life expectancy is falling for the poorest for the first time in 100 years. As child poverty rises, children and young people in the poorest parts of our country are two to three times more likely to experience poor mental health than those in the richest. After the 2008 credit crunch it was the most vulnerable in our communities who experienced the severest consequences of austerity, with devastating effects on their mental and physical health. This not the hallmark of a kind society. We must not make the same mistakes after this pandemic.

Applied kindness could have a transformative impact on our schools, places of work, communities and families. As the former Governor of the Bank of England, Mark Carney, has said, now is a time to put values above valuations. We must seize this time to shape a society that tips the balance in favour of good mental health, for all of us, but especially for those who are most vulnerable.

Kindness Matters - what you can do

During Mental Health Awareness Week in May, we will release new data to reveal how many of us experience kindness in the UK and a summary of the latest evidence about its important mental health benefits. There will be tips, fundraising ideas and stories that we hope will inspire you.

We know that one act of kindness can lead to many more. This is the type of community action that we need to inspire others as we discover our connection to each other and extend kindness to ourselves.

During Mental Health Awareness Week, we are asking you to do three things:

Reflect on an act of kindness. Share your stories and pictures (with permission) of kindness during the week using #KindnessMatters and #MentalHealthAwarenessWeek

Use our resources in your family, school, workplace and community to join with thousands in practising acts of kindness to yourself and others during the week

Share your ideas on how you think we could build a kinder society that would support our mental health using #KindnessMatters and #MentalHealthAwarenessWeek

You can tag us across social media - we would love to see what you get up to:
Facebook: @mentalhealthfoundation Twitter: @mentalhealth Instagram: @mentalhealthfoundation
No act of kindness is ever wasted. Please join us this Mental Health Awareness Week and make kindness matter.

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Why kindness is the theme for Mental Health Awareness Week 2020 - and why it could be the most important week we've ever run.... Last week, I waited in a socially distanced queue outside the supermarket as the rain started to fall. One of the staff noticed we were getting wet.

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Our self-help guides are all based on well-evidenced psychological models (from the family of Cognitive Behavioural Therapies). They are also all specific to the Coronavirus pandemic, so take into account the amount of restrictions on what we can do to look after our mental health due to lockdown and self-isolation, and the additional stressors affecting our mental health that wouldn't usually be there.

Our signposting page contains links to other websites, apps, resources and videos that you may find helpful during this time.

We are constantly developing new guides and searching for new resources, so please do e-mail us at contact@copingwithcoronavirus.co.uk if you have a request or idea for a resource we could put up.

To stay up to date with all our newest resources, follow our facebook group.

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Resources for people interested in improving, managing or maintaining their mental health in the context of coronavirus. This group contains information and self-help resources specifically developed to target concerns about coronavirus and it's impact on mental health, including exercises that can be completed in self-isolation or while maintaining social distancing.

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Guidance for schools and other educational settings about coronavirus (COVID-19).

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This guidance is applicable to 31 May 2020 and will be reviewed before 1 June 2020.

This guidance should be read in conjunction with the guidance on implementing social distancing in education and childcare settings.

Educational settings are now closed, except for children who are vulnerable and the children of critical workers.

This guidance is to support schools which are still open to care for this smaller number of pupils. It will assist schools and other educational settings in providing advice for pupils, students, staff and parents or carers regarding:

coronavirus, COVID-19

how to help prevent spread of all respiratory infections including COVID-19

what to do if someone confirmed or suspected to have COVID-19 has been in a school or other educational setting

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This guidance is of a general nature and should be treated as a guide, and in the event of any conflict between any applicable legislation (including the health and safety legislation) and this guidance, the applicable legislation shall prevail.

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Coronavirus (COVID-19): guidance for educational settings

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We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services. Guidance for schools and other educational settings about coronavirus (COVID-19). This publication was withdrawn on This guidance is applicable to 31 May 2020 and will be reviewed before 1 June 2020.

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Primary Schools' Wellbeing Booklet (1) (1)

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Although Cheshire's beautiful parks, gardens and visitor attractions are now closed, there are some great resources that they have on offer for learning opportunities. With lots of children learning from home, we have tailored some activities aimed at early years, juniors and seniors education with helpful links from our partners across Cheshire.

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Although Cheshire's beautiful parks, gardens and visitor attractions are now closed, there are some great resources that they have on offer for learning opportunities. With lots of children learning from home, we have tailored some activities aimed at senior years education with helpful links from our partners across Cheshire.

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What all schools will need to do during the coronavirus (COVID-19) outbreak from the start of the autumn term.

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This guidance will apply from the start of the autumn term. It's been published before the start of the new academic year to help you prepare.

It applies to all schools in England including:

local-authority-maintained schools

academies

free schools

alternative provision schools

pupil referral units

independent schools

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Actions for schools during the coronavirus outbreak

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We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services. What all schools will need to do during the coronavirus (COVID-19) outbreak from the start of the autumn term.

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Next steps for the phased wider opening of educational and childcare settings.

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Latest guidance on how educational and childcare settings should prepare for wider opening from 1 June 2020, including information on:

year groups in first phase of wider opening

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managing risk and rate of transmission of coronavirus (COVID-19)

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Actions for educational and childcare settings to prepare for wider opening from 1 June 2020

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When to use PPE, including for aerosol generating procedures (AGPs), in education, childcare and children's social care settings for COVID-19.

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This is for all staff in:

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schools, including special schools

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'Safe working in education, childcare and children's social care settings, including the use of personal protective equipment ( PPE)' includes advice on:

minimising contact

changes of work practices

hand and respiratory hygiene

increased cleaning of the environment

limiting movement

when you might need to use PPE

'The use of personal protective equipment ( PPE) in education, childcare and children's social care settings, including for aerosol generating procedures (AGPs)' includes advice on:

when to wear PPE

how to access PPE

guidance on aerosol generating procedures

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[Withdrawn] Use of PPE in education, childcare and children's social care

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When to use PPE, including for aerosol generating procedures (AGPs), in education, childcare and children's social care settings for COVID-19.

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Guidance for further education (FE) providers on maintaining education and skills training, changes to funding arrangements, data collections and assessment.

Documents

Details

Follow this advice if you're a:

post-16 further education (FE) provider

FE college

sixth form college

other FE provider

It explains what you'll need to do during the coronavirus outbreak to maintain provision.

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Actions for FE colleges and providers during the coronavirus outbreak

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We use cookies to collect information about how you use GOV.UK. We use this information to make the website work as well as possible and improve government services. Guidance for further education (FE) providers on maintaining education and skills training, changes to funding arrangements, data collections and assessment.

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The FREE Early Years Summit on Speech, Language and Communication

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Free online CPD for Early Years Practitioners - runs from Monday 29th May to Sunday 4th June 2023 with interviews with leading experts on Speech, Language and Communication in the Early Years. Featuring Sally Haughey, Alistair Bryce-Clegg, Prof Sam Wass, Dr Lucretia Berry & Dr Tehlia Glass, Molly Po…

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De-escalation & Meltdown Webinar link (cut and paste password)

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De-escalation & Meltdown Webinar link (cut and paste password)

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My webinar on supporting children in meltdown and De-escalation is available free of charge for one more week

Topic: Meltdown Management and De-escalation
Date: May 5, 2020 09:54 AM London

Meeting Recording:
https://us02web.zoom.us/rec/share/xMhaAr_h6khJWYWW7Rn6WvIrMrnJX6a8gyYXrKZfyBxgndypbBS-fnd2PwcxkCDT

Access Password: 5V.^0!5A

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Restore our schools: restorative practice links...

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nasen on Twitter: "We're delighted to confirm that we have increased the attendee limit for our #FREE webinar: 'How can SENCOs respond to the COVID lockdown and transition back to school?' Book your place today and join us on May 21st! #SEND #CPD #Webinar #Covid https://t.co/tWyUOcG94J… https://t.co/d6TiUnyPk0"

We're delighted to confirm that we have increased the attendee limit for our #FREE webinar: 'How can SENCOs respond to the COVID lockdown and transition back to school?' Book your place today and join us on May 21st! #SEND #CPD #Webinar #Covid http://ow.ly/sOEm50zIXIn

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Over the past few weeks we have seen endless debate about whether schools should reopen. Facebook has become a hive of home schooling parodies and every man and his dog has posted homeschooling effectiveness tips. We've seen everything from the 'just spend time together that's more important than school work' to the 'they'll fall behind!!!' panic poster. With schools opening again in a week the reality of school under the COVID19 cloud is about to hit. I wanted to share some thoughts on what the return to school might look like for a lot of kids.

I am writing this with full acknowledgment that I do not yet have school aged children and so I am borrowing the experiences, thoughts and feelings of my clients, friends and family. In this post I thought I would write wearing my professional hat more than my personal one. I want to write about what we may see in our children when school goes back. Especially our young primary school aged children. Before I do that I want to start with what I am seeing in all of the adults around me. From either side of the schooling fence both parents and teachers are doing more than we would have thought possible only a few weeks ago. I see parents and teachers wearing all of their hats once. Parents are trying to support their schools and children by hustling their kids to submit as much work as they can, and I see teachers doing metaphorical backflips to tailor their online classes to their student's needs/attention span/capacity. All adults are doing heroic efforts to buffer their children and students. I see a lot of anxiety about how children are coping and worry over the potential long term consequences of this academic disruption. Unsurprisingly, I will not be focusing on children's academic development throughout this period as this isn't my area of expertise. What I want to highlight is the need to take into account the potential emotional responses our children will show upon their return to school. I want to focus on the necessary emotional scaffolding children will need to engage in any work that we subsequently ask of them. No one is learning when they're distressed, and I think we can anticipate a lot of distress when school goes back.

For many children the return to school will be a delightful experience. It will mean reconnecting with friends and school teachers and they will race out the front door ready to get back to normal. This however won't be everyone's experience. In fact, I imagine that it won't be a lot of families experience. The return to school is likely to stir up some anxiety for our kids, ourselves and our teachers. Emerging from the sanctuary of our homes and back out into public spaces is likely to be a little confronting. This is at odds with our concurrent feelings of wanting to break free from this lockdown. At the moment I'm feeling pretty stifled being at home. In my mind I'm ready to get back into the world. A few weekends ago I took a very big adventure to the local fruit and veg shop, I even chose to do my shopping at a nearby farm to make it extra special. However, once I was there I started to feel nervous. I suddenly remembered that the world was not as safe as I wanted it to be. I was confronted by the hand sanitizer at the door, the restriction of how many people could be in the shop at any one time, I remained vigilant about keeping a respectful distance from other shoppers and staff, and I had to stand a socially uncomfortable distance from the check out. It wasn't the outing I envisioned. I left feeling sad and a little angry. Something like this might be our children's experience of returning to school. First, our children will be hit by the anticipatory anxiety of going out into a world that feels unsafe. Over the past few weeks we've had to teach them that the outside world is dangerous and that staying home is a must. Soon we will renege on that claim and force them back into the world we just told them was unsafe. It's going to a tricky transition for them. Second, once they are at school they'll discover it isn't exactly the same experience that they knew before COVID19. There will likely be many differences whether it be the initial lack of other year levels, or the additional safety procedures the school is implementing. This lack of congruity is likely to be uncomfortable. For children the 'not quite the sameness' and anticipatory anxiety will only be compounded by their innate desire to be near their caregivers and places of security when they feel distressed. Some things you might start to see in the coming weeks include:

For parents;

* Reluctance or refusal to go to school

* Increased clingyness in the morning

* Increased tearfulness

* Poor sleep on nights before school

* Temper tantrums on school mornings

* Feeling sick- especially stomach aches, headaches and any other ache related to muscle tension (sore legs, jaws etc)

For teachers

* Kids being reluctant to leave their parents

* Poor concentration and memory

* Hyperactive behaviours or withdrawn behaviours

* Increased clingyness with teachers

* Oppositional behaviours and refusal to do work

* Behaviours more suited to an earlier age

* Distractibility

We might be tempted to see these behaviours as signs of being naughty, attention seeking or just wanting to stay home because its easier than school. However, lessons from research into trauma and anxiety indicate that these behaviours have a far more primal and adaptive base. There's heaps of great neuroscience behind all of this, but I'm going to explain it at its most practical level. We've told our kids that the outside world is dangerous. We've told them this with every conceivable messaging tool we have. We've literally told them, then we've modelled it (by staying home etc) then we've subtly taught them again via our own anxiety. Right now the most sensible thing their little bodies can do is react to the invisible danger. The lower parts of their brain in charge of bodily protection have swamped the parts of their brain in charge of clear thinking, reasoning and emotion control. So they're on high alert. Their bodies are ready to respond to a threat and they will attempt to avoid or attenuate that threat in any way they can. This might mean that they become hyper vigilant of their environment, paying attention to every small noise in and outside of the class room. This is an evolutionarily adaptive response to threat as it protects them from anything that might jump out at them. However, it also makes them easily distracted and unfocused. Similarly, having your emotional engine revving makes you quicker to react to threat. You can pounce like a coiled spring if your muscles stay tight, your body focuses its energy on your circulatory system so you have heaps of lovely fresh blood and oxygen pumping through your body, and the parts of your brain that unleash anger are in the drivers seat. However this also makes your body hurt and feel sick, its exhausting and you're constantly a little grumpy. Most kids will be functioning this way a little bit, and many kids will be in this mode a lot.

You know who else will be in this mode? Us. We're likely to send our children back, or receive our students, with a fair amount of trepidation. Add to that the external pressures of departmental requirements and parental work changes and our stress centres will be singing. Plus, schools are likely to get thrown back into face to face learning with the same sort of lead time they got when they got thrown into online learning. Schools are likely to be trying to pull themselves back together while dealing with new safety measures, department of education requirements and all their own personal stuff. It's going to be hectic.

So what's my grand solution? The truth is there is no one great solution. I will attach a list of strategies at the end and you can feel free to choose any if they suit you. But, the main thing I want you to take away from this piece is curiosity, knowledge and understanding. Question the behaviours you see in the children around you and question your response. Approach problematic behaviours with good faith. Predict and assume that you are facing a frightened child rather than a disobedient one. We have far more sympathy for our children's behaviours when they're sick than when they're well. We can tolerate and nurture more whining and clinging when given a medical context. Right now all of our souls feel a little sick. Take that empathy and patience and reframe children's behaviours in your own mind. You'll be amazed how powerful the presence of a sympathetic, contained and curious adult can be on the most violent of children's behaviours.

Secondly, observe your own responses. We've all had those days when we feel like the whole world is just being a jerk. However, when we break it down its far more likely that, as the common denominator, there's something about us that's making us think everyone's a jerk. Pay attention to days when you're feeling more vulnerable, reactive and in sensory overload (ie days when noises and touch annoy you more than usual). Acknowledge and notice any anger as it starts to build and be aware that you might be less patient and more reactive than you'd like to be. Awareness is key to implementing any change or strategy. When you approach aggressive or regressive behaviours from a perspective of understanding and empathy you help the person (whether it be a child or yourself) understand and let go of the emotional energy that's driving them. As people we will persist in our behaviours until we are effectively heard by the people around us. Expecting ourselves, or the children we serve, to get back to normal without acknowledging the omnipresent weirdness we are currently living is unrealistic. Returning to school will be hard on multiple levels (and joyful on others) so expect anxiety to rear its head in some weird and wonderful ways. Stay curious and stay empathetic.

Some strategies to try

For parents:

Basically you want to gradually expose your kids to all things school related. You can try;

* Start your normal morning routine a week before school starts

* Visit school before it starts

* Start using language such as "when you go to school" rather than "if you go to school"

* Use visual aids such as calendars to count down to school starting.

* If you know what safety procedures your school will be implementing discuss them a few times before school starts (ie you'll still be doing lots of hand washing, your teacher will still be using the hand sanitiser, Mrs X won't be back at school till the virus has gone down a bit more). Be especially mindful around any "kiss and go" arrangements as children may react strongly if they were expecting you to walk them to their door.

We can also start to prime our children emotionally

* give emotions names. These can be names such as "sad", "angry" or "worried". But they can also be descriptive words such as "shakey", "fuzzy", "spiny", "gurgley", "heavy". To describe my trip to the shops I might say; "I was so excited to go, but then when I got there I felt surprised and disappointed because it wasn't the same. I felt a bit fuzzy the whole time, a bit wibbly wobbly and I was happy to come home. But it was also really fun to drive somewhere new and see the autumn trees, that bit felt warm and nice"

* Check in with kids before school starts. Ask them what they're looking forward to, what they think might be different, what they're expecting. Validate any fears and correct any misconceptions.

* Problem solve with kids- if something is a particular worry, work with kids to help come up with a few solutions. Include kids in this problem solving.

* Use your own feelings as a model. A conversation with my son went like this;

Me: "we might start kinder again soon, how do you feel about that"

Will: "I might feel a bit nervous"

Me: "I'm starting to go back to work again soon and I'm feeling a bit nervous about seeing people again"

Will: "Like you're a bit nervous that they might have the cold, and you don't know, and then you'll get it"

Me: "Yep, exactly like that. But I've been thinking...I've thought of some stuff I can do that'll make me safe"

We then talked about various safety things like hand washing and social distancing. He could connect them to things he does at kinder and he left the conversation feeling less anxious.

* Stay calm ourselves.

This point will likely be the most difficult. Stay calm ourselves. To do this in a genuine way we need to focus on ourselves as parents. Think about what you're going to need to help support your child back to school. All this stuff takes both emotional energy and time. Think about your own resources and what you can give. If you can, build in buffers to help yourself. Recruit helpers where you can, lighten your load for a week or two in other areas of your life. Plan your own respite, even if its just sympathetic friends who can listen to you, or training your own internal voice to be compassionate to yourself.

* Communicate with your school

Normally I would say to parents that in cases of school reluctance you should plan and coordinate with your school. Perhaps for you this will be possible, but its also likely that our teachers will be managing the emotional load of many children. Speak to your teacher if you can but remember that they're going through a pandemic too and their work world has been totally flipped around. The school might be struggling to get itself back together and might not be able to respond in a way that you would like. Take the return to school slowly. It will be an exploratory process where you, your child and likely their school all figures out what's happening together.

For schools

* Acclimate students back into the school environment

◦ Do activities to help them reconnect with peers

◦ Spend time going over new safety procedures

◦ Move slowly back into assessment tasks

* Process grief

◦ Do play based activities that acknowledge the time away, such as

‣ What new skill I learned while I was at home

‣ What I missed most about school

‣ Show and tell- skills, photos from iso

‣ Being back together chain (children make paper chains linking all the reasons they're glad to be back together)

‣ Catching butterflies- write down worries on little cut out butterflies, chuck them in the air, catch them and put them in a jar.

◦ While remaining positive in your focus acknowledge previous anxiety and current nervous jitters

* Share books about worries and anxiety and how you as a team might manage worries- link to your schools wellness program. Most schools do some sort of mindfulness activities, link them explicitly to return to school anxiety management.

* Seek peer support.

* Schedule a teacher debrief session preferably run by a wellbeing type person.

Teachers, you have been doing a lot of emotional work this term, and there's more to come. See if your faculty can carve out some time to just be together to decompress. Indulge in the black humour we often need in times like these, vent to one another and share a sympathetic shoulder. If we've learnt anything from this pandemic its that we truely are all in this together, and we need togetherness more than we ever realised.

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Return to school. A trauma informed approach - Raft Psychology

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Over the past few weeks we have seen endless debate about whether schools should reopen. Facebook has become a hive of home schooling parodies and every man and his dog has posted homeschooling effectiveness tips. We've seen everything from the 'just spend time together that's more important than sc

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Winston's Wish is the UK's childhood bereavement charity. We support children and their families after the death of someone important.

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Sandy Lane Facebook

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Fintan O' Regan has worked in the field of supporting students with Neurodiversity for a number of years. As well as being a specialist Dyslexia teacher, I have a personal interest in helping individuals with anxiety and have in the past shared my own experiences with an aim of helping others.

When Fintan and I got talking about how children were experiencing difficulties during lockdown, none more so than children with Dyslexia, ASD and ADHD, we knew that we'd like to offer some webinars to help support students, their parents and teachers.

The first of our webinars will take place on May 28th 2020. We'll have an opportunity for Q & A and Fintan will talk about how children and their families are presently experiencing difficulties during lock down. He will talk in relation to education and life in general.

Going back to school whether it will be in June, July or September will be a time for uncertainty and stress for all children but particularly for those with neurodiverse traits.

In this 2nd presentation, on June 30th 2020, we will address some of the concerns but also consider some of positives that returning to school will have for children and young persons in lockdown.

Areas to be covered will include

Learning in the new normal

Concerns about safety and security at school

Expectations regarding behaviour particularly with regards to social distancing

Friendships and peer relationships

Neurodiversity, dealing with the adults

Georgina Smith at CodeBreakers

We know for many children, simply the question of "what will school and staff look like" during social distancing and possibly wearing PPE, will be a big enough change to increase anxiety. Some children will have changed schools and not had the opportunity to even familiarise themselves with the environment of their new setting.

Some children will have not experienced a formalised, structured day for many months and this change in routine will increase anxiety. Now having to sit at a desk for the school day may be a new challenge, understanding that time is now structured again. Timetables and routines may now be different and this can increase anxiety as they try to embrace changes. Class sizes may be smaller and they may not be with their friends. Others will be worried about unstructured school time, how will that look and feel.

We are still not sure if the return to school will be full time and the mix of a structured day at school and unstructured time at home may be a challenge for many. Parents will still be struggling with this and the pressure of knowing what is enough or too much study at home. I know there must be constant comparisons to other siblings and parents posting their achievements on social media. The expectations of home learning and parents struggling to motivate and become teachers themselves, is a struggle for many. We know for many parents there is a real concern that their child has 'lost' valuable time in education. None more than a child with educational needs. We know that you've struggled gaining the specific support needed and have concerns what that will look like as your children returns to school.

Some students may have a very different perception of what social distancing might mean for them. We know for individuals with ASD, this may be very 'black and white' and they may find it difficult when others don't understand their needs or breach their personal space. They may try to impose their ideas of social distancing on others.

On a positive note, a return to education may be beneficial. Some students will find the stimulation from peers and learning support staff is what's needed. Others may have adapted to new IT skills and found new skills. Some children will have take a rest from the pressure of a structured education system, found new ways of learning and new interests.

Our third webinar, on July 28th 2020, will look at the positives of neurodiverse traits and consider the future, aspirations, education and employment.

Read about Part 1- Home Education During Lockdown

Parents and professionals will be assured a warm welcome. We Hope you can join us.

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Anxiety and Neurodiversity webinars - with Fintan O' Regan - Part 2: The Return to School - Codebreakers

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Fintan O' Regan has worked in the field of supporting students with Neurodiversity for a number of years. As well as being a specialist Dyslexia teacher, I have a personal interest in helping individuals with anxiety and have in the past shared my own experiences with an aim of helping others.

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Next Step lead Dr Fiona Pender talks to Special Children magazine about the benefits of the Next Step approach.

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PASS takes the guesswork out of understanding why pupils may be reluctant, disengaged or even disruptive learners by sensitively exploring social and emotional wellbeing. It also provides interventions and guidance so you can start to address issues immediately.
HIGHLIGHTS:

Schools consistently tell us that PASS identifies children they would never have suspected of being in need of extra pastoral support

D elivers easy - to - read traffic light reports flagging where action is recommended

I ncludes 70 ready-made interventions, for whole school, class, group and individual level

Almost two million PASS assessments have been completed over the last five years

PASS is a powerful tool because it measures the impact our school climate and culture is having on the development of our children. It tells us how our school climate and culture are making our children feel about themselves as learners and individuals.

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Pupil Attitudes to Self and School (PASS)

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PASS takes the guesswork out of understanding why pupils may be reluctant, disengaged or disruptive by sensitively exploring social and emotional wellbeing.

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EAL support

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Blog: EAL Children and the Early Years Sector - The Best Start?

In this blog, Professor Claudine Bowyer-Crane and Dr Silke Fricke look at the achievement gap for EAL pupils in early years, exploring the reality behind the misleading data and what this means for policy.

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The Bell Foundation - Changing lives and overcoming exclusion through language education

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The Bell Foundation is a charity which aims to overcome exclusion through language education by working with partners on innovation, research, training and practical interventions.

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Student Guide (Mobile) - MS Teams Help Sessions

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Student Guide (PC) - MS Teams Help Sessions

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Early Years planning zoom meeting 3/6/2020

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Early Years planning zoom meeting 3/6/2020

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11:15:52 From  louisecorlett : can we all use the chat function - is it possible for you to write on the chat the element you feel you’re most wanting to discuss in this forum/ most anxious about? Lets make a big list??
11:16:26 From  louisecorlett : also - write down what you feel you’re doing well with - Angy can then share on Padlet
11:16:33 From  Rebecca : Children are grouped into pods and each pod has a time. Cleaned between groups.
11:16:42 From  Julie : IF THE SAME GROUP OF CHILDREN ARE USING THE SAME OUTDOOR EQUIPMENT, CAN IT BE USED.
11:17:28 From  Melanie : We're proposing to let each child have their own small equipment. We're not letting them use the large outdoor equipment.- Gorse Covert
11:17:30 From  louisecorlett : I think that the guidance says in their own bubbles yes. inbetween bubbles needs a clean
11:17:54 From  louisecorlett : [in relation to big equipment]
11:17:58 From  Jayne Worrall : We're splitting outdoor play equipment between bubbles. we are not sending anything home/receiving home things into school
11:19:21 From  louisecorlett : think NOT anything sending home ideal
11:19:38 From  louisecorlett : but what are we doing about reading resources/home access?
11:20:25 From  Melanie : We're using Bug Club online for readers - Gorse Covert.
11:20:29 From  Jayne Worrall : we're using oxford owl/reading eggs to assign books to children
11:20:33 From  Julie : As the virus is not carried in water I intend to use water play with bubble bath - its only like washing hands? are others using water play?
11:20:41 From  Sue Collins : we are sending a pack of reading books home- 5. not sending reading books daily.
11:20:52 From  Rebecca : Children have 5 books to keep in their tray to read over the week. Books are then collected and kept safe for 72 hours. Children then given new set of books.
11:21:14 From  y1 : Can I ask what everyone is doing about water play?
11:21:18 From  Jackie Parker : We have located free ebooks that are book banded using the website Oxford Owl - St. Thomas'
11:21:38 From  louisa : there are also more resources for younger children on the the new guide for 1st june
11:21:45 From  Sue Collins : we are using water play
11:21:54 From  Kathy.Sherwen.WSA : We are using Oxford Owls and allocating Seesaw
11:21:55 From  lparkin : I'm directing parents to oxford owl ttoo.
11:22:37 From  Sian Storey : Virus is killed in soapy water so we are going to still use water
11:22:38 From  Melanie : Bug Club is from Pearsons and is banded.
11:22:57 From  Danielle Kavanagh : we've bought a fab hose adaptor that you can add disinfectant to and it mixes with water to sanitise.
11:23:23 From  Danielle Kavanagh : phonics play comics are fab and have free subscription at the moment
11:23:25 From  Katie’s iPad : we are using bug club reading resources and will do guided reading sessions in our year one class with children having access to iPads so we can all share/ see same book
11:23:43 From  Katie’s iPad : we also will be using teams
11:23:50 From  thea's ipad (1490) : Hi can we prop open fire doors as all our doors are fire doors?
11:24:08 From  Lucy C : we have told the parents about reading eggs and they seem to love it.
11:24:18 From  Katie’s iPad : the adapter for the hose sounds good
11:24:26 From  Kathy.Sherwen.WSA : We have a cleaning checklist for the classrooms & what needs to be cleaned and when during the day
11:24:35 From  Melanie : Teachers and teaching assistants are cleaning. We're not using large equipment because we don't think they can share it safely.
11:24:56 From  Katie’s iPad : thanks
11:26:34 From  Melanie : We're letting our children have trays with their own small equipment like chalks, skipping rope, small hoops.
11:27:12 From  Katie’s iPad : fab xx thank you
11:27:34 From  Danielle Kavanagh : it's 12.99 if you buy it in green. just type Malayas garden hose nozzle on Amazon. really good for outdoor cleaning
11:27:46 From  Chrissy Skermer : We (Green Lane) only have a few pupils returning, we are allocating bikes, hoppers and other play equipment labelling  with stickers for children to use the same equipment.  Teaching assistants will wipe down equipment at the end of the sessions and all toys are being disinfected overnight.
11:29:06 From  Chrissy Skermer : For children with sensory needs we have purchased table top sensory trays from Hope education so they each have their own tray.
11:29:44 From  Katie’s iPad : we are also have equipment for each bubble and they will be only for that bubbles use so no cross contamination and obviously cleaned after use
11:30:51 From  Katie’s iPad : I would say no water play very tricky
11:31:12 From  Katie’s iPad : individual water play will be good
11:32:15 From  Sue Collins : we've gone fior the whole bubble
11:32:34 From  Sue Collins : reduced contact
11:34:29 From  Sue Collins : we've also gone for no other staff in the actual bubble
11:34:40 From  Sue Collins : yes we are too
11:36:45 From  Katie’s iPad : year one are at tables ALL day 😢
11:37:02 From  Katie’s iPad : apart from playtimes
11:37:40 From  Hollie Gregory : what about snack and  eating arrangements in EYFS?
11:38:38 From  Glenda Standing : we are giving each child their own box of resources and keeping them 2m apart, so children in the bubble will not share equipment. so continuous provision won’t happen as it would normally
11:41:15 From  lparkin : We are doing the same as you Glenda.
11:41:18 From  Glenda Standing : we’re eating in our bubbles
11:41:27 From  Katie’s iPad : thanks Charlotte x
11:41:33 From  Sian Storey : we are eating in our bubble too
11:41:44 From  Katie’s iPad : we are eating in our bubble too
11:41:49 From  Kathy.Sherwen.WSA : Yes eating in our bubble
11:42:40 From  kmatthews@sandylanenurseryschool.co.uk : have you discussed use of PPE
11:42:53 From  kmatthews@sandylanenurseryschool.co.uk : in SEN provision
11:42:56 From  louisecorlett : not yet
11:43:49 From  Melanie : It's the same for us. We intend to keep the children mainly at their desk.
11:44:51 From  louisecorlett : my apologies. I have to go on the lunchtime SMT call. Angy  or Andrea Barnes will get back to us with any outstanding issues.
11:46:11 From  Melanie : We're not going to be wearing PPE unless there is a child who we suspect may have signs of Coronavirus. They will be removed to a small room and await the arrival of their parents.
11:46:18 From  Sue Collins : yes we'd like to remeet
11:49:00 From  Sue Collins : I think it's an individual phased return for those that are upset
11:49:03 From  Julie : Good idea to meet up after first week.
11:49:20 From  Melanie : I'd be happy to meet again.
11:49:23 From  Katie’s iPad : yes I agree
11:49:29 From  Jayne Worrall : yes to meeting up after a week  please
11:49:58 From  jcalder : I'd like to re meet to compare notes again.
11:50:07 From  thea's ipad (1490) : How are people dealing with toileting accidents ... ppe etc
11:50:38 From  Kathy.Sherwen.WSA : Yes to meet again to address any new issues & guidance
11:51:01 From  j.strogen : I think it would be a good idea to meet up after a week.
11:51:31 From  Sam Ross : Found this really useful. Would love to meet up again.
11:52:00 From  Jackie Parker : Yes please to meet after a week. I would find that very helpful.
11:52:00 From  Melanie : Some staff are very concerned about returning to school and others are more relaxed. Hence some will be very keen to wear PPE.
11:53:32 From  Kathy.Sherwen.WSA : After school please
11:53:58 From  Katie’s iPad : yes that would be perfect 3:30 thanks
11:54:52 From  Rebecca : Thanks everyone!
11:54:54 From  Katie’s iPad : thanks everyone it’s reassuring that we are all doing the same things and are equally concerned about the same things x stay safe everyone x
11:54:56 From  Hollie Gregory : Thank you lots of great information!
11:54:57 From  Sian Storey : thanks good luck everyone
11:55:01 From  jcalder : Thank you, Angy.
11:55:06 From  Julie : thank you

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Quick read guide

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03/06/2020

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Transitioning children back to school for teachers and school stafff FINAL

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e-Bug is a free, online educational science resource covering the topics of microbiology, hygiene and health. It teaches children and young adults in Key Stage 1 to Key Stage 5 about microorganisms and the spread, prevention and treatment of infection.

Come to our free training days to learn about free and flexible teaching resources that you can use in the classroom.

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e-Bug is a free, online educational science resource covering the topics of microbiology, hygiene and health. It teaches children and young adults in Key Stage 1 to Key Stage 5 about microorganisms and the spread, prevention and treatment of infection.

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DISCLAIMER: e-Bug was developed for use in schools pre-COVID-19 and so some activities may require modification based on your school's distancing guidelines.

Please use your judgement and tell us how you have modified the activities, or if you would like to discuss some ideas, contact e-Bug@phe.gov.uk

Do not show me again

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DISCLAIMER: e-Bug was developed for use in schools pre-COVID-19 and so some activities may require modification based on your school's distancing guidelines.

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Transitioning children back to school for teachers and school stafff FINAL

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Find and save ideas about painted pebbles on Pinterest.

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A simple power point to explain what worry dolls are from the book 'silly Billy' by Anthony Browne

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Coronavirus | Nursery & early years guidance | NDNA

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See guidance on how to manage coronavirus / covid-19 and your nursery or early years business, updated every day.

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Following the government announcement that schools will close on Friday 20th March 2020 POINT have compiled a list of useful educational, creative and activity resources that will be helpful for families to access from home.

We will keep adding to this resource bank as we find additional resources so please check back for updates.

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A brighter future for Georgia Read more

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Following the government announcement that schools will close on Friday 20th March 2020 POINT have compiled a list of useful educational, creative and activity resources that will be helpful for families to access from home. We will keep adding to this resource bank as we find additional resources so please check back for updates.

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FINAL Guidance for Early Years Settings - COVID-19 Site Operating Procedures WBC

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EP service offer during lockdown - final

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Pick from 50+ AP, High School & Middle School courses based on next generation learning standards. We've condensed the content to what you actually need to know for your tests. Your teacher can also create classes and set homework for any topic on the study platform creating the perfect lesson plan.

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Seneca | Free Virtual Learning & Homework

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Pick from 50+ AP, High School & Middle School courses based on next generation learning standards. We've condensed the content to what you actually need to know for your tests. Your teacher can also create classes and set homework for any topic on the study platform creating the perfect lesson plan.

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An assessment of pupils' technical English skills (spelling, grammar and punctuation) and reading comprehension

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The modern world is driven by technology - in the classroom, the office, and at home. Freedom Tech can help you access the latest devices for your employees or students in a way that's cost-effective. For your organisation, we can provide technology leasing for any manner of investment - from switches to servers. Whether it's driven by a 1:1 parental payment programme or a technology subscription model, we can help find the financing solution that works for you.

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The modern world is driven by technology - in the classroom, the office, and at home. Freedom Tech can help you access the latest devices for your employees or students in a way that's cost-effective. For your organisation, we can provide technology leasing for any manner of investment - from switches to servers.

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Excellent resource

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Please adapt for any testing in schools

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EYFS UNIQUE TRANSITIONS GUIDANCE 2020 - COVID-19 RECOVERY PHASE (Bristol Early Years Teaching School Alliance)

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EYFS UNIQUE TRANSITIONS GUIDANCE 2020 - COVID-19 RECOVERY PHASE (Bristol Early Years Teaching School Alliance)

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https://www.bristolearlyyears.org.uk/unique-transition-guidance-for-the-eyfs/

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Staff Wellbeing Guidance and Offer May 2020 (002)

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Transition and returning to school guide during COVID-19 - Copy

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Latest Guidance School reopening Sept. 2020

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Latest Guidance School reopening Sept. 2020

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Sept. guidance (published 2nd July 2020)

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Sept. guidance (published 2nd July 2020)

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Actions for schools during the coronavirus outbreak

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What all schools will need to do during the coronavirus (COVID-19) pandemic.