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These pages are for all staff working directly with children and families in an early years provision. It is not intended to replace any guidance issued by the Government.

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Guidance and advice for those arranging or planning to attend events in the UK.

The government has published its latest guidance on social distancing in relation to COVID-19.

Social distancing measures are steps you can take to reduce the social interaction between people. This will help reduce the transmission of coronavirus (COVID-19).

Who this guidance is for

This advice is intended for people or organisations attending or arranging mass gatherings.

In line with the social distancing guidance it is advised that large gatherings should not take place. While the risks of transmitting the disease at mass gatherings are relatively low, these steps will also allow emergency services that would have been deployed for these events to be prioritised in alleviating pressure on public services.

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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 and advice for those arranging or planning to attend events in the UK. The government has published its latest guidance on social distancing in relation to COVID-19.

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About this guidance

As the Prime Minister confirmed in his announcement on 23 June, providers who run community activities, holiday clubs, after-school clubs, tuition and other out-of-school provision for children can operate over the summer holiday, with safety measures in place. Providers are now able to open for both outside and indoor provision provided that they follow the protective measures set out by government, such as those outlined in this guidance.

We recognise the important role out-of-school settings ( OOSS) play in providing enriching activities, giving children the opportunity to socialise with others outside their household and promoting their wellbeing. We also recognise the importance of these settings in providing additional childcare options to parents and carers, particularly those with younger children, who may need to return to or continue to work during the school holidays.

We are aware many providers are already considering what protective measures to put in place to allow them to reopen more widely and as safely as possible during the coronavirus (COVID-19) outbreak. This document sets out national guidance to support their planning and advises on practical steps they can take to minimise the risk to children, staff and parents who attend their settings by reducing the risk of infection and transmission of the virus. Providers should also consider any local restrictions in their local area and have regard to any specific guidance in place covering local lockdowns.

The scientific evidence suggests that there is a moderate to high degree of confidence that the susceptibility to clinical disease of younger children (up to age 11 to 13) is lower than for adults. However, it remains important that protective measures as outlined in this guidance are put in place to help reduce the risk of transmission.

For older children, there is not enough evidence yet to determine whether susceptibility to clinical disease is different to adults. Children and young people aged over 13 are still able to use out-of-school settings, but where older children are likely to attend, providers should still consider how to minimise any risk of infection and transmission of the virus. Providers should manage this risk by putting in place the protective measures as outlined in this guidance, for example, encouraging all children attending their setting to walk or cycle to the setting or get dropped off by a member of their household in a private vehicle rather than taking public transport.

We have also released accompanying guidance for parents and carers to support them to understand how they can reduce the risk of transmission of the virus, if they choose to send their children to out-of-school settings over the summer.

How to use this guidance

Providers who open should implement this guidance from the end of summer term, when state schools in their local area have closed. Until then, while schools are open in a provider's local area, they should follow the same protective measures as schools to limit different groups of children mixing. This means that if a setting opens before the end of the 2020 summer term, they should ensure they are:

Who is this guidance for?

This guidance is for organisations or individuals who provide community activities, tuition, holiday clubs or after-school clubs for children (up to age 18), as well as their staff and volunteers. This guidance will be relevant for those providers which fall within the government's definition of an out-of-school setting ( OOSS), as well as those providers caring for children over the age of 5 and registered with Ofsted on either the compulsory or voluntary childcare register. Providers caring for children under the age of 5 should refer to the guidance for Early Years and Childcare providers during the coronavirus (COVID-19) outbreak. Many providers will be offering a range of services and activities to young people (including those up to the age of 25). Providers of youth services and activities should also refer to the National Youth Agency's guidance for Managing Youth Sector Spaces and Activities during COVID-19, as well as their accompanying tools and resources to support safe service provision.

OOSS are organisations or individuals that provide tuition, training, instruction or activities to children in England without their parents' or carers' supervision, but are not:

OOSS generally provide tuition, training, instruction or activities outside normal school hours (such as evenings, weekends, school holidays), although some OOSS are run part-time during school hours to help meet the needs of those who are typically educated at home. OOSS should not, however, be operating full-time (preventing a child attending a lawfully operating school). They may, for example, include tuition or learning centres, extracurricular clubs, supplementary schools, uniformed youth organisations, religious settings offering instruction in their own faith, and summer clubs . OOSS can occur in many kinds of venue, from a person's home to much larger and more formal places such as community and youth centres, sports clubs, and places of worship. Fees may or may not be charged, and some settings may operate on a commercial basis.

It is important that providers understand and follow current government guidelines on protective measures to prevent the transmission of coronavirus (COVID-19). Specific protective measures guidance has been released for different types of premises, for example places of worship and outdoor spaces. This guidance signposts to these, and more than one may be applicable to your provision. It is also important to note that some premises may only be able to open for certain limited purposes. You should check the latest government guidelines on which businesses and venues can open and for which purposes. Providers operating out of these premises should work with all the relevant parties (for example, the owner or voluntary management committee) to identify, agree on and distribute responsibility for protective measures to help prevent the transmission of coronavirus (COVID-19). See Carrying out a risk assessment for more information.

Home education

Parents (including guardians and foster carers) who have chosen to home educate their own child are not OOSS providers for the purpose of this guidance. Any group activities undertaken by home educators involving their own children but taking place outside of their own household should be carried out in line with current government guidance, such as Working safely during coronavirus (COVID-19) in other people's homes.

Carrying out a risk assessment

There are important actions that providers should take during the coronavirus (COVID-19) outbreak, to help prevent the transmission of the virus. Before restarting your provision, it is important that you carry out or refresh your existing risk assessment in line with the HSE guidance, identifying protective measures (such as those listed in the guidance on Working safely during coronavirus (COVID-19)). Where premises may have been closed for several weeks, there are increased risks related to safety concerns around water hygiene as well as building and occupancy safety. You should ensure that all health and safety compliance checks, including a fire risk assessment, have been undertaken before opening by checking with the owner of the premises. If you are the owner of the premises which you operate your provision out of, you may find it useful to refer to the guidance on Managing school premises during the coronavirus outbreak, which outlines the type of checks you should undertake before reopening.

In most cases, risk assessments and preparation for reopening of OOSS should be carried out by a senior member of staff. However, you should also work with other relevant parties when carrying out your risk assessment, such as your staff members, the owner of the premises where your provision is being held (for example, if renting a school hall or community hall, the owners or voluntary management committee) and/or your local authority, to identify the risks, to determine protective measures to put in place and to establish who is responsible for implementing each protective measure.

We also strongly recommend that all OOSS providers consult advice set out by the Health and Safety Executive on coronavirus (COVID-19), including:

If you have fewer than 5 employees or volunteers, you do not have to write down your health and safety policy, but it might help if you do. You should share any significant findings of the risk assessment with your staff and on your website, if you have one. You should, as a minimum, be able to explain to parents and carers the reasonable steps you have taken to reduce the health and safety risks in your setting, and outline the protective measures you have in place. Where parents and carers will also need to be aware of protective measures that have been put in place by the owner of the premises that you are operating your provision out of, for example, you should outline these to them or direct them to the relevant website.

Indoor provision

OOSS will have different risks depending on the type of activity or provision they offer. If your provision is classroom-based, you should find the Department for Education's Planning guide for primary schools or Guidance for secondary school provision helpful in determining how to carry out a risk assessment, depending on the age of the children you cater for.

Outdoor provision

If your setting operates outdoors, you should also refer to DCMS's Guidance on the phased return of outdoor sport and recreation.

In-home provision

If you normally offer provision in your own home or another home, for example if you are a private tutor, you should refer to the government guidance on Working safely during coronavirus in other people's homes. You should still continue to work from home wherever services can be provided this way and you should minimise switching between work environments wherever possible.

Considering group sizes

Decisions on group sizes for your setting should be based on:

To reduce the risk of transmission within a setting, providers should aim to minimise the number of different people each child comes into contact with. As such, providers should seek to maintain small, consistent groups of no more than 15 children and at least one staff member.

This means that at the first session children should be assigned to a particular class or group and should then stay in those consistent groups for future sessions. So, for example on consecutive days or if attending one day per week, from the start of the summer until the end of the summer.

As far as it is possible, groups should also not be mixing within the setting itself.

Potential challenges to achieving consistent groups may include:

To overcome such challenges, providers must use their best judgement in creating and frequently reviewing groups in order to minimise the amount of 'mixing' (for example, the number of different people each child comes into contact with); and should also ensure they are keeping up-to-date records of the children attending their settings, including the specific groups and members of staff they have been assigned to. Dependent on the factors listed above, you may need to have groups of less than 15 children. As always, any decisions should be taken with full consideration of any ongoing welfare needs or safeguarding concerns.

If you are operating provision for multiple small groups of children throughout the day, you should allow sufficient changeover time between different groups to allow for cleaning to take place and to prevent children and parents or carers waiting in large groups.

For the time being, holiday providers should not be offering overnight or residential provision for children. The Government will keep this position under review and continue to be guided by the best scientific and medical advice to ensure that the right decisions are taken at the right time.

If you are unable to follow the protective measures in this guidance, you should only operate your provision outside and follow the government guidelines on the phased return of sport and recreation in England, which allow up to six people from different households to meet outdoors. In doing so, providers should ensure, as far as possible, children practise social distancing in line with the government's current guidance and that they keep children in groups of no more than 6, including staff members.

From 20 July, early years settings will no longer be required to keep children in small, consistent groups within settings. This is based on the scientific advice around the small size of early years settings, attendance being more consistent than in some holiday provision, and the risk levels relating to the youngest children. Settings should still consider how to minimise mixing. Therefore, if you are only caring for children under the age of 5 you should refer to the guidance for early years and childcare providers during the coronavirus (COVID-19) outbreak instead of this guidance.

If you are caring for children both over the age of five and under the age of five, then you could apply the measures outlined in the early years guidance to the children under the age of five, and this guidance to the children over the age of five, if it is possible to do so. However, if you have mixed age groups together you will need to, as far as possible, keep all children irrespective of age in small consistent groups of no more than 15 with at least one staff member, or with more staff members to meet relevant ratio requirements.

If you are operating provision for multiple small groups of children throughout the day, you should allow sufficient changeover time between different classes to allow for cleaning to take place and to prevent children and parents or carers waiting in large groups.

You should not offer overnight or residential provision to children for the time-being.

Effective infection protection and control

Many out-of-school settings operate in places that are normally open to members of the public, such as community and youth centres and places of worship. Therefore, as well as keeping children in small, consistent groups and ensuring that, as far as possible, the children, parents and staff that attend your setting follow the current government guidelines on social distancing, you should ensure that you have effective infection protection and control measures in place in your specific setting to reduce the risk of transmission.

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:

Where possible all spaces should also be well ventilated using natural ventilation (opening windows) or ventilation units.

Providers should note that there may be an additional risk of infection in environments where you or others are singing, chanting, shouting or conversing loudly. This applies even if others are at a distance to you. You should consider this added risk in environments that require children or adults to raise their voice to communicate with anyone outside their household and consider how to reduce the risk by avoiding particular activities in your setting, such as group singing activities for example.

Providers should also be aware that at this time they should not be permitting live performances, including drama, comedy and music, to take place in front of a live audience.

Indoor provision

As the risk of transmission is considerably lower outdoors, providers who normally run sessions indoors should consider whether they are able to do so safely outside.

However, where this may not be possible, providers who offer classroom-based provision should refer to the guidance for schools for more advice on practical steps that can be taken to implement the control measures outlined above, such as ensuring desks are spaced as far apart as possible.

Providers who offer indoor sports activities for children should refer to the guidance on Working safely during coronavirus (COVID-19) for providers of grassroots sports and gym / leisure facilities. As announced on the 9 July, indoor gyms, sports courts and fitness and dance studios will be able to open from 25 July. They cannot be used for holiday clubs and activities for children until that point.

Providers that normally operate from public places, such as these, may wish to refer to the guidance on the closure of certain businesses and venues in England, to ensure the premises they are intending to use will be legally able to open for the purpose of running provision for children.

If you operate your OOSS in a shared space which is currently legally able to open such as a community centre, you should also discuss infection protection and control measures with the owner of the space. For instance, you should discuss with the owner what measures are in place to clean the space between different groups of people using it and be clear on who is responsible for taking action if, for example, the timetable changes to more groups using the setting more frequently or government advice on cleaning changes.

The owners of these shared spaces must continue to meet all existing health and safety obligations with regard to ensuring that their premises are safe for providers to hire and to operate from. It is also the responsibility of the OOSS providers that operate from these shared spaces to ensure that they are implementing the protective measures as set out in this guidance. Providers may therefore wish to have regard to relevant guidance for operators of shared spaces, such as the guidance for the safe use of multi-purpose community facilities and the guidance for places of worship.

Outdoor provision

Even though the risk of transmission is considered to be lower outdoors, it is still important that providers who offer outdoor activities for children put in place the hierarchy of controls outlined above. The guidance for providers of outdoor facilities on the phased return of sport and recreation advises on specific protective measures that should be put in place to run safer outdoor provision during the coronavirus (COVID-19) outbreak, including:

minimising contact with individuals who are unwell by ensuring that those who have coronavirus (COVID-19) symptoms, or who have someone in their household who does, or who have been advised by NHS Test & Trace to self-isolate do not attend your setting

keeping facilities and equipment clean - touch points (e.g. handrails and gates) should be particular areas of focus for increased cleaning

using signs, posters and regular reminders to build awareness of good handwashing technique, the need to increase handwashing frequency, avoid touching your face, and to cough or sneeze into your arm rather than your hand

providing more waste facilities and more frequent rubbish collection

providing hand sanitiser in multiple locations

using disposable paper towels in handwashing facilities, where possible

minimising use of portable toilets

setting clear use and cleaning guidance for toilets to ensure they are kept clean and social distancing is achieved

In-home provision

If you typically run provision in other people's homes - for example if you are a private tutor - you may find it helpful refer to the guidance on working safely during coronavirus (COVID-19) in other people's homes. We acknowledge that this is a complex environment, however you should still as far as possible implement protective measures including:

If you run provision out of your own home, you should also consider whether a specific, well-ventilated room could be designated for this.

How should you manage toilet usage?

It is not necessary for each class or group to use a separate toilet. However, you should consider how you can limit the number of children using the toilet at any one time and, where possible, you should avoid different groups using the same facilities at the same time. Importantly, you should promote good hand hygiene and encourage all children to wash their hands thoroughly, with soap and running water for 20 seconds, after using toilet facilities.

As with all frequently used surfaces, toilets should be cleaned thoroughly using standard products such as detergent and bleach. The frequency of cleaning required will depend on usage but is advised to be more frequently than might have been previously considered appropriate. In most cases we expect cleaning of toilet facilities to take place at least twice a day, and in particular between use by different classes and groups.

Please see COVID-19: cleaning of non-healthcare settings guidance for advice on cleaning facilities when they have been used by someone suspected of having coronavirus (COVID-19).

Reviewing staff availability

As part of your risk assessment, you should consider appropriate staff:child ratios for your setting. You should have no more than 15 children per small consistent group and should have at least one staff member per group, though dependent on the circumstances of your provision you may need to have groups of less than 15 children. More detail on group sizes is outlined in the section " Considering group sizes ".

Before deciding on whether to open your setting, you should consult your staff members to ensure that they are available to work.

Clinically extremely vulnerable individuals, including OOSS staff, should follow the latest government advice on shielding in order to keep themselves safe. From Saturday 1 August the guidance will be relaxed so clinically extremely vulnerable people will no longer be advised to shield. Those who need to work and cannot do so from home will be advised to return to work as long as their workplace is coronavirus (COVID-19) secure. Read COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable for more information.

Clinically vulnerable individuals may also be 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. If any clinically vulnerable individuals, including those that are clinically extremely vulnerable, cannot work from home, they should be offered an individual discussion with their manager to ensure the safest available on-site roles.

When working out staff ratios you should consider how many staff you have available to work in your setting, as well as:

If the answer to any of these questions is no, then you should find a solution to this before going further. If you are seeking a suitable person to temporarily cover these roles, it is important that you carry out the appropriate pre-employment checks to assess their suitability to work with children before allowing them to take up their post, such as taking up references and the appropriate level of criminal records checks (Disclosure and Barring Service (DBS) checks), including a 'children's barred list' check where relevant for the role.

In terms of the Disclosure and Barring Service (DBS) checks, a person is engaging in regulated activity if they frequently teach, train, instruct, supervise or care for children. If an individual is barred by the DBS, but is engaging in this activity, including in out-of-school settings, they would be committing a criminal offence.

An unsupervised person undertaking these activities on a regular basis would also be eligible for an enhanced DBS check with barred list information, as part of this process. To understand which kind of check is right for your staff, DBS provides an eligibility tool which tells you which roles or activities could be eligible for a basic, standard or enhanced DBS check.

You should ensure that new staff members and volunteers understand and implement the protective measures you have identified while carrying out a risk assessment to help prevent the transmission of coronavirus (COVID-19), such as those outlined in the section " Effective Infection Protection and Control ".

Who can attend your out-of-school setting?

If your setting opens before the end of the 2020 summer term, while schools are still open in your local area, you should ensure that you are:

When state schools in your local area have closed for the summer term, children of all ages may attend out-of-school settings. However, as mentioned above you should be aware of additional risks that may relate to older children, such as use of public transport and mixing outside of settings. You should consider this as part of your risk assessment.

Attending OOSS can have a positive impact on the wellbeing of children and young people. However, it is crucial that we ensure we are minimising the risks to the nation's health. It is for this reason that parents and carers are being encouraged to limit the number of settings their children attend as far as possible, and ideally to ensure their children attend the same setting consistently.

Providers are encouraged to consider measures they can put in place to reduce the extent to which children are mixing with others, by ensuring that children who attend your setting are assigned to a particular class or group when they return and stay in those consistent groups for future sessions, as far as it is possible. You should also discourage attendance from children who live outside the local area. Ideally, children who attend your setting should live within walking or cycling distance.

As education settings welcome back more of their pupils, children in the priority groups (i.e. vulnerable children and the children of critical workers) and eligible groups (i.e. early years, reception, years 1 and 6) are being encouraged to resume full-time attendance at their usual school or early years setting. OOSS should not be used as a replacement for school or early years attendance.

Additionally, parents and carers of children who are clinically vulnerable or extremely vulnerable or live with someone who is clinically extremely vulnerable should refer to current Public Health England's Guidance on Shielding and Protecting People who are Clinically Extremely Vulnerable from COVID-19.

Personal protective equipment (PPE)

The majority of staff in OOSS will not require PPE beyond what they would normally need for their work. PPE is only needed in a very small number of cases:

children, young people and learners 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

PPE should be worn if a distance of 2 metres cannot be maintained from any child, young person or other learner displaying coronavirus (COVID-19) symptoms

The Department for Education has published guidance on Safe Working in Education, Childcare and Children's Social Care Settings, including the use of Personal Protective Equipment which may be helpful for OOSS providers to refer to in order to understand when PPE should be used.

Providers should use their local supply chains to obtain the very limited amounts of PPE required. Providers may also be able to source PPE and cleaning products through The Crown Commercial Service (CCS) 'Safer Working Supplies' Portal. We have assurance that the suppliers and products listed on this portal have met standards set out by DHSC and that this route does not detract any supply from medical settings. In addition, Public Sector Buying Organisations (PSBOs) have pre-existing experience and relationships across our sector. Some of these organisations have e-catalogues offering PPE and cleaning products, including: ESPO, YPO, and NEPO.

Test and trace

The NHS Test and Trace service will help to manage the risk of the virus re-emerging as restrictions on everyday life are eased, as far as it is deemed safe to do so. The service:

It is vital that OOSS providers play their part by:

More information on NHS Test and Trace for workplaces can be found here: https://www.gov.uk/guidance/nhs-test-and-trace-workplace-guidance.

If anyone in your setting becomes unwell with a new, continuous cough or a high temperature, or has a loss of, or change in, their normal sense of taste or smell (anosmia), they should be sent home and advised to follow the COVID-19: guidance for households with possible coronavirus (COVID-19) infection guidance. For more information, see the section below on what happens if there is a confirmed case of coronavirus (COVID-19) in a setting.

If a child is awaiting collection indoors, 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. Ideally, a window should be opened for ventilation. If it is not possible to isolate them or you offer provision outside, you should 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 and following the COVID-19: cleaning of non-healthcare settings guidance 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 with symptoms, 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 (COVID-19) 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 of the setting 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 (COVID-19), they should be sent home and advised to self-isolate for 7 days and arrange to have a test to see if they have coronavirus COVID-19. They can do this by visiting NHS.UK to arrange or contact NHS 119 via telephone if they do not have internet access. Their fellow household members should self-isolate for 14 days.

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

If the child, young person or staff member tests negative but is unwell, they should not return to that setting until they are recovered.

Where the child, young person or staff member tests positive, NHS Test and Trace will speak directly to those they have been in contact with to offer advice. This advice may be that the rest of their class or group within the setting should be sent home and advised to self-isolate for 14 days.

As part of the national test and trace programme, if other cases are detected within the class or group or in the wider setting, Public Health England's local health protection teams will conduct a rapid investigation and will advise on the most appropriate action to take. In some cases, a larger number of other children and young people may be asked to self-isolate at home as a precautionary measure - perhaps the whole class, group or site. 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.

Communicating safe working measures with staff

You should familiarise yourself with the government guidance on working safely during coronavirus (COVID-19) and ensure that you have put in place measures to create a safe environment for the staff and children attending your OOSS, based on the five principles below:

Carry out a coronavirus (COVID-19) risk assessment (see the section "Carrying out a risk assessment" in this guidance)

Develop cleaning, handwashing and hygiene procedures (see the section "Effective Infection Protection and Control")

Help people to work from home where possible

Maintain social distancing, where possible

Where people cannot maintain social distancing, do everything practical to manage the transmission risk (including considering whether the activity needs to continue for the business to operate)

Before reopening your provision, you should talk to staff about your plans and safety measures, including discussing whether training would be helpful.

If you employ cleaning contractors or staff then you should communicate additional cleaning requirements and agree additional hours to allow for this.

Arrange regular opportunities to get feedback from staff on the new arrangements.

The Department for Education's planning guidance for primary schools includes information on principles for staff that you may also be able to apply to your own setting, and will be especially relevant if you offer classroom-based provision.

Communicating with parents

You should communicate your plans for reopening your provision to parents, including new safety measures that you have put in place to reduce the risk of infection and transmission of the virus.

Consider the following steps:

use technology to communicate with parents and carers digitally where possible.

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

encourage parents to avoid using public transport to get to your setting. Ideally, they should walk or cycle where possible or use a private vehicle (provided they are only travelling with those from within their household).

reduce contact between parents and carers when dropping off and picking up their children, for example by limiting drop off and pick up to one parent or carer per family and staggering timings.

when allocating drop off and collection times to parents, avoid scheduling these during peak hours for public transport.

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).

work with parents and carers to consider how best to manage dropping off their children while maintaining physical distancing.

avoid the need for parents and carers to wait, but where they have to, consider whether physical distancing markings could be used.

make clear to parents that they cannot gather at entrance gates or doors.

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). Read the Coronavirus (COVID-19): safer travel guidance for passengers.

Safeguarding and managing the wellbeing of children and young people in your setting

Safeguarding and child Protection

The coronavirus (COVID-19) outbreak may have caused significant mental health or wellbeing difficulties for some children and they may be at increased risk of harm or abuse. Due to the current circumstances, vulnerable children may be particularly isolated, meaning that the family, community and professional networks they usually rely on may be unavailable or hard to access. Therefore, it is important that you and your staff are aware of the safeguarding issues that can put children at risk, such as abuse and neglect, and the signs to look out for.

Signs to look out for which may suggest that a child is being harmed or is at risk of harm include:

unusual injuries, including bruises, burns, fractures, bite marks or signs of self-harm

consistently poor hygiene, poor living conditions or inappropriate clothing

communicating aggressively or using sexual language

appearing withdrawn, guarded, anxious or frightened, particularly around certain individuals

If safeguarding issues come to light, they should be addressed using your setting's child protection and safeguarding policy, which you should consider updating ahead of reopening your setting.

If you have one or more employees or volunteers in your setting, then it is important to write down your child protection procedures to ensure that all staff members understand their responsibilities and know what to do in the event of a safeguarding concern, including what to do if a child makes a disclosure to you or your staff.

These should include details of your designated safeguarding lead (DSL) and deputy DSL (if you choose to have one), and how to contact them, as well as contact details for local safeguarding services such as local authority children's social care, the local authority designated officer (LADO) and the police.

In addition, you may want to include details of Barnardo's recently launched See, Hear, Respond Service, which is a programme created to help children and young people in England who are experiencing harm and increased adversity during lockdown by providing support to those who are not being seen by schools or other key agencies.

You should review whether you or your staff need to refresh or undertake additional training on child protection and safeguarding issues before reopening your setting.

It will be especially important for providers to ensure that:

Supporting children's wellbeing

It is important to recognise that you and your staff may also need to consider how to support:

individual children who have found the long period at home hard to manage

those who have developed anxieties related to the virus

Some children may also have experienced bereavements in their immediate family or wider circle of friends or family or had increased or new caring responsibilities.

As part of your provision, you may wish to provide:

Equality

As a provider of services to children and young people, it is important that you ensure you create spaces, services and opportunities that enable everyone to engage equally.

This may require adjustments to your working practices and approaches to ensure that everyone benefits fairly. Your organisation's equality and diversity policy should be considered at all times and especially when making decisions and judgements related to the impact on individuals and groups with protected characteristics.

When applying this guidance, organisations should be mindful of the particular needs of different groups of workers and individuals. Providers should be aware that some parents and carers may look to holiday clubs and out-of-school settings to offer respite childcare during the summer for children with special educational needs or with an education, health and care plan (EHCP).

Providers are permitted to open for disabled children who are accessing these services as a local authority funded short break, and ensuring that provision is available and accessible to these children, as far as possible, should be remain a priority in these current circumstances.

Local Authorities will need to work with their short breaks provider base to explore maximum flexibility in delivery to enable children to attend services (and to ensure that these can operate during the summer holidays in particular, given this can be a key pressure point for families with caring responsibilities); for example, some local authorities have made more use of direct payments beyond their usual criteria.

It is breaking the law to discriminate, directly or indirectly, against anyone in employment and the provision of services because of a protected characteristic, such as age, sex, race or disability.

Employers and organisations (voluntary or otherwise) also have additional responsibilities towards disabled individuals and those who are new or expectant mothers.

There is emerging evidence that BAME individuals may be more severely affected than the general population by coronavirus (COVID-19). Providers should be especially sensitive to the needs and worries of BAME children and young people, parents and carers, and staff, and should consider if any additional measures or reasonable adjustments may need to be put in place to mitigate risk.

Below are links to resources which may be helpful in supporting the children that attend your setting to learn about coronavirus (COVID-19) and promoting safety measures, such as frequent handwashing.

e-Bug has produced a series of helpful coronavirus (COVID-19) posters:

Busy Bees has produced activities for children to promote safety measures, such as Our hand washing song (PDF, 958KB).

Professional association for children and early years (PACEY): supporting children in your setting.

Dr Dog explains coronavirus.

Bright Horizons: Talking to Children about COVID-19 (novel coronavirus).

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Protective measures for out-of-school settings during the coronavirus (COVID-19) outbreak

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As the Prime Minister confirmed in his announcement on 23 June, providers who run community activities, holiday clubs, after-school clubs, tuition and other out-of-school provision for children can operate over the summer holiday, with safety measures in place.

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View any updates made to the page, with the most recent listed first.
Thursday 23 July at 15:18
Relevant FAQs have been added and updated to reflect these documents
Thursday 16 July at 10:40

New FAQ Is there any guidance on pastoral encounters for welcome teams at churches and cathedrals? in General section

New FAQ What resources are there to help with resuming children, young people and families work? in Schools, nurseries and youth provision section

New Pastoral encounters document

New Mission and ministry with children and young people document

Tuesday 14 July at 12:18

New FAQ What is the guidance on face coverings?in Prayer and worship section
Monday 13 July at 16:03 Friday 10 July at 16:50 Thursday 9 July at 10:34 Tuesday 7 July at 15:04

New FAQ Can children and young people's activities start again ? in School, nurseries and youth provision section

Updated FAQ Can churches hold services of worship ? in Prayer and Worship section

Updated Conducting public worship document

Thursday 2 July at 16:02

New FAQ Can we have worship outside? in Prayer and worship section

Updated Churchyards document

Wednesday 1 July at 16:47 Tuesday 30 June at 20:53 Tuesday 30 June at 9:00

Following the publication of Government guidance, we are updating our advice, and will publish this shortly.
Thursday 25 June at 17:58

Following the Prime Minister's statement on 23 June, we are awaiting publication of the detail of the Government's guidance before updating our advice.
Wednesday 17 June at 09:00 Tuesday 16 June at 14:30

New FAQ What guidance is in place for clergy, church workers and volunteers who are deemed to be at additional risk? in Prayer and worship section and advice document

Updated FAQ What guidance is available for Holy Communion? in Prayer and worship section

Monday 15 June at 10:45: Friday 12 June at 17:15:

Updated Risk assessment document for opening church buildings

New Using church buildings for individual prayer and funerals document (combines previous Access to church buildings during lockdown: advice for incumbents and Access to church buildings during lockdown: general advice for incumbents, churchwardens and PCC members into a single guidance document)

New FAQ Can organists enter church buildings for organ practice and maintenance? in Prayer and worship section

Wednesday 10 June at 11:30

New FAQ Can clergy, staff and volunteers enter church buildings to prepare for re-opening? in Fabric and building maintenance section

New FAQ Do we need to get permission to put social distancing or hygiene measures into a church building? in Fabric and building maintenance section

Tuesday 9 June at 16:15.
Read the House of Bishops' statement accompanying the below updates:
Friday 5 June at 10:45:

New Prayer and worship FAQ section

New FAQ What liturgical resources are available? and accompanying documents

New FAQ Can churches open for individual and private prayer? and accompanying document

New FAQ How can parishes prepare to re-open buildings? and updated risk assessment in Word format

Updated FAQ Can Weddings still go ahead? and accompanying document

Updated FAQ Can Funerals still go ahead? and accompanying document

Updated FAQ Can Baptisms still go ahead? and accompanying document

Monday 1 June at 13:00:

Updated FAQs on schools and nurseries to include information about reopening of nurseries in church buildings and other church-owned property.
Thursday 28 May at 15:35:

New Schools and nurseries section including:

New FAQ Can members of clergy and foundation school governors enter a school building?

New FAQ When schools re-open can church buildings be used by schools as a place of worship or gathering?

Updated Should we still deliver printed communication? FAQ

Wednesday 27 May at 10:40:

New FAQ and guidance on What guidance is there for pastoral support in the community, including care homes

Updated Fabric and building maintenance section including:

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Coronavirus (COVID-19) guidance for churches | The Church of England

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View any updates made to the page, with the most recent listed first. Thursday 23 July at 15:18 Relevant FAQs have been added and updated to reflect these documents Thursday 16 July at 10:40 New FAQ Is there any guidance on pastoral encounters for welcome teams at churches and cathedrals?

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Creative and practical ideas for Children's Ministry at church and at home.

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Sharing the good news of Jesus with children and young people isn't easy at the best of times. Add in social distancing measures and it may seem impossible. But don't worry, we're here to help with our dedicated Lockdown content! We'll be bringing you daily activities, videos, tips and advice to help you engage children and young people in the Bible and prayer, along with regular content to support you as a practitioner. We hope you find this a real blessing in these difficult times.

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Sharing the good news of Jesus with children and young people isn't easy at the best of times. Add in social distancing measures and it may seem impossible. But don't worry, we're here to help with our dedicated Lockdown content!

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Once a week, between Easter and the beginning of August, we'll be providing a scheduled Messy Church at home session. This is to provide a backstop if you don't have time or the energy to create your own 'at home' resources. The idea is to help you stay in touch with your families while churches are in lockdown, save you time scouring the range of resources across the web and to provide resources that reflect the Messy Church values as far as possible. They will be in a variety of formats but all appropriately worded for households rather than church leaders to use.

To assist you in your forward planning, the themes are as follows and will be scheduled to appear on or before the dates below:
BRF relies upon donations to enable us to deliver these sessions free of charge. Any support would be very much appreciated; please visit brf.org.uk/give to donate today. Thank you.

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Messy Church at home - April-August downloadable sessions

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Once a week, between Easter and the beginning of August, we'll be providing a scheduled Messy Church at home session. This is to provide a backstop if you don't have time or the energy to create your own 'at home' resources.

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Home is both a place and feeling. It is where we eat, where we sleep, where we find ourselves at the start and end of our day. Home is where we can feel the strongest sense of belonging, where we can feel connected to 'our people', where we can feel part of 'our tribe'. It can also be a place of doubt, questions, loneliness and fear. While talking about being the vine, Jesus invites us to be at home in him, as he is at home in us (John 15:1-4 MSG). We are invited to imagine that we are sharing our everyday lives with each other and with God, intertwined by love as a community of growing faith.

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Home is both a place and feeling. It is where we eat, where we sleep, where we find ourselves at the start and end of our day. Home is where we can feel the strongest sense of belonging, where we can feel connected to 'our people', where we can feel part of 'our tribe'.

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We're enjoying a rare spell of sun and warmth in the UK at the moment, and church indoors (especially if it's upstairs, in what feels like a large sauna, like ours) seems wrong. The outdoors lends itself to worship, with God's creation all around. The Bible is also full nature references and metaphors. The seven prayer stations in this set are based on things you may find in a garden; trees, flowers, water, hills, thorns, fruit and earth. You could choose to use only the stations that you have the location and props for, or you can add extra things to your garden to make all the stations possible.

Download the pdf (to the right) with instructions of how to set each station up and another pdf with the posters to help the worshippers, and let me know how you get on!

We've produced a whole book of Outdoor Worship ideas, ideal for mixed-age groups - take a look here.

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We're enjoying a rare spell of sun and warmth in the UK at the moment, and church indoors (especially if it's upstairs, in what feels like a large sauna, like ours) seems wrong. The outdoors lends itself to worship, with God's creation all around. The Bible is also full nature references and metaphors.

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The Original Parenting for Faith course

Based on the book Parenting Children for a Life of Faith, the original Parenting for Faith course is a free video-based resource for communities. It's normally run in a church or home group, but can be used by individuals as well.

The goal of the course is to help parents and carers discover that they are perfectly positioned to show their children the reality of a life with God and to empower them to have their own vibrant two-way relationship with him.
Find out more

Discover five easy tools for ordinary parents to raise God-connected kids

Sign up to Parenting for Faith emails

We send out specific resources and updates based on your preferences so that you can keep up to date with everything happening at Parenting for Faith.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

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Parenting for Faith | Equipping parents to raise God-connected children and teens

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The Original Parenting for Faith course Based on the book Parenting Children for a Life of Faith, the original Parenting for Faith course is a free video-based resource for communities. It's normally run in a church or home group, but can be used by individuals as well.

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Join via Zoom with others from across the state for a time of practical tips, stimulating discussion and mutual encouragement.

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A few mums, dads, carers and others get together at someone's home or church. There are two short five minute video clips that help introduce the topic and what the Bible says about faith at home, and the leader's guide gives some questions to help you discuss your thoughts and experiences.

The questions help to get you thinking about why it's important to share our faith with our children at home.

You can then choose from a pack of 28 questions that help you to think about specific examples of how we can do this more intentionally in the everyday things of life, and what would work best for your family. There are enough questions that you could meet up again to talk through more if you'd like to!

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A few mums, dads, carers and others get together at someone's home or church. There are two short five minute video clips that help introduce the topic and what the Bible says about faith at home, and the leader's guide gives some questions to help you discuss your thoughts and experiences.

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Is Christianity still good news for the world?
Jesus said he came "that they may have life, and have it to the full." Yet we live in a world which often sees Christians as either weird, intolerant or out-of-date. How can you tell the good news to a hostile world? The early followers of Jesus responded to similar circumstances by loving their enemies, welcoming the stranger, and living lives that made people ask questions. This talk will show you how you can declare and demonstrate the goodness of Jesus to a suspicious world.

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What does the Bible have to say to students about issues in our world? And what does it mean to live a bold Christian life that makes a real difference? Masterclass is an event for students in Years 9-11 which allows them to explore contemporary issues from a biblical perspective.

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Working in over 200 countries, Bible Society is a charity on a global mission to bring the Bible to life for every man, woman and child. We believe that when people engage with the Bible, lives can change - for good.

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Trending searches: Coronavirus and Bible Society Trusting the Bible podcast Daily reflections

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Running online services? Looking for fresh resources?

We believe prayer changes things. Please post a prayer on our interactive tree to join us in praying for the world at this time. Thank you!

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Working in over 200 countries, Bible Society is a charity on a global mission to bring the Bible to life for every man, woman and child. We believe that when people engage with the Bible, lives can change - for good.

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Since March of this year, Barna has been researching digital church trends that have surfaced (or simply been emphasized) as a result of COVID-19. As part of our State of the Church 2020 project, we'd already uncovered new data on what we called " worship shifting" and considered some of the uncertain digital and physical realities facing churches.

Now, three months into America's fight against COVID-19, with some churches continuing to social distance and others now beginning to welcome members back into their physical buildings for worship services, we're curious how engagement with services-both online and in-person-continues to evolve. Here are some key things we've learned during this unique period in our nation's history and our worship gatherings.

Half of Churched Adults Have Not Streamed a Church Service in the Past Four Weeks
The majority of pastors (96%) reports their churches have been streaming their worship services online during the pandemic. But that may not matter for nearly half of churched adults-that is, those who say they have attended church in the past six months; 48 percent of this group report they have not streamed an online service in the last month. Even looking at a more consistent segment-practicing Christians, who are typically characterized by at least monthly attendance-one in three (32%) admits they have not streamed an online service during this time.

Researchers were surprised to see this seeming dip among regular attenders, particularly considering that a plurality of Protestant pastors (40%) has reported an increase in virtual attendance since the pandemic pushed services online. Additionally, weekend schedules during the crisis have likely looked more open, and many churches now offer on-demand streaming after an initial service or upload; 29 percent of practicing Christians and 20 percent of non-practicing Christians say they take advantage of this option on a day other than Sunday. These are all reasons virtual attendance could have been boosted, but it's possible that enthusiasm for only online service options has dwindled as the weeks have passed.

Churched adults logging in for services usually opt for their regular church home (40%), though 23 percent have streamed services from a different church, essentially "church-hopping" online. One-third of practicing Christians (34% vs. 16% non-practicing Christians) has also virtually attended a church other than their own in the past month; indeed, we see one-quarter of practicing Christians (26% vs. 12% non-practicing Christians) notes that, during the pandemic, this has become typical of their online attendance. This might not be such a departure from pre-COVID-19 attendance habits, as 35 percent of churched adults and 26 percent of practicing Christians told us in December 2019 that they usually divide their attendance among two or more churches.

Not only do some churched adults see online worship as an opportunity to try other services themselves, some also see it as a chance to invite friends-whether Christian (22%) or non-Christian (14%)-to "visit" their churches online.

Fifteen Percent of Practicing Christians Multitask While Streaming Worship Services
What does the new Sunday morning look like for Christian households who continue to tune in to virtual worship services? Does the level of attentiveness change when a household is streaming the message in a living room or bedroom, as opposed to following the motions of a group of people gathered in a physical building?

Practicing and non-practicing Christians have different routines during online services. For example, while three in five practicing Christians (64%) say they still pray along with prayers, only two in five non-practicing Christians (41%) say the same. This trend is similar for other practices, such as households watching services together at the same time (42% practicing Christians vs. 21% non-practicing Christians) or singing along with worship (40% vs. 23%).

A number of churchgoers also admit that attending online services offers opportunity for them to multitask while the service is streaming (15% practicing Christians vs. 30% non-practicing Christians). Although, as Barna has previously noted, distraction is reportedly a common part of in-person attendance too, regardless of age and device usage.

Just Three in 10 Churchgoers Have Had Contact with a Church Leader in the Last Month
In a time of social distancing and isolation-something that is impacting the relational, emotional and mental health of both pastors and their people -the level of connection among churched adults might be suffering. Relational measures of participation, at least, are low. For example, while it may be the norm to have a quick chat with your pastor on a Sunday morning, only 30 percent of practicing Christians and 4 percent of non-practicing Christians say they've had contact with their church leader within the last month. Additionally, only 15 percent of practicing Christians (and just 3% of non-practicing Christians) have joined a prayer meeting online in the past four weeks, and even lower numbers met with a small group or Bible study (12% practicing vs. 3% non-practicing).

Currently, two in five practicing Christians (42%) and one in 10 non-practicing Christians (8%) say they have listened to or watched a message from a religious leader of any type online in the past four weeks. Others say they have searched for spiritual answers online (11% vs. 7%) or found some other way of practicing faith online (8% vs. 4%).

America's period of social distancing may have had significant impact on how churchgoers attend worship services, in terms of frequency and engagement. We'll continue to share more about what we've learned from different groups of attendees during this period of distancing and how it should impact approaches to digital Church for the long term.
In a recent webcast, Caring for Souls in a New Reality, Barna president David Kinnaman offered a more in-depth presentation of these findings. If you missed the webcast or want to watch certain segments, visit Barna Access-our new digital subscription service-to view the replay for free for a limited time. Barna Access is also home to our ChurchPulse tools, which can be utilized with a free membership to measure the well-being of your congregation.
Comment on this article and follow our work:
Twitter:@davidkinnaman | @barnagroupFacebook: Barna Group

About the Research The statistics and data-based analyses in this study are derived from a national public opinion survey conducted by Barna among 1,000 U.S. adults. Responses were collected online between April 28-May 5, 2020, using a nationally representative panel. The rate of error for this data is +/- 2.2% at the 95% confidence level.

Additional COVID-19 Pastor Data: Barna Group conducted these online surveys among 1,759 Protestant Senior Pastors from March 20-May 18, 2020. Participants are all members of Barna Group's Church Panel. Minimal weighting has been used to ensure the sample is representative based on denomination, region and church size.

Data Collection Dates
Week 1, n=222, March 20-23, 2020
Week 2, n=212, March 24-30, 2020
Week 3, n=195, March 31-April 6, 2020
Week 4, n=246, April 7-13, 2020
Week 5, n=204, April 14-20, 2020
Week 6, n=164, April 21-27, 2020
Week 7, n=167, April 28-May 4, 2020
Week 8, n=165, May 5-11, 2020
Week 9, n=184, May 12-18, 2020
Weeks 10 and 11, n=191, May 19-June 1, 2020

Churched adults have been to church in the last six months.
Christians are self-identified Christians, including those who identify as Catholic, excluding those who identify as Mormon or Jehovah's Witness.
Practicing Christians identify as Christian, agree strongly that faith is very important in their lives and have attended church within the past month.
Non-Christians identify with a faith other than Christianity ("religious non-Christians") or with no faith at all ("atheists / agnostics / nones").

Photo by Wang John on Unsplash.

About Barna Barna research is a private, non-partisan, for-profit organization under the umbrella of the Issachar Companies. Located in Ventura, California, Barna Group has been conducting and analyzing primary research to understand cultural trends related to values, beliefs, attitudes and behaviors since 1984.

© Barna Group, 2020

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What Research Has Revealed About the New Sunday Morning - Barna Group

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Since March of this year, Barna has been researching digital church trends that have surfaced (or simply been emphasized) as a result of COVID-19. As part of our State of the Church 2020 project, we'd already uncovered new data on what we called " worship shifting" and considered some of the uncertain digital and physical realities facing churches.

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07 JUL 2020

From the growth in online services to Zoom afternoon teas, there have been many uplifting examples of how churches have embraced digital platforms to stay connected during lockdown. But new research from Allchurches Trust highlights that, for many churches, the Coronavirus pandemic has made them feel even more cut off from children and young people in their communities.

Nearly a quarter of churches reported a decrease in engagement with children and young people; not unexpected when 30% of respondents indicated they were not able to run any activities specifically for the younger generation during lockdown. Only 10% of churches reported an increase in engagement.

Some 638 churches who completed an electronic survey from Allchurches Trust in June 2020 were asked about their level of engagement with children and young people since the start of the Covid-19 outbreak. The aim was to track how things might have changed since Allchurches carried out its in-depth Growing Lives survey in 2019 , which asked the question: "How effective are churches at connecting with young people and what help do they need to do it better?"

The 2019 research report is being made available for the first time today and you can read it here . It features church youth work case studies from a range of settings and denominations and expert commentary from Dr Lucie Shuker, Director of Research at national charity, Youthscape .

In the June 2020 survey , churches were also asked about what kind of youth-focused activities they have been able to run and how often during lockdown, the questions young people have been asking the most and what they felt the biggest issues facing children and young people in their community are at this uncertain time. You can see the full results here .

This survey revealed that more than half of churches (55%) have been able to engage children and young people through regular online worship, while 46% have run family focused online activities for children and parents and 31% have specifically run online activities and challenges for young people. Similar numbers have reached out by phone and e-mail.

Considering that the Growing Lives research in 2019 revealed that only 7% of churches would want to offer online support to children and young people if they had all of the necessary resources and skills in place, it's clear that lockdown has been a major driver for churches to embrace digital opportunities and engage with families online.

Dr Lucie Shuker, Director of Research at Youthscape, said: "Youth workers in different areas and different settings have reported varied experiences and success rates in engaging young people during lockdown, so this new research is really helpful in painting the bigger picture thanks to its insights from hundreds of churches.

"What's heartening are the many examples of churches that have quickly adapted to launch online activities and alternative means of providing support when physical youth work was not an option; being creative in meeting the needs of the families and young people they work with and reaching others they may not previously have been able to engage.

"Online won't work for all young people, and is not some silver bullet, but what we've seen as a result of Coronavirus is that the church can adapt when it needs to. It can be innovative and that presents an enormous opportunity to facilitate experiences of church with and for young people that make it more meaningful for them."

Children themselves are also clearly interested in how their church experience will change as a result of Coronavirus, with churches reporting that the third most asked question to them by young people during lockdown has been: "What will normal church be like in the future?"

Questions around seeing friends and going back to school topped the table. Hardly surprising then that churches feel the biggest issue facing children and young people in lockdown is boredom, followed by too much screen time, anxiety, loneliness and friendship struggles.

And, while many churches have looked to find new ways to connect with families in their communities during lockdown, particularly online, this has not been without its challenges.

One church respondent said: "We've worked with individual families and in partnership with our schools. We've created resources which can be picked up from safe spaces, or online, and we've woven elements of our existing family worship into a Zoom platform. But small children find Zoom really tricky. No-one seems to have thought about this. We are trying to make things tangible."

Youthscape's Covid-19 Resource Hub gives access to a pool of resources to support children's and youth work during the pandemic, including Together Apart - a suite of free curriculum resources that can be delivered online, quarantine ideas for youth work sessions and a special series of the podcast, which features young people and youth workers sharing their experiences of lockdown.

Allchurches Trust chairman, Tim Carroll, said: "It's clear from both our original and new Growing Lives research that that many churches lack confidence in getting children's and youth work off the ground, but what also comes across loud and clear is the desire and determination of so many churches to meet the challenges head on.

"With the right skills and resources in place, almost all of them said they would love to provide more support and activities for the next generation, and the Coronavirus lockdown has led to many churches jumping out of their comfort zone to reach out to more families online. This can only help support church growth and community connection in the months ahead."

Around £1.4 million pounds has now been given to more than 140 projects across the UK and Ireland since Allchurches Trust's Growing Lives programme launched in May 2019. New Growing Lives applications need to be submitted by July 17th, 2020, to be considered at the September Grants Committee. Find out more and apply online here .

Above: St Alban's Church youth work pre lockdown

Header image: Polwarth Parish Church youth work pre lockdown

Registered Office: Allchurches Trust Limited, Beaufort House, Brunswick Road, Gloucester GL1 1JZ.

Tel: 01452 873189. The named company above is registered in England No. 1043742 Registered Charity number: 263960

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New research - how has church engagement with young people been impacted by lockdown? | News

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This website works best using cookies which are currently blocked. Would you like to allow cookies? 07 JUL 2020 From the growth in online services to Zoom afternoon teas, there have been many uplifting examples of how churches have embraced digital platforms to stay connected during lockdown.

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Let's Share Resources for Lockdown and Beyond....

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likeachild18

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Diddy Disciples - The Church at Home | diddydisciples

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Here at One Way UK we are passionate about providing resources and training in puppetry and creative ministries, but we also want to do what we can to help churches connect and stay connected with children and families.

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The Ipswich Blessing

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Please note

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

This guidance is national guidance that applies across England. Please consider if local restrictions are in place when reading and implementing this guidance, see local information.

This guidance is only applicable in England. For guidance in Scotland, Wales or Northern Ireland, please refer to guidance from the relevant national governments

1. Introduction

The UK is currently experiencing a public health emergency as a result of the Coronavirus (COVID-19) pandemic. The transmission characteristics of COVID-19 are outlined by Public Health England. The transmission of COVID-19 is thought to occur mainly through respiratory droplets generated by coughing and sneezing, and through contact with contaminated surfaces. The predominant modes of transmission are assumed to be droplet and contact. This guidance for places of worship has been drafted on the basis of the scientific evidence available and will be updated as necessary as more data becomes available on this novel virus.

Places of worship play an important role in providing spiritual leadership for many individuals, and in bringing communities and generations together. However, their communal nature also makes them places that are particularly vulnerable to the spread of coronavirus (COVID-19).

Through its Places of Worship Taskforce, the government has worked with faith leaders and representatives to develop this guidance to enable the safe reopening of places of worship for a broader range of activities from 4 July 2020.

This guidance is applicable in England alongside the relevant associated changes to the Health Protection (Coronavirus, Restrictions) (England) Regulations 2020.

This guidance remains under review and may be updated in line with the changing situation.

Gatherings of more than 30 people will be permitted but only in certain public places as set out in law. This will include places of worship and their surrounding premises. There are however activities where it is advisable to restrict numbers to 30 within a place of worship for public health reasons. This guidance sets out those activities as well as how to ensure your place of worship is COVID-19 secure.

Whilst engaging in an activity in the place of worship or surrounding grounds, all parties should adhere to social distancing guidelines. 2 metres or 1 metre with actions taken to reduce the risk of transmission (where 2 metres is not viable) between households are acceptable. For example, use of face coverings.

For acts of worship taking place away from the place of worship and surrounding grounds, as defined below, please follow the relevant guidance on the number of people permitted to gather in those spaces. Information on conducting communal worship outdoors, away from the grounds of the place of worship, can be found below in section 4.

The following table sets out where it is advisable to limit the number of people within a place of worship due to the potential for increased spread of COVID-19.

Communal worship, including prayers, devotions or meditations led by a Minister of Religion or lay person.

Limits for communal worship should be decided on the basis of the capacity of the place of worship following an assessment of risk (see Section 5 'Restrictions on Capacity').

Social distancing should be strictly adhered to (see Section 5 'Social distancing').

Marriage ceremonies

Marriage ceremonies should have no more than 30 people in attendance. Attendance should also be within the capacity limits of the premises so that social distancing can be strictly adhered to. See more detail in the guidance for small marriages and civil partnerships during the coronavirus (COVID-19) pandemic.

Funerals

Funerals should have no more than 30 people in attendance. Attendance should also be within the capacity limits of the premises so that social distancing can be strictly adhered to. In some cases that may be less than 30 people. See more detail in the COVID-19: guidance for managing a funeral during the coronavirus pandemic.

Other life cycle ceremonies (definition in Table 2).

Other life cycle ceremonies should have no more than 30 people present, unless the life cycle rite takes place during routine communal worship.

Consideration should also be given to the capacity limits of the premises in order that strict social distancing can be adhered to (See section 5 'Social distancing').

This guidance applies to places of worship when being used for a religious purpose or in preparation for a religious purpose.

Where a place of worship's premises is used by other user groups, only those activities permitted by law should take place. Businesses which cannot yet operate are listed on the business closures page

For permitted uses of a place of worship not included in this guidance, you should refer to the specific guidance linked below:

Tourism, retail and restaurants and other hospitality industries

Meetings or small gatherings, as now permitted in other multi-purpose community settings

At this time, venues should not permit indoor performances, including drama, comedy and music, to take place in front of a live audience. However, rehearsals and broadcast performances, without a live audience, can take place. Venues should take account of the Performing Arts guidance in organising outdoor performances. Indoor performances to a live audience are expected to resume after 1 August, subject to the successful completion of pilots, and provided prevalence remains around or below current levels.

2. Purpose of this guidance

This guidance is designed to assist places of worship in England to prepare to open for a broad range of worship activities, in accordance with the associated legislation. The guidance sets out how this can be done in a manner that is COVID-19 secure and in line with social distancing guidelines, in order to minimise the risk of exposure to infection.

Definitions for the purposes of this guidance
"Place of worship"
A place of worship refers to a building used for regular religious ceremonies, communal worship or similar gatherings by religious organisations. It includes the use of surrounding grounds, for example, adjoining carparks, courtyards or gardens for which the venue managers are also responsible.

The guidance also covers premises when being used for religious gatherings, even when their primary purpose is not for religious gatherings, such as a community centre. These premises will only be able to be used where they are permitted to be open and additional guidance may be applicable.

This guidance does not cover public parks, private homes, cultural sites or other open spaces, such as woodlands which may be used for religious purposes. If people do want to engage in worship in these spaces, then the guidance relevant to that place should be adhered to.

"Life cycle event"
Religious ceremonies to mark rites of passage, which are separate, self-contained ceremonies as opposed to marking a life cycle event or rite in the course of routine communal worship.

"Worshippers" or "Visitors"
Those entering the place of worship to engage in worship or other activity for which the place of worship may be used.

"Venue managers"
The person or persons responsible for the management of an individual place of worship, including assessment of compliance with the following guidelines. This may be a religious leader or lay person.

"Household" and "Support Bubble"
A household is a person or a group of people who live together in the same accommodation.

A support bubble is where a single adult living alone, or a single parent with children under 18, can form an exclusive network with one other household where social distancing does not have to be observed.

The two households that form a support bubble count as one household for the purposes of this guidance.

"Must"
Where the guidance states that an activity must take place this is because it is a requirement under the Health Protection (Coronavirus, Restrictions) (England) Regulations 2020, and therefore is a requirement in law.

Should
Where the guidance states that an activity should take place this is not a legal requirement under the Health Protection (Coronavirus, Restrictions) (England) Regulations 2020, however it is strongly advised that consideration is given to following the advice being given to reduce the risk of transmission of COVID-19.

3. Key principles for safely opening places of worship

Each individual place of worship is strongly advised to apply this guidance with reference to its own specific circumstances, including its size and type of activities, how it is organised, operated, managed and regulated.

Venue managers of places of worship will have discretion over when they consider it safe to open and should decide to remain closed if they are not able to safely adhere to the guidelines outlined below.

Many places of worship are also workplaces and should therefore be aware of their responsibilities as employers under existing health and safety law. Places of worship also have a duty of care to volunteers, to ensure that as far as reasonably practicable they are not exposed to risks to their health and safety.

Consideration should be given to how fair and equal access can safely be provided for all users to be able to undertake faith practices within a place of worship, in line with government guidelines and considering requirements under the Equality Act 2010 where these apply.

To help decide which actions to take, we advise that a COVID-19 risk assessment is be completed by each place of worship. This may be done in addition to any risk assessment already in place or as a separate assessment.

When a building or space is being repurposed as a place of worship i.e. you are using a building or space which you have not used previously for this purpose, a new fire risk assessment must take place.

This link provides generic guidance on completing a risk assessment. Assessments should be done in consultation with unions or workers (including volunteers and contractors) if relevant. It may also be beneficial to discuss the risk assessment with worshippers or other stakeholders (such as neighbouring tenants or property owners) to assist understanding among faith communities and local communities and improve reopening design and execution. Failure to complete a risk assessment that accounts for COVID-19 could constitute a breach of Health & Safety legislation, as could having a risk assessment with insufficient measures set out. Places of worship are encouraged to make their risk assessments available online where possible.

Venue managers are strongly advised to take action to minimise the potential for spreading of COVID-19 among worshippers, and those working or volunteering within the building and surrounding grounds. You may want to engage worshippers in co-designing an informal community behaviour agreement.

Venue managers should take all possible steps to secure the safety of the public, ensuring that gathering limits where set locally are adhered to, and where the advised limit is set in this guidance as 30 people that should also be followed.

Individual venues should consider the impact of many venues re-opening in a small area. This means working with local authorities, neighbouring businesses and travel operators to assess this risk and applying additional actions taken to reduce the risk of transmission . These could include:

Further lowering capacity - even if it is possible to safely seat a number of people inside a venue, it may not be safe for them all to travel to and from, or enter and exit the venue.

Staggering entry times with other local venues and taking steps to avoid queues building up in surrounding areas.

Arranging one-way travel routes between transport hubs and venues.

Advising visitors to avoid particular forms of transport or routes and to avoid crowded areas when in transit to the venue.

4. Adapting practices to reduce the spread of infection

Religious leaders should adopt the guidance below and seek to include additional changes that could be made to their religious rituals that usually involve close contact and shared items between individuals.

Places of worship and faith communities should adapt religious services, especially where ceremonies would otherwise have taken place over a number of hours or days, to ensure the safety of those present and minimise spread of infection. It is advised that the ceremonies and services should be concluded in the shortest reasonable time.

Once completed, participants should be encouraged to move on promptly, to minimise the risk of contact and spread of infection. If appropriate, you should reconfigure spaces to enable worshippers to be seated rather than standing which reduces the risk of contact.

Worshippers should limit their interactions with anyone they are not attending your Place of Worship with, i.e. if they are attending a communal service with one other household, wherever possible they should try not to engage in conversation with anyone outside of this group.

It is recommended that, where possible, places of worship continue to stream worship or other events to avoid large gatherings and to continue to reach those individuals who are self-isolating or particularly vulnerable to COVID-19.

More specific guidance is as follows.

Individuals should be prevented from touching or kissing objects that are handled communally. Barriers and/or clear signage should be put in place where necessary to avoid this taking place.

Individuals should also avoid touching property belonging to others such as shoes which, if removed, should be placed and collected by their owner while adhering to social distancing principles.

Reusable and communal resources such as prayer mats, service sheets, religious texts or devotional material should be removed from use. Single use alternatives should be provided as long as they are removed and disposed of by the worshipper.

Items owned by the individual to aid worship such as a prayer mat or religious text, can be brought in but should be removed again by the worshipper.

In circumstances where worshippers cannot bring their own books, places of worship should keep a selection of clean books for individuals to use. Clean books should be quarantined for 48 hours since their previous use and should be quarantined for 48 hours again after use. Items which cannot be easily cleaned should also be subject to the 48 hour quarantine after use.

Please also refer to specific cleaning advice below.

Food and Drink

Where food or drink ('consumables') are essential to the act of worship, they can be used, however the sharing of food should be avoided, as should the use of communal vessels.

If it is necessary to handle consumables as a part of a faith practice, those giving and receiving food items should wash their hands thoroughly before and after consumption, or wear gloves.

The person distributing the consumable should release it, into the hand only, in such a way to avoid any contact between them and those receiving it, or wear gloves. If accidental contact does occur, both people should cleanse their hands immediately.

Other actions taken to reduce the risk of transmission should also be considered, for example, foodstuffs should be prewrapped, and a system should be in place to prevent individuals from coming into contact with consumables and any dishes and/ or cutlery other than their own (for example the use of shared bowls).

Speaking, singing and chanting should not happen across uncovered consumables (other than consumables to be used by the celebrant alone). Instead consumables should be securely covered, and prior to the receptacle being opened, it should be cleaned, hands should be washed or gloves worn.

Hospitality spaces within a place of worship, such as cafes, are permitted to open but should be limited to table-service, social distancing should be observed, and with minimal staff and customer contact in line with the hospitality guidance.

Singing, chanting and the use of musical instruments
Led devotions

There should be no group singing inside places of worship when worshippers are present. Indoor performances to a live audience are expected to resume after 1 August, subject to the successful completion of pilots, and provided prevalence remains around or below current levels. Venues should take account of the Performing Arts guidance.

Outside only, small groups of professional singers will be able to sing in front of worshippers. Singing in groups should be limited to professional singers only and should be limited to a small set group of people. Both the singers and the worshippers should be outdoors. Non-professionals (meaning those participating in performing arts other than for work purposes) should not engage in group singing at all.

Indoors - where essential to an act of worship, one individual only should be permitted to sing or chant, and the use of plexi-glass screens should be considered to protect worshippers from them, as this will further prevent transmission and the screen can be easily cleaned. Where music plays a big part in worship, and recordings are available, we suggest you consider using these as an alternative to live singing.

You are advised only to play musical instruments that are not blown into. Organs can be played for faith practices, as well as general maintenance, but should be cleaned thoroughly before and after use.

Broadcasting Congregational activity
Weddings and other life cycle events

It is strongly advised that only essential aspects of the ceremonies take place at this time.

No food or drink should be consumed as a part of the event unless required for the purposes of solemnisation.

As stated in Table 1, weddings should have no more than 30 people present. Other life cycle ceremonies should also have no more than 30 people present, unless the event is part of a routine communal worship service. Worshippers should maintain social distancing.

Large wedding receptions or parties should not take place after life cycle events. See restaurants and other hospitality industries guidance for further information.

Outdoor worship
In the grounds of a place of worship

More than 30 people can pray in a place of worship or its grounds, but a risk assessment should be conducted and COVID-19 Secure measures implemented. The number of people who are able to gather will be dependent on the size of the space available.

Any risk assessment should also consider the security of worshippers. This may require involving local partners such as the police.

Public outdoor spaces

It is not illegal under coronavirus legislation to pray in a public outdoor space. A gathering of up to 30 people is permitted for any reason, however it should follow social distancing guidelines - that is, individual groups should not interact with anyone outside of the group they are attending the gathering with - so in a group no larger than two households or six people if outdoors.

A gathering of over 30 is not permissible, except where this has been arranged by an organisation such as a business, a charitable, benevolent or philanthropic institution, a public body, or a political body who must take responsibility for ensuring a risk assessment has been undertaken for the gathering and it is managed in a way which minimises risks around transmission of the virus. It is likely that the bodies responsible for most places of worship are charitable, benevolent or philanthropic institutions, but it for each body to determine whether it falls within this list of exempted organisations.

If anyone is considering arranging an event for more than 30 people in a public outdoor space they should liaise with those responsible for the open space in question to ensure that the event can be staged in a safe way, which includes undertaking a risk assessment that considers security.

Use of water

Any pre-requisite washing/ablution rituals should not be done at the place of worship but carried out prior to arrival.

In rare circumstances where it is necessary, washing facilities within the place of worship should be used in line with social distancing guidelines and hygiene measures applied.

People should not wash the body parts of others.

Where rituals or ceremonies require water to be applied to the body, small volumes can be splashed onto the body, but full immersion should be avoided.

Others present should move out of range of any potential splashing.

Where an infant is involved a parent/guardian or other member of the infant's regular household should hold the infant.

All individuals involved should thoroughly wash their hands before and after and ensure good hygiene.

Cash donations

Where possible faith leaders should discourage cash donations and continue to use online or contactless giving and resources.

Where this is not an option, cash should be collected in a receptacle that is set in one place and handled by one individual, as opposed to being passed around. Regular cleaning and hygiene should be maintained, and gloves worn to handle cash offerings where giving continues.

Young people and children attending places of worship

Young children should be supervised by the parent or guardian. They should wash hands thoroughly for 20 seconds with running water and soap and dry them thoroughly or use hand sanitiser ensuring that all parts of the hands are covered. Places of worship can help remind children and young people, and their parents and guardians, of the important actions they should take during the COVID-19 outbreak to help prevent the spread of the virus. Posters on general hand hygiene can be found on the eBug website.

Specific guidance for out-of-school settings has been published and should be followed when providing tuition, training, instruction or activities outside normal school hours (such as evenings, weekends, school holidays)

For formal childcare and educational settings refer to the relevant guidance

Any shared facilities for children, such as play corners, soft furnishings, soft toys and toys that are hard to clean, should be removed and/or put out of use.

Outdoor playgrounds are permitted to open where venue managers risk assess that it is safe to do so, see guidance here. Particular attention should be paid to cleaning frequently touched surfaces by children and those that are at child height.

5. General actions to reduce the spread of infection

People should act in a safe and responsible way in order to reduce the spread of infection in our communities.

Test and trace

The government has launched an NHS Test and Trace service to manage the risk of the virus re-emerging. The service:

Further information can be found online including for contacts of people with possible or confirmed COVID-19 infection who do not live with the person and for places of work.

In line with other government guidance for other venues including in the hospitality sector, you should assist this service by keeping an accurate temporary record of visitors for 21 days, in a way that is manageable for your place of worship, and assist NHS Test and Trace with requests for that data if needed for contact tracing and the investigation of local outbreaks. Find further guidance on maintaining records of staff, customers and visitors to support NHS Test and Trace.

When collecting the names and contact details of people attending your place of worship, you should ask for their consent. This is because of the potentially sensitive nature of the data collected in these circumstances, which is protected by law. Guidance on collecting visitor details for Test and Trace, including issues around consent, is provided by the Information Commissioner's Office. You should make clear that giving contact details is optional and is not a condition of attending your place of worship. We have created a template form for collecting consent at places of worship, available in Annex B.

Restrictions on capacity

Limits for communal worship should be decided locally on the basis of the capacity of the place of worship following an assessment of risk t. The number of people permitted to enter the place of worship at any one time should be limited, so that a safe distance of at least 2 metres, or 1 metre with actions taken to reduce the risk of transmission (where 2 metres is not viable) is able to be maintained between households.

Social distancing

Social distancing measures are actions to reduce social interaction between people in order to minimise the opportunity for transmission of COVID-19.

All managers and all visitors to a place of worship should follow the guidelines on social distancing including:

All religious practices should be carried out such that adherence to social distancing can be maintained between individuals from different households. This is to reduce the risk of transmission. There should only be a closer distance when absolutely essential to enable a faith practice to be carried out (for example contact with the faith leader). Time spent in contact should be kept to an absolute minimum.

Other actions to take to reduce the risk of transmission to support social distancing could include:

Those leading the worship reminding congregants of the importance of social distancing and hygiene.

Introducing a one-way flow in and out of the premises with appropriate floor markings or signage, with restrictions on accessing non-essential areas. At the end of worship, this could include worshippers leaving one row at a time, in order to prevent crowding at entry or exit points.

Multiple entry points could be opened, and clear signposting or assistance could be offered to guide worshippers and to avoid congestion.

Staggering arrival and departure times will reduce the flow at exits and entrances as well as reduce any impacts on public transport. Venues could also consider introducing a booking system to help facilitate this. You may want to consider how prioritisation could be given to people who may have a specific need or requirement.

Using screens, barriers or alternative rooms and spaces to separate worshippers.

Any changes to entrances, exits and queues should take into account reasonable adjustments to accommodate those who need them, such as worshippers with physical disabilities.

Introducing a booking system to help with managing numbers, particularly for services where demand will be high.

Venue managers advertising set days or times when places of worship are open solely for those particularly vulnerable to COVID-19, such as those over 70 or clinically vulnerable.

Leading worship in different spaces of the place of worship to limit the number of people in any one location - while avoiding risk of crowding at entry/exit points.

Where social distancing cannot be maintained, extra attention needs to be paid to cleaning and hygiene to reduce the risk of transmission. Consider how well ventilated the venue is and improve this where possible, for example by fixing doors open where appropriate.

Following the guidance on hand hygiene:

Wash your hands more often than usual, for 20 seconds using soap and water or hand sanitiser, particularly after coughing, sneezing and blowing your nose, or after being in public areas.

When you cough or sneeze, cover your mouth and nose with a tissue, or the crook of your sleeved arm (not your hands) if you don't have a tissue, and throw the tissue away hygienically immediately afterwards. Then wash your hands thoroughly for at least 20 seconds using soap and water or hand sanitiser if hand washing facilities are not available.

The above advice on social distancing also applies when travelling to and from a place of worship. Decisions to reopen car parks are to be made locally and practical measures such as changing the car park layout to help people socially distance should be considered. Guidance on social distancing relevant to transport, parking and the public realm can be found here guidance for passengers who need to travel during the coronavirus outbreak. This is being regularly reviewed and updated.

People who are symptomatic

Anyone showing symptoms of COVID-19 (a new continuous cough, a high temperature or a loss of, or change in, their normal sense of taste or smell) should not attend the place of worship due to the risk that they pose to others; they should self-isolate at home immediately with other members of their household. Remote participation should be considered, for example by live streaming. This applies equally to individuals who work at the place of worship.

Individuals who are self-isolating due to a possible or confirmed case of COVID-19 in the household

Where individuals are self-isolating due to a possible or confirmed case of COVID-19 in the household, or because they have been requested to so by NHS Test & Trace, they should participate remotely. See stay at home guidance for households with possible or confirmed COVID-19. Guidance is different for funerals, see guidance on managing a funeral during the coronavirus pandemic here.

Hygiene

Toilets

Toilets inside or linked to places of worship should be kept open and carefully managed to reduce the risk of transmission of COVID-19. Steps that will usually be needed to make the use of toilets as safe as possible:

Using signs and posters (see Hygiene above)..

Using social distancing marking in areas where queues normally form, and the adoption of a limited entry approach, with one in, one out (whilst avoiding the creation of additional bottlenecks).

To enable good hand hygiene make hand sanitiser available on entry to toilets where safe and practical, and ensure suitable handwashing facilities including running water and liquid soap and suitable options for drying (either paper towels or hand dryers) are available. Communal towels should be removed and replaced with single use paper towels.

Set clear use and cleaning guidance for toilets, with increased frequency of cleaning in line with usage. Use normal cleaning products, paying attention to frequently hand touched surfaces, and consider the use of disposable cloths or paper roll to clean all hard surfaces.

Keep the facilities well ventilated, for example by fixing doors open where appropriate and safe to do so.

Special care should be taken for cleaning of portable toilets and larger toilet blocks.

Putting up a visible cleaning schedule that is kept up to date and visible.

Providing more waste facilities and more frequent refuse collection.

Cleaning

All surfaces, especially those most frequently touched such as door handles and rails, should be regularly cleaned using standard cleaning products. See guidance. Sufficient time needs to be allowed for this cleaning to take place, particularly before reopening for the first time. Frequently used objects, surfaces or spaces, including for example doorways between outside and inside spaces should be given particular attention when cleaning.

Historic England has also produced guidance on cleaning historic surfaces, which might not be suitable for cleaning using standard cleaning products.

A decision should be made locally on how frequently cleaning should take place based on an assessment of risk and use of the building.

See guidance on waste disposal in non-healthcare settings

Face coverings

Face coverings are currently mandatory on public transport and will be mandatory in shops and in supermarkets from 24 July 2020. People are also encouraged to wear face coverings in enclosed public spaces where there are people they do not normally meet, such as a place of worship. Relevant guidance on face coverings is available on GOV.UK.

Protecting the vulnerable

There should be a particular focus on protecting people who are clinically vulnerable and more likely to develop severe illness. Actions should include:

Religious leaders, lay people, family, volunteers, staff and members of the public, including children, staying at home and self-isolating if they have a new, continuous cough or a high temperature or loss of or change to sense of smell or taste. This is to minimise risk of spread of COVID-19 to friends, the wider community, and particularly the vulnerable.

Individuals who are shielding should continue to follow the government's advice on shielding.

If anyone becomes unwell with symptoms of COVID-19 in a place of worship they should go home immediately and be advised to follow the stay at home guidance, which covers NHS Test and Trace. If they need clinical advice, they should go online to NHS 111 (or call 111 if they don't have internet access). In an emergency, call 999 if they are seriously ill or injured or their life is at risk. They should not visit the GP, pharmacy, urgent care centre or a hospital.

Other people who may have been in contact with the person who has become unwell should wash their hands thoroughly after the interaction, but they do not need to take any other specific action unless they develop symptoms themselves or are advised to do so by NHS Test and Trace. If they do develop symptoms they should follow the stay at home guidance.

Individuals aged 70 years and over attending the place of worship

Certain groups of people may be at increased risk of severe disease from COVID-19, including people who are aged 70 or older, regardless of medical conditions.

Individuals who fall within this group are advised to stay at home as much as possible and, if they do go out, to take particular care to minimise contact with others outside of their household.

You should consider informing these groups in particular of the symptoms of COVID-19 and current stay alert and social distancing guidance.

Individuals who are extremely clinically vulnerable/shielding

The NHS has written to around 2.2. million who are considered to be extremely clinically vulnerable to COVID-19, advising them to shield. See the current guidance for this group. Shielded patients are currently advised not to meet more than one person from outside of their own household, and therefore not currently advised to attend places of worship. Those shielding individuals may choose to gather in groups of up to 6 people outdoors and form a support bubble with another household, they will therefore still be advised not to attend places of worship indoors. Advice for both the clinically vulnerable and extremely clinically vulnerable is however advisory and they can choose how to manage their own risks.

6. How can places of worship communicate this guidance to visitors?

Each place of worship is strongly advised to put the measures set out in this guidance in place to ensure that visitors follow Government's guidance, and any risk assessments advised, are completed for the venue, for the safety of all those who visit and work there. The Government strongly advises each place of worship ensures that visitors follow social distancing guidelines.

Many faiths have issued specific guidance to their faith communities about some of these issues. You may wish to make the government's information on COVID-19 available to your faith community and others, in order to challenge misinformation.

You should consider informing certain groups of people who may be at increased risk of severe disease from COVID-19, of the symptoms of COVID-19 and current stay at home and social distancing guidance, and strongly discourage them from attending faith gatherings during this time or set aside a time for them to attend for individual devotions.

Places of worship and faith leaders should consider how guidance can be communicated to visitors, including before they visit, in a way that is accessible and appropriate for the cultures, languages and reading levels of communities served by the place of worship.

7. Protective security

Adapting a place of worship to COVID-19 measures will inevitably result in changes to operating policies, processes and procedures at the place of worship. Any changes to these should always be considered with regard to security implications.

Inputting this guidance places of worship in place should continue to take account of protective security considerations to maintain effective security of the premises, all staff and visitors, especially around entry and exit procedures, and any queueing or crowding outside the building where people can be more exposed.

Individuals with responsibility for the security of the venue should be consulted and involved throughout to help ensure good security is maintained as far as possible and that there are not any unintended security consequences as a result of any changes that are made. An assessment of risk should be undertaken on any new measures or changes in operation to ensure risks have been considered and all practical actions taken to reduce the risk of transmission identified and put in place

It is up to each place of worship to assess the level of risk, and places of worship may choose to delay opening if they do not feel they are able to safely do so under current social distancing measures.

In the process of completing a risk assessment you should consider the security factors at Annex A.

8. Enforcement

It is important to be aware of the enforcement provisions, as is the case for other sectors.

Where the enforcing authority (your local authority), identifies responsible individuals who are not taking action to comply with the relevant public health legislation and guidance to control public health risks (including this guidance), they will consider taking a range of actions to improve control of risks. For example, this would cover employers not taking appropriate action to ensure social distancing, where possible.

Under existing Health & Safety legislation, failure to complete a risk assessment that accounts for Covid-19 could constitute a breach of that legislation, as could having a risk assessment with insufficient measures. The actions the enforcing authority can take include the provision of specific advice to employers to support them to achieve the required standard, through to issuing enforcement notices to help secure improvements. Serious breaches and failure to comply with enforcement notices can constitute a criminal offence, with serious fines and even imprisonment for up to 2 years.

Employers are expected to respond to such actions of any advice or notices issued by enforcing authorities rapidly and are required to do so within any timescales imposed by the enforcing authority. The vast majority of employers are responsible and will join with the UK's fight against COVID-19 by working with the Government and their sector bodies to protect their workers and the public. However, inspectors are carrying out compliance checks nationwide to ensure that employers are taking the necessary steps.

Annex A: Risk assessment for protective security - factors to consider

A risk assessment that considers protective security should be conducted in addition to, or as part of, any health and safety/ fire safety or other broader assessment of the hazards and threats to the people in and around the place of worship as a result of changes made to how that place of worship functions.

Queues, social distancing and security

Whilst busy crowding is unlikely if social distancing is operating correctly, the revised layout of spaces could present new security risks, particularly where multiple queues are created. Consideration should be given to the following:

Staff, security officers/ volunteers and stewarding

It is vital for staff to remain vigilant and act on potential security threats including terrorism and wider criminality. They should:

Continue to ensure that awareness of security threats is raised alongside health and safety risks through staff briefings.

Whilst stewards, and in some cases security officers, may be focussed on managing people and queues for COVID-19 safety reasons, they should continue to remain vigilant for and report any suspicious activity as soon as possible.

Ideally consider having separate stewarding for managing social distancing and health and safety aspects, and for security as this will allow proper due attention to be given to keeping the site safe from threats.

Ensure there is a good communication system in place to inform people of any incident. Carry out a short exercise or test to check procedures and equipment for this are working correctly.

For further information see the Centre for Protection National Infrastructure (CPNI) and National Counter Terrorism Security Office (NaCTSO) for specific security advice related to COVID-19.

Helpful information can also be found at the following websites:

CPNI advice:

NaCTSO advice

Template: consent form for places of worship and those handling sensitive information

In order to support the NHS Test and Trace programme, we are taking contact details (name and telephone number) for all visitors, as well as recording times entering and leaving [name of place of worship].

In line with guidance issued by the Department for Health and Social Care, we will keep your details safely and in compliance with GDPR legislation for 21 days before securely disposing of or deleting them. We will only share your details with NHS Test and Trace, if asked, in the event that it is needed to help stop the spread of coronavirus. We will not use your details for any other purposes or pass them on to anyone else.

Thank you for your understanding.

If you agree to providing your information for this reason, please complete the following form:

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COVID-19: guidance for the safe use of places of worship during the pandemic

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Please note This guidance is of a general nature and should be treated as a guide. In the event of any conflict between any applicable legislation (including the health and safety legislation) and this guidance, the applicable legislation shall prevail. This guidance is national guidance that applies across England.

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We have updated this guidance to:

provide more advice on risk management

provide clarification on the age requirements related to face coverings on public transport

confirm revised guidance on cleaning has now been published

set out that the Department for Education will be supporting schools over the summer on communications with staff, parents and pupils

give more information about pupils with education, health and care plans

give more information about managing contractors and other visitors to schools, including immunisation programmes

clarify some details of the test and trace process

provide additional advice on staff who are clinically vulnerable and clinically extremely vulnerable

expand on use of space and ventilation

provide a link to the recorded webinar on mental health and wellbeing, clarify resources available from MindEd, and link to e-Bug resources to support teaching children about hygiene measures

provide advice on exam results day

Introduction

It is our plan that all pupils, in all year groups, will return to school full-time from the beginning of the autumn term.

This guidance is intended to support schools, both mainstream and alternative provision, to prepare for this. It applies to primary, secondary (including sixth forms), infant, junior, middle, upper, school-based nurseries and boarding schools. We expect independent schools to follow the control measures set out in this document in the same way as state-funded schools. The guidance also covers expectations for children with special educational needs and disability ( SEND), including those with education, health and care plans, in mainstream schools.

Separate guidance is available for early years, further education colleges and for special schools.

This guidance is in 5 sections. The first section sets out the actions school leaders should take to minimise the risk of transmission of coronavirus (COVID-19) in their school. This is public health advice, endorsed by Public Health England ( PHE).

The rest of the guidance is focused on how the Department for Education ( DfE) expects schools to operate in this new context. This includes:

This guidance has been prepared with input from school leaders, unions and sector bodies and in consultation with PHE and the Health and Safety Executive ( HSE).

We will keep this guidance under review and update as necessary.

Welcoming children back to school

When we made the decision to ask schools to open only to a small number of children, this was done with the aim of reducing transmission of coronavirus (COVID-19), to protect the NHS and save lives. As the situation improved, we began to consider how we could bring more children and young people back into schools, and supported primary schools to do so from 1 June, focusing on some year groups being educated in small 'bubbles', and secondary schools from 15 June, with year 10 and 12 spending some time in school in small groups, with public health risk reduction measures in place. Since 15 June, primary schools have also had flexibility to bring back other pupils where they have space to do so.

Now, the circumstances have changed. The prevalence of coronavirus (COVID-19) has decreased, our NHS Test and Trace system is up and running, and we are clear about the measures that need to be in place to create safer environments within schools.

Returning to school is vital for children's education and for their wellbeing. Time out of school is detrimental for children's cognitive and academic development, particularly for disadvantaged children. This impact can affect both current levels of learning and children's future ability to learn, and therefore we need to ensure all pupils can return to school sooner rather than later.

The risk to children themselves of becoming severely ill from coronavirus (COVID-19) is very low and there are negative health impacts of being out of school. We know that school is a vital point of contact for public health and safeguarding services that are critical to the wellbeing of children and families.

Lower academic achievement also translates into long-term economic costs due to having a less well-qualified workforce. This affects the standard of living that today's pupils will have over the course of their entire life. For many households, school closures have also affected their ability to work. As the economy begins to recover, we need to remove this barrier so parents and carers can return to work.

In relation to working in schools, whilst it is not possible to ensure a totally risk-free environment, the Office of National Statistics' analysis on coronavirus (COVID-19) related deaths linked to occupations suggests that staff in educational settings tend not to be at any greater risk from the disease than many other occupations. There is no evidence that children transmit the disease any more than adults.

Given the improved position, the balance of risk is now overwhelmingly in favour of children returning to school. For the vast majority of children, the benefits of being back in school far outweigh the very low risk from coronavirus (COVID-19), and this guidance explains the steps schools need to take to reduce risks still further. As a result, we can plan for all children to return and start to reverse the enormous costs of missed education. This will be an important move back towards normal life for many children and families.

We are, therefore, asking schools to prepare to welcome all children back this autumn. While coronavirus (COVID-19) remains in the community, this means making judgments at a school level about how to balance minimising any risks from coronavirus (COVID-19) by maximising control measures with providing a full educational experience for children and young people. Schools should use their existing resources to make arrangements to welcome all children back. There are no plans at present to reimburse additional costs incurred as part of that process.

The measures set out in this guidance provide a framework for school leaders to put in place proportionate protective measures for children and staff, which also ensure that all pupils receive a high quality education that enables them to thrive and progress. In welcoming all children back this autumn, schools will be asked to minimise the number of contacts that a pupil has during the school day as part of implementing the system of controls outlined below to reduce the risk of transmission. If schools follow the guidance set out here and maximise control measures, they can be confident they are managing risk effectively.

While our aim is to have all pupils back at school in the autumn, every school will also need to plan for the possibility of a local lockdown and how they will ensure continuity of education.

Purpose of this guidance

The first section of this guidance sets out the public health advice schools must follow to minimise the risks of coronavirus (COVID-19) transmission. It also includes the process that should be followed if anyone develops coronavirus (COVID-19) symptoms while at school. This guidance has been developed with advice from PHE.

The public health advice in this guidance makes up a PHE-endorsed 'system of controls', building on the hierarchy of protective measures that have been in use throughout the coronavirus (COVID-19) outbreak. When implemented in line with a revised risk assessment, these measures create an inherently safer environment for children and staff where the risk of transmission of infection is substantially reduced.

The system of controls provides a set of principles and if schools follow this advice and maximise use of control measures, they will effectively minimise risks. All elements of the system of controls are essential. All schools must cover them all, but the way different schools implement some of the requirements will differ based on their individual circumstances. Where something is essential for public health reasons, as advised by PHE, we have said 'must'. Where there is a legal requirement we have made that clear. This guidance does not create any new legal obligations.

There cannot be a 'one-size-fits-all' approach where the system of controls describes every scenario. School leaders will be best placed to understand the needs of their schools and communities, and to make informed judgments about how to balance delivering a broad and balanced curriculum with the measures needed to manage risk. The system of controls provides a set of principles to help them do this and, if schools follow this advice and maximise use of control measures, they will effectively minimise risks.

We expect schools and trusts to work closely with parents, staff and unions, as they normally would, when agreeing the best approaches for their circumstances. Where the personal circumstances of parents and/or staff create added concerns, schools and trusts should discuss these, and we have offered advice in this document about how to do this. We want all pupils and staff to be back in schools, and believe the conditions are right for this, but some people will understandably have worries that should be heard and addressed.

The rest of the guidance sets out more details on how DfE expects schools to operate in the autumn term. This covers:

We are asking schools to prepare for all pupils to return full-time from the start of the autumn term, including those in school-based nurseries. Schools should not put in place rotas.

Schools must comply with health and safety law, which requires them to assess risks and put in place proportionate control measures. Schools should thoroughly review their health and safety risk assessments and draw up plans for the autumn term that address the risks identified using the system of controls set out below. These are an adapted form of the system of protective measures that will be familiar from the summer term. Essential measures include:

a requirement that people who are ill stay at home

robust hand and respiratory hygiene

enhanced cleaning arrangements

active engagement with NHS Test and Trace

formal consideration of how to reduce contacts and maximise distancing between those in school wherever possible and minimise potential for contamination so far as is reasonably practicable

How contacts are reduced will depend on the school's circumstances and will (as much as possible) include:

Risk assessment

Employers must protect people from harm. This includes taking reasonable steps to protect staff, pupils and others from coronavirus (COVID-19) within the education setting.

Schools have remained open to some pupils since 23 March, welcoming more pupils back from 1 June. Schools should therefore have already assessed the risks and implemented proportionate control measures to limit the transmission of coronavirus (COVID-19) for a limited number of pupils.

As part of planning for full return in the autumn term, it is a legal requirement that schools should revisit and update their risk assessments (building on the learning to date and the practices they have already developed), to consider the additional risks and control measures to enable a return to full capacity in the autumn term. Settings should also review and update their wider risk assessments and consider the need for relevant revised controls in respect of their conventional risk profile considering the implications of coronavirus (COVID-19). Schools should ensure that they implement sensible and proportionate control measures which follow the health and safety hierarchy of controls to reduce the risk to the lowest reasonably practicable level.

School employers should have active arrangements in place to monitor that the controls are:

For more information on what is required of school employers in relation to health and safety risk assessments and managing risk, see annex A.

The system of controls: protective measures

Having assessed their risk, schools must work through the below system of controls, adopting measures to the fullest extent possible in a way that addresses the risk identified in their assessment, works for their school, and allows them to deliver a broad and balanced curriculum for their pupils, including full educational and care support for those pupils who have SEND.

If schools follow the guidance set out here they will effectively reduce risks in their school and create an inherently safer environment.

System of controls

This is the set of actions schools must take. They are grouped into 'prevention' and 'response to any infection' and are outlined in more detail in the sections below.

Prevention:

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

2) clean hands thoroughly more often than usual

3) ensure good respiratory hygiene by promoting the 'catch it, bin it, kill it' approach

4) introduce enhanced cleaning, including cleaning frequently touched surfaces often, using standard products such as detergents and bleach

5) minimise contact between individuals and maintain social distancing wherever possible

6) where necessary, wear appropriate personal protective equipment ( PPE)

Numbers 1 to 4 must be in place in all schools, all the time.

Number 5 must be properly considered and schools must put in place measures that suit their particular circumstances.

Number 6 applies in specific circumstances.

Response to any infection:

7) engage with the NHS Test and Trace process

8) manage confirmed cases of coronavirus (COVID-19) amongst the school community

9) contain any outbreak by following local health protection team advice

Numbers 7 to 9 must be followed in every case where they are relevant.

Prevention
1. Minimise contact with individuals who are unwell by ensuring that those who have coronavirus (COVID-19) symptoms, or who have someone in their household who does, do not attend school
Ensuring that pupils, staff and other adults do not come into the school if they have coronavirus (COVID-19) symptoms, or have tested positive in at least the last 10 days, and ensuring anyone developing those symptoms during the school day is sent home, are essential actions to reduce the risk in schools and further drive down transmission of coronavirus (COVID-19).

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

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

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

This only applies to those who begin their isolation on or after 30 July.

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

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

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

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

If a child in a boarding school shows symptoms, they should initially self-isolate in their residential setting household. Most children will benefit from self-isolating in their boarding house so that their usual support can continue. Others will benefit more from self-isolating in their family home. For more information on how to care for a symptomatic child while protecting the welfare of other pupils and staff, read the guidance on isolation for residential educational settings.

As is usual practice, in an emergency, call 999 if someone is seriously ill or injured or their life is at risk. Anyone with coronavirus (COVID-19) symptoms should not visit the GP, pharmacy, urgent care centre or a hospital.

Any members of staff who have helped someone with symptoms and any pupils who have been in close contact with them do not need to go home to self-isolate unless they develop symptoms themselves (in which case, they should arrange a test) or if the symptomatic person subsequently tests positive (see below) or they have been requested to do so by NHS Test and Trace.

Everyone must wash their hands thoroughly for 20 seconds with soap and running water or use hand sanitiser after any contact with someone who is unwell. The area around the person with symptoms must be cleaned with normal household bleach after they have left to reduce the risk of passing the infection on to other people. See the COVID-19: cleaning of non-healthcare settings guidance.

Public Health England is clear that routinely taking the temperature of pupils is not recommended as this is an unreliable method for identifying coronavirus (COVID-19).
2. Clean hands thoroughly more often than usual
Coronavirus (COVID-19) is an easy virus to kill when it is on skin. This can be done with soap and running water or hand sanitiser. Schools must ensure that pupils clean their hands regularly, including when they arrive at school, when they return from breaks, when they change rooms and before and after eating. Regular and thorough hand cleaning is going to be needed for the foreseeable future. Points to consider and implement:
3. Ensure good respiratory hygiene by promoting the 'catch it, bin it, kill it' approach
The 'catch it, bin it, kill it' approach continues to be very important, so schools must ensure that they have enough tissues and bins available in the school to support pupils and staff to follow this routine. As with hand cleaning, schools must ensure younger children and those with complex needs are helped to get this right, and all pupils understand that this is now part of how school operates. The e-Bug coronavirus (COVID-19) website contains free resources for schools, including materials to encourage good hand and respiratory hygiene.

Some pupils with complex needs will struggle to maintain as good respiratory hygiene as their peers, for example those who spit uncontrollably or use saliva as a sensory stimulant. This should be considered in risk assessments in order to support these pupils and the staff working with them, and is not a reason to deny these pupils face to face education.

Public Health England does not (based on current evidence) recommend the use of face coverings in schools. This evidence will be kept under review. They are not required in schools as pupils and staff are mixing in consistent groups, and because misuse may inadvertently increase the risk of transmission. There may also be negative effects on communication and thus education. Face coverings are required at all times on public transport (except children under the age of 11), when attending a hospital as a visitor or outpatient, or when in a shop or a supermarket.
4. Introduce enhanced cleaning, including cleaning frequently touched surfaces often using standard products, such as detergents and bleach
Points to consider and implement:

putting in place a cleaning schedule that ensures cleaning is generally enhanced and includes:

more frequent cleaning of rooms and shared areas that are used by different groups

frequently touched surfaces being cleaned more often than normal

toilets will need to be cleaned regularly and pupils must be encouraged to clean their hands thoroughly after using the toilet - different groups being allocated their own toilet blocks could be considered but is not a requirement if the site does not allow for it

Public Health England has published revised guidance for cleaning non-healthcare settings to advise on general cleaning required in addition to the existing advice on cleaning those settings when there is a suspected case.
5. Minimise contact between individuals and maintain social distancing wherever possible
Minimising contacts and mixing between people reduces transmission of coronavirus (COVID-19). This is important in all contexts, and schools must consider how to implement this. Schools must do everything possible to minimise contacts and mixing while delivering a broad and balanced curriculum.

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

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

Points to consider and implement:

How to group children

Consistent groups reduce the risk of transmission by limiting the number of pupils and staff in contact with each other to only those within the group. They have been used in schools in the summer term in recognition that children, and especially the youngest children, cannot socially distance from staff or from each other and this provides an additional protective measure. Maintaining distinct groups or 'bubbles' that do not mix makes it quicker and easier in the event of a positive case to identify those who may need to self-isolate, and keep that number as small as possible.

However, the use of small groups restricts the normal operation of schools and presents both educational and logistical challenges, including the cleaning and use of shared spaces, such as playgrounds, boarding houses, dining halls, and toilets, and the provision of specialist teaching. This is the case in both primary and secondary schools, but is particularly difficult in secondary schools.

In this guidance for the autumn term, maintaining consistent groups remains important, but given the decrease in the prevalence of coronavirus (COVID-19) and the resumption of the full range of curriculum subjects, schools may need to change the emphasis on bubbles within their system of controls and increase the size of these groups.

In secondary schools, and certainly in the older age groups at key stage 4 and key stage 5, the groups are likely to need to be the size of a year group to enable schools to deliver the full range of curriculum subjects and students to receive specialist teaching. If this can be achieved with small groups, they are recommended. At primary school, and in the younger years at secondary (key stage 3), schools may be able to implement smaller groups the size of a full class. If that can be achieved, it is recommended, as this will help to reduce the number of people who could be asked to isolate should someone in a group become ill with coronavirus (COVID-19).

Schools should assess their circumstances and if class-sized groups are not compatible with offering a full range of subjects or managing the practical logistics within and around school, they can look to implement year group sized 'bubbles'. Whatever the size of the group, they should be kept apart from other groups where possible and older children should be encouraged to keep their distance within groups. Schools with the capability to do it should take steps to limit interaction, sharing of rooms and social spaces between groups as much as possible. When using larger groups the other measures from the system of controls become even more important, to minimise transmission risks and to minimise the numbers of pupils and staff who may need to self-isolate. We recognise that younger children will not be able to maintain social distancing, and it is acceptable for them not to distance within their group.

Both the approaches of separating groups and maintaining distance are not 'all-or-nothing' options, and will still bring benefits even if implemented partially. Some schools may keep children in their class groups for the majority of the classroom time, but also allow mixing into wider groups for specialist teaching, wraparound care and transport, or for boarding pupils in one group residentially and another during the school day. Siblings may also be in different groups. Endeavouring to keep these groups at least partially separate and minimising contacts between children will still offer public health benefits as it reduces the network of possible direct transmission.

All teachers and other staff can operate across different classes and year groups in order to facilitate the delivery of the school timetable. This will be particularly important for secondary schools. Where staff need to move between classes and year groups, they should try and keep their distance from pupils and other staff as much as they can, ideally 2 metres from other adults. Again, we recognise this is not likely to be possible with younger children and teachers in primary schools can still work across groups if that is needed to enable a full educational offer.

Measures within the classroom

Maintaining a distance between people whilst inside and reducing the amount of time they are in face to face to contact lowers the risk of transmission. It is strong public health advice that staff in secondary schools maintain distance from their pupils, staying at the front of the class, and away from their colleagues where possible. Ideally, adults should maintain 2 metre distance from each other, and from children. We know that this is not always possible, particularly when working with younger children, but if adults can do this when circumstances allow that will help. In particular, they should avoid close face to face contact and minimise time spent within 1 metre of anyone. Similarly, it will not be possible when working with many pupils who have complex needs or who need close contact care. These pupils' educational and care support should be provided as normal.

For children old enough, they should also be supported to maintain distance and not touch staff and their peers where possible. This will not be possible for the youngest children and some children with complex needs and it is not feasible in some schools where space does not allow. Schools doing this where they can, and even doing this some of the time, will help.

When staff or children cannot maintain distancing, particularly with younger children in primary schools, the risk can also be reduced by keeping pupils in the smaller, class-sized groups described above.

Schools should make small adaptations to the classroom to support distancing where possible. That should include seating pupils side by side and facing forwards, rather than face to face or side on, and might include moving unnecessary furniture out of classrooms to make more space.

Measures elsewhere

Groups should be kept apart, meaning that schools should avoid large gatherings such as assemblies or collective worship with more than one group.

When timetabling, groups should be kept apart and movement around the school site kept to a minimum. While passing briefly in the corridor or playground is low risk, schools should avoid creating busy corridors, entrances and exits. Schools should also consider staggered break times and lunch times (and time for cleaning surfaces in the dining hall between groups).

Schools should also plan how shared staff spaces are set up and used to help staff to distance from each other. Use of staff rooms should be minimised, although staff must still have a break of a reasonable length during the day.

Measures for arriving at and leaving school

We know that travel to school patterns differ greatly between schools. If those patterns allow, schools should consider staggered starts or adjusting start and finish times to keep groups apart as they arrive and leave school. Staggered start and finish times should not reduce the amount of overall teaching time. A staggered start may, for example, include condensing/staggering free periods or break time but retaining the same amount of teaching time, or keeping the length of the day the same but starting and finishing later to avoid rush hour. Schools should consider how to communicate this to parents and remind them about the process that has been agreed for drop off and collection, including that gathering at the school gates and otherwise coming onto the site without an appointment is not allowed. The Department for Education will be supporting schools across the summer on how best to communicate with parents and pupils (and staff) on what to expect on their return and the procedures and expectations in relation to the control measures schools have put in place.

Schools should also have a process for removing face coverings when pupils and staff who use them arrive at school and communicate it clearly to them. Pupils must be instructed not to touch the front of their face covering during use or when removing it. They must wash their hands immediately on arrival (as is the case for all pupils), dispose of temporary face coverings in a covered bin or place reusable face coverings in a plastic bag they can take home with them, and then wash their hands again before heading to their classroom. Guidance on safe working in education, childcare and children's social care provides more advice.

Other considerations

Some pupils with SEND (whether with education, health and care plans or on SEN support) will need specific help and preparation for the changes to routine that this will involve, so teachers and special educational needs coordinators should plan to meet these needs, for example using social stories. More information on pupils with education, health and care plans can be found in Annex B.

Supply teachers, peripatetic teachers and/or other temporary staff can move between schools. They should ensure they minimise contact and maintain as much distance as possible from other staff. Specialists, therapists, clinicians and other support staff for pupils with SEND should provide interventions as usual.

Schools should consider how to manage other visitors to the site, such as contractors, and ensure that the risks associated with managing contractors, visitors, catering staff and deliveries, as well as cleaning staff on site who may be working throughout the school and across different groups, are addressed. This will require close cooperation between both schools and the other relevant employers. Schools should have discussions with key contractors about the school's control measures and ways of working as part of planning for the autumn term. Schools should ensure site guidance on physical distancing and hygiene is explained to visitors on or before arrival. Where visits can happen outside of school hours, they should. A record should be kept of all visitors.

As normal, schools should engage with their local immunisation providers to provide immunisation programmes on site, ensuring these will be delivered in keeping with the school's control measures. These programmes are essential for children's health and wellbeing and can also provide benefits for staff.

Where a child routinely attends more than one setting on a part time basis, for example because they are dual registered at a mainstream school and an alternative provision setting or special school, schools should work through the system of controls collaboratively, enabling them to address any risks identified and allowing them to jointly deliver a broad and balanced curriculum for the child.

Equipment and resources are integral to education in schools. During the summer term, their use was minimised, many were moved out of classrooms, and there was significant extra cleaning. That position has now changed for the autumn term, because prevalence of coronavirus (COVID-19) has decreased and because they are so important for the delivery of education. For individual and very frequently used equipment, such as pencils and pens, it is recommended that staff and pupils have their own items that are not shared. Classroom based resources, such as books and games, can be used and shared within the bubble; these should be cleaned regularly, along with all frequently touched surfaces. Resources that are shared between classes or bubbles, such as sports, art and science equipment should be cleaned frequently and meticulously and always between bubbles, or rotated to allow them to be left unused and out of reach for a period of 48 hours (72 hours for plastics) between use by different bubbles.

Outdoor playground equipment should be more frequently cleaned. This would also apply to resources used inside and outside by wraparound care providers. It is still recommended that pupils limit the amount of equipment they bring into school each day, to essentials such as lunch boxes, hats, coats, books, stationery and mobile phones. Bags are allowed. Pupils and teachers can take books and other shared resources home, although unnecessary sharing should be avoided, especially where this does not contribute to pupil education and development. Similar rules on hand cleaning, cleaning of the resources and rotation should apply to these resources.
6. Where necessary, wear appropriate personal protective equipment (PPE)
The majority of staff in education settings will not require PPE beyond what they would normally need for their work. PPE is only needed in a very small number of cases, including:

where an individual child or young person becomes ill with coronavirus (COVID-19) symptoms while at schools, and only then if a distance of 2 metres cannot be maintained

where a child or young person already has routine intimate care needs that involves the use of PPE, in which case the same PPE should continue to be used

Read the guidance on safe working in education, childcare and children's social care for more information about preventing and controlling infection, including when, how PPE should be used, what type of PPE to use, and how to source it.
Response to any infection 7. Engage with the NHS Test and Trace process
Schools must ensure they understand the NHS Test and Trace process and how to contact their local Public Health England health protection team. Schools must ensure that staff members and parents/carers understand that they will need to be ready and willing to:

book a test if they or their child are displaying symptoms. Staff and pupils must not come into the school if they have symptoms, and must be sent home to self-isolate if they develop them in school. All children can be tested, including children under 5, but children aged 11 and under will need to be helped by their parents/carers if using a home testing kit

provide details of anyone they or their child have been in close contact with if they were to test positive for coronavirus (COVID-19) or if asked by NHS Test and Trace

self-isolate if they have been in close contact with someone who tests positive for coronavirus (COVID-19), or if anyone in their household develops symptoms of coronavirus (COVID-19)

Anyone who displays symptoms of coronavirus (COVID-19) can and should get a test. Tests can be booked online through the NHS testing and tracing for coronavirus website, or ordered by telephone via NHS 119 for those without access to the internet. Essential workers, which includes anyone involved in education or childcare, have priority access to testing.

The government will ensure that it is as easy as possible to get a test through a wide range of routes that are locally accessible, fast and convenient. We will release more details on new testing avenues as and when they become available and will work with schools so they understand what the quickest and easiest way is to get a test. By the autumn term, all schools will be provided with a small number of home testing kits that they can give directly to parents/carers collecting a child who has developed symptoms at school, or staff who have developed symptoms at school, where they think providing one will significantly increase the likelihood of them getting tested. Advice will be provided alongside these kits.

Schools should ask parents and staff to inform them immediately of the results of a test:

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

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

8. Manage confirmed cases of coronavirus (COVID-19) amongst the school community
Schools must take swift action when they become aware that someone who has attended has tested positive for coronavirus (COVID-19). Schools should contact the local health protection team. This team will also contact schools directly if they become aware that someone who has tested positive for coronavirus (COVID-19) attended the school - as identified by NHS Test and Trace.

The health protection team will carry out a rapid risk assessment to confirm who has been in close contact with the person during the period that they were infectious, and ensure they are asked to self-isolate.

The health protection team will work with schools in this situation to guide them through the actions they need to take. Based on the advice from the health protection team, schools must send home those people who have been in close contact with the person who has tested positive, advising them to self-isolate for 14 days since they were last in close contact with that person when they were infectious. Close contact means:

The health protection team will provide definitive advice on who must be sent home. To support them in doing so, we recommend schools keep a record of pupils and staff in each group, and any close contact that takes places between children and staff in different groups (see section 5 of system of control for more on grouping pupils). This should be a proportionate recording process. Schools do not need to ask pupils to record everyone they have spent time with each day or ask staff to keep definitive records in a way that is overly burdensome.

A template letter will be provided to schools, on the advice of the health protection team, to send to parents and staff if needed. Schools must not share the names or details of people with coronavirus (COVID-19) unless essential to protect others.

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

if the test delivers a negative result, they must remain in isolation for the remainder of the 14-day isolation period. This is because they could still develop the coronavirus (COVID-19) within the remaining days.

if the test result is positive, they should inform their setting immediately, and should isolate for at least 10 days from the onset of their symptoms (which could mean the self-isolation ends before or after the original 14-day isolation period). Their household should self-isolate for at least 14 days from when the symptomatic person first had symptoms, following 'stay at home: guidance for households with possible or confirmed coronavirus (COVID-19) infection'

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

Further guidance is available on testing and tracing for coronavirus (COVID-19).
9. Contain any outbreak by following local health protection team advice
If schools have two or more confirmed cases within 14 days, or an overall rise in sickness absence where coronavirus (COVID-19) is suspected, they may have an outbreak, and must continue to work with their local health protection team who will be able to advise if additional action is required.

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

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

Alternative Provision

It is our intention that all pupils in alternative provision ( AP) settings (including pupil referral units, AP academies and AP free schools) will return to school full-time from the start of the autumn term. To support this return, AP settings must comply with health and safety law which requires employers to assess risks and put in place proportionate control measures. They should work through the system of controls outlined above, adopting measures that help them meet each control to the fullest extent possible, in a way that addresses the risk identified in their assessment, works for their setting, and allows them to deliver a broad and balanced curriculum for pupils.

When working through the system of controls, APs should take steps to minimise social contact and mixing as far as is practicable. All APs, especially larger AP schools, should consider whether pupils can be placed into smaller groups and still receive a broad and balanced curriculum. Due to the smaller size of many AP settings, and because APs are not typically organised by year groups, APs may wish to adopt whole school bubbles as part of their system of control and in order to best meet the needs of their students.

Section 2: School operations

Transport

Social distancing has significantly reduced available transport capacity. This guidance sets out a new framework for supporting transport to and from schools from the autumn term.

We are making a distinction between dedicated school transport and wider public transport:

by dedicated school transport, we mean services that are used only to carry pupils to school. This includes statutory home to school transport, but may also include some existing or new commercial travel routes, where they carry school pupils only

by public transport services, we mean routes which are also used by the general public

Dedicated school transport, including statutory provision

Pupils on dedicated school services do not mix with the general public on those journeys and tend to be consistent. This means that the advice for passengers on public transport to adopt a social distance of two metres from people outside their household or support bubble, or a 'one metre plus' approach where this is not possible, will not apply from the autumn term on dedicated transport.

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

how pupils are grouped together on transport, where possible this should reflect the bubbles that are adopted within school

use of hand sanitiser upon boarding and/or disembarking

additional cleaning of vehicles

organised queuing and boarding where possible

distancing within vehicles wherever possible

the use of face coverings for children (except those under the age of 11), where appropriate, for example, if they are likely to come into very close contact with people outside of their group or who they do not normally meet

Dedicated school services can take different forms. Some journeys involve coaches regularly picking up the same pupils each day, others involve use of a minibus whilst other services are used by different pupils on different days, or by pupils with SEND. The precise approach taken will need to reflect the range of measures that are reasonable in the different circumstances.

It will also require a partnership approach between local authorities, schools, trusts, dioceses and others. In particular, it is imperative that schools work closely with local authorities that have statutory responsibility for 'home to school transport' for many children, as well as a vital role in working with local transport providers to ensure sufficient bus service provision. DfE will shortly publish new guidance to local authorities on providing dedicated school transport, based on the framework outlined here.

Given the pressures on public transport services it may also be necessary to work with local authorities so that they can identify where it might be necessary to provide additional dedicated school transport services, including in places where these services do not currently operate. The government is currently evaluating this position and will set out next steps shortly.

Wider public transport

In many areas, pupils normally make extensive use of the wider public transport system, particularly public buses. We expect that public transport capacity will continue to be constrained in the autumn term. Its use by pupils, particularly in peak times, should be kept to an absolute minimum.

To facilitate the return of all pupils to school, it will be necessary to take steps to both depress the demand for public transport and to increase capacity within the system. Both will require action at a national and local level. Schools have a critical role to play in supporting collaboration between all parties - providers, local authorities, parents and pupils.

Schools should work with partners to consider staggered start times to enable more journeys to take place outside of peak hours. We recognise that this option will be more feasible in some circumstances than others.

Schools should encourage parents, staff and pupils to walk or cycle to school if at all possible. Schools may want to consider using 'walking buses' (a supervised group of children being walked to, or from, school), or working with their local authority to promote safe cycling routes. The government has announced a £2 billion package to promote cycling and walking, including to support pop-up bicycle lanes and widened pavements. For some families, driving children to school will also be an option.

However, these options will not be suitable for all. The Department for Transport is asking local authorities to:

Travel patterns, the availability of vehicles, the length of journeys undertaken, and other local pressures on public transport vary significantly. The government recognises the challenge but is confident that if all available options are considered by all parties it will be possible to reduce demand and ensure transport is available for those who need it most. Experience during the 2012 London Olympics showed that it is possible to make a very real difference to travel patterns where there is a concerted effort to do so and where the general public understand the imperative for doing so.

Families using public transport should refer to the safer travel guidance for passengers.

Attendance

Attendance expectations

In March when the coronavirus (COVID-19) outbreak was increasing, we made clear no parent would be penalised or sanctioned for their child's non-attendance at school.

Now the circumstances have changed and it is vital for all children to return to school to minimise as far as possible the longer-term impact of the pandemic on children's education, wellbeing and wider development.

Missing out on more time in the classroom risks pupils falling further behind. Those with higher overall absence tend to achieve less well in both primary and secondary school. School attendance will therefore be mandatory again from the beginning of the autumn term. This means from that point, the usual rules on school attendance will apply, including:

Pupils who are shielding or self-isolating

We now know much more about coronavirus (COVID-19) and so in future there will be far fewer children and young people advised to shield whenever community transmission rates are high. Therefore, the majority of pupils will be able to return to school. You should note however that:

a small number of pupils will still be unable to attend in line with public health advice because they are self-isolating and have had symptoms or a positive test result themselves; or because they are a close contact of someone who has coronavirus (COVID-19)

shielding advice for all adults and children will pause on 1 August, subject to a continued decline in the rates of community transmission of coronavirus (COVID-19). This means that even the small number of pupils who will remain on the shielded patient list can also return to school, as can those who have family members who are shielding. Read the current advice on shielding

if rates of the disease rise in local areas, children (or family members) from that area, and that area only, will be advised to shield during the period where rates remain high and therefore they may be temporarily absent (see below).

some pupils no longer required to shield but who generally remain under the care of a specialist health professional may need to discuss their care with their health professional before returning to school (usually at their next planned clinical appointment). You can find more advice from the Royal College of Paediatrics and Child Health at COVID-19 - 'shielding' guidance for children and young people

Where a pupil is unable to attend school because they are complying with clinical and/or public health advice, we expect schools to be able to immediately offer them access to remote education. Schools should monitor engagement with this activity (as set out in the section below).

Where children are not able to attend school as parents are following clinical and/or public health advice, absence will not be penalised.

Pupils and families who are anxious about return to school

All other pupils must attend school. Schools should bear in mind the potential concerns of pupils, parents and households who may be reluctant or anxious about returning and put the right support in place to address this. This may include pupils who have themselves been shielding previously but have been advised that this is no longer necessary, those living in households where someone is clinically vulnerable, or those concerned about the comparatively increased risk from coronavirus (COVID-19), including those from Black, Asian and Minority Ethnic (BAME) backgrounds or who have certain conditions such as obesity and diabetes.

If parents of pupils with significant risk factors are concerned, we recommend schools discuss their concerns and provide reassurance of the measures they are putting in place to reduce the risk in school. Schools should be clear with parents that pupils of compulsory school age must be in school unless a statutory reason applies (for example, the pupil has been granted a leave of absence, is unable to attend because of sickness, is absent for a necessary religious observance etc).

Action for all schools and local authorities

We are asking schools to work with families to secure regular school attendance from the start of term as this will be essential to help pupils catch up on missed education, make progress and promote their wellbeing and wider development.

We are asking schools and local authorities to:

We will issue further technical guidance for schools to record attendance and absence, including what data schools will be asked to return to the department.

School workforce

We have worked closely with the Department of Health and Social Care ( DHSC) and PHE to develop this specific guidance for school settings. The PHE and DHSC endorsed system of controls outlined in this document sets out the measures that school leaders and all school staff should follow when planning for full return in September.

Where schools implement the system of controls outlined in this document, in line with their own workplace risk assessment, PHE and DHSC confirm that these measures create an inherently safer environment for children and staff where the risk of transmission of infection is substantially reduced.

As a result, on current evidence, PHE and DHSC advise that schools are not currently considered high risk settings when compared to other workplace environments. Rates of community transmission of coronavirus (COVID-19) are now reduced to levels below those seen when shielding was introduced, and shielding measures will be paused from 1 August 2020, with the exception of areas where local lockdown means that shielding will continue. It is therefore appropriate for teachers and other school staff to return to their workplace setting. Accordingly, we expect that staff who need to will attend school.

From 1 August, wider government policy on going to work is expected to change, with employers to be given more discretion about where staff work. Most school-based roles are not ideally suited to home working and schools may expect most staff to return to work in settings. Some roles, such as some administrative roles, may be conducive to home working, and school leaders should consider what is feasible and appropriate.

All staff should follow the measures set out in the system of controls section of this guidance to minimise the risks of transmission. This includes continuing to observe good hand and respiratory hygiene and maintaining social distancing in line with the provisions as set out in part 5 of the 'Prevention' section.

School leaders should explain to staff the measures the school is putting in place to reduce risks. We anticipate adherence to the measures in this guidance will provide the necessary reassurance for staff to return to schools.

If staff are concerned, including those who may be clinically vulnerable, clinically extremely vulnerable or at increased comparative risk from coronavirus, we recommend school leaders discuss any concerns individuals may have around their particular circumstances and reassure staff about the protective measures in place.

Staff who are clinically extremely vulnerable

Rates of community transmission of coronavirus (COVID-19) are now reduced to levels below those seen when shielding was introduced. Shielding measures will therefore be paused from the 1 August 2020, with the exception of areas where local lockdown means that shielding will continue. Therefore, we advise that those who are clinically extremely vulnerable can return to school in September 2020 provided their school has implemented the system of controls outlined in this document, in line with the school's own workplace risk assessment. In all respects, the clinically extremely vulnerable should now follow the same guidance as the clinically vulnerable population, taking particular care to practise frequent, thorough hand washing, and cleaning of frequently touched areas in their home and/or workspace.

Staff who are clinically vulnerable

Clinically vulnerable staff can return to school in September. While in school they should follow the sector-specific measures in this document to minimise the risks of transmission.

This includes taking particular care to observe good hand and respiratory hygiene, minimising contact and maintaining social distancing in line with the provisions set out in section 5 of the 'Prevention' section of this guidance. This provides that ideally, adults should maintain 2 metre distance from others, and where this is not possible avoid close face to face contact and minimise time spent within 1 metre of others. While the risk of transmission between young children and adults is likely to be low, adults should continue to take care to socially distance from other adults including older children/adolescents.

People who live with those who are clinically extremely vulnerable or clinically vulnerable can attend the workplace.

Staff who are pregnant

Pregnant women are in the 'clinically vulnerable' category, and are generally advised to follow the above advice, which applies to all staff in schools. Employers should conduct a risk assessment for pregnant women in line with the Management of Health and Safety at Work Regulations 1999 (MHSW).

The Royal College of Obstetrics and Gynaecology (RCOG) has published occupational health advice for employers and pregnant women. This document includes advice for women from 28 weeks gestation or with underlying health conditions who may be at greater risk. We advise employers and pregnant women to follow this advice and to continue to monitor for future updates to it.

Some people with particular characteristics may be at comparatively increased risk from coronavirus (COVID-19), as set out in the COVID-19: review of disparities in risks and outcomes report, which looked at different factors including age and sex, where people live, deprivation, ethnicity, people's occupation and care home residence. These staff can return to school in September as long as the system of controls set out in this guidance are in place. The reasons for the disparities are complex and there is ongoing research to understand and translate these findings for individuals in the future.

People who live with those who have comparatively increased risk from coronavirus (COVID-19) can attend the workplace.

Employer health and safety and equalities duties

Schools have a legal obligation to protect their employees, and others, from harm and should continue to assess health and safety risks and consider how to meet equalities duties in the usual way. Following the steps in this guidance will mitigate the risks of coronavirus (COVID-19) to pupils and staff and help schools to meet their legal duties to protect employees and others from harm.

Supporting staff

Governing boards and school leaders should have regard to staff (including the headteacher) work-life balance and wellbeing. Schools should ensure they have explained to all staff the measures they are proposing putting in place and involve all staff in that process.

All employers have a duty of care to their employees, and this extends to their mental health. Schools already have mechanisms to support staff wellbeing and these will be particularly important, as some staff may be particularly anxious about returning to school. The Department for Education is providing additional support for both pupil and staff wellbeing in the current situation. Information about the extra mental health support for pupils and teachers is available.

The Education Support Partnership provides a free helpline for school staff and targeted support for mental health and wellbeing.

Staff deployment

Schools may need to alter the way in which they deploy their staff, and use existing staff more flexibly, to welcome back all pupils at the start of the autumn term. Managers should discuss and agree any changes to staff roles with individuals.

It is important that planning builds in the need to avoid increases in unnecessary and unmanageable workload burdens. This could include a review of existing practices in this respect and schools may wish to draw on DfE's workload reduction toolkit.

DfE has also published a range of resources, including case studies to support remote education and help address staff workload, this includes case studies on managing wellbeing.

If, having pursued all the immediate options available, you still have concerns about your staffing capacity talk to your local authority or trust.

Deploying support staff and accommodating visiting specialists

Schools should ensure that appropriate support is made available for pupils with SEND, for example by deploying teaching assistants and enabling specialist staff from both within and outside the school to work with pupils in different classes or year groups.

Where support staff capacity is available, schools may consider using this to support catch-up provision or targeted interventions. Teaching assistants may also be deployed to lead groups or cover lessons, under the direction and supervision of a qualified, or nominated, teacher (under the Education (Specified Work) (England) Regulations 2012 for maintained schools and non-maintained special schools and in accordance with the freedoms provided under the funding agreement for academies). Any redeployments should not be at the expense of supporting pupils with SEND. Headteachers should be satisfied that the person has the appropriate skills, expertise and experience to carry out the work, and discuss and agree any proposed changes in role or responsibility with the member of staff. This includes ensuring that safe ratios are met, and/or specific training undertaken, for any interventions or care for pupils with complex needs where specific training or specific ratios are required.

The Education Endowment Foundation (EEF) has published guidance on making the best use of teaching assistants to help primary and secondary schools.

When deploying support staff flexibly it is important that headteachers consider regulated activity and ensure only those who have the appropriate checks are allowed to engage in regulated activity. Full guidance is provided in part 3 of keeping children safe in education.

Recruitment

Recruitment should continue as usual. The government's Teaching Vacancies service can help schools to list vacancies for both permanent and short-term teaching staff quickly. The free national service for searching and listing teaching roles will be directing newly qualified teachers (NQTs) and job seeking teachers to this service.

We recommend that schools continue to recruit remotely over the summer period. Interviewing remotely may be a new experience for many schools. The DfE teaching blog provides some information on the experience of implementing interviews remotely. There is also advice that can be sent to candidates on how to prepare for remote interviews.

When recruiting, schools must continue to adhere to the legal requirements regarding pre-appointment checks. We refer schools to part 3 of the statutory guidance keeping children safe in education. During the summer, safeguarding checks can be carried out remotely as set out in coronavirus (COVID-19): safeguarding in schools, colleges and other providers. From the start of the autumn term checks will revert to being carried out in person. Initial teacher training (ITT) providers have worked flexibly to ensure this year's NQTs are ready and prepared to enter the classroom. They will also be supported by materials the Department for Education is making available to all schools based on the early career framework reforms, to support them as they start their teaching career. Schools in the early roll-out regions (Bradford, Doncaster, Greater Manchester and the North East) will be able to benefit from the full support package being offered to some 2,000 NQTs from the autumn. In addition, around 3,000 NQTs will be offered a one-year version of the structured support package.

Supply teachers and other temporary or peripatetic teachers

Schools can continue to engage supply teachers and other supply staff during this period. We recommend that schools consider using DfE's and Crown Commercial Service's agency supply deal when hiring agency workers, as this offers a list of preferred suppliers that must be transparent about the rates they charge.

Supply staff and other temporary workers can move between schools, but school leaders will want to consider how to minimise the number of visitors to the school where possible. Where it is necessary to use supply staff and to welcome visitors to the school such as peripatetic teachers, those individuals will be expected to comply with the school's arrangements for managing and minimising risk, including taking particular care to maintain distance from other staff and pupils. To minimise the numbers of temporary staff entering the school premises, and secure best value, schools may wish to use longer assignments with supply teachers and agree a minimum number of hours across the academic year. This advice for supply teachers also applies to other temporary staff working in schools such as support staff working on a supply basis, peripatetic teachers such as sports coaches, and those engaged to deliver before and after school clubs.

Expectation and deployment of ITT trainees

We strongly encourage schools to consider hosting ITT trainees. Demand for teacher training is high this year and, while it is understandable that schools will have prioritised other activity, there is a risk that insufficient training places will be available. ITT trainees have the potential to play a significant role in supporting schools. Schools should consider how they could host ITT trainees, and discuss with relevant ITT providers how this can be done flexibly and innovatively to help meet both school and trainee needs. Deployment decisions will need to take into account the skills and capacity of the trainees in question.

Trainees could:

This is not intended to be exhaustive and ITT partnerships will need to ensure they have identified and comply with all legislation and guidance relevant to ITT.

Staff taking leave

We recognise that school staff have been working extremely hard throughout the coronavirus (COVID-19) outbreak and will be working hard to prepare for all pupils to return from the start of the autumn term. Many staff will want to take a holiday over the summer period, which may involve travelling abroad. The government has set a requirement for people returning from some countries to quarantine for 14 days on their return. The latest guidance on quarantine can be accessed at coronavirus (COVID-19): how to self-isolate when you travel to the UK.

As would usually be the case, staff will need to be available to work in school from the start of the autumn term. We recommend that school leaders discuss leave arrangements with staff before the end of the summer term to inform planning for the autumn term.

There is a risk that where staff travel abroad, their return travel arrangements could be disrupted due to factors arising beyond their control in relation to coronavirus (COVID-19), such as the potential for reinstatement of lockdown measures in the place they are visiting.

Where it is not possible to avoid a member of staff having to quarantine during term time, school leaders should consider if it is possible to temporarily amend working arrangements to enable them to work from home.

Other support

Volunteers may be used to support the work of the school, as would usually be the case. It is important that they are properly supported and given appropriate roles. Where schools and colleges are utilising volunteers, they should continue to follow the checking and risk assessment process as set out in the volunteer section in Part 3 of keeping children safe in education. Under no circumstances should a volunteer who has not been checked be left unsupervised or allowed to work in regulated activity. Mixing of volunteers across groups should be kept to a minimum, and they should remain 2 metres from pupils and staff where possible.
Safeguarding
Schools should consider revising their child protection policy (led by their Designated Safeguarding Lead) to reflect the return of more pupils. Schools must have regard to the statutory safeguarding guidance, keeping children safe in education and should refer to the coronavirus (COVID-19): safeguarding in schools, colleges and other providers guidance.

Designated safeguarding leads (and deputies) should be provided with more time, especially in the first few weeks of term, to help them provide support to staff and children regarding any new safeguarding and welfare concerns and the handling of referrals to children's social care and other agencies where these are appropriate, and agencies and services should prepare to work together to actively look for signs of harm.

Communication with school nurses is important for safeguarding and supporting wellbeing, as they have continued virtual support to pupils who have not been in school.

Catering

We expect that kitchens will be fully open from the start of the autumn term and normal legal requirements will apply about provision of food to all pupils who want it, including for those eligible for benefits-related free school meals or universal infant free school meals.

School kitchens can continue to operate, but must comply with the guidance for food businesses on coronavirus (COVID-19).

Estates

Schools should look to maximise the use of their site and any associated available space, such as rooms in an associated place of worship for schools with a religious character, if feasible. We do not, however, consider it necessary for schools to make significant adaptations to their site to enable them to welcome all children back to school. We also do not think schools will need to deliver any of their education on other sites (such as community centres and village halls) because class sizes can return to normal and spaces used by more than one class or group can be cleaned between use. Following a risk assessment, some schools may determine that small adaptations to their site are required, such as additional wash basins. This will be at the discretion of individual schools, based on their particular circumstances.

It is important that, prior to reopening for the autumn term, all the usual pre-term building checks are undertaken to make the school safe. If buildings have been closed or had reduced occupancy during the coronavirus (COVID-19) outbreak, water system stagnation can occur due to lack of use, increasing the risks of Legionnaires' disease. Advice on this can be found in the guidance on Legionella risks during the coronavirus outbreak.

Additional advice on safely reoccupying buildings can be found in the Chartered Institute of Building Services Engineers' guidance on emerging from lockdown.

Once the school is in operation, it is important to ensure good ventilation and maximising this wherever possible, for example, opening windows and propping open doors, as long as they are not fire doors, where safe to do so (bearing in mind safeguarding in particular). Advice on this can be found in Health and Safety Executive guidance on air conditioning and ventilation during the coronavirus outbreak.

Educational visits

We continue to advise against domestic (UK) overnight and overseas educational visits at this stage see coronavirus: travel guidance for educational settings.

In the autumn term, schools can resume non-overnight domestic educational visits. These trips should include any trips for pupils with SEND connected with their preparation for adulthood (for example, workplace visits, travel training etc.). This should be done in line with protective measures, such as keeping children within their consistent group, and the COVID-secure measures in place at the destination. Schools should also make use of outdoor spaces in the local area to support delivery of the curriculum. As normal, schools should undertake full and thorough risk assessments in relation to all educational visits to ensure they can be done safely. As part of this risk assessment, schools will need to consider what control measures need to be used and ensure they are aware of wider advice on visiting indoor and outdoor venues. Schools should consult the health and safety guidance on educational visits when considering visits.

School uniform

It is for the governing body of a school (or the academy trust, in the case of academies) to make decisions regarding school uniform. Some schools may have relaxed their uniform policy while only certain categories of pupils were attending. We would, however, encourage all schools to return to their usual uniform policies in the autumn term. Uniform can play a valuable role in contributing to the ethos of a school and setting an appropriate tone.

Uniforms do not need to be cleaned any more often than usual, nor do they need to be cleaned using methods which are different from normal.

Schools should consider how pupil non-compliance is managed, taking a mindful and considerate approach in relation to parents who may be experiencing financial pressures.

Extra-curricular provision

Schools should consider resuming any breakfast and after-school provision, where possible, from the start of the autumn term. We recognise that schools may need to respond flexibly and build this up over time. Such provision will help ensure pupils have opportunities to re-engage with their peers and with the school, ensure vulnerable children have a healthy breakfast and are ready to focus on their lessons, provide enrichment activities, and also support working parents.

We recognise that this will be logistically challenging for schools, particularly for clubs that would normally offer support across year groups, where parents are using multiple providers, or where childminders are picking up/dropping off pupils. Schools should carefully consider how they can make such provision work alongside their wider protective measures, including keeping children within their year groups or bubbles where possible. If it is not possible to maintain bubbles being used during the school day then schools should use small, consistent groups.

Schools can consult the guidance produced for summer holiday childcare, available at Protective measures for out-of-school settings during the coronavirus (COVID-19) outbreak as much of this will be useful in planning extra-curricular provision. This includes schools advising parents to limit the number of different wraparound providers they access, as far as possible. Where parents use childcare providers or out of school activities for their children, schools should encourage them to seek assurance that the providers are carefully considering their own protective measures, and only use those providers that can demonstrate this. As with physical activity during the school day, contact sports should not take place.

Section 3: Curriculum, behaviour and pastoral support

Curriculum expectations

This section sets out some key principles and expectations for curriculum planning in school based nursery, mainstream and special schools, and alternative provision ( AP), so that all pupils - particularly disadvantaged, SEND and vulnerable pupils - are given the catch-up support needed to make substantial progress by the end of the academic year.

The key principles that underpin our advice on curriculum planning are:

Informed by these principles, DfE asks that schools and other settings meet the following key expectations if considering revisions to their school curriculum for academic year 2020 to 2021:

Teach an ambitious and broad curriculum in all subjects from the start of the autumn term, but make use of existing flexibilities to create time to cover the most important missed content: Up to and including key stage 3, prioritisation within subjects of the most important components for progression is likely to be more effective than removing subjects, which pupils may struggle to pick up again later. In particular, schools may consider how all subjects can contribute to the filling of gaps in core knowledge, for example through an emphasis on reading

Aim to return to the school's normal curriculum in all subjects by summer term 2021: Substantial modification to the curriculum may be needed at the start of the year, so teaching time should be prioritised to address significant gaps in pupils' knowledge with the aim of returning to the school's normal curriculum content by no later than summer term 2021.

Plan on the basis of the educational needs of pupils: Curriculum planning should be informed by an assessment of pupils' starting points and addressing the gaps in their knowledge and skills, in particular making effective use of regular formative assessment (for example, quizzes, observing pupils in class, talking to pupils to assess understanding, scrutiny of pupils' work) while avoiding the introduction of unnecessary tracking systems.

Develop remote education so that it is integrated into school curriculum planning: Remote education may need to be an essential component in the delivery of the school curriculum for some pupils, alongside classroom teaching, or in the case of a local lockdown. All schools are therefore expected to plan to ensure any pupils educated at home for some of the time are given the support they need to master the curriculum and so make good progress.

Schools may consider it appropriate to suspend some subjects for some pupils in exceptional circumstances. Schools should be able to show that this is in the best the interests of these pupils and this should be subject to discussion with parents during the autumn term. They should also have a coherent plan for returning to their normal curriculum for all pupils by the summer term 2021.

Relationships and health education (RHE) for primary aged pupils and relationships, sex and health education (RSHE) for secondary aged pupils becomes compulsory from September 2020, and schools are expected to start teaching by at least the start of the summer term 2021.
Specific points for early years foundation stage (EYFS) to key stage 3
For children in nursery settings, teachers should focus on the prime areas of learning, including: communication and language, personal, social and emotional development (PSED) and physical development. For pupils in Reception, teachers should also assess and address gaps in language, early reading and mathematics, particularly ensuring children's acquisition of phonic knowledge and extending their vocabulary. Settings should follow updates to the EYFS disapplication guidance. For nursery settings and Reception, consider how all groups of children can be given equal opportunities for outdoor learning.

For pupils in key stages 1 and 2, school leaders are expected to prioritise identifying gaps and re-establish good progress in the essentials (phonics and reading, increasing vocabulary, writing and mathematics), identifying opportunities across the curriculum so they read widely, and developing their knowledge and vocabulary. The curriculum should remain broad, so that the majority of pupils are taught a full range of subjects over the year, including sciences, humanities, the arts, physical education/sport, religious education and relationships and health education.

For pupils in key stage 3, the curriculum should also remain broad from year 7 to year 9 so that the majority of pupils are taught a full range of subjects over the year, including sciences, languages, humanities, the arts, physical education/sport, religious education and relationships, sex and health education. For pupils in year 7, it may be necessary to address gaps in English and maths by teaching essential knowledge and skills from the key stage 2 curriculum.
Specific points for Key Stages 4 and 5
As with earlier key stages, it is likely that pupils in key stage 4 and 5 will need extra support to catch up on any content they have missed, but the school curriculum may be less flexible given the requirements of qualification specifications.

To ensure exams and assessments next summer are as fair as possible, and take into account any public health requirements and the wellbeing of students, Ofqual is currently consulting on proposals for next year, and will confirm its decisions as soon as possible to allow time for schools to prepare.

The vast majority of pupils in year 10 and 11 are expected to continue to study their examination subjects. This will support them towards their preferred route to further study.

In exceptional circumstances, it may be in the best interests of a year 11 pupil to discontinue an examined subject because the school judges that, for example, they would achieve significantly better in their remaining subjects as a result, especially in GCSE English and mathematics.

School leaders are expected to make such decisions in discussion with pupils and parents and informed by ongoing assessment of a pupil's progress and wellbeing, using the existing discretion that schools already apply on these matters.

Schools are expected to review any plans for early entry among year 10 pupils in summer 2021. It may be in the best interests of the pupil to take their exams and assessments the following year when they are in year 11, if the curriculum can be adjusted to provide further teaching and study time in the summer term and academic year 2021 to 2022.

Pupils in years 12 and 13 are more likely to undertake self-directed study, but may still need additional support. Compared to key stage 4, there is less scope to drop an examined subject as fewer qualifications are studied at this key stage. Discontinuing a subject is therefore likely to significantly limit choices for further study and employment, so is expected to be rare.
Music
Schools should note that there may be an additional risk of infection in environments where you or others are singing, chanting, playing wind or brass instruments or shouting. This applies even if individuals are at a distance. Schools should consider how to reduce the risk, particularly when pupils are playing instruments or singing in small groups such as in music lessons by, for example, physical distancing and playing outside wherever possible, limiting group sizes to no more than 15, positioning pupils back-to-back or side-to-side, avoiding sharing of instruments, and ensuring good ventilation. Singing, wind and brass playing should not take place in larger groups such as school choirs and ensembles, or school assemblies. Further more detailed DfE guidance will be published shortly.

Physical activity in schools

Schools have the flexibility to decide how physical education, sport and physical activity will be provided whilst following the measures in their system of controls. Pupils should be kept in consistent groups, sports equipment thoroughly cleaned between each use by different individual groups, and contact sports avoided.

Outdoor sports should be prioritised where possible, and large indoor spaces used where it is not, maximising distancing between pupils and paying scrupulous attention to cleaning and hygiene. This is particularly important in a sports setting because of the way in which people breathe during exercise. External facilities can also be used in line with government guidance for the use of, and travel to and from, those facilities.

Schools should refer to the following advice:

Schools are able to work with external coaches, clubs and organisations for curricular and extra-curricular activities where they are satisfied that it is safe to do so. Schools should consider carefully how such arrangements can operate within their wider protective measures.

Activities such as active miles, making break times and lessons active and encouraging active travel help enable pupils to be physically active while encouraging physical distancing.

Catch-up support

We have announced a package worth £1 billion to ensure that schools have the resources they need to help all pupils make up for lost teaching time, with extra support for those who need it most.

£650 million will be spent on ensuring all pupils have the chance to catch up and supporting schools to rise to the challenge. This one-off grant funding will be paid to all state-funded primary, secondary and special schools in the 2020 to 2021 academic year. Whilst headteachers will decide how the money is spent, the Education Endowment Foundation has published guidance on effective interventions to support schools. For pupils with complex needs, we strongly encourage schools to spend this funding on catch-up support to address their individual needs. We will set out how this funding will be distributed between individual schools shortly.

Alongside this universal offer, we will roll out a National Tutoring Programme, worth £350 million, which will deliver proven and successful tuition to the most disadvantaged and vulnerable young people, accelerating their academic progress and preventing the gap between them and their more affluent peers widening. The evidence shows that tutoring is an effective way to accelerate learning, and we therefore believe a targeted tutoring offer is the best way to narrow the gaps that risk opening up due to attendance at school being restricted.

Pupil wellbeing and support

Pupils may be experiencing a variety of emotions in response to the coronavirus (COVID-19) outbreak, such as anxiety, stress or low mood. This may particularly be the case for vulnerable children, including those with a social worker and young carers. It is important to contextualise these feelings as normal responses to an abnormal situation. Some may need support to re-adjust to school; others may have enjoyed being at home and be reluctant to return; a few may be showing signs of more severe anxiety or depression. Others will not be experiencing any challenges and will be keen and ready to return to school.

The return to school allows social interaction with peers, carers and teachers, which benefits wellbeing.

The Department for Education, Public Health England and NHS England hosted a free webinar for school and college staff on 9 July 2020 to set out how to support returning pupils and students. A recording of this is available:

Supporting pupil and student mental wellbeing.

This includes experts discussing the impacts of the pandemic on pupils' mental wellbeing and recovery techniques, and education leaders discussing the actions they have been taking.

The Whole School SEND consortium will be delivering some training and how-tos for mainstream school teachers (including free insets and webinars) on supporting pupils with SEND to return to their mainstream school after the long absence, and on transition to other settings. Details of future training sessions are held on the events page of the SEND Gateway. You can opt to join Whole School SEND's community of practice when you sign up for an event to receive notifications about future training and resources as they are published.

DfE has also published the first of the relationships, sex and health education training modules for teachers to support them in preparation to deliver content on mental health and wellbeing. The training module on teaching about mental wellbeing, which has been developed with clinical experts and schools, will improve teacher confidence in talking and teaching about mental health and wellbeing in the classroom. It was published early given the importance of supporting pupils' mental health and wellbeing at this time.

Schools should consider the provision of pastoral and extra-curricular activities to all pupils designed to:

Schools should also provide more focused pastoral support where issues are identified that individual pupils may need help with, drawing on external support where necessary and possible. Schools should also consider support needs of particular groups they are already aware need additional help (for example, children in need), and any groups they identify as newly vulnerable on their return to school. To support this, teachers may wish to access the free MindEd learning platform for professionals, which contains materials on peer support, stress, fear and trauma, and bereavement. MindEd have also developed a coronavirus (COVID-19) staff resilience hub with advice and tips for frontline staff.

Schools should consider how they are working with school nursing services to support the health and wellbeing of their pupils; school nursing services have continued to offer support as pupils return to school - school nurses as leaders of the healthy child programme can offer a range of support including:

Schools and school nurses need to work together to ensure delivery of the healthy child programme (which includes immunisation), identifying health and wellbeing needs which will underpin priorities for service delivery.

Behaviour expectations

Schools should consider updating their behaviour policies with any new rules/policies, and consider how to communicate rules/policies clearly and consistently to staff, pupils and parents, setting clear, reasonable and proportionate expectations of pupil behaviour. Further details are available at Behaviour and discipline in schools. Schools should set out clearly at the earliest opportunity the consequences for poor behaviour and deliberately breaking the rules and how they will enforce those rules including any sanctions. This is particularly the case when considering restrictions on movement within school and new hygiene rules. Schools will need to work with staff, pupils and parents to ensure that behaviour expectations are clearly understood, and consistently supported, taking account of individual needs and should also consider how to build new expectations into their rewards system.

It is likely that adverse experiences and/or lack of routines of regular attendance and classroom discipline may contribute to disengagement with education upon return to school, resulting in increased incidence of poor behaviour. Schools should work with those pupils who may struggle to reengage in school and are at risk of being absent and/or persistently disruptive, including providing support for overcoming barriers to attendance and behaviour and to help them reintegrate back into school life.

We acknowledge that some pupils will return to school having been exposed to a range of adversity and trauma including bereavement, anxiety and in some cases increased welfare and safeguarding risks. This may lead to an increase in social, emotional and mental health concerns and some children, particularly vulnerable groups such as children with a social worker and young carers, will need additional support and access to services such as educational psychologists, social workers, and counsellors. Additionally, provision for children who have SEND may have been disrupted during partial school closure and there may be an impact on their behaviour. Schools will need to work with local services (such as health and the local authority) to ensure the services and support are in place for a smooth return to schools for pupils.

The disciplinary powers that schools currently have, including exclusion, remain in place. Permanent exclusion should only be used as a last resort. Where a child with a social worker is at risk of exclusion, their social worker should be informed and involved in relevant conversations.

Any disciplinary exclusion of a pupil, even for short periods of time, must be consistent with the relevant legislation. Ofsted will continue to consider exclusions, including the rates, patterns and reasons for exclusion and to look for any evidence of off-rolling. Off-rolling is never acceptable. Ofsted is clear that pressuring a parent to remove their child from the school (including to home educate their child) is a form of off-rolling. Elective home education should always be a positive choice taken by parents without pressure from their school.

Section 4: Assessment and accountability

Inspection

For state-funded schools, routine Ofsted inspections will remain suspended for the autumn term. However, during the autumn term, inspectors will visit a sample of schools to discuss how they are managing the return to education of all their pupils. These will be collaborative discussions, taking into account the curriculum and remote education expectations set out in this document, and will not result in a judgement. A brief letter will be published following the visit. The insights that inspectors gather will also be aggregated nationally to share learning with the sector, the government and the wider public. In addition, Ofsted has the power to inspect a school in response to any significant concerns, such as safeguarding.

For independent schools, Ofsted/the Independent Schools Inspectorate (ISI) standard inspections also remain suspended. During the autumn term, Ofsted/ISI will undertake non-routine inspections, as commissioned by the Department for Education, where appropriate. For example, this may be a pre-registration inspection or an inspection to follow up on significant safeguarding concerns. These inspections will have a judgement, as usual, and result in the production of a report.

It is intended that routine Ofsted and ISI inspections will restart from January 2021, with the exact timing being kept under review.

Primary assessment

We recognise that pupils will have missed a critical period of their education due to lockdown in the 2019 to 2020 academic year. It is vital that we know the impact of coronavirus (COVID-19) on this cohort of pupils nationally, and can give support to schools that need it the most.

We are, therefore, planning on the basis that statutory primary assessments will take place in summer 2021. The early years foundation stage profile, and all existing statutory key stage 1 and 2 assessments, should return in 2020 to 2021 in accordance with their usual timetables. This includes:

the phonics screening check

key stage 1 tests and teacher assessment

the year 4 multiplication tables check

key stage 2 tests and teacher assessment

statutory trialling

The statutory rollout of the reception baseline assessment has been postponed until September 2021, giving schools flexibility to sign up to our early adopter year in 2020 to 2021.

The Standards and Testing Agency (STA) are reviewing requirements for the phonics screening check in year 2 (following the cancellation of the 2020 assessment) and also arrangements for implementation of the engagement model (for the assessment of pupils working below the national curriculum and not engaged in subject specific study) and will provide an update to schools before the end of the summer term.

Results day

Schools planning to open their doors to pupils on results day should continue to follow the hierarchy of controls they have used over the summer term.

In particular this means:

ensuring that those who have coronavirus (COVID-19) symptoms, or who have someone in their household who does, do not attend school

ensuring staff and pupils clean their hands more often than usual

ensuring good respiratory hygiene by promoting 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 as far as possible, by keeping pupils in small consistent groups - schools should aim to practise social distancing in line with current government guidance on social distancing

Pupils and parents should follow coronavirus (COVID-19): safer travel guidance for passengers when planning their travel to school, and be encouraged to walk or cycle where possible. Schools should consider the potential for broader social mixing outside school when deciding their approach and communicate with pupils about not socialising with each other in large groups outside school.

Schools should continue to make clear to parents that, should they wish to accompany their child to collect their results, they must not gather at entrance gates or doors (and neither should their child), or enter the site (unless they have a pre-arranged appointment).

Further advice can be found in protective measures guidance for education and childcare settings.

Schools are also reminded that this year, it has been agreed that results cannot be released to students until 8am (rather than 6am as in previous years). UCAS and higher education institutions will also not communicate any confirmation decisions while the results are under the 8am embargo. UCAS will make a list of applicants who have not been given a university place available to schools at 7am on 13 August, under embargo until 8am, in order to give them additional time to prepare to support students who are in this position before results are released to students. Only staff who are directly responsible for supporting unplaced students should have sight of this information prior to 8am.

The National Careers Service will again be delivering the Exam Results Helpline during August this year. Young people or their parents can contact the helpline on 0800 100 900 to speak to a professionally qualified careers adviser if they need advice on their next steps. The helpline will be open from 8 am to 10 pm from Thursday 13 August until Friday 28 August. After these dates, young people will be able to access ongoing support from the National Careers Service at any time by calling 0800 100 900, visiting the National Careers Service website or searching for the National Careers Service on Facebook and Twitter.

Exams

For the summer 2021 exams, we recognise that pupils in years 11 and 13 will have missed a critical period of their education due to lockdown in the 2019 to 2020 academic year. It is vital that these pupils are able to catch up and access exams that lead to the qualifications they need to progress. We are, therefore, planning on the basis that GCSEs and A levels will take place in summer 2021 but with adaptations, including those which will free up teaching time. Ofqual is currently consulting on proposed adaptations to exams.

There will also be an exam series taking place in autumn 2020. Following the cancellation of summer 2020 exams, the exam boards will be providing students with calculated grades (except in some exceptional cases) this summer, which students will use to move onto their next step. DfE has, however, also announced that there will be an opportunity for students to sit exams in the autumn and Ofqual has confirmed these exams will be available in all subjects. Where a student wishes to sit an exam, DfE's guidance on Centre responsibility for autumn GCSE, AS and A level exam series sets out that we expect the centre that entered them for the summer series to enter them in the autumn series and take overall responsibility for ensuring that they have somewhere appropriate to sit their exams. We are also exploring further ways in which it might be possible to minimise additional burdens on centres whilst ensuring that exams remain accessible for students, and we will provide further information on this.

Accountability expectations

Performance tables are suspended for the 2019 to 2020 academic year, and no school or college will be judged on data based on exams and assessments from 2020. Until the new data release is available, all those working with schools, including Ofsted and DfE regional teams, should refer to the 2019 data. The Department for Education will continue to use 2019 data as a starting point for any conversation about support for schools with Ofsted judgements below good. More information is set out at coronavirus (COVID-19): school and college accountability.

Section 5: Contingency planning for outbreaks

Process in the event of local outbreaks

If a local area sees a spike in infection rates that is resulting in localised community spread, appropriate authorities will decide which measures to implement to help contain the spread. The Department for Education will be involved in decisions at a local and national level affecting a geographical area, and will support appropriate authorities and individual settings to follow the health advice. We will provide more information on this process in due course.

Contingency plans for outbreaks

For individuals or groups of self-isolating pupils, remote education plans should be in place. These should meet the same expectations as those for any pupils who cannot yet attend school at all due to coronavirus (COVID-19). See section on remote education support.

In the event of a local outbreak, the PHE health protection team or local authority may advise a school or number of schools to close temporarily to help control transmission. Schools will also need a contingency plan for this eventuality. This may involve a return to remaining open only for vulnerable children and the children of critical workers, and providing remote education for all other pupils.

Remote education support

Where a class, group or small number of pupils need to self-isolate, or there is a local lockdown requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education. Schools are expected to consider how to continue to improve the quality of their existing offer and have a strong contingency plan in place for remote education provision by the end of September. This planning will be particularly important to support a scenario in which the logistical challenges of remote provision are greatest, for example where large numbers of pupils are required to remain at home.

In developing these contingency plans, we expect schools to:

use a curriculum sequence that allows access to high-quality online and offline resources and teaching videos, and that is linked to the school's curriculum expectations

give access to high quality remote education resources

select the online tools that will be consistently used across the school in order to allow interaction, assessment and feedback, and make sure staff are trained in their use

provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access

recognise that younger pupils and some pupils with SEND may not be able to access remote education without adult support, and so schools should work with families to deliver a broad and ambitious curriculum.

When teaching pupils remotely, we expect schools to:

set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects

teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject

provide frequent, clear explanations of new content, delivered by a teacher in the school or through high quality curriculum resources and/or videos

gauge how well pupils are progressing through the curriculum, using questions and other suitable tasks and set a clear expectation on how regularly teachers will check work

enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments, including, where necessary, revising material or simplifying explanations to ensure pupils' understanding

plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers

We expect schools to consider these expectations in relation to the pupils' age, stage of development and/or special educational needs, for example where this would place significant demands on parents' help or support. We expect schools to avoid an over-reliance on long-term projects or internet research activities.

The government will also explore making a temporary continuity direction in the autumn term, to give additional clarity to schools, pupils and parents as to what remote education should be provided. DfE will engage with the sector before a final decision is made on this.

A range of resources to support schools in delivering remote education is available:

curriculum maps for key subjects for year groups from Reception to year 9 will be published in July. They aim to provide support to schools in developing the ability to switch from classroom teaching to remote provision immediately in case of local lockdowns or self-isolation. A number of education resource providers intend to align their resources to these maps, to further support schools. These maps are designed as a support for schools and are entirely non-mandatory, for use at the discretion of the school.

DfE has produced a quality assured list of remote education resources which are available to schools and parents for free over the summer term. Where pricing models have changed, schools may consider using some of their catch-up funding on remote resources in line with the access to technology section of the EEF's COVID-19 support guide for schools

from that start of the autumn term, Oak National Academy will make available video lessons covering the entire national curriculum, available to any school for free. These are being in developed in partnership with a wide group of teachers and school leaders to develop lessons in the popular topics. The resources will be as flexible as possible, allowing schools to reorder topics and lessons, to match their own plans and curriculum.

Oak National Academy specialist content for pupils with SEND. This covers communication and language, numeracy, creative arts, independent living, occupational therapy, physical therapy and speech and language therapy. Their provision for next academic year will include an expanded range of content for the specialist sector.

government-funded access to one of two free-to-use digital education platforms: Google for Education or Microsoft Office 365 Education. Schools can apply through The Key for School Leaders. The Key also provides feature comparison and case studies on how schools are making the most of these platforms.

a network of schools and colleges for help and support on effective use of tech for remote education that can be accessed through the EdTech Demonstrator Programme.

laptops, tablets and 4G wireless routers have been made available to local authorities and academy trusts to support vulnerable and disadvantaged children (specifically, care leavers, children and young people with a social worker, and disadvantaged year 10 pupils). Local authorities and academy trusts will continue to own and use these devices (including for catch up purposes) following pupils returning to school in the autumn term. They will be responsible for loaning them in the event that a school is required to close temporarily due to coronavirus (COVID-19). If required, the department will look to provide further device and connectivity support for disadvantaged pupils who would otherwise lack access during a school closure. These devices will be owned by the school.

In addition to 4G routers provided to local authorities and academy trusts, the Department for Education is working in partnership with BT to offer free access to BT WiFi hotspots for disadvantaged pupils. We are also working with the major telecommunications companies to expand this offer and provide access to free additional data to families who rely on a mobile internet connection while the response to coronavirus (COVID-19) requires pupils to learn from home and access social care services online. More information on increasing internet access for vulnerable and disadvantaged children is available.

Further support is available from:

Annex A: Health and safety risk assessment

Everyone needs to assess and manage the risks from coronavirus (COVID-19). This means school employers and leaders are required by law to think about the risks the staff and pupils face and do everything reasonably practicable to minimise them, recognising they cannot completely eliminate the risk of coronavirus (COVID-19). School employers must therefore make sure that a risk assessment has been undertaken to identify the measures needed to reduce the risks from coronavirus (COVID-19) so far as is reasonably practicable and make the school COVID-secure. General information on how to make a workplace COVID-secure, including how to approach a coronavirus (COVID-19) risk assessment, is provided by the HSE guidance on working safely.

Schools should undertake a coronavirus (COVID-19) risk assessment by considering the measures in this guidance to inform their decisions and control measures. A risk assessment is not about creating huge amounts of paperwork, but rather about identifying sensible measures to control the risks in the workplace, and the role of others in supporting that. The risk assessment will help school leaders and employers decide whether they have done everything they need to. Employers have a legal duty to consult their employees on health and safety in good time. It also makes good sense to involve pupils (where applicable) and parents in discussions around health and safety decisions to help them understand the reasons for the measures being put in place. Employers can do this by listening and talking to them about how the school will manage risks from coronavirus (COVID-19) and make the school COVID-secure. The people who do the work are often the best people to understand the risks in the workplace and will have a view on how to work safely. Involving them in making decisions shows that the school takes their health and safety seriously.

Sharing your risk assessment

Schools should share the results of their risk assessment with their workforce. If possible, they should consider publishing it on their website to provide transparency of approach to parents, carers and pupils ( HSE would expect all employers with over 50 staff to do so).

Monitoring and review of risk controls

It is important that employers know how effective their risk controls are. They should monitor and review the preventive and protective measures regularly, to ensure the measures are working, and taking action to address any shortfalls.

Roles and responsibilities

All employers are required by law to protect their employees, and others, from harm. Under the Management of Health and Safety at Work Regulations 1999, the minimum employers must do is:

Given the employer landscape in schools is varied, we have set out here what the existing DfE Health and safety: responsibilities and duties for schools guidance states about the roles and responsibilities for health and safety in schools:the employer is accountable for the health and safety of school staff and pupils. The day-to-day running of the school is usually delegated to the headteacher and the school management team. In most cases, they are responsible for ensuring that risks are managed effectively. This includes health and safety matters. Schools must appoint a competent person to ensure they meet their health and safety duties. The Health and Safety Executive ( HSE) provides more information on the role of headteachers and employers in the guidance The role of school leaders - who does what and a simple guide to who the employer is in each type of school setting in its FAQs section, under 'Who is accountable for health and safety within a school?'. References to actions by employers in this guidance may in practice be carried out by headteachers in schools, but the employer will need to assure themselves that they have been carried out, as they retain the accountability for health and safety. If not already done, employers should ensure that a coronavirus (COVID-19) risk assessment for their school is undertaken as soon as possible. As some pupils are already attending at school, the employer is likely to have gone through a lot of this thinking already. We recommend that those employers use this document to identify any further improvements they should make.

Wider guidance on the risk assessment process

Health and safety risk assessments identify measures to control risks during education and childcare setting activities. Health and safety law requires the school employer to assess risks and put in place measures to reduce the risks so far as is reasonably practicable. The law also requires employers to record details of risk assessments, the measures taken to reduce these risks and expected outcomes. Schools need to record significant findings of the assessment by identifying:

Records of the assessment should be simple and focused on controls. Outcomes should explain to others what they are required to do and help staff with planning and monitoring.

Risk assessments consider what measures you need to protect the health and safety of all:

Schools will need to think about the risks that may arise in the course of the day. This could include anything related to the premises or delivery of its curriculum or activities, whether on-site or in relation to activities offsite.

Consulting employees (general)

It is a legal requirement that employers must consult with the health and safety representative selected by a recognised trade union or, if there isn't one, a representative chosen by staff. As an employer, you cannot decide who the representative will be.

At its most effective, full involvement of staff creates a culture where relationships between employers and staff are based on collaboration, trust and joint problem solving. As is normal practice, staff should be involved in assessing workplace risks and the development and review of workplace health and safety policies in partnership with the employer. Consultation does not remove the employer's right to manage. They will still make the final decision but talking to employees is an important part of successfully managing health and safety.

Leaders are encouraged to ensure that consultation on any changes to risk assessments that will be in place for the start of the autumn term commence with staff before the summer break, to ensure that those that are on term-time only contracts have adequate time to contribute.

Resolving issues and raising concerns

Employers and staff should always come together to resolve issues. As providers widen their opening, any concerns in respect of the controls should be raised initially with line management and trade union representatives, and employers should recognise those concerns and give them proper consideration. If that does not resolve the issues, the concern can be raised with . Where the HSE identify employers who are not taking action to comply with the relevant public health legislation and guidance to control public health risks, they will consider taking a range of actions to improve control of workplace risks. The actions the HSE can take include the provision of specific advice to employers through to issuing enforcement notices to help secure improvements.

Approach to risk estimation and management

Some types of control are more effective at reducing risks than others. Risk reduction measures should be assessed in order of priority as set out below; schools should not simply adopt the easiest control measure to implement. Controls should be practical to be implemented and, ideally, should be able to be maintained easily over time. It is critical to remember that it will only rarely be feasible to eliminate individual risks completely. The combination of controls introduced should aim to reduce the risk to as low as reasonably practicable and prioritise structural, environmental interventions over individual level ones. This does not just mean considering risks of transmission, but also balancing these against risks to wider health and well-being and to education. Schools have the flexibility to respond to risks in a way that suits their circumstances whilst complying with their duties under health and safety legislation. Schools should work through the following steps to address their risks, considering for each risk whether there are measures in each step they can adopt before moving onto the next step:

1. Elimination: stop an activity that is not considered essential if there are risks attached.

2. Substitution: replace the activity with another that reduces the risk. Care is required to avoid introducing new hazards due to the substitution.

3. Engineering controls: design measures that help control or mitigate risk.

4. Administrative controls: identify and implement the procedures to improve safety (for example, markings on the floor, signage).

5. Having gone through this process, PPE should be used in circumstances where the guidance says it is required.

Annex B: education, health and care plans

Temporary changes to SEND legislation

Since May, as a result of the outbreak, it has been necessary to modify Section 42 of the Children and Families Act 2014 so that local authorities and health commissioners must use their 'reasonable endeavours' to secure or arrange the specified special educational/health care provision in education, health and care plans. We are committed to removing these flexibilities as soon as possible so that children and young people can receive the support they need to return to school. As such, unless the evidence changes, we will not be issuing further national notices to modify the education, health and care duties, but will consider whether any such flexibilities may be required locally to respond to outbreaks.

We will also continue to monitor the need for the temporary changes to the law on education, health and care needs assessments and plans that give local authorities and others who contribute to the relevant processes more flexibility in responding to the demands placed on them by coronavirus (COVID-19). These changes are currently in force until 25 September.

We remain committed to listening to and working with local authorities, parent carer representatives and specialist SEND organisations, to ensure that the lifting of the temporary changes is managed in a way that supports the needs of children and young people with SEND.

All educational settings have a statutory duty under equalities legislation to make reasonable adjustments for disabled children. Many children and young people will have found lockdown exceptionally difficult socially and emotionally. Settings should consider any challenging behaviours or social or emotional challenges arising as a response to the lockdown and offer additional support and phased returns where needed.

Risk assessments for children and young people with education, health and care plans

Following the partial closure of educational and childcare settings from 20 March 2020, we asked local authorities to consider the needs of all children and young people with an education, health and care plan and to carry out a risk assessment. Local authorities were asked to work with schools and parents or carers, to determine whether children and young people would be able to have their needs met at home and be safer there than attending a school.

Risk assessments may prove useful now and over the autumn term, in identifying what additional support children and young people with education, health and care plans need to make a successful return to full education. Risk assessments may also prove useful if children and young people have to self-isolate, or if a local outbreak of coronavirus (COVID-19) requires a school to return to more limited attendance, or temporarily close.

Whether individual risk assessments are used to help plan for the autumn term or not, schools should, in the spirit of coproduction, contact parents and involve them in planning for their child's return to their school from the start of the autumn term. They should also contact and involve young people over 16 who have education, health and care plans. That might include visits to the school, social stories, and other approaches that specialist settings normally use to enable a child or young person with SEND, who has spent some time out of education, to return to full provision.

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We have updated this guidance to: provide more advice on risk management provide clarification on the age requirements related to face coverings on public transport confirm revised guidance on cleaning has now been published set out that the Department for Education will be supporting schools over the summer on communications

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A new COVID-19 variant is spreading in some parts of England. There may be additional advice for your area. Find out what you need to do.

What you need to know

The coronavirus (COVID-19) pandemic is having an impact on everybody's lives. Regardless of their age, this will be a challenging time for many children and young people. How a child or young person responds to their individual situation will vary. Some may react immediately, some not at all, while others may show signs of difficulty later on. It is important to recognise that in most cases, these are normal responses to an abnormal situation.

How a child or young person responds to their individual situation may vary in different ways according to their individual characteristics and circumstances. For example, their age, physical or mental health condition, how they deal with stress, previous experiences or pre-existing mental or physical health condition.

During this time, it's important that you support and take care of the mental health of children or young people in your care, as well as your own mental health. There are lots of things you can do, and additional support is available if you need it.

Background

This advice is to help adults with caring responsibilities look after and support the mental health and wellbeing of children and young people, including those with additional needs and disabilities, during the COVID-19 pandemic.

There is more information on how to stop the spread of coronavirus available.

Looking after your own mental health

As well as thinking about the children or young people in your care, it is important to take care of your own mental health and wellbeing. This will help you support yourself and those you care about. Children and young people react, in part, to what they see from the adults around them. When parents and carers deal with a situation calmly and confidently, they can provide the best support for children and young people.

Children and young people want to feel assured that their parents and carers can keep them safe. It will not always be possible to provide answers to all the questions that children and young people may ask, or to address all their concerns, so focus on listening and acknowledging their feelings to help them feel supported.

There are some actions you can consider to support a child's or young person's mental health and wellbeing during the pandemic, including:

Look for changes

Children and young people may respond to stress in different ways. Signs may be emotional (for example, they may be upset, distressed, anxious, angry or agitated), behavioural (for example, they may become more clingy, or more withdrawn, or have difficulty concentrating, or they may wet the bed), or physical (for example, they may experience stomach or headaches). Look out for any changes in their behaviour and be aware that these changes may not occur in all contexts (for example they might just happen at school or at home).

Making time to listen

Create a calm safe space where they can communicate how they are feeling without judgement. Some young people may find it easier to talk while you are doing something together, such as playing or exercising in the park, going for a walk, painting or other activities. You can't always know the answer and it is often better to be honest and say 'I don't know' rather than put more pressure on yourself or set unrealistic expectations. Listen to them and acknowledge their concerns.

Remember to let them know you are there to help and give them extra love and attention if they need it. Children and young people who struggle to communicate how they feel may rely on you to interpret their feelings. For further advice you may contact Young Minds Parents Helpline. They also offer Parents Email and Parents Webchat services.

MindEd for families is a free online educational resource about children and young people's mental health designed for all adults, which can support parents and carers through these exceptional circumstances. Young Minds also has a useful resource about 'Starting a conversation with your child'.

Providing clear information about the situation

One of the best ways to achieve this is by talking openly about what is happening and providing honest answers to any questions children have, using words and explanations that they can understand. Explain what is being done to keep them and their loved ones safe, including any actions they can take to help, such as washing their hands regularly.

There are resources available to help you do this, including the Children's Commissioner's Children's Guide to Coronavirus, or the Inter-Agency Standing Committee (IASC) have produced a storybook developed by and for children around the world affected by COVID-19.

Make sure you use reliable sources of information such as GOV.UK or the NHS website - incorrect or misleading information can create stress for the child or young person you care for.

Being aware of your own reactions

Children and young people often take their emotional cues from the important and trusted adults in their lives. How you respond to the situation is very important. Try to manage your own emotions and remain calm, speak kindly to them, and answer any questions they have honestly.

Support safe ways for children and young people to connect with their friends

Where it isn't possible for them to meet in person, they can connect online or via phone or video calls. Advice for parents and carers on helping children to stay safe online during the COVID-19 pandemic is available.

Creating a new routine

Changes to our lives caused by the pandemic might impact on routines. Routine gives children and young people an increased feeling of safety in the context of uncertainty, so if your routine has changed, think about how to develop some regularity where possible. Some ideas might include:

make a plan for the day or week that includes time for learning, free time (including play, creativity or hobbies) and relaxing. A weekly timetable that can be visualised can be helpful

if children have to stay home from school, ask teachers what you can do to support continued learning at home. The Department for Education has a list of recommended online educational resources for those who are learning at home

add in positive activities that you know the child or young person will enjoy- and discover new ideas for activities to do from home if needed. Encourage maintaining a balance between being online and offline. The Children's Commissioner guide contains some ideas to help fight boredom

children and young people ideally need to be active for 60 minutes a day, which can be more difficult when spending longer periods of time indoors. Plan time outside if you can do so safely or visit Change4Life for ideas for indoor games and activities. Physical activity is good for our physical and mental health

good sleep is important for mental and physical health, so try to keep to existing bedtime and morning routines. The NHS provides healthy sleep tips for children

try giving children and young people healthier alternatives to treats such as sweets or chocolate. See Change4Life for ideas

Like adults, children and young people may become more distressed if they see repeated coverage about the COVID-19 pandemic in the media. Removing their access to the news is also rarely helpful as they are likely to find information from other sources, such as online or through friends. Try to avoid turning the television off or closing web pages when children or young people come into the room. This could make them assume that you are hiding important things from them or could cause them to worry. Instead, consider limiting the amount of exposure children and young people have to media coverage. The British Psychological Society have produced some helpful advice for parents about managing uncertainty.

Young people will also hear things from friends and get information from social media. Talk to them about what is happening and ask them what they have heard. Try to answer their questions honestly but reassure where you can.

How children and young people of different ages may react

All children and young people are different, but there are some common ways in which different age groups may react to a situation like the COVID-19 pandemic. The common reactions to distress will fade over time for most children and young people, though could return if they see or hear reminders of what happened. Understanding these may help you to support your family.

For infants to 2 year olds

Infants may become more easily distressed. They may cry more than usual or want to be held and cuddled more.

For 3 to 6 year olds

Preschool and nursery children may return to behaviours they have outgrown, such as toileting accidents, bed-wetting, or being frightened about being separated from their parents or carers. They may also have tantrums or difficulty sleeping.

For 7 to 10 year olds

Older children may feel sad, angry, or afraid. Peers may share false information but parents or carers can correct the misinformation. Older children may focus on details of the situation and want to talk about it all the time, or not want to talk about it at all. They may have trouble concentrating.

For pre-teens and teenagers

Some pre-teens and teenagers respond to worrying situations by acting out. This could include reckless driving, and alcohol or drug use. Others may become afraid to leave the home and may cut back on how much time they connect with their friends. They can feel overwhelmed by their intense emotions and feel unable to talk about them. Their emotions may lead to increased arguing and even fighting with siblings, parents, carers or other adults. They may have concerns about how the school closures and exam cancellations will affect them.

Advice for groups with additional mental health needs or facing specific issues

Children and young people who are currently accessing mental health services

Children and young people with an existing mental health problem may find changes and uncertainty caused by the COVID-19 pandemic particularly difficult. The increased stress may lead to a change in their behaviours and their mental health needs. If you are concerned about how to access support if they need to stay at home and self-isolate, consider taking these actions.

Speak to the child's or young person's mental health team

Contact the team to discuss any concerns and check how care will continue to be accessed. Update any safety and care plans as agreed.

Identify how the support the child, young person or family normally receives will be maintained

Ask if appointments normally offered in person, will now be by phone, text or online or a mixture of these. Ask if there is extra support that the health professional can offer if the child or young person needs it, including how to contact the service if you have any concerns between appointments. Talk to the health professional about what plans are in place and how best to communicate these to the child or young person if you, the child or young person need to stay at home and self-isolate.

Plan how you will get the child's or young person's medication

You might be able to order repeat prescriptions by phone or online using an app or website if your doctor's surgery offers this. Ask your pharmacy about getting medication delivered or think about who you could ask to collect it for you. The NHS website has information about getting prescriptions for someone else and checking if you have to pay for prescriptions.

Continue to order repeat prescriptions in your usual timeframe. There is no need to order for a longer duration or larger quantities.

Your general practitioner (GP) might convert a repeat prescription to one that is supplied under the repeat dispensing arrangements. This means you can go back to the pharmacy for a certain number of repeats without having to get a repeat prescription from the practice.

Be careful about buying medication online. You should only buy from registered pharmacies. You can check if a pharmacy is registered on the General Pharmaceutical Council website.

You might also want to make arrangements for the child or young person if you become unwell or have to isolate - for example, making sure a partner, friend, family member or neighbour is aware of important information including their care plan, medications and emergency numbers.

Talk to the staff about their policies on visiting and access to digital technology and think about how you can stay in contact, particularly if you have to stay at home and self-isolate. Ask the unit if you could participate in a virtual ward round to keep in touch with the child's or young person's mental health team. If the situation in your local area or in the unit changes or, if you need to stay at home and self-isolate this will impact on whether the child or young person can come home on leave. It is important to talk to the child or young person about what might happen so they are fully informed.

Eating disorders

Children and young people with an eating disorder may find aspects of the current situation particularly challenging, for example, reduced availability of specific foods, social isolation and significant changes to routine.

If you or the child or young person are worried about an eating disorder, contact your local community eating disorder team. Most community eating disorder teams support direct access that is not reliant on a referral from your GP. These teams have been set up to offer treatment to those requiring early intervention or more urgent care, so don't wait to seek help.

For children and young people with avoidant restrictive food intake disorder (ARFID), take care about issues that arise if there is:

Reduced availability of specific foods

This may mean the child or young person who is on a limited diet cannot get the foods they eat. Many will go without rather than have something else, but with risk of weight loss or further nutritional deficiency.

Significant changes to the child's or young person's routine

For those with ARFID this can be extremely distressing and challenging to manage. Seek advice on how you can reduce the distress and risk of further reduction of their food intake.

General heightened anxiety

Monitor existing anxiety and obsessive-compulsive behaviours that are associated with distress and how this is interfering with eating.

The eating disorders charity BEAT also provides advice, support and helplines for children, young people and students.

Children and young people with learning disabilities

Children and young people with learning disabilities may find it difficult to understand and remember COVID-19 guidance, rules or restrictions and may feel frustrated by the impact and uncertainty. They may also need more support or adapted explanations about the pandemic.

A good way to help them could be by:

supporting them to make decisions

representing choices visually through written words, pictures, symbol systems or objects, if helpful

supporting them to express their emotions

letting them know they are not alone

While listening, take their feelings seriously and don't judge their emotions. They may feel anxious about big changes, such as the possibility of having to stay at home. Where possible, it can be helpful to explain any upcoming changes to routine and circumstances before they happen and help them to plan and come up with solutions, such as finding a hobby or doing exercises to relax and cope with anxiety.

Resources to support you and the child or young person include:

Autistic children and young people

Autistic children and young people may have found disruption to routines and support during the COVID-19 pandemic particularly difficult, emotionally and socially. Also, if the child or young person becomes unwell with COVID-19, they may struggle to manage the physical experience. You can help to manage these experiences using any strategies that you know work for them, or by seeking further advice and support, as well as talking to the child or young person's education setting.

Autistic children and young people may struggle to recognise the emotions they are feeling and to communicate them to others, for example anxiety or low mood. Be alert for changes in behaviour which may help you to identify their emotional state, for example increased agitation, physical symptoms of anxiety or changes in sleeping and eating.

It is important to be honest when communicating with the child or young person you care for about the changing situation, measures they can take to stay safe, and the symptoms of the virus. Try to avoid giving definitive statements about the future - this is a rapidly developing and changing situation and the child or young person may be more distressed if things change when they were told they would not.

Children and young people with autism often find change more difficult. Let the young person you care for know in the most appropriate way for them if arrangements change so they are prepared. You will know the child or young person best, so consider their own specific needs when deciding when and how to let them know what the new arrangements will be. For example, visual strategies (such as social stories, pictures, timetables or timers) or visiting new places when it is quiet or virtually may help them prepare for any changes.

It is also helpful for children if there is a consistent approach between home and school, so communicating closely with staff at school or college can be supportive. If helpful, ask your health professional for advice.

You should continue to access support of local autism groups online or via phone. The National Autistic Society guidance on managing anxiety might also be helpful. Autistica also provide support and information, including an Autism Helpline.

Children or young people with physical health issues

Where children or young people are managing their health conditions during the pandemic, there may be additional psychological needs to consider. This group of children or young people are at risk of increased disruption, isolation and are at greater risk of mental health difficulties (for example, more intense distress, worry or anger episodes) than their healthy peers.

Support children and young people by listening to their concerns, providing open and honest explanations about the situation, and giving them information about what is being done to protect them.

Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19 is available. The Council for Disabled Children also has information about the support available to children and young people living with a long-term health condition.

Children and young people who care for others

Some children and young people may have existing caring responsibilities for adults or siblings, and these may have increased or become more challenging during the pandemic. They may be anxious about what will happen if the person they care for becomes unwell, or what will happen if they themselves become unwell and are unable to support the person they care for. Even if they don't currently act as a carer, it is possible that they may become one if they are in a household with one adult.

Plan with the child or young person what will happen if you or the person they care for, or may need to care for, becomes unwell as this will help to reduce anxiety. Include contact details for others who can step in and support them.

Further information about support for young carers is available at Barnardo's Young Carers Support Hub.

Support for students in further or higher education

If the young person you support is a student, life at university or college this year will probably feel very different to what they were expecting. The COVID-19 pandemic may have affected their life and studies and might leave them feeling unsupported and lonely, frustrated, anxious, or stressed. They may be worried about job prospects after finishing their studies, or current financial concerns might be causing stress. The Student Space website contains advice and information to support students during the COVID-19 pandemic.

Encourage the young person to regularly communicate with friends and family whether that is via messages, calls or video chats. If the young person is feeling the strain on their mental health and wellbeing, support is available. They can inform their learning provider who can then advise what mental health and wellbeing support is available for students, such as a wellbeing or counselling service, student advice services, or other resources.

For NHS mental health support, students can contact their GP or they can self-refer to talking therapies for anxiety and depression via NHS psychological therapies services (IAPT). These services are free, and therapies can be delivered effectively remotely on-line and on the telephone. Students can access these services anywhere in England regardless of where they are registered with a GP. Students that need help with anxiety or depression can contact their local service.

Experiencing grief or bereavement

Whenever it happens, experiencing the loss of a loved one can be an extremely difficult and challenging time. Due to the COVID-19 pandemic, children and young people may not be able to say goodbye in the way they would have wanted to. It may also be harder to connect with their usual support networks.

Grief affects children and young people in different ways depending on their age, their level of understanding, and the changes the death means for their daily life. They often feel waves of powerful emotions such as sadness, guilt, shock and anger, which they may struggle to express. It is very common for their behaviour to change and for them to worry a lot about other people.

It can be challenging to support a child or young person when you are grieving yourself. Listening carefully, answering questions honestly in an age-appropriate way, continuing routines where possible, and providing lots of love and support will help.

The NHS has advice about grief and the support available, and the Childhood Bereavement Network has information and links to national and local support organisations.

Where to get further support

Every Mind Matters provides advice and practical tips for parents and carers on looking after a child's or young person's mental health and self-care advice for young people.

If you're concerned about a child or young person's mental health, you can get free, confidential advice via phone, email or webchat from the Young Minds Parents Helpline.

You can find more information about NHS Children and Young People's Mental Health Services (CYPMHS) and how to access them. You can also look at your local Clinical Commissioning Group website - most services also have their own website with information about access, referrals (including whether you can 'self-refer') and contact details. Try searching in your area for ' CYPMHS' or 'CAMHS' (children and adolescent mental health services, an older term used for some CYPMHS). During the COVID-19 pandemic, services are still there for you, so don't hesitate to ask for help.

Action for Children has lots of tips to help you spot signs of mental health issues in children and provides advice on the action you can take to help.

Barnardo's COVID-19 Support Hub provides information, resources and tools to support children, young people and their families or carers during the pandemic.

You can get Psychological First Aid training on how to support children and young people's mental health during emergencies like COVID-19 and crisis situations. This course has been developed by Public Health England and is for anyone who provides care for, or works with, children and young people, including parents and caregivers. No previous qualifications are required to enrol. The course is free to complete, but has an option to buy a certificate once you have completed the course. You do not need to buy this certificate to complete the course modules.

Any professional that works with children and young people should also be able to help you get support. You could talk to a teacher, school nurse, social worker or GP.

Where to get urgent help

If a child or young person needs urgent medical help, then call 999 or take them to the nearest Accident & Emergency (A&E). This is when someone is seriously ill or injured and their life is at risk. A mental health emergency should be taken as seriously as a physical health emergency.

If a child or young person needs urgent mental health support or advice, visit the NHS urgent mental health page to find services in your area, including 24/7 mental health crisis support.

If a child is currently being supported by Children and Young People's Mental Health Services (sometimes known as CAMHS), Paediatric Services or Children's Social Care then talk to them if you are worried about the child.

If you are not sure what to do, you can contact your GP for advice or check NHS 111 online.

Helplines and websites for children and young people

If a child or young person would like further information or advice on their mental health or difficulties they are experiencing, they could try one of the following websites or organisations:

Shout 85258 provides free, confidential, 24/7 text message support in the UK for anyone who is struggling to cope. They can help with issues including suicidal thoughts, depression, anxiety, panic attacks, abuse, self-harm, relationship problems and bullying:

text 'Shout' to 85258 to speak to a trained volunteer who will listen and work with you to solve problems

Papyrus provides confidential support and advice to young people struggling with thoughts of suicide, and anyone worried about a young person:

ChildLine provides a confidential helpline for any child with a problem. It comforts, advises and protects. You can:

The Mix provides a free confidential helpline and online service that aims to find young people the best help, whatever the problem. You can:

Every Mind Matters includes advice for young people on how to look after their mental health and wellbeing and deal with the issues that matter to them.

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[Withdrawn] [Withdrawn] Guidance for parents and carers on supporting children and young people's mental health and wellbeing during the coronavirus (COVID-19) pandemic

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A new COVID-19 variant is spreading in some parts of England. There may be additional advice for your area. Find out what you need to do. The coronavirus (COVID-19) pandemic is having an impact on everybody's lives. Regardless of their age, this will be a challenging time for many children and young people.

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Life can be tricky at the best of times.  So when you can't be as active, see your friends or just get out as much as you would like, it can be even tougher.  So here are a couple of things that might help:

Kooth is a free digital support service, just for children and young people.  You can chat online to friendly counsellors, read articles written by young people, get support from the Kooth community and even write in a daily journal.
https://www.kooth.com/

Healthy Suffolk has set up a special website just so you can find information about keeping mentally and physically well during these difficult times.  There is a section for young people: just click on 'I am a young person':
https://www.healthysuffolk.org.uk/COVIDHub

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A new COVID-19 variant is spreading in some parts of England. There may be additional advice for your area. Find out what you need to do.

What you need to know

The coronavirus (COVID-19) pandemic is having an impact on everybody's lives. Regardless of their age, this will be a challenging time for many children and young people. How a child or young person responds to their individual situation will vary. Some may react immediately, some not at all, while others may show signs of difficulty later on. It is important to recognise that in most cases, these are normal responses to an abnormal situation.

How a child or young person responds to their individual situation may vary in different ways according to their individual characteristics and circumstances. For example, their age, physical or mental health condition, how they deal with stress, previous experiences or pre-existing mental or physical health condition.

During this time, it's important that you support and take care of the mental health of children or young people in your care, as well as your own mental health. There are lots of things you can do, and additional support is available if you need it.

Background

This advice is to help adults with caring responsibilities look after and support the mental health and wellbeing of children and young people, including those with additional needs and disabilities, during the COVID-19 pandemic.

There is more information on how to stop the spread of coronavirus available.

Looking after your own mental health

As well as thinking about the children or young people in your care, it is important to take care of your own mental health and wellbeing. This will help you support yourself and those you care about. Children and young people react, in part, to what they see from the adults around them. When parents and carers deal with a situation calmly and confidently, they can provide the best support for children and young people.

Children and young people want to feel assured that their parents and carers can keep them safe. It will not always be possible to provide answers to all the questions that children and young people may ask, or to address all their concerns, so focus on listening and acknowledging their feelings to help them feel supported.

There are some actions you can consider to support a child's or young person's mental health and wellbeing during the pandemic, including:

Look for changes

Children and young people may respond to stress in different ways. Signs may be emotional (for example, they may be upset, distressed, anxious, angry or agitated), behavioural (for example, they may become more clingy, or more withdrawn, or have difficulty concentrating, or they may wet the bed), or physical (for example, they may experience stomach or headaches). Look out for any changes in their behaviour and be aware that these changes may not occur in all contexts (for example they might just happen at school or at home).

Making time to listen

Create a calm safe space where they can communicate how they are feeling without judgement. Some young people may find it easier to talk while you are doing something together, such as playing or exercising in the park, going for a walk, painting or other activities. You can't always know the answer and it is often better to be honest and say 'I don't know' rather than put more pressure on yourself or set unrealistic expectations. Listen to them and acknowledge their concerns.

Remember to let them know you are there to help and give them extra love and attention if they need it. Children and young people who struggle to communicate how they feel may rely on you to interpret their feelings. For further advice you may contact Young Minds Parents Helpline. They also offer Parents Email and Parents Webchat services.

MindEd for families is a free online educational resource about children and young people's mental health designed for all adults, which can support parents and carers through these exceptional circumstances. Young Minds also has a useful resource about 'Starting a conversation with your child'.

Providing clear information about the situation

One of the best ways to achieve this is by talking openly about what is happening and providing honest answers to any questions children have, using words and explanations that they can understand. Explain what is being done to keep them and their loved ones safe, including any actions they can take to help, such as washing their hands regularly.

There are resources available to help you do this, including the Children's Commissioner's Children's Guide to Coronavirus, or the Inter-Agency Standing Committee (IASC) have produced a storybook developed by and for children around the world affected by COVID-19.

Make sure you use reliable sources of information such as GOV.UK or the NHS website - incorrect or misleading information can create stress for the child or young person you care for.

Being aware of your own reactions

Children and young people often take their emotional cues from the important and trusted adults in their lives. How you respond to the situation is very important. Try to manage your own emotions and remain calm, speak kindly to them, and answer any questions they have honestly.

Support safe ways for children and young people to connect with their friends

Where it isn't possible for them to meet in person, they can connect online or via phone or video calls. Advice for parents and carers on helping children to stay safe online during the COVID-19 pandemic is available.

Creating a new routine

Changes to our lives caused by the pandemic might impact on routines. Routine gives children and young people an increased feeling of safety in the context of uncertainty, so if your routine has changed, think about how to develop some regularity where possible. Some ideas might include:

make a plan for the day or week that includes time for learning, free time (including play, creativity or hobbies) and relaxing. A weekly timetable that can be visualised can be helpful

if children have to stay home from school, ask teachers what you can do to support continued learning at home. The Department for Education has a list of recommended online educational resources for those who are learning at home

add in positive activities that you know the child or young person will enjoy- and discover new ideas for activities to do from home if needed. Encourage maintaining a balance between being online and offline. The Children's Commissioner guide contains some ideas to help fight boredom

children and young people ideally need to be active for 60 minutes a day, which can be more difficult when spending longer periods of time indoors. Plan time outside if you can do so safely or visit Change4Life for ideas for indoor games and activities. Physical activity is good for our physical and mental health

good sleep is important for mental and physical health, so try to keep to existing bedtime and morning routines. The NHS provides healthy sleep tips for children

try giving children and young people healthier alternatives to treats such as sweets or chocolate. See Change4Life for ideas

Like adults, children and young people may become more distressed if they see repeated coverage about the COVID-19 pandemic in the media. Removing their access to the news is also rarely helpful as they are likely to find information from other sources, such as online or through friends. Try to avoid turning the television off or closing web pages when children or young people come into the room. This could make them assume that you are hiding important things from them or could cause them to worry. Instead, consider limiting the amount of exposure children and young people have to media coverage. The British Psychological Society have produced some helpful advice for parents about managing uncertainty.

Young people will also hear things from friends and get information from social media. Talk to them about what is happening and ask them what they have heard. Try to answer their questions honestly but reassure where you can.

How children and young people of different ages may react

All children and young people are different, but there are some common ways in which different age groups may react to a situation like the COVID-19 pandemic. The common reactions to distress will fade over time for most children and young people, though could return if they see or hear reminders of what happened. Understanding these may help you to support your family.

For infants to 2 year olds

Infants may become more easily distressed. They may cry more than usual or want to be held and cuddled more.

For 3 to 6 year olds

Preschool and nursery children may return to behaviours they have outgrown, such as toileting accidents, bed-wetting, or being frightened about being separated from their parents or carers. They may also have tantrums or difficulty sleeping.

For 7 to 10 year olds

Older children may feel sad, angry, or afraid. Peers may share false information but parents or carers can correct the misinformation. Older children may focus on details of the situation and want to talk about it all the time, or not want to talk about it at all. They may have trouble concentrating.

For pre-teens and teenagers

Some pre-teens and teenagers respond to worrying situations by acting out. This could include reckless driving, and alcohol or drug use. Others may become afraid to leave the home and may cut back on how much time they connect with their friends. They can feel overwhelmed by their intense emotions and feel unable to talk about them. Their emotions may lead to increased arguing and even fighting with siblings, parents, carers or other adults. They may have concerns about how the school closures and exam cancellations will affect them.

Advice for groups with additional mental health needs or facing specific issues

Children and young people who are currently accessing mental health services

Children and young people with an existing mental health problem may find changes and uncertainty caused by the COVID-19 pandemic particularly difficult. The increased stress may lead to a change in their behaviours and their mental health needs. If you are concerned about how to access support if they need to stay at home and self-isolate, consider taking these actions.

Speak to the child's or young person's mental health team

Contact the team to discuss any concerns and check how care will continue to be accessed. Update any safety and care plans as agreed.

Identify how the support the child, young person or family normally receives will be maintained

Ask if appointments normally offered in person, will now be by phone, text or online or a mixture of these. Ask if there is extra support that the health professional can offer if the child or young person needs it, including how to contact the service if you have any concerns between appointments. Talk to the health professional about what plans are in place and how best to communicate these to the child or young person if you, the child or young person need to stay at home and self-isolate.

Plan how you will get the child's or young person's medication

You might be able to order repeat prescriptions by phone or online using an app or website if your doctor's surgery offers this. Ask your pharmacy about getting medication delivered or think about who you could ask to collect it for you. The NHS website has information about getting prescriptions for someone else and checking if you have to pay for prescriptions.

Continue to order repeat prescriptions in your usual timeframe. There is no need to order for a longer duration or larger quantities.

Your general practitioner (GP) might convert a repeat prescription to one that is supplied under the repeat dispensing arrangements. This means you can go back to the pharmacy for a certain number of repeats without having to get a repeat prescription from the practice.

Be careful about buying medication online. You should only buy from registered pharmacies. You can check if a pharmacy is registered on the General Pharmaceutical Council website.

You might also want to make arrangements for the child or young person if you become unwell or have to isolate - for example, making sure a partner, friend, family member or neighbour is aware of important information including their care plan, medications and emergency numbers.

Talk to the staff about their policies on visiting and access to digital technology and think about how you can stay in contact, particularly if you have to stay at home and self-isolate. Ask the unit if you could participate in a virtual ward round to keep in touch with the child's or young person's mental health team. If the situation in your local area or in the unit changes or, if you need to stay at home and self-isolate this will impact on whether the child or young person can come home on leave. It is important to talk to the child or young person about what might happen so they are fully informed.

Eating disorders

Children and young people with an eating disorder may find aspects of the current situation particularly challenging, for example, reduced availability of specific foods, social isolation and significant changes to routine.

If you or the child or young person are worried about an eating disorder, contact your local community eating disorder team. Most community eating disorder teams support direct access that is not reliant on a referral from your GP. These teams have been set up to offer treatment to those requiring early intervention or more urgent care, so don't wait to seek help.

For children and young people with avoidant restrictive food intake disorder (ARFID), take care about issues that arise if there is:

Reduced availability of specific foods

This may mean the child or young person who is on a limited diet cannot get the foods they eat. Many will go without rather than have something else, but with risk of weight loss or further nutritional deficiency.

Significant changes to the child's or young person's routine

For those with ARFID this can be extremely distressing and challenging to manage. Seek advice on how you can reduce the distress and risk of further reduction of their food intake.

General heightened anxiety

Monitor existing anxiety and obsessive-compulsive behaviours that are associated with distress and how this is interfering with eating.

The eating disorders charity BEAT also provides advice, support and helplines for children, young people and students.

Children and young people with learning disabilities

Children and young people with learning disabilities may find it difficult to understand and remember COVID-19 guidance, rules or restrictions and may feel frustrated by the impact and uncertainty. They may also need more support or adapted explanations about the pandemic.

A good way to help them could be by:

supporting them to make decisions

representing choices visually through written words, pictures, symbol systems or objects, if helpful

supporting them to express their emotions

letting them know they are not alone

While listening, take their feelings seriously and don't judge their emotions. They may feel anxious about big changes, such as the possibility of having to stay at home. Where possible, it can be helpful to explain any upcoming changes to routine and circumstances before they happen and help them to plan and come up with solutions, such as finding a hobby or doing exercises to relax and cope with anxiety.

Resources to support you and the child or young person include:

Autistic children and young people

Autistic children and young people may have found disruption to routines and support during the COVID-19 pandemic particularly difficult, emotionally and socially. Also, if the child or young person becomes unwell with COVID-19, they may struggle to manage the physical experience. You can help to manage these experiences using any strategies that you know work for them, or by seeking further advice and support, as well as talking to the child or young person's education setting.

Autistic children and young people may struggle to recognise the emotions they are feeling and to communicate them to others, for example anxiety or low mood. Be alert for changes in behaviour which may help you to identify their emotional state, for example increased agitation, physical symptoms of anxiety or changes in sleeping and eating.

It is important to be honest when communicating with the child or young person you care for about the changing situation, measures they can take to stay safe, and the symptoms of the virus. Try to avoid giving definitive statements about the future - this is a rapidly developing and changing situation and the child or young person may be more distressed if things change when they were told they would not.

Children and young people with autism often find change more difficult. Let the young person you care for know in the most appropriate way for them if arrangements change so they are prepared. You will know the child or young person best, so consider their own specific needs when deciding when and how to let them know what the new arrangements will be. For example, visual strategies (such as social stories, pictures, timetables or timers) or visiting new places when it is quiet or virtually may help them prepare for any changes.

It is also helpful for children if there is a consistent approach between home and school, so communicating closely with staff at school or college can be supportive. If helpful, ask your health professional for advice.

You should continue to access support of local autism groups online or via phone. The National Autistic Society guidance on managing anxiety might also be helpful. Autistica also provide support and information, including an Autism Helpline.

Children or young people with physical health issues

Where children or young people are managing their health conditions during the pandemic, there may be additional psychological needs to consider. This group of children or young people are at risk of increased disruption, isolation and are at greater risk of mental health difficulties (for example, more intense distress, worry or anger episodes) than their healthy peers.

Support children and young people by listening to their concerns, providing open and honest explanations about the situation, and giving them information about what is being done to protect them.

Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19 is available. The Council for Disabled Children also has information about the support available to children and young people living with a long-term health condition.

Children and young people who care for others

Some children and young people may have existing caring responsibilities for adults or siblings, and these may have increased or become more challenging during the pandemic. They may be anxious about what will happen if the person they care for becomes unwell, or what will happen if they themselves become unwell and are unable to support the person they care for. Even if they don't currently act as a carer, it is possible that they may become one if they are in a household with one adult.

Plan with the child or young person what will happen if you or the person they care for, or may need to care for, becomes unwell as this will help to reduce anxiety. Include contact details for others who can step in and support them.

Further information about support for young carers is available at Barnardo's Young Carers Support Hub.

Support for students in further or higher education

If the young person you support is a student, life at university or college this year will probably feel very different to what they were expecting. The COVID-19 pandemic may have affected their life and studies and might leave them feeling unsupported and lonely, frustrated, anxious, or stressed. They may be worried about job prospects after finishing their studies, or current financial concerns might be causing stress. The Student Space website contains advice and information to support students during the COVID-19 pandemic.

Encourage the young person to regularly communicate with friends and family whether that is via messages, calls or video chats. If the young person is feeling the strain on their mental health and wellbeing, support is available. They can inform their learning provider who can then advise what mental health and wellbeing support is available for students, such as a wellbeing or counselling service, student advice services, or other resources.

For NHS mental health support, students can contact their GP or they can self-refer to talking therapies for anxiety and depression via NHS psychological therapies services (IAPT). These services are free, and therapies can be delivered effectively remotely on-line and on the telephone. Students can access these services anywhere in England regardless of where they are registered with a GP. Students that need help with anxiety or depression can contact their local service.

Experiencing grief or bereavement

Whenever it happens, experiencing the loss of a loved one can be an extremely difficult and challenging time. Due to the COVID-19 pandemic, children and young people may not be able to say goodbye in the way they would have wanted to. It may also be harder to connect with their usual support networks.

Grief affects children and young people in different ways depending on their age, their level of understanding, and the changes the death means for their daily life. They often feel waves of powerful emotions such as sadness, guilt, shock and anger, which they may struggle to express. It is very common for their behaviour to change and for them to worry a lot about other people.

It can be challenging to support a child or young person when you are grieving yourself. Listening carefully, answering questions honestly in an age-appropriate way, continuing routines where possible, and providing lots of love and support will help.

The NHS has advice about grief and the support available, and the Childhood Bereavement Network has information and links to national and local support organisations.

Where to get further support

Every Mind Matters provides advice and practical tips for parents and carers on looking after a child's or young person's mental health and self-care advice for young people.

If you're concerned about a child or young person's mental health, you can get free, confidential advice via phone, email or webchat from the Young Minds Parents Helpline.

You can find more information about NHS Children and Young People's Mental Health Services (CYPMHS) and how to access them. You can also look at your local Clinical Commissioning Group website - most services also have their own website with information about access, referrals (including whether you can 'self-refer') and contact details. Try searching in your area for ' CYPMHS' or 'CAMHS' (children and adolescent mental health services, an older term used for some CYPMHS). During the COVID-19 pandemic, services are still there for you, so don't hesitate to ask for help.

Action for Children has lots of tips to help you spot signs of mental health issues in children and provides advice on the action you can take to help.

Barnardo's COVID-19 Support Hub provides information, resources and tools to support children, young people and their families or carers during the pandemic.

You can get Psychological First Aid training on how to support children and young people's mental health during emergencies like COVID-19 and crisis situations. This course has been developed by Public Health England and is for anyone who provides care for, or works with, children and young people, including parents and caregivers. No previous qualifications are required to enrol. The course is free to complete, but has an option to buy a certificate once you have completed the course. You do not need to buy this certificate to complete the course modules.

Any professional that works with children and young people should also be able to help you get support. You could talk to a teacher, school nurse, social worker or GP.

Where to get urgent help

If a child or young person needs urgent medical help, then call 999 or take them to the nearest Accident & Emergency (A&E). This is when someone is seriously ill or injured and their life is at risk. A mental health emergency should be taken as seriously as a physical health emergency.

If a child or young person needs urgent mental health support or advice, visit the NHS urgent mental health page to find services in your area, including 24/7 mental health crisis support.

If a child is currently being supported by Children and Young People's Mental Health Services (sometimes known as CAMHS), Paediatric Services or Children's Social Care then talk to them if you are worried about the child.

If you are not sure what to do, you can contact your GP for advice or check NHS 111 online.

Helplines and websites for children and young people

If a child or young person would like further information or advice on their mental health or difficulties they are experiencing, they could try one of the following websites or organisations:

Shout 85258 provides free, confidential, 24/7 text message support in the UK for anyone who is struggling to cope. They can help with issues including suicidal thoughts, depression, anxiety, panic attacks, abuse, self-harm, relationship problems and bullying:

text 'Shout' to 85258 to speak to a trained volunteer who will listen and work with you to solve problems

Papyrus provides confidential support and advice to young people struggling with thoughts of suicide, and anyone worried about a young person:

ChildLine provides a confidential helpline for any child with a problem. It comforts, advises and protects. You can:

The Mix provides a free confidential helpline and online service that aims to find young people the best help, whatever the problem. You can:

Every Mind Matters includes advice for young people on how to look after their mental health and wellbeing and deal with the issues that matter to them.

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[Withdrawn] [Withdrawn] Guidance for parents and carers on supporting children and young people's mental health and wellbeing during the coronavirus (COVID-19) pandemic

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A new COVID-19 variant is spreading in some parts of England. There may be additional advice for your area. Find out what you need to do. The coronavirus (COVID-19) pandemic is having an impact on everybody's lives. Regardless of their age, this will be a challenging time for many children and young people.

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Since March of this year, Barna has been researching digital church trends that have surfaced (or simply been emphasized) as a result of COVID-19. As part of our State of the Church 2020 project, we'd already uncovered new data on what we called " worship shifting" and considered some of the uncertain digital and physical realities facing churches.

Now, three months into America's fight against COVID-19, with some churches continuing to social distance and others now beginning to welcome members back into their physical buildings for worship services, we're curious how engagement with services-both online and in-person-continues to evolve. Here are some key things we've learned during this unique period in our nation's history and our worship gatherings.

Half of Churched Adults Have Not Streamed a Church Service in the Past Four Weeks
The majority of pastors (96%) reports their churches have been streaming their worship services online during the pandemic. But that may not matter for nearly half of churched adults-that is, those who say they have attended church in the past six months; 48 percent of this group report they have not streamed an online service in the last month. Even looking at a more consistent segment-practicing Christians, who are typically characterized by at least monthly attendance-one in three (32%) admits they have not streamed an online service during this time.

Researchers were surprised to see this seeming dip among regular attenders, particularly considering that a plurality of Protestant pastors (40%) has reported an increase in virtual attendance since the pandemic pushed services online. Additionally, weekend schedules during the crisis have likely looked more open, and many churches now offer on-demand streaming after an initial service or upload; 29 percent of practicing Christians and 20 percent of non-practicing Christians say they take advantage of this option on a day other than Sunday. These are all reasons virtual attendance could have been boosted, but it's possible that enthusiasm for only online service options has dwindled as the weeks have passed.

Churched adults logging in for services usually opt for their regular church home (40%), though 23 percent have streamed services from a different church, essentially "church-hopping" online. One-third of practicing Christians (34% vs. 16% non-practicing Christians) has also virtually attended a church other than their own in the past month; indeed, we see one-quarter of practicing Christians (26% vs. 12% non-practicing Christians) notes that, during the pandemic, this has become typical of their online attendance. This might not be such a departure from pre-COVID-19 attendance habits, as 35 percent of churched adults and 26 percent of practicing Christians told us in December 2019 that they usually divide their attendance among two or more churches.

Not only do some churched adults see online worship as an opportunity to try other services themselves, some also see it as a chance to invite friends-whether Christian (22%) or non-Christian (14%)-to "visit" their churches online.

Fifteen Percent of Practicing Christians Multitask While Streaming Worship Services
What does the new Sunday morning look like for Christian households who continue to tune in to virtual worship services? Does the level of attentiveness change when a household is streaming the message in a living room or bedroom, as opposed to following the motions of a group of people gathered in a physical building?

Practicing and non-practicing Christians have different routines during online services. For example, while three in five practicing Christians (64%) say they still pray along with prayers, only two in five non-practicing Christians (41%) say the same. This trend is similar for other practices, such as households watching services together at the same time (42% practicing Christians vs. 21% non-practicing Christians) or singing along with worship (40% vs. 23%).

A number of churchgoers also admit that attending online services offers opportunity for them to multitask while the service is streaming (15% practicing Christians vs. 30% non-practicing Christians). Although, as Barna has previously noted, distraction is reportedly a common part of in-person attendance too, regardless of age and device usage.

Just Three in 10 Churchgoers Have Had Contact with a Church Leader in the Last Month
In a time of social distancing and isolation-something that is impacting the relational, emotional and mental health of both pastors and their people -the level of connection among churched adults might be suffering. Relational measures of participation, at least, are low. For example, while it may be the norm to have a quick chat with your pastor on a Sunday morning, only 30 percent of practicing Christians and 4 percent of non-practicing Christians say they've had contact with their church leader within the last month. Additionally, only 15 percent of practicing Christians (and just 3% of non-practicing Christians) have joined a prayer meeting online in the past four weeks, and even lower numbers met with a small group or Bible study (12% practicing vs. 3% non-practicing).

Currently, two in five practicing Christians (42%) and one in 10 non-practicing Christians (8%) say they have listened to or watched a message from a religious leader of any type online in the past four weeks. Others say they have searched for spiritual answers online (11% vs. 7%) or found some other way of practicing faith online (8% vs. 4%).

America's period of social distancing may have had significant impact on how churchgoers attend worship services, in terms of frequency and engagement. We'll continue to share more about what we've learned from different groups of attendees during this period of distancing and how it should impact approaches to digital Church for the long term.
In a recent webcast, Caring for Souls in a New Reality, Barna president David Kinnaman offered a more in-depth presentation of these findings. If you missed the webcast or want to watch certain segments, visit Barna Access-our new digital subscription service-to view the replay for free for a limited time. Barna Access is also home to our ChurchPulse tools, which can be utilized with a free membership to measure the well-being of your congregation.
Comment on this article and follow our work:
Twitter:@davidkinnaman | @barnagroupFacebook: Barna Group

About the Research The statistics and data-based analyses in this study are derived from a national public opinion survey conducted by Barna among 1,000 U.S. adults. Responses were collected online between April 28-May 5, 2020, using a nationally representative panel. The rate of error for this data is +/- 2.2% at the 95% confidence level.

Additional COVID-19 Pastor Data: Barna Group conducted these online surveys among 1,759 Protestant Senior Pastors from March 20-May 18, 2020. Participants are all members of Barna Group's Church Panel. Minimal weighting has been used to ensure the sample is representative based on denomination, region and church size.

Data Collection Dates
Week 1, n=222, March 20-23, 2020
Week 2, n=212, March 24-30, 2020
Week 3, n=195, March 31-April 6, 2020
Week 4, n=246, April 7-13, 2020
Week 5, n=204, April 14-20, 2020
Week 6, n=164, April 21-27, 2020
Week 7, n=167, April 28-May 4, 2020
Week 8, n=165, May 5-11, 2020
Week 9, n=184, May 12-18, 2020
Weeks 10 and 11, n=191, May 19-June 1, 2020

Churched adults have been to church in the last six months.
Christians are self-identified Christians, including those who identify as Catholic, excluding those who identify as Mormon or Jehovah's Witness.
Practicing Christians identify as Christian, agree strongly that faith is very important in their lives and have attended church within the past month.
Non-Christians identify with a faith other than Christianity ("religious non-Christians") or with no faith at all ("atheists / agnostics / nones").

Photo by Wang John on Unsplash.

About Barna Barna research is a private, non-partisan, for-profit organization under the umbrella of the Issachar Companies. Located in Ventura, California, Barna Group has been conducting and analyzing primary research to understand cultural trends related to values, beliefs, attitudes and behaviors since 1984.

© Barna Group, 2020

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What Research Has Revealed About the New Sunday Morning - Barna Group

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Since March of this year, Barna has been researching digital church trends that have surfaced (or simply been emphasized) as a result of COVID-19. As part of our State of the Church 2020 project, we'd already uncovered new data on what we called " worship shifting" and considered some of the uncertain digital and physical realities facing churches.

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https://www.eventbrite.co.uk/

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Find tickets to your next unforgettable experience. Browse gigs, workshops, yoga classes, charity events, food and music festivals, and more things to do.

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Guidance on sharing images

Seeking consent to share images of children and young people

When is consent needed?

Children should always be consulted about the use of their image and give consent to it being used and shared.

For young people under 16, you should also get parental consent to use an image.

In situations where under 16s are separated from their parents (for example if they are in care) you should seek consent from someone who holds parental responsibility (for example the child's carer or the local authority).

For 16- to 17-year-olds, you should decide if it's appropriate to obtain parental consent, depending on the activity and the young person's circumstances. If you decide you do not need parental consent, then consider whether you should still inform parents that the child's photograph is being shared. In most circumstances, parents have a legal parental responsibility for their children up to the age of 18.

How to get consent

Make sure children, young people, their parents and carers understand what they are agreeing to.

Make them aware that a photo or video is being taken.

Explain what the image is going to be used for.

Ask for their consent to share their image and record this on a written consent form.

Tell them how long their consent is valid for and how long you will keep the image for.

Explain what you will do if a child or their parents change their mind and withdraw consent at a later stage.

Make it clear that if a child's image has been used online or in printed publications it will be very difficult to recall it if consent is withdrawn.

Keep a record of the written consent that parents, carers and children have given for images being used.

It's good practice to share your photography policy with children and parents and seek their consent at the beginning of the year. You may also need to get additional consent in specific circumstances (if for instance, you are bringing in a professional photographer or the photos might appear in the local or national media).
> Download our example photography and filming consent form (PDF)
Advising parents or carers about sharing images of children on social media

There is no law against taking photos at public events, including of other people's children (Ask the Police, 2018).

But your photography policy statement should make it clear that parents or carers should gain permission before sharing photographs or videos of other people's children on social media.

Consider asking parents not to share any pictures or videos of events and activities on social media, where other people's children can be identified. Explain how sharing images in this way could place some children and families at risk.

Your photography and filming policy statement should include a section on how you will set out your expectations for parents, carers and family members who want to take photos and videos for personal use.
> Download our example photography and filming policy statement (PDF)
Advise parents or carers who want to share pictures or videos of their own children on social media to make sure they understand who else will be able to view images of their child.

Suggest that parents or carers use their privacy settings to make sure only their friends can see their profile and photos, and that geo-location settings are not shared. Before posting a picture, parents or carers can also make sure there isn't anything that would allow a location or identity to be recognised, such as school logos or signs, road names, or names of clubs that their child attends.

Encourage parents to ask for children's permission before posting a picture or video of them online. With very young children and babies, this will not be possible but parents and carers should consider the long-term implications of sharing an image before making it public.

You could run an information session for parents on online safety, which may include information about sharing images online.
> Find out more about preventing online abuse

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Photography and sharing images guidance | NSPCC Learning

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When is consent needed? Children should always be consulted about the use of their image and give consent to it being used and shared. For young people under 16, you should also get parental consent to use an image.

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We are now focussed on how we prepare for returning to face-to-face activities from the beginning of the new session. Of course, we must all accept that this doesn't mean we will be able to go back to doing things how we did them before. Our new way of operating will look quite different.

To assist leaders, we have developed a guidance framework which sets out the steps that need to be taken to prepare for welcoming young people back to face-to-face activities when it is safe to do so. We encourage leaders to take time to read the framework and guidance, and to consider as a staff team, in conjunction with your local Church, how best to approach a return to face-to-face activities.

The following documents form part of our Stronger. Safer. Together. Framework:

Additional resources are also available as follows:

ALL Leaders-in-Charge of Age Groups and Company Captains are expected to read the framework and guidance; and be involved in reviewing and completing the Company Acton Log and Covid-Ready Risk Assessment.

On 15th July, BB Headquarters staff hosted a webinar launching our Framework and guidance, if you weren't able to join us for the webinar you can watch a recording available on our Vimeo channel at vimeo.com/439289162.

BB Companies will NOT be able to return to face-to-face activities (Stage 3) until at least 1st September, and then only if the appropriate Stage (see 'Staged Approach') has been reached (as announced by BB Headquarters) and the Approval process has been completed. To enable leaders to get together to plan and prepare for returning to face-to-face activities, leaders will be permitted to meet from 1st August. Such meetings must follow current social distancing guidelines.

We are fully aware that Government guidance is changing regularly, and we want to assure leaders that we will be reviewing our guidance in accordance with these changes. For the purposes of preparing to return to face-to-face activities we advise you to carry out your planning based on current government guidance for your region. To enable Companies to make final preparations and manage expectations we will where possible provide 2 weeks' notice of any changes to the stage we are operating at and set out at that point specific guidance for your region.

At the current time we recommend planning based on the following additional guidance (this will be updated on a weekly basis - last updated 24/07/20):

Maximum group size of 15, including young people and leaders.

Social (or 'physical') distancing is NOT required for Under 12's in Scotland for activities taking place outdoors.

If you are based in an area with a local lockdown, you MUST refer to the local guidelines and restrictions in place - in

You can check the current stage we are operating at online at any time at boys-brigade.org.uk/coronavirus-update/.

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We are now focussed on how we prepare for returning to face-to-face activities from the beginning of the new session. Of course, we must all accept that this doesn't mean we will be able to go back to doing things how we did them before. Our new way of operating will look quite different.

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Last reviewed: 6 July 17.18

Bringing everyone back together safely - starting to prepare

As lockdown measures start to ease we are working with youth sector partners and the National Youth Agency government body to understand what a safe return to face to face Scouts may look like when the readiness level reduces from red in your area.

There is a framework and set of guidance on how elements of face to face Scouts could take place and the safety measures we would need to take into account.
Check your area's readiness level and find out more on bringing everyone back together safely

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Last reviewed: 6 July 17.18 Bringing everyone back together safely - starting to prepare As lockdown measures start to ease we are working with youth sector partners and the National Youth Agency government body to understand what a safe return to face to face Scouts may look like when the readiness level reduces from red in your area.