- Introduction
- Latest guidance from the government
- General support during COVID-19
- Specialist (themed) support
- Health and safety
- Staffing and governance
- Attendance / non-attendance
- School transport
- Safeguarding and child welfare
- Mental health and wellbeing
- Vulnerable groups
- Remote learners
- Recovery curriculum and addressing lost learning
- Promoting positive transitions for all learners
- Endings and lost transitions
- Supporting specific learners at an important time of transition
- Supporting children with SEND and/or additional needs in returning to school
- Reintegration of pupils with behaviours that challenge
- Out of school provision
- Directory of support for Oxfordshire schools
- Acknowledgements
1. Introduction
This web page aims to support educational settings across Oxfordshire in accessing the latest local, national and international guidance, specialist support and good practice, as needed, to aid their work during the COVID-19 pandemic.
2. Latest government guidance
Coronavirus (COVID-19) guidance for schools and other educational settings
- Access the latest Department for Education (DfE) guidance and advice about coronavirus in educational settings for staff, parents and carers, pupils and students.
- Local lockdowns: guidance for education and childcare settings
- Guidance for schools: coronavirus (COVID-19)
- Coronavirus (COVID-19): Education and childcare
- Coronavirus (COVID-19) contingency framework for education and childcare settings
- What parents and carers need to know about early years providers, schools and colleges
- Safe working in education, childcare and children’s social care
3. General support during COVID-19 pandemic
Oxfordshire All-In
- A central hub for the community response to COVID-19 in Oxfordshire The Oxfordshire All-In website contains all available information about support being provided across the county in one place. Resources, community support group resources and FAQs.
COVID-19 Mutual Aid UK
- The COVID-19 Mutual Aid UK website aims to connect those in need across the country to their nearest local groups and willing volunteers.
Community Support Groups
- For more information and links to community support near you, visit the Oxfordshire Community and Voluntary Action (OCVA) website
4. Specialist (themed) support
4.1 Health and safety
- Face coverings in education
- Oxfordshire COVID-19 dashboard
- Schools COVID-19 Full Opening Risk Assessment (doc format, 128Kb) from OCC's Schools’ Health and Safety Manager
- Fever advice sheet for parents/carers from Oxfordshire NHS CCG - updated 10 September (pdf format, 270Kb)
Testing in educational settings
- Position statement regarding daily contact testing in schools from PHE and NHS Test and Trace
- Mass asymptomatic testing in schools and colleges
- Mass testing for secondary pupils as all schools and colleges fully reopen from 8 March
- Coronavirus (COVID-19) asymptomatic testing for staff in primary schools and nurseries
Protective measures in education and childcare settings
- A range of resources to support the #backtoschoolsafely campaign (updated 17 August)
- PPE arrangements for the new academic year – September 2020
- Latest advice from the government about social distancing
- Guidance flowchart for childcare and educational settings in the management of COVID-19 (pdf format, 766Kb) - pending update
- Public Health England (South East) COVID-19 Resource Pack for Educational Settings (docx format, 727Kb) - updated 30 September
- See below for some excellent school resources from Doodle:
https://www.doodle.ac/products/two-metres-is
https://www.doodle.ac/products/covid19-pack
NHS App
Public Health response to direct questions from schools (re: NHS App):
If a school is COVID secure and confident that there are robust contact tracing processes in place and already have a mobile phone policy then they could manage without the app in use in school. For example it could trigger notifications even when social distancing is in place.
If a school undertakes a risk assessment and documents the rationale for the decision, the Headteacher/School could make their own decision on the use of the NHS App in school in the absence of national guidance
If the NHS App is paused during the school day, staff must be encouraged to turn it back on once they have left the premises.
Additional information:
- NHS App use in education settings
- Test and Trace is the responsibility of the Department for Health and Social Care (DHSC). For further information please contact the DHSC on: 0207 210 4850 or ttps://contactus.dhsc.gov.uk/
- For questions, or to raise an issue about the NHS App,
- Advice on how to self-isolate is available
- Guidance regarding the NHS App in educational settings is available
Testing in educational settings
- Mass asymptomatic testing: schools and colleges
- NHS Test and Trace: Schools and Colleges Handbook (pdf format, 1.2Mb)
- NHS Test and Trace: Schools and Colleges Leaflet (pdf format, 948Kb)
- NHS Test and Trace: Schools and Colleges Poster (pdf format, 752Kb)
- NHS Test and Trace - Draft Letter to Parents/Carers (doc format, 88Kb)
- NHS Test and Trace - Consent Form (doc format, 53Kb)
- NHS Test and Trace - Privacy Notice (doc format, 24Kb)
- Coronavirus (COVID-19): test kits for schools and FE providers
- Local information about testing kits for COVID19 and educational settings (pdf format, 21Kb)
Vaccinations
Children - "Following infection, almost all children will have asymptomatic infection or mild disease. There are very limited data on vaccination in adolescents, with no data on vaccination in younger children, at this time. The Committee advises that only those children at very high risk of exposure and serious outcomes, such as older children with severe neuro-disabilities that require residential care, should be offered vaccination. Clinicians should discuss the risks and benefits of vaccination with a person with parental responsibility, who should be told about the paucity of safety data for the vaccine in children aged < 16 years. More detail on vaccination in children is set out in the Green Book." – Immunisation Against Infectious Disease.
Use of PPE in schools
- National guidance on implementing PPE in educational settings Safe working in education, childcare and children’s social care settings, including the use of personal protective equipment (PPE).
Deep cleaning
- The government guidance (updated 15 July) describes the cleaning required, the appropriate disposal of materials, the cleaning of equipment and hard surfaces, and the personal protective equipment (PPE) that should be worn in educational settings.
Protecting extremely vulnerable people
Risk assessment
- It is important school leader’s carryout a risk assessment to ensure measures are in place to protect people’s health and safety and prevent the spread of coronavirus. If schools require assistance or advice in undertaking this, they can contact the Schools H&S Team at healthandsafetyhelp@oxfordshire.gov.uk.
- OCC COVID19: Re-opening Risk Assessment and Action Plan (pdf format, 390Kb)
Mental health and wellbeing
Schools will need to explore what options or services are available to them as per local arrangements. If the school has access to a dedicated Employee Assistance Programme or through school insurance services, we would encourage this is promoted to staff.
Refer to Staff wellbeing section
4.1.7. Alcohol gel
When introducing a new product onto site you must ensure compliance with current legislation. COSHH assessments are required. The producer of the product must supply a copy of the safety data sheet and from this you will be able to complete a recorded COSHH assessment.
For alcohol gel pay attention to
- Delivery – ensure containers are in good order with fitted caps
- Storage – Storage must be secure. Stored in a way to avoid heat, flames and away from other sources of ignition i.e. a Flam Store. These items are extremely flammable and need to be recorded as part of your fire risk assessment and added to your COSHH register
- Usage – Normally you cannot use on broken skin, or on or near the face. For young children supervision is required. You may also wish to review the safety data sheets if you have children that have any skin sensitivity – involve your first aiders/ school nurse
- Disposal – The containers even when empty have a residue and so are a potential fire risk, empty containers should be rinsed before safe disposal
4.1.8. RIDDOR reporting of COVID-19
Under RIDDOR the Local Authority is required to report specified cases of COVID-19, these include when worker has been diagnosed as having COVID-19 and there is reasonable evidence that it was caused by exposure at work. For more information, go to HSE website.
As the prevalence of COVID-19 increases in the general population, it is likely to be challenging to establish whether the individual contracted the disease as a direct result of their work beyond frontline staff or those undertaking high risk activities. The HSE in their reporting guidance have referred specifically to health care professionals who through their provision of care and treatment of an individual diagnosed with COVID-19 have subsequently developed the disease. In these circumstances where there is a diagnosis this will satisfy the requirement of “reasonable evidence” that the exposure arose from the workplace.
Maintained schools can use the existing internal health and safety reporting system to report work related exposure of COVID-19. The H&S Team will review these reports and arrange with the school for the necessary RIDDOR report to be submitted to the HSE if it is deemed it satisfies the RIDDOR criteria. Academies will need to consider and report as per their local arrangements.
4.1.9. Managing school premises and out of school provision guidelines
During partial or full closure, educational settings continue to be responsible for a range of health and safety measures and statutory compliance. It is important that arrangements remain in place to ensure that children and staff are in safe buildings during reduced occupancy arrangements.
Educational settings should review their arrangements for all building-related systems but in particular
- Hot and cold-water systems
- Gas safety
- Fire safety
- Kitchen equipment
- Security including access control and intruder alarm systems
- Ventilation
There are increased risks related to safety concerns around water hygiene, building and occupancy safety and building hygiene due to reduced occupancy. To manage these risks, follow the government guidance. - updated 7 July
Protective measures for out-of-school settings during the coronavirus (COVID-19) outbreak
Planning for the wider opening of Out of School Provision (docx format, 118Kb) - updated 5 July
4.1.10. Updated guidance on provision of paediatric first aid
The DfE have updated guidance for the Early Years Foundation Stage and within it has clarified the position regarding the requirements for Paediatric First Aid as follows
- Paediatric First Aid requirements will remain unchanged where children aged 0-24 months are on site, and for childminders
- where children aged 2-5 are on site, settings (except childminders) will be required to use best endeavours to have someone with full Paediatric First Aid (PFA) certification on site at all times, and where this is not possible they must ensure someone with First Aid at Work or emergency PFA is on site and carry out a written risk assessment. The risk assessment should look to reducing risks in terms of physical activities and ensuring that information relating to children’s health needs/ allergies are up to date. It should be shared with all staff working with these children.
Read the full guidance document.
In circumstances of an emergency, staff should as always dial 999 whenever someone is seriously ill or injured and their life is at risk.
4.2 Staffing and governance
4.2.1. Strategic planning
- Coronavirus (COVID-19): reducing burdens on educational and care settings
- Coronavirus (COVID-19) contingency framework for education and childcare settings
- COVID-19: school management FAQs
- Coronavirus (COVID-19): financial support for education, early years and children’s social care
- Guidance for schools: coronavirus (COVID-19)
- Actions for schools during the coronavirus outbreak
- Guidance flowchart for childcare and educational settings in the management of COVID-19 (pdf format, 616Kb) - pending update
- Critical workers who can access schools or educational settings
- School funding: exceptional costs associated with coronavirus (COVID-19)
- A letter from Minister Ford to alternative providers regarding arrangements for working with schools from September (pdf format, 132Kb) - added 8 July
- Actions for FE colleges and providers during the coronavirus outbreak
- Actions for early years and childcare providers during the coronavirus (COVID-19) outbreak
- Flexible working in schools
- Flexible working: resources for teachers and leaders
The ESFA has provided a scheme for schools to receive additional funding for exceptional costs associated with coronavirus (COVID-19). The first claims window for this funding closed on Tuesday 21 July, and funding for this window will be passed onto those maintained schools who successfully applied in this window in early September.
There will be a second claims window which will run in the autumn for which the government will publish further details nearer the time. Schools can familiarise themselves with details of the categories and the limits as set out in the funding guidance.
We encourage schools to apply for funding they believe they are eligible for through this scheme when the second window opens.
Thinking pieces
- ‘How we plan for the return to the classrooms, playgrounds and corridors of schools’
- Head's blog: New Normal
- A recent Education Roundtable discussed the issue of transition back into school. A subsequent ebook pulled together the different ideas and strands.
Governance
Union FAQs
4.2.2. Staff Wellbeing and Morale
- Please contact Occupational Health if you have specific concerns about a member of staff. More generally, please see this document from the EP service (pdf format, 201Kb)
- Free - Mulberry Bush Reaching Out Sessions for staff
- Refer to Staff wellbeing section
4.2.3 Performance Management and Recruitment
Headteacher appraisal
- The DfE school accountability document states that ‘Schools and colleges should not use the 2020 exams data as part of their teacher performance management process. In addition, we have produced guidance to support HTPM
- The NGA document Governing in challenging circumstances Business continuity and holding virtual meetings includes appraisal in its ‘Frequently Asked Questions’ section.
NQT induction
Will appraisal cycles continue as normal?
Refer to the latest union guidance for more on performance management of teaching staff - see Strategic planning section
Recruitment
Recruitment can still take place while schools are observing social distancing and closure observing all the usual safeguarding checks.
4.3 Attendance / non-attendance
- Frequently asked questions (pdf format, 60Kb) (updated 14 August 2020) for Oxfordshire Schools about school attendance, register marking, managing non-attendance, support available, Elective Home Education (EHE) requests, etc.
- Recording attendance during the coronavirus (COVID-19) outbreak
- Disapplication notice: school attendance legislation changes
- School attendance guidance for schools
- Restricting guidance during the national lockdown: schools
- Guidance flowchart for childcare and educational settings in the management of COVID-19 (pdf format, 616Kb) - pending update
- Fever advice sheet for parents/carers from Oxfordshire NHS CCG - updated 10 September (pdf format, 270Kb)
- Attendance in education and early years settings during the coronavirus (COVID-19) outbreak
- Get laptops and tablets for children who cannot attend school due to coronavirus (COVID-19)
- EHE Schools Protocol May 2020
- Emotionally-based school avoidance (EBSA) – COVID-19 intervention timeline from EPS
- For pupils identified as requiring enhanced support following Covi-19 closures, also see ‘Screening Tool’ and ‘Action Plan’ in Section 4.10
4.4 School transport
Requests for exceptional home to school transport
As we begin to see more cases of partial and full school closures as a result of positive COVID-19 cases, please ensure the following process is followed with regards to Home to School Transport arrangements:
Within office hours
- School to contact the relevant Supported Transport Team (details below) as soon as possible to inform Supported Transport of the closure details.
- The Supported Transport Team will contact the relevant transport providers to make changes and cancellations as necessary.
Outside office hours
- School to make direct contact with transport providers using contact details from the bus/taxi transport lists sent to schools in September.
- School to email the relevant Supported Transport Team (details below) who will follow up on the school’s communication to confirm the cancellation and longer term arrangements with providers.
Office hours: Mon-Thurs 8am - 5pm / Fri 8am - 4pm
Mainstream Team: mainstream.schooltransport@oxfordshire.gov.uk – 01865 323500
Special Needs Team: ee-specialeducationalneedsitu@oxfordshire.gov.uk – 01865 323795
Social Team: ee-socialcareitu@oxfordshire.gov.uk – 01865 323490
This is in addition to existing guidance to contact the School Closure’s Team (schoolclosed@oxfordshire.gov.uk), Transport Providers have also been advised to routinely check the public website for closures.
If exceptional transport is agreed the Supported Transport Team will then expedite setting up the necessary transport arrangements. However, this might not always meet the requested start date.
- Letter to schools and academies from Alyson Millward - 9 December (pdf format, 128KB)
- COVID-19 frequently asked questions from Oxfordshire County Council’s School Transport Team
- Transport to school and other places of education: autumn term 2020
4.5 Safeguarding and child welfare
- Safeguarding and remote education during coronavirus (COVID-19)
- Coronavirus (COVID-19): Keeping children safe from abuse and harm
- Keeping children safe in education for schools and colleges
- Keeping children safe in education for schools and colleges translated versions
- HM Government: Safeguarding is Everybody’s Business (pdf format, 1Mb)
- Coronavirus (COVID-19): keeping children safe online
- One Minute Briefing August 2020 - Briefing on Education for professionals working with children in Oxfordshire (not schools) (pdf format, 48Kb)
4.5.1. Safeguarding and welfare concerns
Standard safeguarding response applies to managing disclosures but schools should be prepared for potential increase in disclosure. Remind your staff what to do if a child raises a concern TED - tell me, explain, describe. TED ensures a consistent, appropriate and open response to a child. Do not make any promises to a child about what happens next and think carefully about your response which should encourage a child that they are safe to share to this adult in school.
All disclosures should be recorded and shared with Designated Safeguarding Lead (DSL) in a timely way. DSL’s need to report immediate safeguarding concerns directly to MASH and seek any advice from LCSS. It will be important to understand current risk and whether concern is associated with difficulties during lockdown. Schools should use available local tools to obtain the child’s voice, e.g. Three Houses.
- LCSS COVID response May 2020.(docx format, 194Kb)
- Safe working in education, childcare and children's social care
For more on safeguarding during COVID-19 and recovery phase, click on the latest OSCB Safeguarding in Education Bulletin (pdf format, 422Kb) and go to the LADO and ESAT update
4.5.2. Changes to family circumstances
Schools should encourage parents to share any challenges that have affected their children or them. Particular risks could include relapse around addiction, increased anxiety, isolation and mental health concerns, pressure on relationships and domestic abuse, loss of employment and financial hardship. If you become aware of significant changes to family circumstances, the most appropriate member of staff whom the family will engage with should take time to understand from child/family any change in their circumstances and understand their experiences during lockdown. Families can be directed by you to LCSS or MASH to directly discuss their support needs.
- Funding package for targeted help to young people and their families most affected by coronavirus.
- Providing school meals during the coronavirus (COVID-19) outbreak
- Helpful guidance on putting together food parcels
4.5.3. Bereavement
- Death and Loss (for parents and carers with Easy Read PDF)
- Trauma and coping (for parents and carers with Easy Read PDF)
- Practical Support After a Bereavement
- Sudden Death and Bereavement
- Children and Bereavement
- How to tell children that someone has died
- Loss and Grief (for all frontline professionals including teachers)
- Working with loss
- Talking the children about illness - Published March 2020
- Interview with Steve Lowe (Headteacher at Oxfordshire Hospital School) on coping with bereavement as a school leader
4.5.4. Financial hardship
Current arrangements to support families with practical assistance locally
- Providing school meals during the coronavirus (COVID-19) outbreak
- Guidance for schools and local authorities on free school meals arrangements during the coronavirus
- Get technology support for children and schools during coronavirus (COVID-19)
- COVID Summer Food Fund
Refer to 3.1 for support from local community groups.
4.5.5. Domestic abuse / impacted by crime
- For more information on local help and support available for families experiencing domestic abuse or unprecedented stress at this time, click on the below links
- Domestic abuse support during the Covid-19 outbreak.pdf
- SAFE! provides support to children and families around the Thames Valley who have been affected by crime through one-to-one and group sessions. If young people have been the direct victim, for example, of theft, robbery, assault, sexual assault, domestic abuse, harassment, hate crime (racial, homophobic etc.), bullying, etc. or the crime may have happened at home, perhaps to someone close to the young person, SAFE! may be able to offer support.
4.5.6. Child to Adult Violence
- SAFE! is now accepting referrals for families experiencing Child on Parent Violence through their Building Respectful Families programme.
4.6 Mental health and wellbeing
Extra mental health support for pupils and teachers (updated 10 June) - online resources and charity grants to help schools and colleges respond to the impact of coronavirus on mental health and wellbeing.
Wellbeing for Education Programme
Supported by funding from National Government, Response has worked in partnership with One-Eighty, Oxfordshire Youth, Oxfordshire County Council and the Commissioning Group to deliver Wellbeing for Education Return training.
The aim is to provide schools with tools to enable education staff to protect and strengthen their whole school/college’s resilience to the wellbeing and mental health impacts of COVID-19.
Webinar 1 - This training focuses on whole school/college approaches, wellbeing and support of resilience building in the context of COVID-19.
Webinar 2 - This training focuses on those who may need additional support, including signposting for people across the Whole School/College community with one or more of; Loss, Bereavement, Grief, Anxiety, Low Mood, Stress, Trauma in the context of COVID-19.
The above webinars will be password protected until the end of February so that the project group can monitor which schools are accessing the government funded training within the project window. For more information and to gain access to the password, email wellbeingtraining@response.org.uk
From March 2021, the webinars will be open to all and will form part of a range of resources that professionals from across Children’s Services can utilise to support COVID-19 recovery work.
Every Interaction Matters
'Every Interaction Matters' is a short, pre-recorded webinar for school and further education staff. This includes teachers, tutors, heads of year, learning mentors and teaching assistants, security staff, administrative staff, sports coaches and lunchtime assistants, as well as Senior Leadership Teams and governors.
It is intended to support school staff in promoting wellbeing, resilience and mental health, building on their existing skills, qualities and roles. It introduces a straightforward framework for engaging pupils and students, staff and parents/carers - ‘Look, Listen, Link’.
‘Look, Listen, Link’ comes from Psychological First Aid training on helping people during and after potentially traumatic or stressful incidents.
If used in an all-staff training session, the webinar should take about 45-60 minutes to complete, including the suggested activity. Participation is voluntary and content can be accessed whenever and however you wish.
'Every Interaction Matters' has been funded by the government as part of the Wellbeing for Education Return project.
4.6.1. Belonging and connectedness
4.6.2. Child wellbeing
- Wellbeing and nurture: physical and emotional security in childhood (pdf format, 600Kb)
- Pastoral care in the curriculum
- Teaching about mental wellbeing
- Guidance for parents and carers on supporting children and young people’s mental health and wellbeing during the coronavirus (Covid-19) pandemic
- Supporting Pupils Wellbeing
- Wellbeing check-ins with pupils - The DfE have produced a leaflet with advice and links to resources to help teachers planning on having a wellbeing ‘check-in’ with their pupils, as well as considerations for PSHE lessons, including dealing with change, and stress online for example.
- Emotional check in for ages 11+ - This resource from the Anna Freud Centre encourages young people to think about the coping skills they have been using, and if these have been positive or negative in helping them to deal with, manage or process their emotions.
- Healthcare services in Oxfordshire are urging parents and carers of children and adolescents whose physical and mental health may be at risk to get the help they need (pdf format, 84Kb)
- Mental Health Support Videos and Podcasts from Oxfordshire Health colleagues (pdf format, 150KB)
- The Mental Wealth Academy (MWA) is an innovative new project supporting 18-25 year olds, who are falling through gaps created by transition pathways from CAMHS to Adult Mental Health services. MWA can confirm that from June 2020, they plan to work with young people aged 16-25 while we recover from the impact of COVID-19
- Emerging Minds - Action for Child Mental Health
- A range of resources for schools to consider to support C&YP mental health and wellbeing.
- Some useful tips, advice and links to BPS articles that you might find helpful in dealing with the effects of the coronavirus pandemic.
- Managing the transition back to school: a guide for schools and colleges
- Supporting young people’s mental health during periods of disruption from Anna Freud Centre
- A Toolbox of Wellbeing - Helpful strategies and activities for children, teens, their carers and teachers by Dr Tina Rae, Educational and Child Psychologist, Author and Educational Consultant - Click here to purchase what has been described as ‘a must-have book full of easy to use activities to build emotional wellbeing in all children and young people and to support the recovery curriculum in schools in response to the COVID-19 pandemic’. The publication is for use by all parents, carers, teachers and others concerned with the wellbeing of children and young people, with much needed practical advice and support to protect mental health and wellbeing at a time of uncertainty and fear. This resource is endorsed by Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University.
- Trauma informed practice in post Covid-19: Recovery webinar
- Betsy de Tierry is offering free online material relating to trauma and SEMH during lockdown through her YouTube channel
- Books Beyond Words - Free picture stories and illustrated guides to support all children, including those with learning disabilities and autism, through the coronavirus pandemic. Resource themes include mental health, end of life and bereavement
- NSPCC – Books for children who are worried or anxious
- NSPCC free online training tool to improve staff knowledge and confidence when supporting children and young people attending hospital because of mental health
- Mental Health Support Newsletter for all Primary Schools (pdf fomart, 2Mb)
- Mental Health Support Newsletter for all Secondary Schools (pdf format, 2Mb)
- Primary School Mental Health Summer Challenge (pdf format, 636Kb)
- Secondary School Mental Health Summer Challenge (pdf format, 468Kb)
- Mental Health support for MHST schools http//schools.oxfordshire.gov.uk/cms/schoolsnews/update-all-mhst-schools
- Oxfordshire NHS offer during COVID-19 Pandemic - Oxfordshire NHS offer during COVID-19 Pandemic (updated 4th September) - The information in the leaflet features the Local Offer page and offers clear guidance on Health services.’
Thinking pieces for consideration
- Good practice (re: whole school work to support children’s mental health on return to school) in Liverpool
- TES article
- NSPCC - How to have difficult conversations with children
- Mental health and psychosocial considerations during the COVID-19 outbreak
- Protecting the psychological health of children through effective communication about COVID-19
4.6.3. Staff wellbeing
- Resources for school staff wellbeing document from Public Health England (pdf format)
- 10 points on how to protect staff mental health during the COVID-19 crisis from National Education Union (pdf format, 123Kb)
- Coronavirus and your wellbeing from Mind - updated March 2020
- Education Support – telephone support and counselling which is free and available to all teachers, lecturers and staff in education (primary, secondary, further or higher education) in England, Wales and Scotland.
- Anxiety UK
- Mind
- Rethink Mental Illness
- NHS, Every Mind Matters
- Thinking piece
4.6.4. Parent wellbeing
- 24/7 Mental Health Helpline for Buckinghamshire and Oxfordshire - A mental health hotline has been started to ease pressure on 111, so if this is something you feel would benefit you or other families.
- Supporting children and young people with worries about COVID-19 - Advice for parents, carers and people that work with children and young people
- NSPCC – Mental Health and Parenting
4.7 Vulnerable groups
4.7.1. Traveller families
4.7.2. Asylum seekers / refugees
Support for migrants living in the UK
Asylum Welcome (Oxford)
- While the reception desk is currently closed, you can leave an answerphone message on 01865 722082. Staff remain available by email throughout the week and can reach our services through the general email advice@asylum-welcome.org. Staff have mobiles but want to keep these free for calls from clients as far as possible.
- For EU citizens - Face-to-face appointments to help EU citizens to apply for Settled Status are postponed. However, advice is still available by email europawelcome@asylum-welcome.org and mobile phone 07719 128054
- For more information, visit www.asylum-welcome.org/
4.7.3. LGBTQI+
- How COVID-19 is affecting LGBT communities
- For guidance and information on local services available to support people who identify as LGBTQI+, visit the following webpages
- www.oxford.gov.uk/info/20042/equality_diversity_and_inclusion/265/lesbian_gay_bisexual_and_transgender_lgbt_people
- schools.oxfordshire.gov.uk/cms/content/homophobic-biphobic-and-transphobic-bullying
- View the Topaz flyer (png format, 485Kb) promoting online LGBTQI+ support sessions that will be running throughout the summer for young people (as well as parents/carers) across Oxfordshire
4.8 Remote learners
General guidance
- Different ways you can help children to get online
- Remote education good practice
- Remote education webinars
- Get help with remote education
- Review your remote education provision
- The Oak Academy
- Demonstrator Programme
- SEND Support Hub
- Help with accessing and buying resources for remote education
- New remote education suport for schools, colleges and teachers
- Safeguarding and remote education during coronavirus (COVID-19)
- Get help with laptops, tablets and 4G wireless routers received from DfE during coronavirus (COVID-19)
- Get laptops and tablets for pupils and students who cannot access face-to-face education due to coronavirus (COVID-19)
- Information, guidance and support for parents and carers of children who are learning at home
- Get help with technology during coronavirus (COVID-19)
- Advice for parents and carers looking after primary school children
- Advice for parents and carers supporting the home learning of secondary school children (year 7 to 11).
- Help primary school children continue their education during coronavirus (COVID-19) - Advice for parents and carers looking after primary school children
- Help secondary school children continue their education during coronavirus (COVID-19) - Advice for parents and carers supporting the home learning of secondary school children (year 7 to 11)
- Supporting your children's education during coronavirus (COVID-19) - Information, guidance and support for parents and carers of children who are learning at home
- Online education resources for home learning
- Keeping primary and secondary pupils motivated and engaged at a distance
- School Plus 1:1 tuition for disadvantaged pupils
- Supporting Pupils Wellbeing
- Adapting the curriculum
- Case studies: remote education practice for schools during coronavirus (COVID-19)
- Using VLE
- Using digital teaching tools
- Using video lessons
- Coronavirus (COVID-19): keeping children safe online
- Providing remote education information to parents: template
4.9 Recovery curriculum and addressing lost learning
We are aware that lost learning will be a key concern to schools as children return. Please see updates on the OPL website and on Schools News regarding CPD opportunities. We’ll also update you as and when we receive advice and guidance from the DfE.
Support for recovery and catch-up
In addition, these blogs may be helpful in guiding your thinking about what learning recovery might look like
- www.evidenceforlearning.net/recoverycurriculum
- Restore Our Schools: Providing a restorative perspective
- www.tes.com/news/what-it-denmarks-reopened-schools?amp
- All Dutch primary pupils are back in school: here’s how: https://www.tes.com/news/all-dutch-primary-pupils-are-back-school-heres-how
- Read a blog entitled Reflections on Covid 19: Creating a vision of vulnerability on which to build trust and support (pdf format, 122Kb) that Anne Peake wrote for the British Psychological Society's Safeguarding Group.
These are also included in this ‘things to think about’ document that may help you plan your return to school.
See below for additional think pieces and DfE publications that relate to the curriculum
- Taking exams during the coronavirus (COVID-19) outbreak
- Identifying and addressing gaps in pupils’ understanding
- School Plus 1:1 tuition for disadvantaged pupils
- Behaviour and discipline in schools
- Education Secretary's statement on coronavirus (COVID-19): - 19 June 2020
- Making the most of reduced classroom time
- Use the link to access a co-produced publication from the Oxfordshire Hospital School which considers the needs of children returning to school post COVID-19
- Think Piece - A Recovery Curriculum Loss and Life for our children and schools post pandemic
- A selection of resources curated by a restorative collective of researchers, practitioners and school leaders in the light of COVID-19:
- Teaching about mental wellbeing - link to GOV UK
- School staff may wish to consider the following ideas in terms of developing a healing context in which children can begin to recover (Source Dr Tina Rae's soon to be published ‘The essential tool kit for well-being – key tools and strategies for children, teens and their carers and teachers’)
- Children's Guide to Coronavirus (pdf format, 1Mb)
- Return to school resources from Place2Be
- Five ways to help children heal when schools reopen - Mary Meredith blog
- Supporting post-lockdown education using the six principles of nurture - Dr Chris Moore article
- Playfulness, Acceptance, Curiosity and Empathy (PACE): Ways to support children who have serious deficits in their emotional, cognitive, and behavioural development - Dr Daniel Hughes
- PSHE Association Coronavirus Hub
- Discussing coronavirus (COVID-19) with children and young people – PSHE Association pdf guide
- Adapting the primary curriculum
- Adapting the secondary science curriculum
- Adapting the secondary geography curriculum
- Adapting the secondary curriculum across multiple subjects
4.10 Promoting positive transitions for all learners
- What will it be like going back to school? video from the School Health Nurse Team
- Promoting positive transitions during COVID-19 - General guidance on supporting children and young people from EPS
- A pupil voice proforma (docx format, 283Kb) that can be used with children on their return to school. This document was kindly shared by Anne Peake, Educational Psychologist and a Fellow of the British Psychological Society.
- Also, refer to Section 4.6.1. Belonging and Connectedness.
- Screening tool for transition following COVID-19 school closures - Most students will respond well to the support put in place for all. They may experience some initial anxiety that should reduce over the first few weeks as routines are re-established. However, some students may have additional vulnerabilities that may require enhanced transition support. The screening tool below can be used by each class/form teacher to consider the specific circumstances around each pupil in their class/form and identify any pupils who might need increased support.
For the pupils identified as requiring enhanced support it may be helpful to agree an Action Plan to consider and clarify the support available through discussions between staff, parents and where possible the young person themselves:
- Emotionally-based school avoidance (EBSA) – COVID-19 intervention timeline from EPS:
- School staff may wish to consider the following ideas in terms of developing a healing context in which children can begin to recover (Source: Dr Tina Rae's soon to be published ‘The essential tool kit for well-being – key tools and strategies for children, teens and their carers and teachers’):
4.11 Endings and lost transitions
- DfE guidance for schools on writing statutory end of year reports for parents.> - updated 18
- Some ideas from EPS that you might want to consider on endings and lost transitions – considers all children, Nursery, Year 6, Year 11/13 and children with SEND
- Also, refer to Section 4.6.1. Belonging and Connectedness
4.12 Supporting specific learners at an important time of transition
4.12.1. New starters / early years
- Early years toolkit - useful resources to help develop your early years setting
- Transitions pack for Early Years (COVID-19 transition information included)
- Early years and childcare: coronavirus (COVID-19)
This transition pack includes examples of completed transition plans and a communication chart (p.27) - which can be used to record ways in which a child attempts to express themselves and what their attempts mean - to give schools a feel for how they can be helpful. The transition plan format includes a list of prompts for transition planning meetings.
- School Readiness information for practitioners and for settings to share with parents
- Supporting children during COVID-19 - Government updates (pdf format, 50Kb)
- See template for a transition plan that the EYFS SEN team (and others) use. It is also published in the EY transition pack alongside guidance for all children.
- Ideas to support children in Early Years with SEN return to settings/transition to school
- Schools/settings could make short videos/visual tours of their environments e.g. the entrance, the outdoor area, the classroom (with opportunities for play set up), the toilet area, the uniform, etc.
- Photos of key adults emailed to the home so that children can remember the adults they already know or be introduced to new adults if starting in a new setting. This could include photos of things the children liked to play with. previously or key resources in the new setting e.g. sand pit, quiet area, etc. Family could print off photos and make a book or just share on an iPad.
- Schools could be encouraged to email children a simple visual timetable for their first day back.
- Lynn Mcann, Autism and SEND specialist, has filmed some free webinars which are relevant to transitions during lockdown/returning to school:
4.12.2. Year 6 to 7
Guidance and information for the transition of vulnerable learners in Year 6 from EPS (adapted for COVID-19)
4.12.3. Year 11 / school leavers
An action plan from EPS to support students moving on to Year 12 and 13
4.13 Supporting children with SEND and/or additional needs in returning to school post COVID-19
4.13.1. Special Educational Needs and Disabilities (SEND)
- Supporting children and young people with SEND as schools and colleges prepare for wider opening
- Supporting pupils and students with special educational needs and disabilities (SEND) in remote learning
- Lynn Mcann, Autism and SEND specialist, has filmed some free webinars which are relevant to transitions during lockdown/returning to school:
- Refer to Section 4.11 for advice on minimising the emotional and psychological impact of COVID-19 for children with SEND. Due to their complex needs and vulnerabilities, some children with SEND may not be able to safely return to school to aid transition – enabling children a way of being held in mind, having opportunities to say goodbye to old classes/teachers before they transfer to new ones, etc. is important work.
- Trauma informed practice in post Covid-19: Recovery webinar
- Playfulness, Acceptance, Curiosity and Empathy (PACE): Ways to support children who have serious deficits in their emotional, cognitive, and behavioural development - Dr Daniel Hughes
- Betsy de Tierry is offering free online material relating to trauma and SEMH during lockdown through her YouTube channel
- See ‘Worries and Anxieties’ from SENSS
4.13.1.1. Communication and interaction needs
- Support for students with autism, school refusers and those experiencing anxiety
- ‘Third Grade Isn’t a Place. This Is Okay.’ by Carol Gray student booklet
ReachOut ASC free online training and resources
4.13.1.2. Sensory, physical and complex needs
Hearing impaired
- Good information on transition to be found on the National Deaf Children Society website. Schools could choose to adapt this for the current situation.
- SENSS HI Advice to support pupils in settings during Covid19 working (pdf format, 120Kb)
- See transition pack by one of our Teachers of the Deaf. It could be adapted quite easily to be used for other children (not HI).
TRANSITION 2020-05-12 Transition Booklet for yr 6s summer 2020 during Covid19 closures.pdf
Information on creating good listening environments (environmental audit):
- Acoustic audit
- Acoustic friendly classroom
- Classroom audit
- Mainstream teacheradvice
- Some ideas for HI with an Early Years and Post-16 focus:
Challenges posed by PPE for children with HI
If school staff end up using PPE, children who are deaf will be unable to understand effectively what is being said as masks prevent the listener seeing the speaker’s lips in order to lipread. There is such a thing as a modified face masks so that deaf people can see lip patterns but these are not widely available and are very expensive. An alternative solution, albeit imperfect, is a talk to text process whereby technology is used to convert speech into text using a device (phone, tablet etc.). This could be used but relies on children having good reading ability and language levels, especially since the text produced is often not entirely accurate.
Visually Impaired
Physical Disability (PD)
There has been a lot of concern in considering return to school regarding Health & Safety for children whose PD means that they are more vulnerable to infection than other children.
For children in Special Schools or in mainstream (including resource bases) who have serious medical conditions, there will be consideration needed to when they can safely return to school due their increased vulnerabilities. In addition, these same children often need personal care and so social distancing from the adults who help care for these children cannot be in place. Appropriate processes together with the appropriate PPE needs to be in place for school staff to be safe on returning to the workplace.
Clear communication and joined up planning between all those involved with children (child, parents, education, health and care), will be needed to allay anxiety and support people planning as effectively as they can.
SENSS PD Team ideas (pdf format, 155Kb) to support planning for Children and Young People with Physical Disabilities to return to school following coronavirus outbreak and school closures.
4.13.2. Children We Care For (previously referred to as Looked After Children)
- Virtual School Teams thoughts on transition back to school post COVID-19
- Designated Teacher Update Issue 9 (pdf format, 236Kb)
- Foster Carer letter 8 (pdf format, 234Kb)
- Resources for foster parents, parents, schools, social workers, children and young people:
- While not specific to COVID-19, the website has some examples of good practice around transition. Schools might find it useful when preparing children to return or when moving schools during COVID-19.
- Transition advice from Beacon House (re: vulnerable pupils) (pdf format, 7Mb)
4.13.3. Children with medical conditions
- Oxfordshire NHS offer during COVID-19 Pandemic - (updated July 2020) The information in the leaflet features the Local Offer page and offers clear guidance on Health services.
- A co-produced publication from the Oxfordshire Hospital School which considers the needs of children with medical conditions
- Free training from the Oxfordshire Hospital School Medical Needs In Schools project:
- Managing the Needs of Children with Medical Conditions in Schools: Individual Healthcare Plans and Wellbeing
- Shielding Webinar – Supporting Children who are Shielding (or in a Shielding Family)
4.13.4. Children with EAL
- Case study - Adapting teaching design from an urban community secondary school with a high level of pupils who speak English as an additional language (EAL), as well as a high proportion of pupils on free school meals:
- Case study - Insights from a large urban primary school which is part of a small multi-academy trust of primary schools with a high level of pupils who speak English as an additional language (EAL):
4.14 Reintegration of pupils with behaviours that challenge
- Guidance from the Learner Engagement Team (pdf format) on how to support the reintegration of pupils with behaviours that challenge
- Guidance on changes to school exclusions during the pandemic
- A guide for school leaders and agencies supporting school-age children / young people at risk of exclusion from school
- School exclusion risks after COVID-19 (pdf format, 2Mb)
- Behaviour and discipline in schools
4.15 Out of school provision
Holiday activities and food programme
Below is updated guidance (August 2020) for out of school provision for the autumn term.
This guidance will be relevant for:
- providers which fall within the government’s definition of an out-of-school setting (OOSS)
- providers caring for children aged 5 and over and registered with Ofsted on either the compulsory or voluntary childcare register
- schools or colleges which offer extra-curricular activities or provision for children before and after school
Registered early years 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.
Protective measures for providers of community activities, holiday or after-school clubs, tuition and other out-of-school settings offering provision to children during the coronavirus (COVID-19) outbreak. Changes made: Protective measures update for autumn
term, making clear the position on group sizes and how providers can minimise the risk of children mixing outside their school bubbles, as well as additional content on music and performing arts, educational visits and shared resources.
Guidance for parents and carers of children attending community activities, holiday or after-school clubs, tuition and other out-of-school settings. Changes made: Coronavirus (COVID 19) update for autumn term including new section on live performances.
PHE have also provided COVID-19: reducing transmission – what you can do to help which has advice on how you can help reduce the transmission of coronavirus (COVID-19). This document now has a link to a simple visual guide.
5. Directory of support for Oxfordshire schools
- For more information on all support available to Oxfordshire Schools see the Oxfordshire Strategic Schools Partnership (OSSP) Directory of Support
- Oxfordshire County Council – Practitioner Toolkit
The Practitioner Toolkit contains information and tools for issues arising in work with children, young people and families.
This page contains resources on concerns which might arise while helping a child or family, organised by topics, linked to searches for local organisations which can support work around that topic. Links to national services, helplines and information resources are also included.
6. Acknowledgements
The following agencies contributed to this co-produced guidance
- Oxfordshire Secondary School Headteachers’ Association
- Oxfordshire Primary School Headteachers’ Association
- Oxfordshire Special School Headteachers’ Association
- Oxfordshire Virtual School
- Early Years Advisory Team
- Early Years SEND Team
- SEND Team
- Special Education Needs Support Service (SENSS)
- School Improvement Team
- Locality and Community Support Service (LCSS)
- Educational Psychology Service (EPS)
- Preparation for Adulthood Team
- School Admissions and Transport Service
- School Health and Safety Team
- Oxfordshire School Inclusion Team (OXSIT)
- Learner Engagement Service
- County Attendance Team
- Elective Home Education Team
- Children Missing Education Team
- Exclusion and Reintegration Team
- Lead for Learner Engagement
Contact details
If there is anything we haven’t considered and you would appreciate support with, contact clare.pike@oxfordshire.gov.uk and we will do what we can to respond to your needs.