Covid – Round Two
We were all bombarded with advice and directives on how we would bring our students back in these uncertain times and each school interpreted them in their own style.
Primary schools benefited from the ability to create ‘bubbles’ for their year groups, often having staggered drop off, pickups and break and lunch times.
In secondary it proved more difficult and many of us have created bubbles where we can, at Key Stage 3 (KS3) it is easier, but at KS4 with options subjects proving more difficult. However, we did it and are all back and well into term one with staff and students now fully aware of and working well within the protocols that were put in place.
It is very true that the best laid plans of mice and men, once they are in place very often need review and change; this has been no exception. Certainly, in my schools there have been lots of tweaks and additions to our original plans, what looks good on paper doesn’t necessarily work in practise. We have adjusted and changed policy addendums and protocols as well as adding to our ever- increasing folder of risk assessments, largely driven by comments and reports from staff and students on the ground.
Communication has been key and the buy in from our school community is absolutely imperative in not only operating within our new processes but also by highlighting any changes and things that don’t work. This has been achieved through various methods and they have all been effective, the important thing has been to make sure that we act on the information that we receive. Parents are encouraged to contact us (remotely) if they have any issues, and staff are encouraged to not only point out areas that need improvement but to also have a solution focus and make suggestions on how it could be achieved.
That is not to say that all suggestions and concerns can be addressed in the way that is requested. There has to be a whole school view, often changes will have a knock-on impact on another area of operations. For example, one-way system changes impact on travel all around the rest of school so a change may not be possible. The important thing is to share this with staff and explain the reasoning around decisions and perhaps come up with an alternative.
Some of the new ways of working have actually improved the way that we operate and are likely to continue after this period is over. ICT use has increased across the board, for some more than others and even if it is only a move to Teams meetings or as much as a virtual learning programme, we have discovered benefits. Meetings are more succinct, sharing learning information supports education of our students and our ICT skills have improved across the board.
At one of my secondary schools, the staggered break and lunchtimes have improved student behaviour and now that the curriculum is written to accommodate it. This something we may keep. One of the reasons why our school communities have stayed together has been the immediacy of reaction to e-mails and concerns, this will hopefully also stay. I am sure that all schools will be able to highlight improvements that are sustainable, from online food ordering to different building use.
So, it hasn’t all been doom and gloom and I think we are all now getting used to our ‘new normal’. With no clear end to it all, our ability to be dynamic and reactive to our situation will ensure that we continue to offer our students the best level of education, the reason why we work within education.