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St Paul’s C of E Primary School

Covid19 Risk Assessment, Safeguarding Procedures Guidance for the

re-opening of school after lockdown

Compassion: Endurance: Friendship

Following the Government announcement on the 10th May 2020 to ease the restrictions of lockdown, including the phased opening of Primary schools to Nursery, Reception, Year 1 and Year 6 from 1st June 2020 This COVID19: Risk Assessment and Action Plan document sets out the decisions taken and measures put in place to prepare for the phased re-opening of the school and ensure the school continues to operate in a safe way.

Existing policies and guidance continue to apply alongside the actions within this document, including but not limited to: - Health and Safety Policy- First Aid Policy- Child Protection Policy - Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013- Public Health England (PHE) (2017) ‘Health protection in schools and other childcare facilities’

https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings- from-1-june

https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19- implementing-protective-measures-in-education-and-childcare-settings

https://www.gov.uk/government/publications/guidance-to-educational-settings-about-covid-19/guidance-to-educational-settings-about-covid-19

https://www.gov.uk/government/publications/coronavirus-covid-19-early-years-and-childcare-closures/coronavirus-covid-19-early-years-and-childcare-closures

https://www.gov.uk/government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and- carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak

As guidance is changing daily you should also check the Government website daily for any additional guidancehttps://www.gov.uk/coronavirus

Learning, achieving and growing together with God

https://www.gov.uk/coronavirus

https://www.gov.uk/government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and-carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak

https://www.gov.uk/government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and-carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak

https://www.gov.uk/government/publications/coronavirus-covid-19-early-years-and-childcare-closures/coronavirus-covid-19-early-years-and-childcare-closures

https://www.gov.uk/government/publications/guidance-to-educational-settings-about-covid-19/guidance-to-educational-settings-about-covid-19

https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings

https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings

https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings-from-1-june

https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings-from-1-june

It is our duty and responsibility as employers under the Health and Safety at Work etc Act 1974 section 2.1 and 2.2 a-e and this policy to:

Ensure so far as is reasonably practicable the health, safety and welfare at work of all our employees and others who may come into ST PAULS CHURCH OF ENGLAND PRIMARY SCHOOL.

To provide and maintain plant and safe systems of work that are, so far as reasonably practicable, safe and without risk to a persons health or safety.

And as far as is reasonably practicable, we will maintain any place of work in our control in a safe manner and maintain safe access and egress from it.

Provide and maintain so far as is reasonably practicable a safe working environment with adequate facilities and arrangements for the welfare of our employees and others who enter ST PAULS CHURCH OF ENGLAND PRIMARY SCHOOL.

I fully understand the RA and have been given the opportunity to review it, raise questions and add any omissions or oversightsI agree that these are reasonable measures to be taken to reduce the risk posed to staff, children and our families and therefore agree to coming into work post 1 st June 2020I understand that the risks will be continually monitored, that I will be able to raise concerns, if noticed, on return to work and decisions will be taken with due regard for all our safety.

Signed: ___________________________________________________________________ Date: ________________________________


The level of risk is calculated by:

The likelihood x The Consequence1- Very unlikely2- Unlikely3. Likely4. Very Likely5. Certain

1- Insignificant (no injury)2- Minor (minor injury needing first aid)3- Moderate (up to 3 days absence)4- Major (more than 3 days absence)5- Catastrophic (death)

Risk rating:

1 – 4 Low (acceptable) No further action required

5 – 9 Medium (adequate) If risk cannot be lowered any further, consider risk against benefit. Monitor and look to improve at next review

10 – 16 High (tolerable) Identify further control measures to reduce risk rating. Seek further advice e.g. line manager, H&S team, etc.

17 - 25 Very High (unacceptable) Do not undertake the activity. Implement immediate improvements

Risk Assessment /Action Plan

Completed by Nicola Finney

Completion endorsed by: Governors and SLT Location: St Paul’s C of E Primary School

Head Teacher Nicola Finney

Risk Assessment for Vulnerable/Key Worker children andPhased opening of school/Covid19 -8th June 2020 Y6 initially

Date: 20th May 2020

Reviewed by Knights 20/05/220

Reviewed by LA28/05/2020

Reviewed by SLT18/05/2020

Reviewed by Governors18/05/2020

Reviewed by Staff25/05/2020

Final Version signed:28/05/2020

Hazard Who AffectedHow?

Controls in Place Initial Risk Actions/Decision

By WhomWhen?

Reviewed Risk after actions

Review Date

Buildings and Facilities: L M H VH L M H VHL C RF L C RF

Boilers Staff and Children Services up to date 2 4 M Maintain service cycle

Engie as per cycle 1 4 L 19/06/2020

Catering Equipment Catering staff Services up to date 2 1 L Maintain service cycle

Ex engineers as per cycle

2 1 L 19/06/2020

Legionella and water checks Staff/Children/WC Monthly and weekly checks undertaken

2 4 M Maintain cycle Engie as per cycle 1 4 L 19/06/2020


Asbestos Staff/children Asbestos registerMaintenance checks

2 4 M Maintain register

Engie as per cycle 1 4 L 19/06/2020

Electrical testing Staff/children 12 monthly testingMay 2020 whole test completed

2 3 M Continue 12 monthly testing

Engie as per cycle 1 4 L May 2021

Fridges and Freezers Staff/children Temperature checks in placeReplace if not suitable

1 1 L Continue to check

Site staff weekly 1 1 L 19/06/2020



By WhomWhen?


Review Date

L M H VH L M H VHL C RF L C RF

Fire equipment Staff/children/Visitors Yearly checks 1 4 L Maintain cycle Ex fire safety as per cycle

1 4 L May 2021

Fire evacuation test Staff/children/Visitors Termly Test Up to Date 1 4 L Maintain tests Site staff termly 1 4 L 19/06/2020Fire Alarms Staff/children/Visitors Weekly testing 1 4 L Maintain cycle Site staff weekly 1 4 L Weekly Emergency lighting Staff/children/Visitors Monthly testing 1 4 L Maintain cycle Site staff weekly 1 4 L 19/06/2020Outdoor equipment Children Annual Inspection 2 2 L Cordon off External engineer

as per cycleSite staff weekly

1 1 L May 2021

Office spaces Staff Only one member of staff working in schoolNo other staff/children to enter

1 1 L Continue using current system

Office staff daily 1 1 L Weekly26/05/2020

Deliveries and visitorsArrangements in place for any visitors/ contractors on site, protocols and expectations shared.

Staff/children/visitors Reception Perspex in place2 m markings in placeSignage clear and accessibleNo Non essential visitorsDrop at the door deliveries and postCovid19 signed declaration if in schoolLimited Number of essential visitors use a room that is ventilated and allows complete social distanceing

1 1 L Continue to enforce

protocols

Office staff daily 1 1 L Weekly 26/05/2020

1 1 L 1 1 L

1 4 L 1 4 L

1 4 L 1 4 L

Emergency EvacuationNB In the event of emergency the priority is getting out of the building calmly regardless of social distancing

Staff/children/visitors Normal fire/evacuation in place and will be followed.

Continue to follow protocol

Monthly



By WhomWhen?


Review Date

L M H VH L M H VHAdequate staffing levels including:

L C RF L C RF

Paediatric First aider (where children under 3yrs) Children/staff/visitors

Rota in place to ensure PFA in place 1 4 L Continue to follow protocol

HT and HSS weekly 1 4 L Weekly

Rota in place to ensure at least one 1 1 L 1 1 L


Designated Safeguarding Lead (DSL) SENCO Caretaker/site memberOffice staff member

on site in place and review staffing levels weekly

Or when an adjustment is needed

Senco shielding but working daily and copying in HT and SGO

2 1 L 2 1 L

HSS and Caretaker available 2 2 L 2 2 L

Working on a roata to ensure on site 2 1 L 2 1 L

Staff absence protocol Staff/children Staff protocol remains the same phone HT to inform of absenceRecording of absence as normal and monitored under supporting attendance at work policyReplacement staff to cover in place

2 1 L Continue existing protocol

HT and HSS weekly 2 1 L Weekly

Assessment of vulnerable adults Arrangements for staff who are working from home are in place (including those shielded, clinically vulnerable and/or living with someone in these groups)https://www.nhs.uk/conditions/coronavirus-covid-19/people-at-higher-risk-from-coronavirus/whos-at-higher-risk-from-coronavirus/

Staff Already assessed against current and updated protocols Weekly contact with staff to ensure that H&S protocols for working from home are being followedWell-being checks weekly Testing available for staffProtocol in place for isolation and return to work

3 4 H Continue with existing protocol and review as guidance changes

Inform staff of those that are vulnerable

HT weekly 2 4 M Weekly

Approach to support wellbeing, mental health and resilience in place, including bereavement support

Staff Weekly check insSupport Younger MindLoss and Grief trainingSAS APPCovid19 Wellbeing PolicyMental Health Policy3 MHFA/Mental health LeadSelf Help Library materials shared

3 3 M Continue with existing protocol and review as guidance changes

HT weekly 3 3 M Weekly

The approach for inducting new starters has been reviewed and updated in line with current situation

Staff Induction Packs Included in weekly check insAccess to all staff and online training and CPD

2 1 L Continue with existing protocol and review as guidance changes

HT/HSS weekly 2 1 L Monthly before starting date



By WhomWhen?


Review Date


https://www.nhs.uk/conditions/coronavirus-covid-19/people-at-higher-risk-from-coronavirus/whos-at-higher-risk-from-coronavirus/



L M H VH L M H VHL C RF L C RF

Classroom sizes REC/Y1/Y6Up to 15 Government guidance

Staff/pupils We have assessed classrooms and staffing and decided to go for a maximum of 8

2 4 M Review risk before increase number per room

HT weekly 2 4 M Mid June 2020

Classroom layoutAnd movement

Staff/pupils We have implemented measures to keep children a safe distance apartChildren remain at the same desk/space each dayMarkings for social distancing in placeClear entry and exit pathwaysWalkie talkies to communicate for toilet breaksReplacement tap heads to avoid hand contact Guidance states: Early Years and Primary Children can’t be expected to remain 2m apart but when settings can keep children 2m apart they should do soTeaching staff must keep a safe distance at all times where possible when teaching. Children to stay in their seats and not move around.No carpet areas to be usedWhere children may require extra assistance a 2 metre rule must try to be enforced. No marking verbal feedback Teachers to avoid handing out items –resources ready before children come into school.

3 4 H Inform staff and pupils of the layout and movement/behaviour expectations of the layout of Revisit if new pupils attend or pupils is absent

HT weekly 3 2 M Mid June 2020

Classroom Equipment Staff/Pupil All children to be provided with a small zip bag which contains their own equipment no sharing.A3 zip bags for work book and reading book.Tissues in packsSanitizer dispensers in placeWashing posters in placeBin with lidCleaning wipes

3 4 H Purchase and label Pupil stationary packsTissue Cleaning spray and paper towelsWipesLiquid soapGloves

HSS/Office Staff/Site Staff

4th June 2020

2 4 M Weekly


Face wipes



By WhomWhen?


Review Date

L M H VH L M H VHVulnerable / Key Worker children

L C RF L C RF

Hall Layout and movement Staff/pupils The hall to be divided into two parts with EYFS/KS1 on way side or small hall and KS2 on the other.Limit 2 children at long ends of the table. Each child allocated the same table. If an odd number add a second table perpendicular to accommodate that extra child.Children to remain within the hall only movement to access outside area which will be through the fire escape doors and to the toilet through the small hall fire escape door.

3 4 H Inform staff and pupils of the layout and movement/behaviour expectations of the layout of Revisit if new pupils attend or pupils is absent

HT weekly 3 2 M Daily based on numbers attending

Weekly review and share with the next shift

Staffing Staff/pupils Rota system in place with mainly support staff for supervision.Staff only in contact for half a dayWeek on and week off

2 3 M Review rota weekly based on

demand

HT/DHT weekly 2 2 L Weekly

Equipment Staff/pupils Activity packs to be created by Mrs Brown.All children to be provided with a small zip bag which contains their own equipment no sharing.A3 zip bags for work book and reading book.Tissues in packsSanitizer dispensers in placeWashing posters in placeBin with lidCleaning wipesFace wipes

3 4 H Ensure that items discarded if brokenEnsure that children don’t share

2 4 M Weekly

Toilets Staff/pupils Portable toilets on the car park outside the small hall to allow provision to continue

3 4 H Sort out the hire agreement Create a cleaning and emptying scheduleShow children how to access the toilets

HSS May 28th 2020 2 4 M Safety checks daily

Cleaning daily


Adult to supervise all children going to the toilet

Breaks and lunches All children

Staff/pupils These will be staggered Lunch will be eaten in the classroomOutside time at lunch will be staggeredAdditional staff will help to supervise to allow teachers a breakFood will be delivered to class Packed lunches to be brought by the children from home. FSM including UFSM from school catering.Boxes of raisins for break/snack

3 4 H Create RotaChildren informed again of the importance of social distancing whilst outsideCreate play packs for children from PE store cupboardBubblesChalksA labelled hula hoopA tennis ball named (sharpie)Outdoor fixed climbing equipment is closed to all childrenChildren to be reminded about social distancing and touching, but they are children and will play. Ensure other requirements are followedUse of hand sanitizer on the way in and out of classMarkings on the yard

HT/Teachers daily 3 3 M Review weekly


Wet Play/Lucnch Staff/Pupils Pupils remain in designated roomDVDAllow supervised toilet breaks if neededSupport to cover teachers to have comfort breaks/lunch

3 4 H Put a rota in placeSupply suitable DVDsEnsure walkie talklies charged daily

HT/Teachers daily 3 3 M Review weekly

Assemblies Staff/pupils These will be class based no gatherings outside of the group

3 4 H Inform staff HT/Staff daily 3 3 M Review weekly

Outdoor learning Each individual group to be given a staggered time in the day to undertake outdoor learning including PE

3 4 H Crate rota and share with staff

HT/Staff 3 3 M Review weekly

Signage and markings All corridors, classrooms, toilets, public areas to be clearly marked with 2m markings and arrowsSignage to inform to maintain social distancing in a child friendly format

3 4 H Order and install tape Social distance feet displayssignage

HT/ HSS 3 3 M Review weekly

Drop off Only one adult per child if needed.8:30 Keyworkers children enter through the main reception8.30 Reception through Nursery doors8:45 Y1 through external classroom doors9.00 Y6 through external classroom doorsAnyone arriving late or after this time must report to the main reception areaStaff waiting at doors. Staff are encouraged to wear PPE during drop off if they wish to.Cones to be laid out on the playground to show 2m distance.

4 4 VH Share the rota with staff and parentsEnsure that social distancing spacing is clearly markedCreate rota for supervising these pinch points

HT/ HSS 3 4 H Review daily to startReview again when and if more pupils return

Collection Only one adult per child if needed2.30 Reception through Nursery2.45 Y1 through classroom doors3.00 Y6 through classroom doors3.15 key worker through main officeAnyone collected late must remain in classroom until called via the

4 4 VH Share the rota with staff and parentsEnsure that social distancing spacing is clearly markedCreate rota for

HT/ HSS 3 4 H Review daily to startReview again when and if more pupils return


main office or parents directed to external doors.Staff are encouraged to wear PPE during drop off if they wish to.Cones to placed on the paly ground as remind of 2m distance for parents.

supervising these pinch points

First Aid – minor treatment StaffChildren

Where minor first aid treatment is required First Aiders must ensure they wear gloves aIf they feel appropriate and wish to do so and apron and face mask can also be wornIf the child is able ask them to wipe the cut/graze or hold the cold compress.Ensure records of injury and treatment are recorded as normalAlways wash hands after contactInform parent via dojo message or phone call. Sticker for the child. Any dressings used to be double bagged

3 4 H Share protocol with staff and paentsTalk to childrenEnsure PPE replaced in plenty of time

HT/ HSS 3 4 H Review weekly

First Aid – Life threatening StaffChildren

As above regarding PPE

In the event of CPR being required it is advised only chest compressions are given Always wash hands after contact In the event of a serious injury or incident call 999 immediately.

4 5 VH Share protocol with staff and paentsTalk to childrenEnsure PPE replaced in plenty of time

HT/ HSS 3 4 H Review weekly

First Aid Medication StaffPupils

Where any medications are administered try and encourage the pupils to self-administer or consider wearing a face covering (always refer to up to date information from Gov.UK)

4 4 H Not going to administer

HT/ HSS 2 2 L Review on a case by case basis


Unnecessary classroom items stored

Move unnecessary desks to small hall or outsideRemove traysRemove books that will not be usedRemove all existing stationaryRemove class mats from EYFSSoft furnishings removed

2 3 M Maintain safety of items

HT/ HSS 2 1 L weekly



By WhomWhen?


Review Date

L M H VH L M H VHCurriculum/Learning L C RF L C RFWell-being/Mental Health Everyone 3x MHFA, MH Champion, YM

Counsellor, 2 LMs, 1x FSWSee additional guidance at end of RA

EYFS Pupils/staff Guidance specific in DFE actions documentMindfulness daily first thing, throughout the day and before homeEYFS staff will need to consider what resources will be used daily – plastic that can be cleaned. Focus on well-being PSE and nurture activities.Phonics in appropriate form to meet the needs EYFS - Inside and outside areas can be used. Children will be encouraged and reminded to follow 2m guidance. This will be communicated to parents. The priority is for staff to try and follow 2m guidance and remind/model for childrenReception have access to EYFS outdoor space. KS1 playground can be used as well if not needed by KS1

3 4 H Ask staff to create a learning plan for Reception and check that it isn’t putting anyone at undue riskShare with parents

Teachers/HT 3 3 M Weekly


KS1 Pupils/staff PSHE, Well-being and nurture the priority for learning.Re-socializationPhonics to some extentMaths and English through play limit the need for formal workingAccess to IT online learning provisionMindfulness daily first thing, throughout the day and before home

3 4 H Ask staff to create a learning plan for Y1 and check that it isn’t putting anyone at undue riskshare with parents


KS2 Pupils/staff PSHE, Well-being and nurture the priority for learning.Re-socialisationCreating memories of primary schoolTransition and moving on activitesART Project – MosaicMaths and English through play limit the need for formal workingAccess to IT online learning provisionMindfulness daily first thing, throughout the day and before home

3 4 H Ask staff to create a learning plan for Y6n and check that it isn’t putting anyone at undue riskShare with parents




By WhomWhen?


Review Date

L M H VH L M H VHInfection Control L C RF L C RFArrangements for accessing testing, if and when necessary, are in place. Staff are clear on returning to work guidance.

Staff/pupils/parents Use the PHE England system as shared by the LAShare the posters with parents and staff again

3 4 H Ensure that protocol

understood by SLT

Follow up test results

HT 3 3 M Weekly


Approach to suspected/confirmed COVID19 cases during school day

Staff/pupils/parents

Which staff member/s should be informed/ take action Arrange for a testArea established to be used if an individual is displaying symptoms during the school day and needs to be isolatedCleaning procedure in placeArrangements for informing parent community in place

4 5 VH Ensure that all social distancing

protocols and procedures as

listed above are put in place and

adhered to

HT 3 3 M Weekly

Approach to suspected/confirmed COVID19 cases in place: outside of school hours

Staff/pupils/parents

Approach to relocating CYP away from certain parts of the school to clean, if possibleParent contact school immediatelyArrange for a test Cleaning procedure in placeArrangements for informing parent community in place

4 5 VH Ensure that all social distancing

protocols and procedures as

listed above are put in place and

adhered to

HT 3 3 M Weekly

PPE equipment available for staff

Staff PPE is on site and available if staff require

3 4 H Check stock regularly and

purchase well in advance of need

HT/HSS 3 3 M Weekly

Cleaning in line withhttps://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings/covid-19-decontamination-in-non-healthcare-settings

Staff/pupils/ cleaning staff

LA cleaning services to ensure that they are able to provide the cleaning services ahead of school opening.

4 4 H Ensure that cleaning is being quality assuredEnsure system

for replacement of cleaning

items is in place

HSS/LA cleaning services

3 3 M Weekly

Adequate cleaning staff available

LA Staff LA cleaning services and ensure that they are able to provide the cleaning services ahead of school opening.To set up a contact point with RW/NF to let us know of any issues regarding clearners availabe

3 4 H Request replacement

staff if neededSchool staff to

step in if needed


3 3 M Weekly

Daily Cleaning protocol in place to include:Door handlesSurfacesSinksToiletsDoorsStaffroomHand rails

LA Staff/pupils/staff/visitors

LA cleaning services to ensure that they are able to provide the cleaning services ahead of school opening.Anti-bacterial wipes or spray for shared equipment in schoolAnti-bacterial wipes or spray for shared equipment in schoolEnsure they have checklist of essential daily cleaning

4 5 VH Review daily and ensure that

items are re-ordered ahead

of time to ensure

availabilityEnsure items disposed of

correctly


3 3 M Daily


https://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings/covid-19-decontamination-in-non-healthcare-settings



Hygiene products available to include:Hand sanitizer Staff/pupils/visitors Already ordered and in place 4 4 H Check daily and

re order ahead of time

3 3 M Daily

Liquid soap Staff/pupils/visitors Already ordered and in place 4 4 H Check daily and re order ahead of time

3 3 M Daily

Paper towels Staff/pupils/visitors Already ordered and in place 4 4 H Check daily and re order ahead of time

3 3 M Daily

tissues Already ordered and in place 4 4 H Check daily and re order ahead of time

3 3 M Daily

bins with lids Already ordered and in place 4 4 H Check in good working order daily and replace if needed

3 3 M Daily



By WhomWhen?


Review Date

L M H VH L M H VH

Adequate catering staff available

City Catering City catering have appropriate staffing levels for our schoolSeparate entrance Register of staff on site for evacuation purposes

3 4 H Check weekly City catering/Cook/HSS

3 3 M Weekly

Arrangements in place to provide food to CYP on site, including the requirement of universal free school meals.

City Catering City Catering have been approached and we have selected to offer packed lunches to all FSM including Universal

3 4 H Check daily with Neo

City catering/Cook/HSS

3 3 M Daily

Arrangements for the continued provision of FSMs for children not attending school are in place.

Pupils/R Winwood Continue to use the DFE voucher system for those not in school

3 2 M Weekly HSS 3 1 L Weekly


Arrangements for when and where each group will take lunch (and snack time if necessary) are in place so that children do not mix with children from other groups.

Staff Lunches to be delivered to the classes and hall by school staff not city catering

3 4 H Set up a rota for delivery to minimize

movement and contact

HT 3 3 M Daily

Food Deliveries Catering Staff Protocol in place to leave food in a safe place external to the kitchen entrance door.Kitchen staff to bring into the building once the delivery driver has left.

3 4 H Check this is being carried

out

City catering/Cook/HSS

3 3 M weekly

Communication Review DateGovernors and Staff have been consulted on plans to open and this RS

Staff/Governors Staff have had regular information and have been asked for their input to decisions made to this point

VH Final plan to be shared by 26th

May 2020

HT M AprilMayJune

Staff have been briefed on protocol in school

Staff Once final plan in place arrange for staff to have a full briefing via zoom/teams etc.

VH Final plan to be shared by 26th

May 2020

HT M May 2020

Staff have read and signed the risk assessment

Staff Once complete staff will be asked to read and sign a copy of this risk assessment

VH Final RA to be shared by 26th

May 2020 and returned and singed by 28th

May 2020

HT M May 2020

Parents informed of attendance schedule

Parents Parents have been asked whether they wish their child to returnKey worker parents have been informaed of the new arrangements post 1st June

VH Attendance schedule to be finalized and shared by Tuesday 26th

May 2020

HT M May 2020

Parents informed of drop off/pick up schedule

Parents Once the final plan is in place this will be shared with parents

VH Share the plan by 26th May 2020

HT H May 2020

Parents advised of use of transport to school



HT H May 2020

Parents informed that only one parent to attend



HT H May 2020


Approach to potential breaches of social distancing in place, including in the case of repeat or deliberate breaches.

Children/parents/staff SchoolEnsure all the agreed protocols, signage and information has been shared and modelled.

H Share and talk to children the importance of following the rules re social distancingTalk to them calmly abut any breaches/try not to upset the childTalk to them with parent if needed

HT/Teacher M May 2020

Home VH Produce a full and detailed letter to parents and staff regarding what constitutes a breach of Government social distancing protocol and the consequences of not following the guidanceParents to sing to agree to abide by the social distancing guidelines if their children are attend school.

HT H

Staff H Produce a full and detailed letter to parents and staff regarding what constitutes a breach of Government

HT M


social distancing protocol and the consequences of not following the guidanceStaff to sign and agree to this risk assessment


St Paul’s C of E Primary SchoolPreventing and Managing Sickness including outbreaks

EMERGENCY Safeguarding Procedures

AIM: Continue to ensure safeguarding needs are met and vulnerable individuals are supportedAll vulnerable children/families remain to be in contact with staff Vulnerable individuals to have access to services as appropriate – Social Worker/Social Care, other supporting agencies and services Safeguarding concerns continue to be recorded, reported at the appropriate level and the appropriate actions to safeguard vulnerable individuals continue to be taken.

In the event of Lockdown – Food and toiletry parcels to be provided to vulnerable families with financial difficulties. (Food Bank Vouchers to be given at the digression of DSL and in liaison with the Food Bank (regarding their capacity to support [email protected]. Liaison with The Hygiene Bank - Lucy Connor [email protected] regarding their capacity to support).

ALL NEW SAFEGUARDING CONCERNS, WHERE THERE IS A RISK OF SIGNIFICANT HARM, MUST CONTINUE TO BE REPORTED TO SRT. This can be done via completing a MARF and sending it to [email protected]. Where there is already a Social Care involvement concerns must

be reported to the allocated Social Worker. The Local Authority is producing a weekly document, which identifies and rag rates our vulnerable children, along with the corresponding details for the allocated Social Care worker. Nicky Finney distributes this document amongst D/DSL’s.

Please see updated Child Protection Officer list for further information on raising concerns at present, when dealing with disclosures please refer to the St. Paul’s guide on TED & Exploratory questions which are located around school. These have aslo been emailed to all staff.

Review as required (as individual needs/Lockdown guidance changes)Safeguarding Level: Notes/Actions Service Support

4 – Child Protection, Pupils on an existing CP Plan

These children are rag rated as red by the Local Authority and therefore where possible should be in school. Though the LA does not have the power to enforce this should parent/s Carers wish to keep children home.

Liaise with Social Care– inform of Lockdown & what their capacity is to support, including with Food/Toiletries.

Liaise with Family– inform of Lockdown & what their needs will be

Consider Food Bank Voucher and Support from Hygiene Bank (do they have capacity to support?)

To record Pupil attendance, complete and submit DfE Covid-19 School attendance register

Ongoing Food & toiletry parcels if needed Telephone contact with parent/s & pupil/s 2 x week At least 1 x week liaison with agencies involved

Mobile numbers to be shared with relevant professional/s

Ensure have access to: o CP Plan o SIMS o Dojoo Up to date Service Directoryo Social Care Internal telephone number listo Emailo My Concerno Shared Safeguarding Drive inc. Child’s

Electronic Safeguarding FolderLearning, achieving and growing together with God

mailto:[email protected]


School places will be reviewed weekly.

(telephone and/or email) Guidance to agency support as appropriate Agency referrals to be completed as required &

appropriate Attending planned meetings – unless advised

otherwise, in which case comprehensive report/s to be sent to the appointed Social Care representative.

Where the above isn’t appropriate Conference Calls to be completed

Continued use of My Concern – record concerns/updates & share information internally with D/DSL’s.

Social Care, allocated Social Worker & Manager Education 2020 – Email contact as required to

[email protected] Existing agencies involved Referral forms - for services as required &

appropriate with the direction of Social Care Food & Hygiene Bank – High Safeguarding Needs,

families with financial difficulties.

4 – Child Protection, Concerns & Child in Need Plans

These children are rag rated as red by the Local Authority and therefore where possible should be in school. Though the LA does not have the power to enforce this should parent/s Carers wish to keep children home.

School places will be reviewed weekly.


Liaise with Social Care– inform of Lockdown & what their capacity is to support, including with Food/Toiletries.

Consider Food Bank Voucher and Support from Hygiene Bank (do they have capacity to support?)

To record Pupil attendance complete and submit DfE Covid-19 School attendance register

Ongoing Food & toiletry parcels if needed Telephone contact with parent/s & Pupil/s 2 x week Dojo message contact at least 1 x week At least 1 x week liaison with agencies involved

(telephone and/or email) Guidance to agency support as appropriate Agency referrals to be completed as required &

appropriate Comprehensive report/s to be sent to the appointed

Social Care representative Where the above isn’t appropriate Conference Calls

to be completedContinued use of My Concern – record concerns/updates & share


Ensure have access to: o CIN Plano SIMSo Dojoo Up to date Service Directoryo Social Care Internal telephone

number listo Emailo My Concerno Shared Safeguarding Drive inc.

Child’s Electronic Safeguarding Folder

Social Care, allocated Social Worker & Manager

Education 2020 – Email contact as required to [email protected]

Existing agencies involved Referrals forms - for services as

required & appropriate with the


information internally with D/DSL’s. direction of Social Care Food & Hygiene Bank – High

Safeguarding Needs, families with financial difficulties.

3 – Early Intervention, Open to Family Support Worker

Where risks of harm are identified, with careful consideration & liaison with other agencies, school placements may be offered. These will be reviewed weekly.


Liaise with Family Support Worker – inform of Lockdown & what their capacity is to support, including with Food/Toiletries.

Children at this level may be in school, (which may be circumstantial or based on parents providing proof of Key-worker status). To record Pupil attendance complete and submit DfE Covid-19 School attendance register.

Ongoing food/toiletry item support if needed Dojo message contact at least 3 x week At least 1 x week liaison with agencies involved

(telephone and/or email) Liaison between Teaching staff and D/DSL for updates

which should then be included in the below: FSW to continue to Early Help meetings with 6-week

time period. Comprehensive report/s to be discussed and/or sent to the appointed Family Support representative. Discuss additional service support with FSW, as appropriate



Ensure have access to: o Copy of Early Help Plan and/or

Review o SIMSo Dojoo Up to date Service Directoryo Family Support contact list &

managers number/so Emailo My Concerno Shared Safeguarding Drive inc.


Allocated Family Support Worker & Manager,


Existing agencies involved Referral forms - for services as

required & appropriate with the direction of Family Support

Family Support to direct support for families with financial difficulties.

2 – Early Help, Open to School




These children should remain at home. In exceptional circumstances and/or there is a risk of harm, school places may be considered. This will be in liaison with other agencies.

Children at this level may be in school, (which may be circumstantial or based on parents providing proof of Key-worker status). To record Pupil attendance complete and submit DfE Covid-19 School attendance register.

Food/Toiletry Parcel Dojo message contact at least 2 x week Where relevant, 1 x week liaison with agencies

involved (telephone and/or email) Referrals to agencies to be completed as

appropriate/required Guidance to agency support as appropriate Liaison

between Teaching staff and D/DSL for updates which should then be included as part of the Early Help Review process.

6 weekly Early Help Plan Review to be completed via telephone call with parent/s and professionals. Early Help Paperwork to be submitted to [email protected].


Ensure have access to: o Early Help Assessment, Plan &

Review Paperwork for the child & proformas.

o SIMSo Dojoo Up to date Service Directoryo EIT referral form o Family Support contact list &

managers number/so Emailo My Concerno Shared Safeguarding Drive inc.



Existing agencies involved Referrals forms - for services as

required

1 – Universal, Vulnerable families


Liaise with relevant agencies re the above If parents are Keyworkers (with proof of this) children Complete and submit DfE Covid-19 School attendance

register Food/Toiletry support Dojo message contact at least 2 x week Guidance to agency support as appropriate Liaison between Teaching staff and D/DSL for updates

which should then be recorded via My Concern –to be recorded as information only if no safeguarding concern/s.

Continued use of My Concern – record concerns/updates


Ensure have access to: o SIMSo Dojoo Up to date Service Directoryo Family Support contact list &

managers number/so Emailo My Concerno Shared Safeguarding Drive for

further information purposes. Education 2020 – Email contact as



& share information internally with D/DSL’s. required to [email protected]

Any Existing agencies involved Referrals forms – for services as

required & appropriate

EMERGENCY Safeguarding Procedures & Provision Stage 3 – Phased Return. Trigged by Government The current planning assumption for England is that the second step may include as many of the following measures as possible, consistent with the five tests.

Organisations should prepare accordingly: A phased return for early years settings and schools. Schools should prepare to begin to open for more children from 1 June. The Government expects children to be able to return to early years settings, and for Reception, Year 1 and Year 6 to be back in school in smaller sizes, from

this point. This aims to ensure that the youngest children, and those preparing for the transition to secondary school, have maximum time with their teachers. Secondary schools and further education colleges should also prepare to begin some face to face contact with Year 10 and 12 pupils who have key exams next year, in support of their continued remote, home learning. The Government’s ambition is for all primary school children to return to school before the summer

for a month if feasible, though this will be kept under review.

The Department of Education will engage closely with schools and early years providers to develop further detail and guidance on how schools should facilitate this.

The below is intended as a guide and support should be the most appropriate to the individual’s circumstances. This document should also be reviewed as required & in line with Government Guidance.

Safeguarding Level: Notes/Actions Support Measure STEPUNIVERSAL - ALL PUPILS NEW ADMISSIONS / PUPILS LEAVING ST PAULS.

1. Vulnerable children assigned an emergency school place2. Children of Keyworkers who need an emergency school

place due to family circumstances (house move etc.) 3. In year admissions/transfers from 1st June to into

Reception years 1 & 6

4. From September, if the Government deems it is safe to re-open school to ALL pupils then we may have applications for new pupils across all year groups.

5. Similarly, in September (again if the Government deems it is safe for ALL pupils to return to school) we will have a new nursery intake, as well as additional pupils into reception. These children may or may not have been in a setting before. Usually, for these Pupils, we support a phased transition, with transition events for the

For instances 1-3, admissions will be reviewed and where we have capacity and linking with appropriate agencies support, a virtual admissions meeting is completed, including:Safeguarding/information gathering p/work, including questions relating to the families C-19 experience.Completion of Data collection forms – may need to be emailed to parent/carer or they can come to school to from complete paper version. This can be done in school reception area. Relevant ID and supporting documentation to be brought to school by parent/carer places will be allocated.

Following the above is all OK, children to be allocated a place. Children can then be assigned into their groups according to their need/vulnerability. Staff to complete

N/A


children, parents and where relevant other settings/agencies.

6. Some of our Pupils, due to family/home circumstances may have been allocated places at new settings.

a socially distant tour of school and aim to ‘Buddy up the child’. A piece of direct work to gain the child’s views as listed in Step 3 should also be completed so that support needs can be identified. Further liaison with other settings/agencies to be completed as relevant.

Instance Step 4, the admissions process (on the assumption that social distancing measures and Lock-down no longer need to be in place) will likely be similar to what it has been pre-lockdown. But should include ascertaining information form parent/carer relating to the families C-19 experience. Again, direct work should be completed with the child to gain their views and identify support needs. Other settings to be consulted as required. Pupil to be assigned a Buddy.

Instance 5, school to review transition process of these pupils when further Government Guidance is given.

If we are still in Lock-down for the remainder of the Summer Term, ALL efforts need to made in order to gain as much information as possible. This will need to be virtual, such as telephone calls/emails and electronic information sharing to ascertain relevant documentation is ascertained. Parents of children assigned places to be contacted by FS staff (responsibility split between staff) to complete information usually acquired via home visit or parent event. This should include asking the parent for information on the families Lock-down experience.

Instance 6 School to ensure a FULL transition of pupil information (including virtual handovers if these occur in Lock-down) relaying any information we have relating to: Admission/personal information, Attainment, Safeguarding, SEN any other information. Physical documents and safeguarding records should also be transferred (abiding by Social distancing if still


in Lock-down – staff to work together to transfer information so that the number of staff visiting sites is reduced. NEW SETTING TO SIGN document to say which information they have received & to be kept for our records. Also consider sending a memento from school, such as a card from peers/pencil case etc. Phone call home etc.

UNIVERSAL - ALL PUPILS RETURNING TO SCHOOL:

There may be pupils whom have been awaiting a school transition to a new setting. Thus upon re-opening these pupils may not return to us.

Identify these children & arrange transition support/link with new setting – Ensure pupil attendance at the new setting.

Relay Safeguarding information at earliest opportunity

1


In liaison with parents, school based staff & professionals school should identify children who may benefit from specific & targeted Direct Work. When planning this support, is it also important to consider what we know about children’s family circumstances already, whether by historical information and/or information ascertained in Lock-down.

School to complete ‘back to school’ welfare checks/phone calls/messages with parents in order to identify support needs.

D/DSL’s to review the C-19 Welfare Checks recorded on My Concern

In order to remain alert to concerns, any significant information which will impact or has impacted upon the child should be shared with the relevant class room based staff.

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School could also consider the appropriateness and benefit of gaining pupil views via a well-being check in or activity; with the aim of identifying further support needs as early as possible.

UIVERSAL SUPPORT FOR ALL PUPILS: ‘My worries in Lock-down were…’

‘The good things about Lockdown were….’

‘How I feel about coming back to school’

3

UNIVERSAL - ALL PUPILS RETURNING TO SCHOOL

School attendance – Not all parents may wish for their child to return to school at this time and therefore they may be absent.

School to follow guidance from the Local Authority and Education Welfare Service in order to manage and record/report this accordingly.

Provide reassurance & information regarding our safety measures.

4


THOSE IDENTIFIED AS HAVING ADDITIONAL EMOTIONAL & WELL-BEING NEEDS in STEP 1 (which may include those in receipt of Social Care support).

School to have a plan in place for what SPECIFIC Direct Work ‘looks like’. As mentioned in when planning this support, is it also important to consider what we know about children’s family circumstances already, whether by historical information and/or information ascertained in Lock-down.

Direct Work to be tailored age group & cognitive ability.

Consider: Foundation Stage: Direct Work – Signs of Safety Wizard & Fairy

KS1: Direct Work - Signs of Safety Wizard & Fairy, depending on comprehension ability of child also consider 3 houses

KS2: Direct Work - 3 Houses

Where we already know that support is needed (prior to or without the need to complete the Direct Work listed here) see Step 6 below.

5

THOSE IDENTIFIED AS HAVING ADDITIONAL EMOTIONAL & WELL-BEING NEEDS – (which may include those in receipt of Social Care support).

Where the above identifies support needs appropriate support/intervention/service to be actioned and/or implemented. These may range from:

Apprehension about returning to school due to worrying they may catch the virus Apprehension regarding being separated (due to school return) from parents/carers Losing a loved one, family member Being exposed to age inappropriate materials or conversations Witnessing a range of emotions belonging to their parent or carer Witnessing Domestic Violence or Abuse Being subject to abuse (Emotional, Neglect, Physical, Sexual)

IN SCHOOL SUPPORT: Pupil Welfare Officers to be allocated time for SEMH sessions, some of which may be timetables, others may be ‘Drop in’ sessions.

Grief & Loss support: Apply information from Online Training including: School to have a ‘Safe Space’ for pupils/staff/parents & visitors to reflect upon their Lockdown experience and any loss they may have experienced or continue to be at risk of. Create opportunity for autonomy over the grief

process. Allow the child to experience a range of emotions, which is a natural process of grieving. Understand that each child will have their own response.

The above to include sensory stimulus – allow children to share photographs, stories, items etc. so that they can start to go through the process of grief

Where blame is proportioned provide truthful, factual and insightful information to add context to the loss of the child’s loved one

Where the situation is ‘catastrophised’ by the child,

6


again this should be explored. Appropriate context & factual corrections around the event should be relayed to the individual – when it is appropriate to do so. For example, you would not do this when the individual is in emotional crisis.

If the subject of Suicide arises, this must also be explored. This will likely involve gathering further information from parent/carers.

Where the loss is ‘living’ or ‘Ambiguous’, for example the child may have been separated from a family member (i.e. a parent may be residing elsewhere in order to shield others). Or children may worry that they are going to lose a family member or loved one support should also be provided. Again, appropriate context & factual corrections around this should be relayed to the individual. This will need reinforcing with the child’s parent/carer.

In school Support Interventions: Think BricksOpportunities for Peer support 1:1 Mentoring Sessions Targeted work/intervention linked to supporting emotions Family centered approach – the family to be incorporated in support measures where it is appropriate to do so. MHFA to be available to support children/staff/parents & Carers – MHFA to continue to ‘check in’ with their assigned staff members Supervision opportunities for staff should be in place

External agencies or partners:Parental views Younger Mind – ongoing support or new referrals. Explore possibly of parental support. The Dove Service Mental Health Services (see previously shared literature re C-19 MH&WB Support)


Young Carers Caseworker Charities such as CAFS/Alice/Food bankProfessionals involved with the family Social Care

NB. Children in receipt of Social Care and safeguarding support in addition to the steps below, are to be provided with the same opportunities as those without.

Children at Level 4 SC School should reflect upon the information about the child/family which they know already, as well as the views of the child ascertained in Step 1 to consider the effect these may have had upon the Child’s overall well-being. Support to be planned accordingly and in liaison with relevant professionals – consider if the needs of the child have altered post Lock-down (the support in place prior to C-19 Lock-down may no longer be appropriate).

Again, consider the impact upon those children who have already been attending school on an Emergency School Place, as this stage is an additional period of transition or change for those children.

D/DSL’s to review the child’s My Concern, chronology to ensure familiarity with up to date information.

Support as detailed as above, Steps 1-6.

D/DSL’s to continue link with allocated Social Workers, professionals and family members; in order to ascertain and chare information relating to supporting transition back into school.

7

Children at Level 3 FSW As detailed in Level 4 (Step 7).

School & FSW should consider if the identified needs require the case to be escalated to Social Care and/or if other professionals need to be involved.

Support as detailed at Level 4 (Step 7). Though D/DSL’s to continue link with allocated Family Support Worker, professionals and family members.

8

Children at Level 2 EH As detailed in Level 3 (Step 8).

School should consider if the identified needs require the case to be escalated to Family Support and/or if other professionals need to be involved.

Early Help meetings have continued throughout lock-down. Early Help review plans have been submitted to [email protected] and have been uploaded to My Concern.

D/DSL’s to review the child’s My Concern, chronology to ensure familiarity with up to date information.

Support as detailed at Level 4 (Step 8).

Consider if escalation is needed.

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If you think you might have coronavirus, have been to a country or area with a high risk of coronavirus in the last 14 days or you've been in closecontact with someone with coronavirus ring NHS 111. Visit https://www.nhs.uk/conditions/coronavirus-covid-19/ for further details.

St Paul’s C of E Primary School - Preventing and Managing Sickness

Information for staff, visitors and building users

All users of the building are asked to follow the following guidance: Do

wash your hands with soap and water often – do this for at least 20 seconds always wash your hands when you get home or into work use hand sanitiser gel if soap and water are not available cover your mouth and nose with a tissue or your sleeve (not your hands) when you

cough or sneeze put used tissues in the bin straight away and wash your hands afterwards try to avoid close contact with people who are unwell

Don'tX do not touch your eyes, nose or mouth if your hands are not cleanX enter the school if you are feeling unwell or have been in close contact with any person who is unwell (staff should

contact the head teacher to discuss).

I can confirm that myself or no one in my househould has displayed the following symptoms in the last 7 days:

High temperature (37.8 or higher) New or persistent cough this means coughing a lot for more than an hour, or 3 or more coughing episodes in 24 hours (if you usually have a cough, it may be worse than usual)

Name:_____________________________________ Signed:_____________________________________ Date:__________________________


Dear School user,

St Paul’s C of E Primary School – Preventing and Managing Sickness


In order to ensure we do what we can to reduce the risk of illness in school we have a clear strategy plan in place. Part of this strategy includes, where there is an increased risk of illness, implementing additional cleaning, hygiene expectations and certain restrictions.This is to ensure we do what we can to prevent/ reduce the chance of illness developing or the further spread of illness.At this stage, you are able to continue to use the school facilities, but we ask that you ensure that all those using the building as part of your company comply with the following:

• Wash your hands as you enter the building or use the hand wipes• Wash your hands frequently• Avoid unnecessary contact (no shaking hands)• Avoid touching your face including mouth, nose and eyes• Sneeze into your elbow or a tissue (not your hands)• Put any used tissues in the bin and then wash your hands

We have included a poster which you may wish to circulate to your users.We also ask you to inform us if any of your users are confirmed to have the coronavirus; this will help us to develop our response and ensure deep cleaning takes place.

If you have any questions, please get in touch with [email protected]

Mrs Finney(Head Teacher) PHONE: 01782 235051


Returning to School: Additional GuidanceIssues related to staff well-being

a) Partial Closure of schoolsIssue Actions Needed Success Criteria

• The majority of schools have remained open for vulnerable children and children of key workers

• Staff have continued to work, alternating between home and school

• This included the Easter holidays (for some staff)

• Some staff have been providing home learning tasks whilst home-schooling their own children

• Some staff could be coming back both physically and mentally tired

• Many may have had additional worries (and will continue to have additional worries) about members of their family and friends

• Staff meetings should focus on well-being of staff

• Staff meetings should not focus on CPD issues for the first half term

• Try to remove any expectations beyond the school day (no taking books home to mark)

• Let them go home and focus on their family members

• Do not add to teachers’ workload by expecting too much in relation to assessing academic subjects

• Instead, assess children’s well-being and social and mental health

• Put greater emphasis on PE, music, art/DT, themes/projects and even yoga.

• Allocate time for teaching staff to talk to the children and build rapport

• Make time for all staff to talk to senior leaders about their personal situation

• Remind them of any internal support plan/system that is in place

• Options to speak with Younger Mind

• After the first half term staff are fully back in the swing of things

• After the first half term staff meeting routines have been re-established

• The normal timetable for staff meeting, to include subject specific issues are re-establish after the first half term

• Staff feel well supported during the return period and feel more confident about leaving vulnerable family members

• Normal after school arrangements have been re-established after the first half term

• Staff are better equipped to continue to assess children’s social and mental health

• Normal timetable arrangements have been re-established after the first half term

• Staff have valued time to talk about their particular issues


b) Staff MotivationIssue Actions Needed Success Criteria

• There could well be staff who will find it difficult to pick up from where they were.

• Many adults keep saying that ‘the world will be a different place once we are back to normal’

• For some staff this may mean re-prioritising their lives.

• You may have some staff who wish to be

• Leaders ensure that staff ‘welcome back’ is well thought through and likely to raise spirits

• Leaders need to find time to talk to individual members of staff and reassure them of their value to the school

• Where appropriate, find specific tasks for everyone so that they feel part of a team

• Staff have settled back to their routines well and are back in the swing of things

• Few staff that initially wanted to step down from additional responsibilities have done so because they now feel more secure

• However, some staff will have stepped down from additional responsibilities for the sake of their own well-being

relieved from their additional responsibilities.

• You may have staff who want to retire early.• You may also have an issue about an

undercurrent of unhappiness, ‘we shouldn’t be back yet’, ‘we shouldn’t be doing this…’ etc.

• Some staff may struggle to return to work after self-isolating for a long period of time, anxious to leave the house.

again• Although the initial focus will be on well-

being and social issues, do not stop individuals who are desperate to get back to the more subject based developments to be given a task

• However, judge this carefully as it may well be easier to reach burnout than ever before

• Bring the staff together more frequent than usual, even if it is a quick five-minute ‘on your feet’ meeting lead by HT, DHT, SLT

• Try and arrange for small little events like a ‘fruity Friday’ or a ‘toasty Tuesday’ to be a regular occurrence in an attempt to keep morale high

• Encourage staff to have a break/lunch time away from classroom

• Individual chats with staff have resulted in a warmer relationship between senior staff and all adults in school

• Individual tasks have been given to key members of staff and these have been acted upon in a positive way

• Staff members who wanted to continue to work on subject or curriculum related activities have been able to do so and this has been helpful to them

• There is no evidence of staff burn-out• The brief ‘on your feet’ gatherings have continued

and proving to be a success• Some motivational events have continued and are

now part of the school’s culture


c) Support for individual staffIssue Actions Needed Success Criteria

• Schools will be very keen to support staff, including those who will have suffered loss or trauma

• Some will have been in school without a proper break whilst others have worked almost exclusively from home

• Allow time to rebuild school communities• Staff need to be aware of the stress that

headteachers have faced and need to be considerate as well

• Many headteachers have had to make some very difficult decisions and have had to respond to a range of government guidance

• There is a role here for Governors to support all staff

• Governors need to focus on the well-being of all staff in the first half term back

• Governors accept that data will not be accurate until at least the end of the Autumn term

• Supervision opportunities for the Headteacher to be made available (MH&WB team/governors/YM/External source)

• Staff should not be spending time on monitoring learning or writing subject specific reports

• The focus should be on assessing children’s well-being and creating a healthy environment to enable children to be ready for learning

• Accept that when children return this will be a new situation for everybody and nobody

• Governors have played a significant role in supporting staff as they return to ‘normal’ routines

• Governors and senior leaders accept that checking data is not the priority and have not pressured staff to provide information related to academic progress

• Staff have focuses on children’s well-being and have not felt pressurised into providing reports or monitoring lessons

• There has been a strong focus on creating a healthy environment

• Children have made excellent adjustments and are rapidly back in the swing of things

• There has been an acceptance that certain routines have had to be changed for the sake of children and staff

• The ‘feeling our way’ approach has been eradicated and routines established

has a blueprint on what it should look like• There will be a little of ‘feeling our way’

involved as the return happens

Returning to School: Additional GuidanceIssues related to re-establishing routines and expectations

a) Re-establishing routinesIssue Actions Needed Success Criteria

• • Recognise that it may more difficult than anticipated to re-establish routines

• This goes beyond school routines: daily life routines for staff and children

• Some sleep patterns may have been disrupted

• The issues often associated with beginning of a new term will be magnified

• Leaders may have to allow for a period of adjustment

• However, there are benefits in re-establishing these routines for staff, children and parents

• Getting back ‘into the swing of things’ will need to be a priority.

• Be ready for many children (and staff) feeling tired in the afternoon

• If some staff are in the vulnerable category these may not be returning to the setting and staffing structure may need adjusting and time for them to settle into a new classroom/team

•

• Aim to get back ‘into the swing of things’ as quickly as possible (this could provide much emotional support)

• The vast majority of children feel more secure when routines are set, and they know what is expected of them

• Similarly, so do the vast majority of staff.• Recognise that some families may struggle

with getting back into the swing of things• Support these families where it is needed• Provide more open type activities in the

afternoon so adjustments to the timetable may be needed

• Children will have established different eating patterns – they may feel hungry more frequently – snack times may need to be introduced for a short while

• The school is back to its normal working routines in a very short time (well within the first half term back)

• Children respond well to the routines that have been set for them

• There are few, if any, issues that can be associated with a return to school

• Staff are very much back into routines also and this is helping children to settle

• Staff have dealt well with children from families that are finding it difficult to get back into the swing of things

• The adjustments made to the afternoon timetable have gone down well and helped children to settle

• Snack times seem to have done their job as children are not saying they are hungry


b) Re-establishing expectationsIssue Actions Needed Success Criteria

• • Recognise that different people will have had very different experiences during the lockdown period

• Some will have been in school throughout (including senior leaders)

• The majority of children will have been at home – all having had different experiences

• For some, it will take time for them to re-establish and re-learn the expectations of the school, particularly learning and behaviour

• Learning involves much practice and children will be out of practice in this respect

• Ensure that behaviour expectations are re-established as quickly as possible

• Remind children (and staff) about how they speak to each other; how they treat each other and the expectations with regards to attitudes

• Leaders need to find time to talk to each class daily to remind them of these expectations

• However, place much emphasis on the school being a safe environment and that they are loved and cared for

• Place much emphasis on respecting each other

• Aim to re-establish the culture and ethos that existed before

• Once this is established place much emphasis on attitudes to learning

• Patterns of behaviour have been re-established and the school’s expectations with regard to behaviour have been adhered to

• Children are polite and caring and are aware of how words can hurt

• Staff are careful about the way they approach potentially difficult situations and take extra care with the words they use

• Children are reminded regularly of the school’s expectations

• Children know what is expected of them and feel cared for

• There have been additional activities organised aimed at helping children to be kind to each other and to listen to each other

• Everyone believes that the school is the same place that it used to be

• Attitudes to learning are very positive and much in line with what they used to be


c) Dealing with children who are worried about returningIssue Actions Needed Success Criteria

• Many children will be looking forward to returning to school, but many will find being around people difficult, frightening and even overwhelming

• This will especially be the case as we move quite rapidly from social distancing to a return to school

• Some children may have developed a fear of people in general

• Some children may be worried about seeing the adults in PPE gear

• Many children will be overwhelmed by the implicit message that other people could be dangerous to their health

• Again, many will not have experienced other people apart from their immediate family

• Be aware of the sensory issues, especially when moving around the school

• Lunchtime is a potentially key time to consider

• Aim for calm and quiet at all time but be aware of a need for quiet space for individuals who need it

• Ensure you have such spaces dedicated on the playground and create quiet spaces around the school

• Help children to understand that if they crave space that it is not unusual and talk to them about it

• As most children have not been in crowded rooms for some time, they may find the classroom over whelming. Keep noise levels

• Movement around the school is calm and well ordered• Lunchtimes are also orderly with greater levels of calm

evident• Quiet places have been established both in and out of

the main building• There are quiet areas established on the playground

and children know where they are• Children know that it is not unusual for them to want to

go to a quiet area• The noise levels in classrooms are particularly low• Very few, if any, children mention that they are

unsettled because of noise levels around the school• Staff continually remind children of the quiet spaces

that have been established

being in their personal space• The daily life of a school, with its hustle and

bustle, could be difficult for some• Be aware that some may have sensory issues

and anxiety about the proximity of others physically

as low as possible• Teachers should continually remind children

of the quiet spaces that have been created


d) Separation anxietiesIssue Actions Needed Success Criteria

• The vast majority of children will have become used to being with their parents for extended periods

• Even for the children who are excited to come back to school to see their friends, this could be a source of potential anxiety

• There will be some children who will struggle with this separation and experience anxiety

• Children may well worry about their parents going to work, either as key workers or those returning after the lockdown

• Most children separate from their families quite easily but there will be a few who did not, even before this lockdown period

• Staff are likely to know the most vulnerable in this respect, however these numbers may now grow

• Allow children to bring in photographs of their family

• Younger children may benefit from having a familiar cuddly toy

• Older children should be provided with time to ‘check-up’ on their younger siblings

• Talk to children to reassure them:• It is perfectly ok to miss them• It is perfectly ok to not to want to be

surrounded by lots of people• It is ok not to want to get back to

formal learning once more• Staff should constantly reassure children that

their parents are safe• Staff should be allowed to call parents at

midday so as to reassure a very anxious child/dojo message

• In some cases, arrange a midday meeting between the child and the parent or the child to call their parent with a teacher

• Children do not feel anxiety about being separated from their families

• Fewer children feel the need to bring in photographs of family members or a cuddly toy to make them feel more settled

• Arrangements for older children to see their younger siblings have been established

• The regular talks with children have helped them with coming to terms with being away from their family members

• Children know they can talk to a member of staff when they feel insecure

• The number of calls being made by staff at lunchtimes is diminishing rapidly

• Meetings between parents and children at midday are also dwindling


e) School uniformIssue Actions Needed Success Criteria

• Children will have grown during the time • Welcome all children back with, or without, • There is an acceptance that uniform regulations have

of the lockdown and many uniforms may no longer fit them

• This will be a major issue if there is a short notice given for the return

• This situation could well be exacerbated by financial issues faced by parents during the lockdown, especially without full pay or no pay coming into the household

• Schools need to be sympathetic and may have to relax some of their rules regarding school uniform

• Children need to be welcomed back and not picked up regarding lack of appropriate uniform

uniform• It is important that this message is shared

with all parents• If possible, give a sensible time limit for

parents to get the uniform situation sorted• Where parents are struggling financial, then

schools should provide the uniform for the child/ren

• Perhaps encourage parents who are struggling, to sort the shoes and the school could help with the uniform

• If extra funds are provided towards opening, then these funds can be partly used to support helping with uniform

been relaxed for a given period• Parents have found the school approachable when they

have had issues about replacing their children’s uniform• Financial support has been provided for those parents

who are in need• All parents have accepted that ‘shoes’ are their

responsibility but that they can ask for support for the clothing

• Any additional funds have been allocated appropriately with needy families given priority

R Returning to School: Additional Guidance eturning to School: Action PlanIssues related to re-establishing routines and expectations

f) RelationshipsIssue Actions Needed Success Criteria

• It is important that re-building relationships will be a key factor in a successful return to school

• This may well not happen overnight• Staff need to give themselves time and work

at being kind to each other• Accept that most children will have spent

months in the company of only their parents and could well struggle to separate

• They are unlikely to have played with friends where they have had to compromise and may find following rules difficult

• Ensure that all playing is supervised and scaffolded

• Remind children how to play together• Remind children how things are done at this

school• Help them to regain their identity and the

culture and ethos that comes with it• Use rewards to reinforce messages of being

one unit• Emphasise to staff that they well have to be

very patient with some children• Remind those children, that will need it, how

to speak at school

• After an initial period of support, children are back into the swing of things with regard to playing at break and lunchtimes

• Children demonstrate consideration for each other during play

• Rewards have been established and are used sensitively and correctly

• Staff demonstrate patience when some aspects of playground and lunchtime play have not gone according to plan

• Children speak with respect with one another

Returning to School: Additional GuidanceCurricula Issues

a) Missed elements of the curriculum

Issue Actions Needed Success Criteria• As we are following a very prescribed

curriculum, there will be a need to consider how you are going to make adjustments

• The maths and science curriculum are presented on a year by year basis, and with as much as at least a term being missed there is a need to consider how to make adjustments.

• For English, reading is the main issue (see next page) it may be slightly easier to close the gap because the English curriculum of the National Curriculum is outlined in two-yearly blocks

• As for the history and geography curriculum, adjustments can be made over a longer time, with learning being spread over a longer period

• Subject leader for mathematics to work with senior leaders to identify the potential gaps in learning

• Subject leader for mathematics to work with senior leaders to make necessary adjustments, e.g. fraction work for Year 3 to be combined with fractions work with Year 4

• Similarly, subject leader for science to work with senior leaders to identify potential gaps in learning

• Subject leader for science to work with senior leaders to help close the gaps, e.g. combine plants work for Years 2 and 3

• English subject leader to carry out survey across the school to consider which elements of learning has been missed and then put forward suggested adjustments moving forwards

• Phonics lead to assess all children• Leaders of history and geography to

consider which topic areas have been missed and to assess if these can be visited through other topics later in the key stage.

• A closing the gap plan has been established and presented to staff for both mathematics and science

• All teachers are comfortable and confident with the adjustments made in mathematics and science

• English leaders have carried out their surveys and have made adjustments needed

• Staff have been presented with the changes to the English curriculum and have made the necessary changes

• The history and geography leaders have considered where adjustments need to be made and have presented their findings to staff

• Children’s achievements and potential decline in phonics will be quickly identified to help provide suitable support for the teaching of phonics

• Staff have made the necessary adjustments to their history and geography plans

Returning to School: Additional GuidanceCurricula Issues

b) ReadingIssue Actions Needed Success Criteria

• As we are all aware, we cannot afford to • With younger children, in phonics groups, • Children have been placed into appropriate phonics groups

let children miss out on reading regularly• This is particularly the case for younger

children who are at the point of becoming independent readers

• It is also important for older children with regard to their reading fluency

• However, in reality there will be those children that will have read regularly (daily) and others who will not have read at all during the lockdown

• Despite messages from schools to implore parents to ensure their children’s reading activities are being kept up, the length of the lockdown will inevitably mean that some parents have not been able to keep up the regular support their child/ren need

• Children may have gone from regular phonics input to little or no input

there may be a need to reassess where they are as quickly as possible and provide programmes to help and support them to get back to where they were and be in a good position to springboard on from there

• Assessments to be carried out asap and for potential 1:1 tutoring to be delivered to those that have declined/need additional support.

• English or reading leaders need to support staff in providing additional ‘bridging’ activities for younger children in particular

• It may mean that for a short-period, leaders may need to recommend additional-phonics sessions for those that have slipped backwards

• There may be a need to introduce an addition ‘quiet reading time’ for older, independent readers to help them get back into the swing of regular reading

• Look for more opportunities to provide children with reading challenges, in some cases it could be related to the book being read to the class

• Ensure children are carrying out research which requires them to read to obtain the information they need

• Catch-up programmes have been successfully implemented by staff

• English (or reading) leaders have supported all staff in ensuring that the bridging activities are appropriate and supportive

• Where needed, additional phonics sessions have been organised to support children in need

• Additional quiet reading periods have been established for older children

• Reading aloud to the class is prioritised with staff choosing books that grab the children’s interest

• Children are being directed to carry out more research which involves reading

Returning to School: Additional GuidanceChildren’s different experiences during lockdown

a) Home Learning or notIssue Actions Needed Success Criteria

• It is inevitable that some children will have been doing a great deal of home learning whilst others may have done very little or none at all.

• The vast majority of children will be somewhere in the middle

• It is important that teachers respond to what children have done, not what they

• Whilst it is important to get a sense of where children are in their learning, there will be a need to assess informally and not subject children to formal tests as soon as they return

• Building relationships will need to be prioritised

• Put energy into celebrating and valuing what

• Teachers have a good idea of which children will have done much learning at home and those that have not

• No formal testing has taken place• Children have had opportunities to talk about what they

did during lockdown• Good relationships at all levels have been re-established• There have been opportunities provided for all children to

show what they did, especially the more practical elements

were expected to have done• There is a need to be aware that many

children will have forgotten much of their learning

• Some children may well have been a carer for a sick relative or dealt with grief

children have achieved• Build in time for children to share their

experiences of lockdown, including providing them with a chance to showcase the learning they did at home

• In this way, there is room for celebrating the learning that children did that is not part of the curriculum

• Help teachers to recognise that many children will not have done what had been set for them and that some children will have been through trauma

of home learning• There has been a strong sense of celebrating the learning

children did at home with very little talk about what children did not do

• Teachers have been relaxed about aspects of learning that children did not cover


b) Access to learning at homeIssue Actions Needed Success Criteria

• Children will have had different access to • Some, or many, children may feel they have • Teachers have accepted what children have done

learning during the lockdown• For some, they have parents who have been

able to take on the role of ‘teacher’ and oversee the home learning

• For others, there may be a whole range of issues impacting on their ability to learn at home:

• Space to work• Parents’ commitment to home

learning• Parents’ skills• Parents’ interest or capability• Access to online facilities

• Older children will have been able to be more independent as learners, and this may well be helpful, especially for upper Key Stage 2 children

missed out on learning and may be anxious or stressed as a result

• It is important to acknowledge that this has not been the children’s fault

• It is also important to celebrate the learning that many children did (as set by their teachers)

• It is also important to acknowledge the experiences (learning) of other children (even though it is not related to the learning set)

• Look for examples of children who have shown resilience, patience and kindness at home

• Be careful not to discriminate against children who have not been able to do much work online

without any reprimand• Teachers have been able to talk individually with children

about what they did achieve and how much of it they can still recall

• Teachers have a good idea about gaps in learning and have made adjustments accordingly

• There have been opportunities provided for children to showcase their learning

• Credit has been given to children who showed characteristics such as resilience, patience and kindness

• Teachers accept that many children did not have online access


c) Children who were at school and those who were notIssue Actions Needed Success Criteria

• Clearly, there will be a great difference in experience for those children that attended school and those that did not during lockdown

• Do not assume that those who did attend school will be in a better position than those that did not

• In many cases, only few children attended school

• However, these are more likely to be comfortable with social distancing, less worried about ‘catching’ something off others

• There is a very real possibility that children will have had different messages, e.g., going outside, talking or seeing others, etc.

• However, academically they may not have

• Make use of the children who were at school to relay the message that school is a safe place

• They can relay the message about washing hands, keeping a distance as much as they can and using tissues when sneezing or coughing

• Some children who attended school may feel hard done by, so use them in a positive way to support their feelings

• The children at school (especially if they attended another one) will have made new friends so provide opportunities for them to keep in touch

• These children could be used to model to others how they kept safe but still had a chance to play and learn

• All children have been reassured that school is a safe place

• Children that were at school are able to set good habits about washing hands and keeping a safe distance

• Children who were at school are used as models and made to feel important

• Opportunities have been made for children who were at school to keep in touch with new friends they made, either in other schools or in other year groups

• The children who did attend school have been able to relay information about being safe but still being able to play and enjoy life

experienced that much difference

Returning to School: Additional GuidanceSafeguarding

a) Different types of abuseIssue Actions Needed Success Criteria

Domestic Abuse• It is important to be aware that a small

minority (hopefully) of children will have experienced domestic abuse during the lockdown (we know there has been a significant rise in DA)

• It is important that we are alert to children who may not have come under the radar before and be aware that some may have suffered significant harm during this time

Online Abuse• Some children may have experienced

threats and possible abuse online. Exposure to harmful images may well have increased

Online Bullying• As children have moved more of their

social lives online, we need to be aware of increased risk of online peer to peer abuse

• It is important that during the first half term back at school that you provide more opportunities for children to talk about their experiences

• It is also important that every school ensures that there is a high focus on creating a safe environment

• Create ‘safe spaces’ for children to talk about their experiences

• Ensure that all children have access to ‘trusted’ adults who are trained to listen and are able to respond effectively

• All staff, on their return to school, should have received safeguarding briefing on how to respond to disclosures

• Be aware that it may take some children a long time to disclose or reveal any abuse

• Some, may be revealed through changes in behaviour and other indicators

• Do not assume that poor behaviour is associated with just being back at school

•

• Children have been provided to talk with a member of staff that they feel comfortable with about any issues that concerns them

• Systems are well established to deal with issues of disclosure

• Safe environments have been established as a matter of priority

• Safe spaces have been established for children so that they can feel comfortable about talking

• All staff have received a safeguarding briefing when they returned to school, so they are very alert to certain issues

• Staff are aware that some children may take longer than others to disclose important information

• Staff are alert to any changes in behaviour by individuals• Staff are aware that poor behaviour will be about being

back at school

Returning to School: Additional GuidanceSafeguarding

b) Bereavement and serious illnessIssue Actions Needed Success Criteria

• It could well be that each setting may have someone who has died. It is important that all children know about this

• Others may have moved on – house move, job move, parents deciding to continue home education, etc.

• It is important that we do not allow children to create rumours or to be led by inaccurate information on social media

• We need to be aware that any illness to family members, friends or peers will become a greater source of anxiety

• In relation to illness and death, we all will have experienced something that was outside our concept in this century

• There is a likelihood that this could lead to more anxiety and may make children and adults more risk adverse

• Be as transparent as you can about any changes that have occurred

• Use whole class settings or assemblies to support this

• If children have moved schools, ensure that the school body is seen to wish them luck

• Focus on the excellent work of the NHS and how they have helped people to recover from their illnesses

• Talk about the ‘Thursday clapping’ and the fundraising that is and has taken place

• Use the strength of the NHS as a catalyst to talk about our nation’s strength and resolve

• Ensure your key members of staff are ready to meet the needs of any individuals who have experienced a loss or have abnormal fears

• Staff to undergo bereavement and loss training.

• Children know about any changes that have occurred to staff and to children in various classes

• Children who have moved to different schools have been contacted and good wishes have been sent to them

• Much talk has been happening about the NHS and the excellent work they have done

• Children have had opportunities to talk about what they did to celebrate the NHS work (rainbows and clapping)

• The NHS has been used as an example of gathering strength from adversity

• Staff are in an excellent position to support any individual who has lost a close member of their family or a friend of their family

Returning to School: Additional GuidanceTransition

a) Helping children move on to the next stage of their education if they do return during this academic year

Issue Actions Needed Success CriteriaReturn before the end of the summer term

• If schools return before the end of the summer term it will allow opportunities to carry out staggered ‘normal’ transitions and prepare children for their next stage of learning/ education

• The June/ July period will focus heavily on well-being, safeguarding, routines, reassuring children and transition

• A special focus needs to be given to new early years entrants and also to Year 6 leavers

• Arrangements for the new academic year have been done with all children and their parents knowing about which class they will be in next year

• Year 6 children will have been provided with opportunities to make a smooth transition to their secondary school

• The normal arrangements for early years children have taken place with parents being very reassured about safety and induction processes

• During the period before the end of the academic year much has been done to focus on children’s well-being, safeguarding routines and social interaction

Returning to School: Additional GuidanceTransition

c) Helping children move on to the next stage of their education if they do not return during this academic yearEarly Years

Issue Actions Needed Success Criteria• New reception children will not have

had the usual transition visits and preparation for school; staggered intake will need to be organised

• They will also know about Covid19 and this may add to their anxieties

• Parents will not have the normal introduction to the school and its systems

• The transition programme should happen in the first few weeks of the Autumn term and hold parents’ conversations in July

• Create a DVD of the setting which will help parents to explain to their children about the routines they can expect (on website)

• issued to parents once the nursery list has been produced.

• Ensure that the DVD focuses on aspect such as where they will place their coats, where various play areas are, etc. Provide two, one for reception and one for nursery. Staff that are not able to take part in the video, show images.

• This should allow parents time to buy any uniform or equipment in good time

• Transition meetings could be held online with pre-school settings or over the phone.

• Provide a staggered start for the new children so that they can settle in with

• Although the transition programme did not begin until the new academic year, parents have been provided with good quality information to enable their children to settle well into school life

• Because of the DVD, children were familiar with their setting• Children knew where to put their belongings and new about

the sand area and the outside environment• Where applicable, children had the correct uniform and parents

felt well supported in the information about book bags, etc.• Parents are very positive about the preparations the school has

made to meet their child’s needs• The staggered start system worked well to support a positive

start for all children

smaller groups

Returning to School: Additional GuidanceSpecial Needs

Helping children with special needs settle back into school lifeIssue Actions Needed Success Criteria

• The impact of all these issues will be even greater for children with special needs

• Not only will their learning have been impacted upon, so will their anxiety about not carrying out the routines of being at school

• Some will have had issues about dealing with the changes when the lockdown came in the first place

• There are likely to be issues with managing transition into school

• This will be compounded if there is also a change of setting

• For most SEN children the biggest hurdle will be that of managing expectations of behaviour, establishing routines once more and reassuring them that everything is ok.

• Visual timetables should be used daily to reassure them what the day will look like

• Excellent behaviour management needs to be in place using positive reinforcement as many may well have forgotten how to behave (shouting out, talking over each other, poor language)

• Arrangements need to be made for those children that will struggle

• Accept that it may take a few weeks to re-establish routines and appropriate behaviour

• Create charts to outline unacceptable and acceptable behaviours and discuss with the children

• Children with special needs have returned to school and settled down into familiar routines

• Children with special needs feel safe and are happy to be back at school

• There are very few issues related to behaviour (and certainly no more than usual)

• There is excellent behaviour management re-established• Where children have struggled, they have been identified

quickly and helped by individuals so that they settle back quickly

• Staff have been patient and recognised that for some children it has taken a long time for them to settle once more

• Children know what is acceptable and what is not

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