How to Manage a Phased Re-opening During Covid-19: Webinar Summary

Within the classroom, groupings should be no larger than 15, and kept as small as possible whilst maintaining space between seats and desks. The timetable may need to be refreshed and teachers should consider which lessons or classroom activities could take place outdoors. Assembly groups, break times and drop-off and collection times should all be staggered to minimise risk of spreading the virus. Unnecessary items should be removed from classrooms and other learning environments where there is space to store it elsewhere, as should soft furnishings, soft toys and toys that are hard to clean. To protect staff, staff areas should be limited to a ensure there is space to safely social distance.

It is likely that with a reduced number of children attending school, the full workforce will not need to return at the same time. If the school has not done so already, it may be necessary to send out a letter to parents/carers to ascertain how many children may be returning in June, so that senior staff can plan the phased return of staff appropriately. Some members of staff may need to return before the school re-opens and may need to consider a combination of online and in-class teaching to manage the re-opening phase. Schools should make sure they have appropriate staff in school to meet safeguarding needs in the first instance, which may include Designated Safeguarding Leads, the leadership team and trained first aiders.

The guidance suggests that staff should consistently teach the same group of children to minimise contact as much as possible. If the school or college has specialist staff teaching particular subjects, this will need to be considered as part of the school’s risk assessment and a decision made as to whether it is appropriate.

If staff are in the extremely vulnerable category, they should not work outside the home and may not be able to return in June. Schools will need to respect this and identify these members of staff early on. There may be tasks these members of staff can complete remotely to assist with the phased re-opening, such as lesson planning or remote teaching for pupils who are yet to return. If members of staff have vulnerable family members at home, schools may need to consider the option of allowing remote working, furloughing staff, or allowing staff to take annual or dependent leave.

Senior staff should also consider how to support staff with their own childcare responsibilities or caring duties, who may require flexible working hours in order to return in June. Schools should have a flexible working policy and should adhere to this as a lack of consistency could constitute discrimination, for example of the grounds of age or disability. Temporarily agreeing flexible working with staff may also be an option.

All conversations with staff should be documented, including the rationale behind the actions being taken, and senior staff should aim to seek a mutual agreeable way forward. Although teaching unions have encouraged their members not to engage in conversations about the return to work, HCR point out that this could be unhelpful in the long run and that being transparent with staff and ensuring they know what protective measures are being put in place may answer concerns they have and reassure them. Of course, schools should be conscious of the wellbeing of all staff at this difficult time, including that of senior leaders, and should issue a reminder of the support available to staff before the return to work.

Consultation must start in good time to allow the relevant discussion to take place, and school should remember that if this process is not carried out properly there may be penalties put in place. Schools will need to have contractual notice periods in place and ensure that they have not missed the deadline for this for September.

While the suggested year groups for primaries opening are Reception, year 1 and year 6, schools can open for other year groups, though this is not recommended. This may be appropriate for certain schools where transition takes place in a different year group, but reasons for this will need to be justified for parents and schools should expect negative backlash and PR issues if this takes place without good reason. Again, schools should follow the guidance and do what is indicated by their risk assessment.

For pupils with SEND, separate guidance was issued by the DfE which still applies until the end of May, and LAs must work with schools, families, and the young person to decide where their needs are best met. If a pupil with SEND is already in school as a vulnerable pupil or child of a keyworker, schools may need to repeat their risk assessment to allow for the fact that more pupils will now be in school.  

At this present time, a mix of remote learning and in-class learning, considering the needs of those who are unable or unwilling to come in, may be the most appropriate way to begin a phased re-opening. It is important to consider that teaching will need to be adapted to fit the needs of individual cohorts, and that it will not be possible to deliver a full curriculum at this time.