during coronavirus (COVID-19)
– 5th May
The Department for Education has been working with schools to develop guidance based on the current experiences and practices of teachers and school leaders.
It outlines some approaches that have worked for schools and includes case studies and information about:
- supporting pupils’ wellbeing
- adapting teaching practice for remote education
- adapting the curriculum for remote education
- keeping pupils motivated and engaged
Most of the examples given are from schools that already had some infrastructure or technology in place. Many schools and households do not have the same level of access. The DfE are developing examples of effective practice from schools in these circumstances, and for schools providing education to younger children.
during coronavirus (COVID-19)
– Updated 4th May
This document has been updated to reflect policy and process development. Local authorities will be ordering the relevant number of lap-tops for maintained schools and Academy Trusts will be ordering for Trust schools.
Happy Easter and I hope you are all keeping safe and well? I am just writing with some sad news that one of our colleagues and friends Michael Thompson sadly died on Friday after a serious cycling accident with a car which left him critically injured. Michael was with his wife Pauline and daughter Sarah listening to his favourite Bob Dylan music as he peacefully passed away in the RVI.
Michael just recently retired from a very successful teaching career which culminated with his Headship at Priory School in Hexham where he built an outstanding community of specialist education. Michael had also taught in a number of schools in Northumberland and Washington and was committed to our children, young people and their families.
Alongside Keith Humphreys, Michael was instrumental in establishing what we now know as EQUALS and was a pioneer in promoting collaborative approaches with colleagues sharing best practice and developing the curriculum we now take for granted in our schools. He was also my best mate, the kind of friend everyone would want, loyal, caring, funny, challenging full of wisdom and full of love. He leaves behind a wonderful legacy with Pauline, David, Steve, Pete and Sarah and his beloved grandson ‘little Mike’. He also leaves behind a fantastic community at Priory who will also be grieving his loss. I am sure you would like to pass on your best wishes to all at Priory and to his wife Pauline and to all those that knew and loved this special man.
EQUALS Chairperson & Head Teacher of Hadrian School, Newcastle upon Tyne.
The SEND Forums are three independent e-communities (SLD Forum, SENCO Forum and The SEND & ICT Forum) for those involved in the education of children and young people with special educational needs and disabilities (SEND). Whilst all three forums reside on the same platform, they are independently moderated and each has its own home page. When you sign up for an account, you will have access to all forums, so please be aware that any messages you write will be viewable by other members of the forums.
You can create a private discussion group by contacting a forum moderator or contacting the forum administrator at firstname.lastname@example.org.
click here to learn more or to find out how to register
The James Rennie School website contains videos – an introduction to sensory stories, and a sensory story (we’re going on a bear hunt) which can be completed with objects found in most houses + a growing directory of recipes which are symbol supported
The James Rennie School Trust website at
also has a growing breadth of resources including support from therapists
We appear to be living in some interesting times!
The Sensory Proejects website is providing a bank of resources helpful for those looking for educational activities to do whilst staying home and staying safe.
If you have any suggested additions please email them to me at: email@example.com
The resources are loosely grouped into those aimed at people with additional educational needs, those specific to learning about COVID 19 and the changes it is implementing in our lives and those aimed at students who attend mainstream schools.
Sensory Projects – Joe Grace
During this time of pupils being at home and not in school Mandeville School are providing lots of ideas and activities to support pupils. They will be uploading a range of web pages, songs, stories and other activities that you may find helpful while you are at home during this period.
For more information please visit
Home Learning – Mandeville School
Dragonfly on Track
Priory Woods are releasing daily videos on their facebook group for parents to provide links between the 5 ‘Ways to Well-being’ adopted by the NHS and the Curriculum.
Some examples can be found at:
Below are some resources which we have organised for ‘Home Learning’
There are also a couple of videos describing how they’re structured and how to use them.
They are here:
Deputy Head Teacher
Specialist Leader of Education (SLE)
added 27th March 2020
My thoughts yesterday chimed very much with Kim’s, this is what I have sent out to staff in both Co-op special academies:
“These safety steps have been agreed with my union the NEU, for staff working in special schools – I am not aware that any other unions have issued specific practical guidance yet:
- For many children with learning difficulties and disabilities the idea of ‘social distancing’ is very hard to explain and in practice probably impossible to achieve in a meaningful way (ie to achieve clinical effectiveness).
- Therefore we are taking every child’s temperature on arrival, and anyone who has a temp higher than 37.8 is sent home, as is any child with symptoms of cold or flu.
- Once passed OK to come in to school all children are reminded how to, and then supervised to wash their hands for +20 seconds.
- In the provisions we are working around 15-20% of capacity and so have locked off a substantial part of the building in order to limit the area that needs to be supervised and cleaned.
- Nevertheless we are working in a much bigger ratio in terms of area per person than would normally be the case, so that staff and children can spread out and use separate workstations and tables wherever possible.
- The area in use for activity is changed regularly so that furniture and equipment can be regularly sanitised.
Playing out of doors is strongly encouraged if the weather permits.
- If a student begins to show signs of becoming unwell: temperature, cough, flu like symptoms whilst in school, staff should isolate the young person, call home for them to be collected and they should stay off school for the next 7 days.
- Staff have ready access to hand sanitiser gel as well as handwashing facilities in each classroom. This is a priority PPE resource for our settings.
- Whenever intimate personal care is provided the staff must wear gloves and aprons; this is priority PPE.
- As we are actively screening for children who are unwell on entry, we do not think it is necessary or appropriate for staff to wear face masks; if they did the pupils would need to do so too. These children would be very unlikely to be compliant with such a requirement and this would risk escalation of challenging behaviour in a way that elevated the risk for staff and children. Our school nurses have advised us that the above precautions are sufficient.
- Additionally if we demand the use of face masks for use with children who are not thought to be unwell, we will be re-directing that resource away from staff who do need them when working with people who are known to be unwell, in the NHS and care home sectors. Also, once started, if there is an interruption of supply then we will lose staff’s confidence when their apparent ‘barrier’ is removed.
- Some staff have started using their own DIY face masks, and there is no need to tell them not to do so, as it is their choice for reassurance even though unnecessary.
- For the small number of children with severe challenging behaviour, where physical interventions are predictable and part of their care plan, the awareness and assessment of fluctuating health on an hour by hour basis, is the most significant safeguard.
- After that, working is settings that allow for the minimum need to intervene physically is the next best safeguard; this is because many physical interventions are made to protect other people, property and even good order in schools, when in session. Of these the only factor to consider in the light of Covid 19 virus, is the safety of the child and the staff. If these children are not in settings where they can hurt other children, or themselves, through adjustments to the environment, then that is optimal.
- Only if it is unavoidable should restrictive physical interventions be used, and then physical techniques that seek to counteract the risk of biting and spitting should be risk-assessed, and if necessary put into the child’s plan as a proactive measure for staff to use. Existing training packages do include these techniques as an ‘in extremis’ provision. Whereas spitting is sometimes not responded to as a ‘high risk’ behaviour, it should now be categorised as such. Police-style ‘spit hoods’ are not currently used in schools and as the use of physical devices to control children goes against all of their previous training and ethos, we do not need to adopt the use of such equipment now.
- An additional technique for personal safety is to train and encourage staff to use one hand for all contact with objects beyond their own body such as door handles and furniture, and the other to touch their own face or items attached to their body, if wearing equipment such as gel bottles or keys. This separation is both helpful for reducing the risk of transmission of virus, but also trains awareness of the risk in everyday activity.
- SLT at Southfield will be asking each team to implement these practices every day that we are open to provide childcare for Key Workers and vulnerable children.”
Executive Principal & SEND Lead for Co-op Academies Trust
Co-op Academy Southfield
01274 779662 | M: 07527 013462
southfieldgrange.org.uk<http://www.southfieldgrange.org.uk/southfield> | @SouthfieldBD5<http://www.twitter.com/southfieldbd5/>
Southfield Grange Campus, Haycliffe Lane, Bradford, BD5 9ET