Leading Edge Academies Partnership Boscathnoe Lane Heamoor Penzance Leading Edge Academies Partnership TR18 3JT Covid-19 MAT Risk Strategy 2020-21

Covid-19 MAT Risk Strategy to support the return of all year groups in September 2020 in all Leading Edge Academies

Date completed:

Reviewed by Trustees:

Reviewed by: Premises Research Circle Group: Sara Davey (CEO) Kelley Butcher (Interim CEO) Andy Harvey (COO) Jo Yeates (Headteacher Five Islands Academy) Jon Rolls (Community Enterprise Director, Fowey River Academy) Terry Peters (Premises Manager, Mounts Bay Academy) Viv Laity (Premises and Health and Safety Manager, St Hilary School) Sarah Lyne (Business Manager, Ludgvan Academy) Annette Ferguson (Sites Manager, Five Islands Academy)

Executive Headteachers: Les Hall, Principal, Mounts Bay Academy Jo Yeates, Headteacher, Five Islands Academy Ben Eddy, Interim Headteacher, Fowey River Academy Kelley Butcher, Headteacher, St Hilary School Adam Anderson, Principal, Ludgvan Academy

Reviewed by Governing Body: xx/xx/xx

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Executive Principal: Mrs Sara Davey (MEd BSc PGCE NPQH) E: [email protected] - T: 01736 252321 - www.leapeducation.org.uk

Government guidance source: • Guidance for full opening – schools, published 2 July 2020 https://www.gov.uk/government/publications/actions-for-schools-during-the- coronavirus-outbreak/guidance-for-full-opening-schools

Government statements from guidance: • ‘It is our plan that all pupils, in all year groups, will return to school full-time from the beginning of the autumn term.’ • ‘Schools should undertake a coronavirus (COVID-19) risk assessment by considering the measures in this guidance to inform their decisions and control measures.’ • ‘If schools follow the guidance set out here, they can be confident they are managing risk effectively.’

This risk assessment has been designed based on the 5 areas identified in the guidance: 1. Public health advice 2. School operations 3. Curriculum, behaviour and pastoral support 4. Assessment and accountability 5. Contingency planning to provide continuity of education in the case of a local outbreak

Risk not mitigated - unable to follow guidance or implement adequate controls Risk partially mitigated – some actions outstanding Risk mitigated – adequate controls in place and guidance followed

Page 2 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged 1. Public health advice

Schools should Risk assessments are All risk assessments related to Covid-19 FIA: Ensure specific risk Sites Manager and Amber thoroughly review their not reviewed on a will be reviewed as factors change. The assessments are in place for Headteacher health and safety risk regular basis keeping reviews will take into account school Mundesley Boarding House and assessments and draw up to date with context, local context, national context Off-Island Bases. up plans for the autumn updated and relevant and all related guidance from the term that address the guidance. government, Trust and LA. risks identified using the Risk assessments related to Covid-19 system of controls set will be displayed on the school and out below. Leading Edge website. Health and Safety research circles will meet regularly to review where appropriate. Risk review will be an agenda item at Executive Headteacher meetings in the Autumn 2020 term. The Trustees will review the MAT risk strategy when significant changes are made. Academy specific risk assessments will be reviewed by the LACs.

Minimise contact with Student, staff, visitors Information to be sent to parents prior FIA: No further action required. individuals who are and contractors to school opening to give key unwell by ensuring that attending school information regarding symptoms: a high those who have whilst displaying temperature, a new continuous cough, coronavirus (COVID-19) symptoms. a loss or change to smell or taste. symptoms, or who have Lack of staff Anyone displaying these symptoms someone in their awareness of should not attend school. household who does, symptoms, the most do not attend school. This will be published: common routes of • Regularly in newsletters

Page 3 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged infection and the • On the school website measures needed to • On posters on entrances to school reduce infection. Staff will be made aware via: Staff unaware of the • Posters in each classroom hierarchy of control measures. • Staff briefings Staff will be made aware of the hierarchy of control measures: 1) Avoiding contact with anyone with symptoms. 2) Frequent hand washing and good respiratory hygiene practices. 3) Regular cleaning of settings 4) Minimising contact and mixing. Visitors will be made aware via the school website and posters on display in the entrances. Contractors will sign a declaration on entry to academies which will include a statement to say that they have no Covid-19 symptoms.

Clean hands thoroughly Hands not washed to Good handwashing routines will be FIA: No further action required. and more often than the correct standard. established on entry to school buildings, usual. after using the toilet, before and after Inadequate handwashing food and after breaktimes for 20 facilities seconds. Lack of awareness Hand sanitisers will be situated in each for need for regular classroom and in school entrances, exits handwashing and the reception area.

Page 4 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged Posters will be on display at all wash and sanitising points.

Ensure good respiratory Cross contamination Staff are made aware of the symptoms FIA: In place. No further action hygiene by promoting from used tissues. and most common route of infection required. the ‘catch it, bin it, kill it’ Lack of awareness. via staff meetings/ briefings and routes approach. of communication. Each room will have a pedal bin with liner situated, which will be emptied at least daily. ‘Catch it, bin it, kill it’ posters will be on display, promoted by teachers/tutors.

Introduce enhanced Lack of appropriate In house cleaning teams to be provided FIA: In place. No further action cleaning, including cleaning materials with disposable gloves, mask and required. cleaning frequently and personal aprons. Cleaning risk assessment touched surfaces often protective completed and read by all cleaning staff. using standard equipment for Briefing meeting to reiterate procedures. products, such as cleaning and detergents and bleach. catering staff. External cleaning team: Company to provide the appropriate ‘Home Agreement’.

Minimise contact Social distancing not Social distancing will be maintained FIA: In place. No further action between individuals and maintained: wherever possible. However, it is required. maintain social accepted that this will not be able to be • In the classroom distancing wherever achieved at all times- particularly with possible. Consider the • In corridors young children. following: • Break times Children will remain in the same group - how to group as far as is reasonably practicable. • Lunch times children Consideration will be given by each • Arrival and - measures in the school as to how each group will leaving times classroom remain distanced from others: • In staff areas

Page 5 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged - measures elsewhere • During physical • In the classroom activities - measures for arriving • In corridors and leaving school • At break times - other considerations • At lunch times

• At arrival and leaving times • During physical activities and in staff areas

Where necessary, wear Whilst the majority of If a child feels unwell whilst at school, a FIA: In place. No further action appropriate personal staff in educational fluid-resistant surgical face mask will be required. protective equipment settings will not worn by the supervising adult if a (PPE). normally need PPE distance of 2m cannot be maintained. for their work, it may If first aid is required and contact is be needed for needed, then disposable gloves, a intimate care needs disposable apron and a fluid-resistant and for supervising face mask will be worn by the students who are supervising adult. unwell. If there is risk of splashing to the eyes eg Inadequate PPE from coughing, spitting or vomiting, provisions. then eye protection will also be worn.

A pupil becomes If pupils become unwell whilst at school FIA: In place. No further action unwell at school with with Covid-19 symptoms: required. Covid-19 symptoms. - they will be safely isolated in a designated room with window/s open; - a fluid-resistant surgical face mask, disposable gloves and apron must be worn by the supervising adult. If there is danger from coughing,

Page 6 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged spitting or vomiting, then eye protection should also be worn; - parents/carers will be contacted immediately to collect the child; - parents will be asked to order a test and keep the child at home until/ unless a negative test result is achieved; and - Parents will be asked to inform the school of test results. Academies will be proactive in following up test results if not contacted by parents. Groupings/‘bubbles’ will continue to operate until a positive result is received. If a child in a boarding house shows symptoms, they should initially self- isolate in their residential setting household and the above procedures should be followed. Reference will be made to ‘Boarding Schools Association’. If someone tests positive, they should follow the ‘stay at home: guidance for households with possible or confirmed coronavirus (COVID-19) infection’ and must continue to self-isolate for at least 7 days from the onset of their symptoms and then return to school only if they do not have symptoms other than cough or loss of sense of smell/taste. Other members of their household should continue self-isolating for the full 14 days.

Page 7 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged Engage with the NHS Lack of engagement Schools must ensure that staff members FIA: In place. No further action Test and Trace process. with NHS Test and and parents/carers understand that they required. Trace process. will need to be ready and willing to: - book a test if they are displaying symptoms. Staff and pupils must not come into school if they have symptoms and must be sent home to self-isolate if they develop them in school. - provide details of anyone they have been in close contact with if they were to test positive for coronavirus (COVID-19) or if asked by NHS Test and Trace - self-isolate if they have been in close contact with someone who develops coronavirus (COVID-19) symptoms or someone who tests positive for coronavirus (COVID-19)

Manage confirmed Confirmed case(s) of Academies will take swift action when FIA: In place. No further action cases of Coronavirus Coronavirus in the they become aware of a positive test required. (COVID-19) amongst school community. result for a member of staff or pupil and the school community. will contact the local Health Protection team for advice.

South West Centre (HPT) 0300 308 8162 (opt 1, then opt 1). Out of hours advice: 0300 303 8162 (opt 1).

Page 8 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged Contain any outbreak by Outbreak not In this situation academies will follow FIA: In place. No further action following local health contained the health protection advice. required. protection team advice adequately Academies will inform the CEO/ COO of the positive test result who will contact the Trustee Chair.

Page 9 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged 2. School Operations

Transport: Increased risk of Schools providing dedicated school FIA: all students walk, cycle or are spread due to transport will consider: driven to school by parents. No - Dedicated school transport transport - how pupils are grouped together on further action required. considerations arrangements. transport. Where possible this will reflect the bubbles that are adopted - Wider school within school; transport considerations - use of hand sanitiser upon boarding and/or disembarking; - additional cleaning of vehicles; - organised queuing and boarding where possible; - distancing within vehicles wherever possible - the use of face coverings for children over the age of 11 where appropriate. Schools will work closely with local authorities that have statutory responsibility for ‘home to school transport’ to ensure sufficient bus service provision.

Attendance: FIA: In place. No further action required. - communicate clear Lack of consistent Excellent attendance is expected by all and consistent expectations around children; a culture of attendance will be expectations around school attendance. ‘the norm’. school attendance This will be communicated to all parents to families (and any and carers by the end of the summer other professionals term and through the Autumn term. who work with the

Page 10 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged family where appropriate) throughout the summer ahead of the new school year

- Identify pupils who Lack of attendance, A register of children who have not FIA: Survey completed July 2020 Rebecca Streeter Amber are reluctant or or anxiety around been regular engagers with online and return to school plans anxious about attending. learning will be collated and these created for individuals by the end returning or who are Plans not in place to children will have attendance monitored of July 2020. at risk of re-engage students. closely. disengagement and Attendance registers will be monitored develop plans for re- by school staff and lack of attendance engaging them. This will be acted upon quickly. should include disadvantaged and Where non-attendance is caused by vulnerable children anxiety, a range of strategies will be and young people, used to re-engage and promote good especially those who attendance. This could include work were persistently with TIS (Trauma Informed Schools) absent prior to the trained staff. pandemic or who have not engaged with school regularly during the pandemic

- use the additional Additional catch-up All academies will collate a plan for use FIA: Plan to be created by Leadership Team Red catch-up funding funding, pupil of catch-up funding utilising research Leadership Team alongside new schools will receive, premium and from (but not exclusively): Headteacher as well as existing resources not utilised • EEF pastoral and support to maximum impact. https://educationendowmentfounda services, attendance tion.org.uk/covid-19- staff and resources resources/covid-19-support-guide- and schools’ pupil for-schools/ premium funding to put measures in

Page 11 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged place for those • John Hattie families who will Trustees and LAC members will monitor need additional the impact of these plans. support to secure pupils’ regular attendance.

- work closely with Vulnerable children All academies will work closely with FIA: In place. No further action other professionals not given good professionals to support the successful required. as appropriate to support to enable a return to school for vulnerable pupils. support the return to successful return to This will include liaison with child social school, including school. workers in particular. continuing to notify the child’s social worker, if they have one, of non- attendance

School Workforce: FIA: In place. No further action required. - Clinically extremely Clinically vulnerable All Leading Edge staff will complete a vulnerable: School staff are put at risk assessment which indicates their leaders should be additional risk as a personal level of risk. flexible in how those result of due care The guiding principles of GDPR must be members of staff are and attention. adhered. deployed to enable them to work Clinically extremely vulnerable members remotely where of staff (in receipt of NHS letter) will be possible or in roles deployed either remotely or where it is in school where it is possible to maintain social distancing. possible to maintain School leaders will listen to concerns social distancing. raised by others with significant risk - If people with factors and explain the measures that significant risk the school is putting in place to reduce factors are risks. concerned, we

Page 12 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged recommend schools Following discussions, leaders will try to discuss their accommodate additional measures concerns and where appropriate. explain the measures the school is putting in place to reduce risks. School leaders should try as far as practically possible to accommodate additional measures where appropriate.

Supporting staff: FIA: No further action required. Ongoing – MAT, LAC and Leadership - Governing boards ‘Burn-out’ of staff Staff well-being will be priority 1 on the Team and school leaders who have worked MAT Annual Development Plan (ADP). should have regard throughout the Each school will monitor the well-being to staff (including pandemic. and work-life balance of all staff and put the headteacher) Increased anxiety strategies in place to provide support work-life balance and stress levels in where needed. and wellbeing. the school It should be noted that additional stress Schools should workforce. ensure they have and anxiety can lead to fatigue. explained to all staff Chairs of LACs will regularly ‘check-in’ the measures they on headteachers and senior leadership are proposing teams. putting in place and involve all staff in that process.

Staff deployment: FIA: In place. No further action required. - Schools may need Inadequate staffing Each school will plan staff deployment to alter the way in levels to support a effectively and discuss temporary staff which they deploy their staff and use

Page 13 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged existing staff more full return for all changes to roles with individual staff flexibly to welcome pupils. and local trade unions prior to opening. back all pupils at the Employees should not suffer any start of the autumn detriment in pay and conditions for the term. Managers period of any temporary changes that should discuss and are introduced. agree any changes to staff roles with individuals.

Deploying support staff FIA: In place. No further action and accommodating required. visiting specialists

- Schools should ensure that Staff are not SENDCO’s in academies will be involved appropriate support deployed effectively in planning provision for pupils with is made available for to support all pupils- SEND. This will include provision pupils with SEND, for particularly mapping for these children including example by vulnerable pupils and the deployment of specialist staff where deploying teaching pupils with SEND. appropriate. assistants and enabling specialist staff from both within and outside the school to work

with pupils in different classes or year groups. - When deploying support staff flexibly it is All academies will ensure that the ‘Keeping Children Safe In Education important that Additional staff Part 3 headteachers utilised to support consider regulated pupils which breach activity and ensure

Page 14 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged only those who the school https://www.gov.uk/government/public have the safeguarding policies ations/keeping-children-safe-in- appropriate checks on regulated activity. education--2’ and Leading Edge are allowed to Safeguarding and Child protection engage in regulated policy and procedures are adhered to. activity. Staff deployment will be considered carefully to provide the most effective impact. https://educationendowmentfoundatio n.org.uk/tools/guidance- reports/making-best-use-of-teaching- assistants/

Recruitment FIA: In place. No further action required. - Recruitment should Lack of recruitment Recruitment of staff will continue in-line continue as usual to roles in school with usual safer recruitment policy guidance. Recruitment activities will be adjusted to adhere to government guidance on social distancing.

Supply teachers and FIA: no requirement anticipated. other temporary or peripatetic teachers - Schools can Curriculum provision Academies will use supply teachers and continue to engage limited by lack of peripatetic staff where needed to supply teachers and teachers and maintain strong curriculum delivery. other supply staff peripatetic teachers. All additional staff will be fully inducted during this period using risk assessments and school policies.

Page 15 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged Expectation and FIA: In place. No further action deployment of ITT required. trainees - We strongly Lack of trainee Academies will support ITT trainees encourage schools teachers joining the where practicable. to consider hosting wider workforce. ITT trainees.

Staff taking leave FIA: In place. No further action required. - As would usually be Unavailability of staff Staff are expected to be available to the case, staff will for the start of the work in school from the start of the need to be available autumn term. autumn term. School leaders will to work in school inform staff of this expectation before from the start of the the end of the summer term. autumn term. We Staff must consider any need for recommend that quarantine during term time when school leaders booking holidays. Staff will be expected discuss leave to consider this risk when booking arrangements with holidays in August 2020. staff before the end of the summer term Staff who have booked holidays prior to to inform planning the pandemic will not be penalised if for the autumn term quarantine is needed. In this case, a working from home agreement will be

- Where it is not considered. possible to avoid a member of staff having to quarantine during term time, school leaders should consider if it is possible to temporarily amend working arrangements to

Page 16 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged enable them to work from home.

Other support FIA: In place. No further action required. - Volunteers may be Volunteer staff not Volunteer staff will be able to support used to support the utilised to support the delivery of a broad and balanced work of the school, the delivery of a curriculum. Academies will follow the as would usually be broad and balanced Leading Edge safeguarding and Covid- the case. curriculum. 19 policies regarding the use of volunteer staff.

Safeguarding FIA: In place. No further action required. - Schools should Safeguarding All academies will ensure that the consider revising inadequacies as a ‘Keeping Children Safe In Education Part their child result of lack of child 3’ and Leading Edge Child Protection protection policy protection policy Policy (in particular the Covid-19 (led by their revision. addendum) is adhered to. Designated https://www.gov.uk/government/public Safeguarding Lead) ations/keeping-children-safe-in- to reflect the return education--2’ of more pupils

- Designated safeguarding leads A Leading Edge Child Protection Policy (and deputies) Safeguarding Addendum will be provided for all should be provided concerns are not academies. This will be displayed on the with more time, acted on promptly website of each school and on the especially in the first due to lack of time Leading Edge website. for DSL’s and DDSL’s. few weeks of term, All staff will receive a copy of the to help them addendum and sign to say that they provide support to have read it. staff and children regarding any new DSL’s and DDSL’s in all academies will safeguarding and be aware of the additional welfare welfare concerns concerns that may arise following

Page 17 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged and the handling of ‘lockdown’ and time will be allocated to referrals to allow for follow up and support work. children’s social All concerns will be recorded on each care and other school’s online safeguarding system agencies where (CPOMS or My Concern) and acted on these are quickly. appropriate, and Staff in academies will be asked to be agencies and extra vigilant and aware that risks may services should have increased during the pandemic. prepare to work together to actively look for signs of harm.

Catering FIA: In place. No further action required. - We expect that Daily food provisions All school kitchens will open from the kitchens will be fully not in place for all start of the autumn term. open from the start pupils. Where catering is provided ‘in-house’ a of the autumn term Leading Edge ‘in-house’ catering risk

- School kitchens can assessment will be completed. continue to operate, Where catering is provided by a catering but must comply company, they will provide a Covid-19 with the guidance secure statement. for food businesses on coronavirus (COVID-19)

Estates FIA: In place. No further action required. - We do not consider Premises/grounds Academies will ensure that all health it necessary for not checked to and safety compliance checks are up to schools to make ensure that it is safe date, ensuring appropriate records have significant to open. been kept. (Fire safety, emergency adaptations to their lighting, safeguarding arrangements, site to enable them

Page 18 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged to welcome all Ventilation systems legionella control, premises and children back to not working. grounds checks.) school. Additional Water Sampling and Gas - It is important that, safety checks to be completed before prior to reopening returning to school where necessary. for the autumn Fire drills and procedures will be term, all the usual reviewed to ensure compliance will still pre-term building be maintained. checks are undertaken to make the school safe. - Once the school is in operation, it is important to ensure good ventilation. Advice on this can be found in Health and Safety Executive guidance on air conditioning and ventilation during the coronavirus outbreak.

Educational visits Pupils and staff put at Domestic overnight and overseas FIA: In place. No further action increased risk of educational visits will be temporarily required. - We continue to advise against contracting discontinued. domestic (UK) Coronavirus as a Non-overnight domestic educational overnight and result of overnight or visits can resume provided full risk overseas visits. overseas educational assessments are in place. Risk visits at this stage assessments must include additional see coronavirus: control measures related to travel guidance for Coronavirus. educational settings.

Page 19 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged - In the autumn term, schools can resume non-overnight domestic educational visits - As normal, schools should undertake full and thorough risk assessments in relation to all educational visits to ensure they can be done safely. As part of this risk assessment, schools will need to consider what control measures need to be used and ensure they are aware of wider advice on visiting indoor and outdoor venues. Schools should consult the health and safety guidance on educational visits when considering visits.

School uniform Inconsistency of Parents/carers will be signposted FIA: In place. No further action school uniform. towards where and how uniform for required. - It is for the September can be purchased by the end governing body of a Lack of school of the summer term. school to make uniform does not support the ethos of

Page 20 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged decisions regarding the schools and Previous school uniform policies in school uniform. collective schools will resume. responsibility. - We would, however, Non-compliance will be dealt with encourage all mindfully and considerately where schools to return to financial pressures have affected the their usual uniform ability to buy uniform. policies in the autumn term. - Schools should consider how pupil non-compliance is managed, taking a mindful and considerate approach in relation to parents who may be experiencing financial pressures.

Extra-curricular FIA: In place. No further action provision Opportunities missed Academies will consider resuming any required. - Schools should for re-engagement breakfast and after-school provision consider resuming of pupils. from the start of the Autumn term. any breakfast and Parents/carers The aim of these activities will be: after-school unable to resume provision, where - To provide opportunities for re- normal work hours engagement with peers; possible, from the due to lack of start of the autumn childcare provision. - Ensure pupils are provided with a term. healthy breakfast; - Schools should - To support working parents/carers. carefully consider how they can make Solutions will be considered that enable such provision children to be kept within their year work alongside group ‘bubbles’. If this is not possible

Page 21 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged their wider then small consistent groups will be protective considered which may be prioritised. measures, including Academies will consult the guidance keeping children produced for summer holiday childcare within their year to plan provision, available at Protective groups or bubbles measures for out-of-school settings where possible. If it during the coronavirus (COVID-19) is not possible to outbreak maintain bubbles being used during Contact sports/ activities will not take the school day then place during extra-curricular provision. schools should use Parents will be asked to limit the small, consistent number of different wraparound groups. providers they access, as far as possible. - Schools can consult the guidance produced for summer holiday childcare, available at outbreaks much of this will be useful in planning extra- curricular provision. This includes schools advising parents to limit the number of different wraparound providers they access, as far as possible.

Page 22 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged 3. Curriculum, behaviour and pastoral support

The key principles that underpin advice on curriculum planning are: • education is not optional: all pupils receive a high-quality education that promotes their development and prepares them for the opportunities, responsibilities and experiences of later life; • the curriculum remains broad and ambitious: all pupils continue to be taught a wide range of subjects, maintaining their choices for further study and employment; • remote education, where needed, is high quality and aligns as closely as possible with in-school provision: schools and other settings continue to build their capability to educate pupils remotely, where this is needed.

- Teach an ambitious Lack of an All academies will continue to provide a FIA: In place. No further action and broad inspirational, broad and balanced curriculum. required. curriculum in all ambitious, broad and Research circles will continue to meet subjects from the balanced curriculum (either digitally or in-person) to work on start of the autumn which does not take curriculum development. Concept term, but make use children from where development and sequencing will be of existing flexibilities they are, to where the first priority. to create time to they need to be. cover the most Headteachers/ Principals will drive the important missed curriculum provision and its impact will content. be monitored by LAC and Trust board members. - Aim to return to the school’s normal Research circles will continue to meet curriculum in all (either digitally or in-person) to work on subjects by summer curriculum development. term 2021. Curriculum development will be Focus 1 on the MAT ADP.

Page 23 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged FIA: In place. No further action - Plan on the basis of Gaps in learning not Diagnostic testing along with formative required. the educational identified - Pupils assessment will be used to highlight needs of pupils. ‘slipping through the what children do and don’t know. The net’ analysis of this will drive provision,

putting priority on what pupils need to

know next.

Provision mapping will be put in place for vulnerable children and those causing concern.

- Develop remote Current use of Academies will continue to use remote FIA: In place. No further action education so that it remote education education where it is appropriate using required. is integrated into not capitalised to either Seesaw, Firefly or other platforms. school curriculum provide a world class This could be in providing curriculum planning. education. education for those learning from: Staff are not - home confident in the use - school of digital platforms for remote - a blended approach education. CPD will be put in place for all staff Lack of digital needing support so that the offer is resources/ equitable for all. technology. Academies will aim to provide the best possible technologies for pupils to use and establish how this can be used at both at school and remotely.

- For pupils in key Gaps in learning in Whilst the curriculum will remain broad, FIA: In place. Further action to be stages 1 and 2, ‘essentials’ not in key stages 1 and 2, leaders will identified in September. school leaders are identified - pupils prioritise identifying gaps and expected to prioritise ‘slipping through the establishing good progress in: net’ identifying gaps and - phonics and reading re-establish good progress in the

Page 24 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged essentials (phonics - increasing vocabulary and reading, - writing increasing vocabulary, writing -mathematics and mathematics), Gaps in learning will be identified using identifying diagnostic testing and analysis. opportunities across the curriculum so they read widely, and developing their knowledge and vocabulary. The curriculum should remain broad, so that the majority of pupils are taught a full range of subjects over the year, including sciences, humanities, the arts, PE/sport, RE and RHE.

Music activity in schools. Social distancing not Academies will value music as an FIA: Music staff briefed and will Schools should note maintained during integral part of a broad and balanced follow guidance provided by that there may be an music activities. curriculum whilst appreciating that risk music associations. additional risk of of infection may be increased without infection in additional controls. environments where Academies will consider how to control you or others are such risks by: singing, chanting, • physical distancing playing wind or brass instruments or shouting • playing outside (even if individuals are at a distance).

Page 25 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged - Schools should • limiting group sizes to no more than consider how to 15 reduce the risk, • positioning pupils back-to-back or particularly when side-to-side pupils are playing instruments or • avoiding sharing of instruments singing in small • ensuring good ventilation groups such as in music lessons by, for Singing, wind and brass playing will not example, take place in larger groups such as school choirs and ensembles, or school • physical assemblies. distancing

• playing outside

• limiting group sizes to no more than 15 • positioning pupils back-to- back or side-to- side • avoiding sharing of instruments • ensuring good ventilation - Singing, wind and brass playing should not take place in larger groups such as school choirs and ensembles, or school assemblies.

Page 26 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged Physical activity in Social distancing not Physical activity will be valued in the FIA: In place. No further action schools maintained during academies as an important aspect of required. physical activities. pupil well-being as well as - Schools have the development. flexibility to decide how physical PE sessions will follow current afPE education, sport and Guidance Document: COVID-19: physical activity will Interpreting the Government Guidance be provided whilst in a PESSPA Context. following the All staff teaching physical activity will be measures in their reminded of the hierarchy of control system of controls. measures:

- Pupils should be 1) Avoiding contact with anyone with kept in consistent symptoms. groups, sports equipment 2) Frequent hand washing and good thoroughly cleaned respiratory hygiene practices. between each use 3) Regular cleaning of settings. by different individual groups, 4) Minimising contact and mixing. and contact sports Pupils will be taught physical activity in avoided. their groupings/ bubbles. - Schools are able to Sports equipment will be thoroughly work with external cleaned between use by each individual. coaches, clubs and Within the hierarchy of measures, organisations for external coaches and organisations may curricular and extra- be used to support physical activity curricular activities delivery. where they are satisfied that this is safe to do so. Schools should consider carefully how such arrangements can

Page 27 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged operate within their wider protective measures

Catch-up support Catch-up funding is Each school will decide on the most FIA: No further action required. not utilised effective way to use catch-up funding - Whilst headteachers effectively to identify using guidance from the EEF and other will decide how the and fill gaps in current guidance eg money is spent, the learning Education - Barry Carpenter (Recovery Endowment Curriculum) Foundation has - John Hattie (What really makes a published guidance difference to a child’s ability?) on effective interventions to - James Durran support schools. For https://jamesdurran.blog/2020/07/06/r pupils with complex esuming-the-curriculum-september- needs, we strongly 2020/ encourage schools to spend this This will be an agenda item at each funding on catch-up Executive Headteachers’ meeting during support to address the Autumn term so that lessons around their individual impact can be learnt and shared. needs. The use of catch-up funding will be monitored by the CEO, LACs and Trust board members.

Pupil wellbeing and support - The Department for Education, Public Health England and NHS England are hosting a free webinar for school and college staff on 9 July to set out how to support returning pupils and students, and a recording will be available to access online afterwards - see DfE - Supporting pupil and student mental wellbeing for further details. - The Whole School SEND consortium will be delivering some training and how-tos for mainstream school teachers (including free insets and webinars) on supporting pupils with SEND to return to their mainstream school after the long absence, and on transition to other settings. Details of future training sessions are held on the events page of the SEND Gateway.

Page 28 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged - DfE has also published the first of the relationship, sex and health education training modules for teachers to support them in preparation to deliver content on mental health and wellbeing. The training module on teaching about mental wellbeing, which has been developed with clinical experts and schools, will improve teacher confidence in talking and teaching about mental health and wellbeing in the classroom.

- Schools should Opportunities for the Academies will use a range of strategies FIA: In place. No further action consider the provision of pastoral to: required. provision of pastoral support and extra- - support the rebuilding of friendships and extra-curricular curricular support and social engagement activities to all pupils fails to meet needs. designed to: - equip pupils to respond to issues which have arisen as a result of

• support the Coronavirus rebuilding of friendships and - improve physical and mental well- social being engagement Trauma Informed Schools (TIS) will be • address and utilised in all academies to provide equip pupils to pastoral support. respond to issues linked to coronavirus (COVID-19) • support pupils with approaches to improving their physical and mental wellbeing

- Schools should also Pastoral support not Academies will focus pastoral support FIA: In place. No further action provide more being provided to (using external agencies where required. focused pastoral those most at need appropriate) to individuals or groups support where with higher need. issues are identified SENDCOs or pastoral support leads will that individual pupils ensure that those most in need are may need help with,

Page 29 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged drawing on external provided with additional pastoral support where support. necessary and possible. Schools should also consider support needs of particular groups they are already aware need additional help (for example, children in need), and any groups they identify as newly vulnerable on their return to school.

- Schools should External multi- Academies will engage with school FIA: In place. No further action consider how they agencies and school nurses to support the well-being of required. are working with nursing resources pupils. external multi- not fully utilised. agencies including school nursing SENDCOs and pastoral leaders will services to support ensure that all vulnerable children and the health and parents/carers who need to engage wellbeing of their with school nursing are able to. pupils; school nursing services have continued to offer support as pupils return to school

Page 30 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged Bereavement of staff, Academies will provide compassionate FIA: Bereavement section already pupils or family bereavement support as detailed in their on academy website and LA members. bereavement policies. support already discussed and Support from teachers and school staff available. is crucial for bereaved children and young people. Academies will seek support from external agencies such as: https://www.penhaligonsfriends.org.uk https://www.winstonswish.org/coronavi rus-schools-support-children-young- people/

Behaviour expectations Poor behaviour Academies will update behaviour FIA: To be reviewed following Leadership Team Amber increases policies and expectations to consider review of questionnaire. - Schools should contamination risks the hierarchy of measures and how consider updating good behaviour will reduce risk. their behaviour Whilst children have policies with any had sustained No cross-bubble behaviour new rules/ policies periods of missed interventions will be used. and consider how to schooling, socially Policies will clearly state the communicate acceptable consequences of poor behaviour, rules/policies clearly behaviours may have including sanctions in addition to and consistently to altered negatively. positive measures to support positive staff, pupils and behaviour. parents, setting clear, reasonable and proportionate expectations of pupil behaviour. - Schools should set out clearly at the earliest opportunity the consequences

Page 31 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged for poor behaviour and deliberately breaking the rules and how they will enforce those rules including any sanctions.

Page 32 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged 4. Assessment and accountability

Primary assessment Statutory primary assessments will take place in summer 2021. The early years foundation stage profile, and all existing statutory key stage 1 and 2 assessments, should return in 2020 to 2021 in accordance with their usual timetables. This includes: • the phonics screening check • key stage 1 tests and teacher assessment • the Year 4 multiplication tables check • key stage 2 tests and teacher assessment • statutory trialling Performance tables are suspended for the 2019 to 2020 academic year, and no school or college will be judged on data based on exams and assessments from 2020.

5. Contingency planning to provide continuity of education in the case of a local outbreak

Contingency plans for outbreaks: Where a class, group or small number of pupils need to self-isolate or there is a local lockdown requiring pupils to remain at home, we expect schools to have the capacity to offer immediate remote education.

Remote education Lockdown or In the event of local (or wider) lockdown FIA: Review “lockdown learning” Headteacher and Amber support isolation affecting or where pupils need to self-isolate our in staff meetings and INSET days Leadership Team the provision of a current remote learning offer will be in September, and identify best - In developing these high-quality resumed as a minimum. The sequence practice to use in case of further contingency plans, curriculum. of curriculum delivery will be lockdown, as well as in general in we expect schools maintained. order to benefit all pupils. to: Access to digital technology resources • use a curriculum will be available for both in-school and sequence that remote learning. allows access to high-quality A MAT-wide programme of CPD online and offline support alongside mentoring will be put

Page 33 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged resources and together to ensure that all staff can use teaching videos, the digital learning platforms to good and that is linked effect. to the school’s Whilst learning via digital access will be curriculum the first-choice method, printed expectations resources will be used where this is not • give access to possible. high quality Academies will consider how younger remote pupils and some with SEND may have education difficulty accessing remote education resources without adult support. SENDCOs in • select the online each school will map provision to tools that will be provide equity of education. consistently used Subject leaders will attend regular across the Research Circle meetings to develop a school in order schema for a blended curriculum to allow approach. interaction, assessment and feedback, and make sure staff are trained in their use • provide printed resources, such as textbooks and workbooks, for pupils who do not have suitable online access • recognise that younger pupils and some pupils

Page 34 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged with SEND may not be able to access remote education without adult support, and so schools should work with families to deliver a broad and ambitious curriculum.

- When teaching Failure to deliver an Remote learning school curriculum FIA: Review “lockdown learning” Headteacher and Amber pupils remotely, we equitable curriculum plans will be aligned with in-school in staff meetings and INSET days Leadership Team expect schools to: for all pupils whether provision which will be: in September, and identify best learning at school or practice to use in case of further • set assignments - meaningful and ambitious remotely lockdown, as well as in general in so that pupils - cover a range of subjects each day order to benefit all pupils. have meaningful and ambitious - be well planned, sequenced and work each day in practised so that knowledge and a number of skills are built incrementally different subjects - provide frequent and clear • teach a planned explanations of new content either and well- by the school or use of high- sequenced quality resources curriculum so - reactive to assessment of that knowledge knowledge gained and skills are built incrementally, Leaders will: with a good level - provide teachers will a clear of clarity about expectation on how regularly work is what is intended checked; to be taught and

Page 35 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged practised in each - support the planning of a subject programme that is of equivalent length to the core teaching pupils • provide frequent, would receive in school, ideally clear including daily contact with explanations of teachers; and new content, delivered by a - support teachers in being able to teacher in the gauge how well pupils are school or progressing through the curriculum. through high This will be a regular agenda item at quality Executive Headteachers’ meetings curriculum throughout the Autumn term. resources and/or videos Subject Research Circle meetings will include remote learning on the agenda • gauge how well and good practice will be shared. pupils are progressing The CEO, LACs and Trust board will through the monitor the quality of education curriculum, using delivered via remote learning. questions and other suitable

tasks and set a clear expectation on how regularly teachers will check work • enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments,

Page 36 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding • plan a programme that is of equivalent length to the core teaching pupils would receive in school, ideally including daily contact with teachers

- We expect schools Lack of consideration Consideration will be given in all FIA: Review “lockdown learning” Headteacher and Amber to consider these of pupils’ age, stage curriculum planning for pupils’ age in staff meetings and INSET days Leadership Team expectations in and development stage and development. in September, and identify best relation to the pupils’ Over reliance on parental help/support, practice to use in case of further age, stage of long-term projects and internet lockdown, as well as in general in development and/or research activities will be avoided when order to benefit all pupils. special educational curriculum planning. needs, for example where this would place significant demands on parents’s help or support. We expect schools to avoid an over-reliance on long-term projects

Page 37 of 38 Guidance What are the MAT wide controls/ procedures in School Actions Action to be Action Requirements hazards? place completed by Status Ragged or internet research activities.

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