To receive a presentation on schools response, particularly on pupil level and concerns.

Clive Haines, Schools Leadership Development Manager, explained that the team had sent out a survey to schools across the borough before half term so that there would be a benchmark for pupils learning after lockdown. The survey received 29 responses out of 64 schools, secondary schools did not respond as they were doing their own teacher assessments. Looking at the results, 96% of schools said that there were gaps in pupils learning. Specifically looking at where the gaps were:

·         Early years – all areas

·         Phonics

·         Writing

·         Reading

·         Spelling, punctation and grammar

·         Maths

·         Social skills

Schools had also reported that Key Stage 1 pupils were showing a bigger gap than Key Stage 2. There were less gaps in KS1 reading than was originally predicted, this could be because parents were more confident at supporting reading at home. Phonics and writing proved to be more of a challenge to teach at home, with parents and carers unfamiliar with the approach and method to teach these 'specialised' subjects.

In order to address any gaps in learning, some schools had prioritised interventions which was small group teaching, specifically targeting pupil premium students. Some schools had employed a catch-up teacher who was running intervention groups in the afternoons, after school, on Saturdays and in the school holidays. Teachers and TA’s were in dedicated year group bubbles, identifying lost learning and putting in place specific intervention groups to deal with these areas.

One question in the survey asked how schools were spending the ‘catch up’ funding that had been allocated by the government. Some approaches included: interventions, booster class prior to school, targeted support, Year 1 small group work and guide groups.

It was important that schools were providing support for those pupils on an EHCP (Education Health and Care Plan). Doorstop visits and phone calls from SENCO and class teachers had been provided to deliver personalised learning packages and offer support. The majority of EHCP pupils attended on site and there was proactive liaison with parents, with daily contact regarding work and progress. Personalised plans were created based on need and 1:1 teaching assistants were spending more time with children to work on EHCP objectives.

Generally, feedback from schools on pupils happiness was generally positive. Getting back into routines had helped with staff and parents happy with clear structures with not too many differences to the usual way of doing things. The use of IT was even better and some things that happened during lockdown would continue. There had been a focus on mental health and wellbeing which had supported everyone well. Pupils and parents had been keen to return with mental health needs, such as anxiety, amongst pupils post-lockdown had been identified and addressed with in-house support and intervention. Catch-Up provision had been very successful in plugging gaps and remote learning systems had ensured pupils continued to learn at home even when off for a day or two. The use of Google Meets and Zoom to engage with parents (parents' evenings, core subject workshops) had been positive and comprehensive risk assessments had kept the schools safe.

Schools were also thankful to the local authority for the help and support that they had provided, with Clive Haines and Kevin McDaniel receiving praise from Headteachers for all their work supporting schools.