Engagement work: All-age sector update – autumn 2020
This report summarises the findings from 19 engagement phone calls made to all-age schools between 28 September and 9 October 2020. This report is based on the information discussed during remote meetings with headteachers and senior leaders as well as findings from stakeholder surveys. Proportions relate to the sample of schools with which we have had contact.
This report has been informed by evidence from the following sources:
- Meetings with headteachers
- Meetings with senior leaders responsible for specific areas
- Findings from surveys for pupils, parents, governors, school leaders, teachers and support staff
Key findings
Wellbeing of pupils, staff and headteachers
Schools note that pupils are happy to be return but that they require more emotional and mental support than before the pandemic.
Leaders note that staff have pulled together magnificently during the pandemic. They say that the current situation has brought staff and the school community closer together and that there is a greater sense of working as one all-age school.
Leaders and teachers have said that extra pressures to adapt teaching provision and adhere to strict regulations is placing a tremendous pressure and stress on the workforce. Teaching assistants who work with vulnerable pupils are also under extra strain managing with new arrangements such as wearing full personal protective equipment and maintaining social distancing.
Headteachers and senior leaders are constantly on-call and not had respite for several months; this continues to add significant strain on a personal and professional level. Headteachers noted the pressure of having to respond at short notice to changes in guidance and other, sometimes increasing demands from local authorities and regional consortia. Many headteachers feel well supported by other headteachers through local and national network meetings or chats. A few all-age schools feel isolated and left to their own devices by local authorities and regional consortia.
Promoting learning
All-age schools reacted swiftly to provide education for pupils when schools closed. Many all-age schools operated as hubs to provide education for children of key workers. The majority of schools continue to develop distance learning and adapt their teaching strategies to a more blended approach for when pupils have to spend more time at home. Most school leaders believe that staff have developed their information technology skills significantly over the last six months. A few schools prefer live streaming lessons when pupils are at home rather than asynchronous activities, especially for primary phase pupils. All-age schools have prioritised the sharing of good practice within their school, across phases and departments.
Since September, schools have considered what provision is required to catch up on lost learning and are beginning to plan how to close that gap.
Most schools have identified gaps in primary aged pupils’ literacy and numeracy skills. In secondary aged pupils, the concern lies around achieving the right balance between the introduction of new work and consolidation of learning and revision.
Nearly all schools have targeted the recover, recruit and raise standards funding to improve all pupils’ literacy and numeracy skills and support Year 11 and Year 13 pupils with their coursework and assessments.
Since September, nearly all schools have offered the full curriculum and adapted their teaching methods to suit organisational restrictions. A few schools have seized the opportunity to accelerate their work on the Curriculum for Wales. Primary phase pupils are taught in their class as usual. Secondary aged pupils are organised in socially distanced bubbles. Delivering practical subjects is an ongoing challenge for schools. Many schools have adapted their plans for monitoring and evaluating the school’s work and reduced activities significantly.
The Welsh language skills of pupils in bilingual or Welsh-medium schools have improved on returning in September through immersion and specialist support. Provision for Welsh in English-medium schools is proving to be more of a challenge under present restrictions. These schools reported that pupils’ engagement with Welsh was weak during the lockdown period and, since returning, a few schools have been unable to provide Welsh language specialists to teach each class bubble.
Supporting vulnerable learners
All schools have placed pupil wellbeing at the forefront of their work. Schools know their vulnerable pupils and maintained regular contact with their families. Many schools provided comprehensive support for vulnerable pupils and their families including the supply of essential items and financial advice. Attendance since September has been better than usual since pupils have relished the opportunity to meet with friends and resume their learning through direct teaching.
Many schools have extended their pastoral provision to give more time for tutors to work with their classes and pastoral leaders more time to support individual pupils. Many schools have made more staff available to deliver additional support for vulnerable pupils.
Since reopening in September, nearly all schools have worked well with external agencies to ensure continued support for vulnerable pupils. All schools note that they have continued to fulfil their statutory duties during the lockdown period and since reopening fully. A few schools have experienced an increase in the number of child protection referrals. Many headteachers are concerned about the effect of the pandemic on pupils’ mental health, especially on older pupils.
Transition for pupils with special educational needs from Year 6 to Year 7 has generally been smooth and schools ensured that support was provided according to pupils’ needs throughout the lockdown and reopening.