Support to keep Wales learning |
Engagement work: Primary sector update – autumn 2020
This report summarises the findings from engagement phone calls made to 166 primary schools between the end of September and the latter part of 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. The main focus for each discussion was the wellbeing of pupils, staff and senior leaders and either how schools were promoting learning or providing support for their vulnerable learners. Proportions relate to the sample of schools with which we have had contact.
This report has been informed by evidence from the following sources:
- Remote meetings with headteachers and/or senior leaders responsible for specific areas
- Findings from surveys for pupils, parents, governors, school leaders, teachers and support staff
Main findings
Wellbeing of pupils, staff and headteachers
- For nearly all schools, supporting pupils’ wellbeing was the priority as they returned in September. Most pupils were happy to return to school, and many headteachers referred to a notable desire for learning and eagerness for ‘normal’ schooling, especially at the very start of the autumn term.
- Supporting the wellbeing of staff has been a priority for senior leaders and headteachers during the autumn term. Often, leaders emphasised that staff worked with great resilience and commitment to support the needs of pupils. Many schools reported raised levels of anxiety in staff as they worked to meet the social and academic needs of pupils alongside a responsibility for implementing stringent health and safety procedures.
- Headteachers reported an unprecedented degree of pressure on their personal wellbeing as they managed rapidly changing situations within the school communities. Often, they have highlighted the strong support from local authorities throughout this pandemic to support their wellbeing and their roles.
Promoting learning
- Many schools reviewed their curriculum for the autumn term and created learning opportunities for pupils to discuss their feelings, share experiences and rebuild friendships. Most schools provided increased opportunities for physical exercise and learning in the outdoor environments.
- Often schools considered ways to develop their support for pupils’ wellbeing in the context of their preparation for the Curriculum for Wales. This included focusing on the Four Purposes and improving pupils’ skills of resilience and collaboration, as well as developing their self-awareness as learners. Schools that had established and structured approaches to developing these attributes felt that they could adapt their provision effectively.
- During the first half of the autumn term, most schools assessed the progress pupils had made since March 2020 in a sensitive manner. They used different approaches, including informal teacher observations, standardised tests and the Welsh Government personalised assessment tool.
- A minority of headteachers felt that where families had engaged regularly in distance learning, generally pupils made suitable progress. However, a majority felt that, overall, there was some evidence of regression in pupils’ learning in literacy, numeracy and information and communication (ICT) skills. As a result, nearly all schools adapted their curriculum to revisit and refresh pupils’ skills in literacy, numeracy and ICT. In many cases, schools used thematic approaches to revisit and develop these basic skills in interesting contexts.
- Many headteachers expressed concerns regarding pupils’ speaking and listening, and social skills in younger or more vulnerable pupils. Often, there was a reduced capacity to concentrate, listen to others or work collaboratively by taking turns and sharing.
- Most schools who teach through the medium of Welsh also identified a regression in the confidence of many pupils from non-Welsh speaking homes to speak in Welsh. This was often more evident in younger learners. Many schools have adjusted their curriculum to provide more opportunities for pupils to practise these skills. Many have worked with outside agencies and partners to create support packages for individual pupils and their families.
- Many headteachers identified that pupils who struggled to engage effectively with learning at home, often had weak digital skills that acted as a barrier to their learning. To overcome this, many schools have integrated the use of digital tools more regularly into classroom practice to prepare pupils for any further periods of distance learning.
- Many leaders have begun to think strategically about how to support and upskill pupils to learn more effectively at a distance should the circumstance arise again. They have started to plan a combination of face-to-face and online learning opportunities for pupils both in school and at home.
- In most cases, schools have had to adjust their teaching to reflect the physical restrictions placed upon classrooms. A few schools noted that delivering a broad curriculum was challenging under current guidelines and they have had to limit learning experiences such as singing, school visits and more practical tasks.
- Most leaders have developed approaches to minimise the impact of COVID-19 restrictions on foundation phase practice. Many schools have adapted their outdoor provision and developed strict cleaning regimes to ensure pupils can still carry out practical tasks safely. Leaders highlighted the importance of maintaining foundation phase pedagogy, involving active and experiential learning, wherever possible.
- Many schools have used technology to enable staff to take part in a range of online professional development.
Supporting vulnerable learners
- Almost all schools have placed a specific emphasis on supporting families with vulnerable pupils. Many have strengthened their communication to better understand the needs of these pupils and to find ways to support them and their families.
- Nearly all leaders have worked closely with their local authorities to make sure that their schools remain safe and inclusive places for their vulnerable pupils. Schools reported that support staff have worked diligently to ensure safe practices and routines are in place.
- Schools generally worked closely with partner agencies, including educational psychologists and behaviour support teams to secure support for vulnerable pupils. Many leaders have identified how cluster-working helped them to support pupils with special educational needs. For example, additional learning needs co-ordinators formed supportive relationships to share expertise and provide effective support.
- Most leaders have worked closely with local authorities to ensure statutory processes for vulnerable pupils continued remotely over the lockdown period. A majority reported a rise in child protection cases during this time. Schools appreciate the work of the police and other services in informing them if children have witnessed domestic violence so that staff can offer them support.
- Most schools have started employing additional members of staff or increasing the hours of existing staff using the ‘recruit, recover and raise standards’ funding. Many are using this resource to address gaps in pupils’ literacy and numeracy skills or to increase emotional support. A few schools have prioritised the development of independent learning skills for these vulnerable pupils.