Engagement work: Secondary sector update – autumn 2020
This report summarises the findings from engagement phone calls made to 114 secondary 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
Key findings
Wellbeing of pupils, staff and headteachers
Nearly all schools report that pupils are happy to be back in school. They have adapted well to new arrangements and appreciate the opportunity to see their friends and teachers. Many schools are particularly concerned about current Year 11 pupils who are anxious regarding the uncertainty over examinations.
Nearly all leaders feel that the pandemic has strengthened the sense of community within their school and that the teamwork and adaptability of staff have been particular strengths. Nearly all schools have provided support for staff wellbeing although, leaders are very concerned about the wellbeing of their staff, both in terms of the sustainability of current arrangements and the longer-term impact on staff wellbeing.
Several factors have impacted negatively on the wellbeing of headteachers and senior leaders. These include responding to changing guidance, concern for the wellbeing of the school’s community and the additional workload caused by operational issues. Headteachers value the support from other headteachers but have had little respite since the beginning of the pandemic.
Promoting learning
Nearly all schools reacted quickly to provide distance learning for pupils during the lockdown period and most adapted their professional learning provision swiftly to focus more heavily on developing practitioners’ digital skills. Most leaders feel that their provision for distance learning improved as teachers’ confidence in using digital platforms increased.
Pupil engagement during the lockdown period was variable. In particular, the engagement of current Year 11 pupils was the weakest. In general, leaders are concerned that pupils lack the basic ICT skills required to engage with digital learning and make effective progress at a distance. This was one of a number of factors that impacted on engagement levels during the summer term. In response, since September, many schools are providing increased opportunities for their pupils to practise these skills during face-to-face teaching. Most schools are also focusing on pupils’ literacy and numeracy skills as they have noted that, overall, these have deteriorated.
Most schools monitored engagement during the lockdown period by considering pupil logins and downloads. Many schools used parental and pupil surveys to support this. A few schools developed approaches to monitor the quality of work being set.
Leaders are having to adapt their provision in line with COVID-19 guidance. This presents a number of challenges. In particular, they are adapting approaches to face-to-face teaching and assessment in line with guidance around social distancing, developing approaches for distance learning to prepare for any further disruption and trialling approaches to live-streaming of lessons to increase engagement with any distance learning. Due to the need for leaders to respond regularly to COVID-19 operational guidance, leaders report that they have less time to think and plan strategically.
The current situation where pupils are either in school or at home means that schools are either providing face-to-face or distance learning. Schools are beginning to explore approaches to blended learning in case this situation changes.
All secondary school leaders are concerned regarding the uncertainty around the arrangements for examinations in 2021. In particular they have concerns about those subjects that include practical elements and the variation in disruption from school to school. A few subjects are finding working within the COViD-19 restrictions challenging, particularly when planning and providing opportunities for practical work.
Bilingual or Welsh-medium schools are particularly concerned that pupils’ ability and confidence to communicate through the medium of Welsh has declined. This is because pupils have had fewer opportunities than they would normally have had to practise and hear written or spoken Welsh.
Supporting vulnerable learners
Schools have prioritised pupil wellbeing and considered how vulnerable learners in particular are affected by the pandemic and how they can support them. Most vulnerable pupils have welcomed the return to school and the structure and routine. A minority of pupils have found the re-integration challenging.
Most schools provide ongoing support for families of vulnerable pupils and this has had a positive impact on how these families engage with the school. In preparing for return of pupils to school in September, many schools provided clear guidance to parents and pupils regarding health and safety aspects. A few schools provided opportunities for vulnerable pupils and their parents to visit the site.
Schools report that the gaps in learning are generally greater for vulnerable pupils. In particular, their basic literacy and numeracy skills are weaker than before. Schools report that the lack of activities related to creativity and practical work has had an adverse effect on the engagement of vulnerable learners in particular.
Provision of alternative curriculum courses for vulnerable learners is variable. A large number of practical external courses have not been able to run and this has led to a few pupils displaying challenging behaviour or disengaging.
Overall, schools, local authorities and specialist services have worked well together to continue their support for vulnerable pupils. However, the pandemic has led to difficulties with the delivery of some of these services. Support from the police service and youth services have been particularly valued by nearly all schools. Many schools offer training and development opportunities for key staff that support vulnerable learners.
There has been an increased demand for mental, general health and counselling services. Overall, referrals from schools to specialist services have increased and schools are increasingly concerned that more pupils are unable to access specialist assessment or support.
Generally, schools benefited from working with other schools and local authority officers to share resources, discuss issues and problem solve in order to meet statutory duties.
Nearly all schools report that arrangements to continue with statutory assessment processes for statements of special educational needs (SEN) have continued since March. Schools have continued to conduct annual reviews, making adjustments where necessary. Schools are now beginning to increase the level of support for pupils with SEN via school based interventions. The operational workload caused by the pandemic has slowed progress towards the planning for the implementation of the Additional Learning Needs and Education Tribunal [Wales] Act.