This page was updated on 20/08/2021
We’re sharing brief insights into how schools and PRUs are supporting their pupils and community in response to the difficult circumstances due to COVID-19.
These approaches were written following an engagement phone call and reflect the situation at that time.
Schools and PRUs may be able to adapt these to their own context.
These special schools have shared their insights gained while supporting their pupils to continue learning. These include providing additional support from a Triage Team and managing parental expectations with regards blended and distance learning.
Social stories smooth return to school
At one all-age special day school for pupils with a range of significant, complex and multiple needs, staff prepared social stories for pupils to share with their parents and carers prior to the pupils returning to school to address possible issues and concerns that might arise. These social stories included fun activities and songs to help pupils become aware of social distancing under the slogan “Be smart … Stay apart”. The headteacher believes that these reassuring messages have enabled smooth transitions on return for nearly all pupils. They have adapted well to re-opening and have re-engaged happily, settling very well into their new school routines and environment.
Staff wellbeing survey
One all-age special school for pupils with a range of significant, complex and multiple needs surveyed all staff about their wellbeing prior to returning to work. This survey included questions such as:
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Given the circumstances and our unique setting, how confident do you feel coming in to school?
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Throughout the Coronavirus pandemic, do you feel that your wellbeing as an employee of our school has been taken seriously?
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*Applicable to those whom have been shielding/socially distancing* How do you feel you have been supported whilst shielding/socially distancing at home?
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Our school and the local authority have provided us with appropriate PP. Do you feel you have enough guidance and relevant information to use this effectively?
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With the introduction of the staff Facebook page, Hwb and ParentMail, how well do you feel that senior leaders have communicated with you throughout recent weeks and months?
Installing a traffic management plan
One all-age special school has put in place a new traffic management plan for re-opening that has already brought many benefits. The plan includes the use of additional entry points into the school buildings, which has reduced the flow of people. It has also ensured that escorts and parents remain in their vehicles until advised by staff to bring their children in to school. This has reduced congestion at the start and end of the day. The school has also introduced a fifteen minute interval between start times for primary and secondary pupils.
Creating ‘Corridor bubbles’
One all-age residential and day special school for pupils with moderate and severe learning difficulties, profound and multiple learning difficulties or autistic spectrum disorders has classes organised in five ‘corridor bubbles’. The pupils in each bubble have their own learning, play and hygiene spaces. Pupils currently eat their meals either in their classes or in the canteen, but leaders will reconsider this when all pupils return.
Creating social stories
One special school has made successful measures in supporting pupils through developing individual “social stories” that describe their current situation. These “social stories” are having a particularly positive impact on pupils with autism.
Safe distance home visits
One special school organises minibus visits around the county twice weekly. This allows physical resources to be delivered to families, for example mobility aids and ICT equipment. This has been very popular with staff and families and allows valuable face to face interaction at a safe distance.
Weekly tasks via email
At one special school, pupils’ remote learning is supported by weekly tasks sent via email and tweeted to parents, as well as providing devices for those pupils that require assistance. The weekly timetable incorporates tasks within the six Areas of Learning and Experience. Tasks are predominantly related to life skills and include activities such as online fitness, Makaton sign of the week and artwork to thank the NHS.
Staff videos help maintain routine
One special school has been focusing on supporting families with an older child with ASD and behaviour that is more challenging to achieve suitable and beneficial routines within the home. For example, a teacher is producing videos that instruct families about how to create sensory stories at home. These resources and activities have generated positive engagement when pupils can see their teacher and other staff on the screen, and their routine is unchanged.
Triage Team support
A Cardiff and the Vale Health Board multi-agency Triage Team has operated from one special school since the outbreak of COVID19. It consists of staff from school, occupational therapy, speech and language therapy, psychology, dietician, social and health care and paediatric nurses and doctors. Parents and pupils can access the services on an appointment basis. Although initially established to cater for pupils of the federation, it then included all Cardiff special schools and specialist units. At present the triage team is available to all Cardiff schools. A multi-disciplinary team, made up of school staff and members of the triage team, meets weekly to discuss concerns about any pupils connected to the federation. A key focus on safeguarding ensures that all pupils, particularly those most vulnerable, are monitored closely.
Managing parental expectations
The headteacher at one special school believes that managing parental expectations regarding blended and distance learning is key. The main challenge for parents is managing their sometimes very challenging children. The federation is considering options for how to manage phased reopening well. However, limited provision will not be sufficient for families already in crisis and those with work commitments.
Hot chocolate rewards
At one special school, “hot chocolate Friday” has continued as part of the school’s reward system. The headteacher encourages pupils to report what has been going well and a weekly video is made and shared to celebrate pupils’ work at home. Achievements are rewarded for different aspects of the curriculum each week.
