In part 2 of our lockdown blog series, one of our directors provides answers to some common questions.
In part 2 of this blog series I address common questions students and parents have at this time.
The unprecedented actions of the government have left parents with many unanswered questions. In this, the second blog in a 3-part series, I attempt to answer some frequently asked questions (FAQ) about the consequences of the lockdown on education in the UK.
We attempt to provide guidance on some of these questions below and seek to address concerns where possible. This is based on current government guidance about lockdown / COVID-19, although it should be noted that things may change at short notice. If anything is unclear, please don’t hesitate to get in touch with me or one of Bright Heart’s other directors.
Lockdown does not mean that schools have ceased to provide education to our children, as assignments are still pouring in and deadlines have to be met. Students no longer have the benefit of direct contact with teachers or peers, however. Thus, many parents are seeking tutoring to help their families with the added pressure while still respecting the government orders of social distancing.
Parents have a right to get some help for their children, with many tuition agencies now offering online tutoring. Some tuition agencies are still able to offer in-person tuition in limited circumstances. Face-to-face lessons are approved by the government for students who are considered vulnerable, in situations where online tuition is not a viable option.
In this regard, the Department for Education classify the following children as vulnerable:
“Vulnerable children include those who have a social worker and those with education, health and care (EHC) plans.
Children who have a social worker include children in need, children who have a child protection plan and those who are looked after by the local authority. We will work with schools, early years, FE providers and local authorities to help identify the children who most need support at this time.”
Read more information about vulnerable children here.
Read more information about the closure of schools here.
We are sensitive to the challenges that are being faced by many parents who are trying to juggle work at home and helping children learn at the same time. To help you cope with these challenges, we have gathered a number of recommended activities and resources that address both the academic and emotional/social needs of your children, including our own top 10 recommendations, found in the first blog of this series. We have also written earlier about some fun activities for children here.
At the same time, despite the benefits of following a daily routine, child psychologists warn that parents should still leave some room for flexibility to avoid pursuing an over-controlled environment. This may lead to more stress and anxiety in children. It is therefore crucial to maintain a healthy balance, which can be achieved through the understanding of your child’s wants and needs.
This period of lockdown and school closures will have a substantial impact on children’s education, as stated by the UK’s Chief Medical Officer, Prof. Chris Whitty. While many children will celebrate this break from school and welcome respite from the anxiety of preparing for exams, the required levels of education needed for Key Stages 1 to 5 and university (Further Education), will not be changing. Parents therefore need to carefully consider the impact this 3-month period (potentially 6 months until September) will have on their children’s education.
Results will be given by the end of July, based on prior attainment such as mock exams, non-exam assessments and other criteria. However, if students deem their grades unsatisfactory or not a true reflection of their proficiency, they may appeal and take an exam during the next academic year.
The lockdown period may lead to a highly detrimental period of inactivity. Keeping your children busy is crucial if they wish to retain their competitive advantage when they go back to school.
We encourage students to use this time wisely, for example, by focussing on core subjects such as Maths and English, as well as areas of improvement that are important for their future studies and / or career paths.
Most schools are in revision mode for their GCSE syllabi by the time they reach February. This means students should have covered the required material; however, the level of testing of their knowledge will only be based on internal tests and mock exams. Students and teachers use the latter to get an indication of their readiness and to see where further revision is required. This means the usually intense revision and focus, as well as the opportunity to iron out any conceptual gaps, will be left out for this cohort of students. To miss this period will put students at a disadvantage and it remains to be seen how this is accommodated at the start of A levels.
Year 10 students cover important material from February to June (or July) so there will be a substantial impact on their education. It is likely that schools and teachers will consider this in September (Year 11) to help them catch up. However, doing no schoolwork for possibly 6 months will affect retention and practice of concepts. Work potentially provided by schools for homeschooling over this period will also need oversight by parents and / or a tutor. We would recommend that parents take a proactive approach during this time to ensure their children maintain their level of education – see our blog covering 7 homeschooling tips. Another avenue of support is through online tuition – see more about this in part 3 of our blog series.
GCSE, A level and AS level students will be awarded a grade by Ofqual which reflects their current school performance. There will be an option to sit an exam early in the next academic year for students who are not happy with this awarded grade. The exam boards will be asking teachers, who know their students well, to submit their judgement about the grade that they believe the student would have received if exams had gone ahead.
To effect this, teachers will consider a range of evidence and data, including performance on mock exams and non-exam assessments – clear guidance on how to do this fairly and robustly will be provided to schools and colleges. The exam boards will then combine this information with other relevant data, including prior attainment, and use this information to produce a calculated grade for each student, which will be a best assessment of the work they have put in.
The plan is to provide these calculated grades to students by the end of July. In terms of a permanent record, the grades will be no different from those provided in other years. The distribution of grades will follow a similar pattern to that in other years, so that this year’s students do not face an inherent disadvantage due to the current circumstances.
For some students, producing extra course material and assignments will be better than facing the anxiety of exams. However, some schools have already started planning for a mock exam in the summer term (should schools reopen) to provide further evidence of their students’ grades. Click here for more details about grading policies.
IB exams will be cancelled for the first time in their history. Assessment scores will be considered, using predictive analytics tools and engaging the 15,000 examiners. The IB intends to release results as planned on 5 July. All student coursework and associated predicted grades will need to be uploaded by 20 April, if not sooner, in order to guarantee delivery of results by 5 July.
For further details regarding International Baccalaureate exams please click here.
Most schools would have covered the GCSE curriculum, so they should not be covering any new content by February of this academic year. However, students who know already that they would like to do a numerical or scientific related discipline at university should take stock of any concepts that they did find tricky. This may mean doing some revision during the lockdown period. For many students who did not enjoy these subjects, this will be a welcome relief.
University representatives have confirmed that they expect universities to be flexible and do all they can to support students and ensure they can progress to higher education. In general, the government’s stance is to ensure affected students can move on as planned to the next stage of their lives, including going into employment, starting university, college or sixth form courses, or an apprenticeship in the autumn.
However, we do advise those students who have chosen their university course to examine the module requirements if they did not complete their A level syllabus in the associated discipline.
Children with education, health and care (EHC) plans, along with those who have a social worker, are classed as vulnerable (up to the age of 25).
Those with an EHC plan should be risk-assessed by their school or college in consultation with the local authority (LA) and parents. This is to determine whether they need to continue to be offered a school or college place to meet their needs, or whether they can safely have their needs met at home. This could include, if necessary, carers, therapists or clinicians visiting the home to provide any essential services. Many children and young people with EHC plans can safely remain at home.
Where parents are concerned about the risk of their child contracting COVID-19, the school or social worker should talk through these anxieties with the parent, following the advice set out by Public Health England.
Local authorities will work with trusts and education settings to ensure that settings are kept open, but in some cases this will not be possible. Local authorities and education settings will make the most appropriate arrangements and talk to parents about this. It may not always be possible for children to attend their usual setting in order to ensure that children and staff are kept safe.
We are the first to recognise that each child has a unique learning style and will therefore devote a different number of hours to any given task. There are, however, some general guidelines that can be followed, based on my own experience and various other experts:
2-3 hours a day for EYFS and Key Stage 1
3-4 hours a day for Key Stages 2 and 3
5-8 hours a day for Key Stages 4 and 5
The short answer is that no clear date has been set and predicting one would be pure speculation on my part.
There was speculation in the Sunday Times (19 April) that senior ministers had drawn up a three-phase plan to lift the coronavirus lockdown that would see schools reopen as early as May 11. It was suggested that the first pupils invited back would include primary school children and those in years 10 and 12 who are due to sit GCSEs and A levels next year. However, Gavin Williamson, the Education Secretary, issued a statement shortly thereafter that he could not give a date for when schools will reopen.
The Department for Education (DfE) published a blog on 21 April addressing the question, entitled Schools reopening conditions. It explains that the general secretary of the National Association of Schoolmasters and Union of Women Teachers (NASUWT), sent a letter to the Secretary of State setting out five conditions to be met before schools should reopen – including social distancing guidelines, access to PPE / employment protections for teachers and a recognition of the “depleted” teacher workforce.
The DfE has also reiterated its position in the blog about the matter:
“Education Secretary Gavin Williamson has not set a date for schools reopening.
They will remain closed, except for children of critical workers and the most vulnerable children until the scientific advice changes, and we have met the five tests set out by Government to beat this virus.
We will work in close consultation with the sector to consider how best to reopen schools, nurseries and colleges when the time is right so that parents, teachers and children have sufficient notice to plan and prepare.”
With regards to the five tests that need to be passed in order to avoid a second peak of COVID-19, Health Secretary Matt Hancock has summarised them in the following manner: ‘First, that the NHS can continue to cope, second, that the operational challenges can be met, third, that the daily death rate falls sustainably and consistently, fourth, that the rate of infection is decreasing, and most importantly, that there is no risk of a second peak.’
Thus, reopening schools will be a slow and challenging process for all parties involved, under the principle that safety must come first.
At Bright Heart, we have been closely monitoring developments with respect to the coronavirus (COVID-19) in order to keep our tutors, clients and students safe and well informed.
Our policy since early March has been to encourage the adoption of online tuition to ensure that our student’s one-to-one tuition is not disrupted during this period. We took the decision before Boris Johnson announced lockdown to require tutors to provide online tuition where possible and supported this adoption by offering clients a 10% discount for online tuition. The government does still permit in-person tuition where a student is described as vulnerable, for example, when a student has an EHC plan, but this is still only possible where the tutor is able to travel safely to the student’s home, and nobody in either the tutor’s or student’s household has any COVID-19 symptoms.
For those who are less familiar with online tuition, part 3 of this blog series discusses some of the pros and cons of online tuition and tips for parents using an online tutor.
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