CONSULTATION PAPER ON NORTH

LANARKSHIRE COUNCIL’S LOCAL

PHASING AND DELIVERY PLANNIG

FOR RECOVERING EDUCATION

SERVICES

Education & Families 25/05/2020

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Version Control

Paper on North Lanarkshire’s Local Phasing and Delivery Planning.

Version Date Issue Author Update Information

1 27/05/2020 Janie O’Neill Following CMT approval, this paper is shared for information and consultation purposes.

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1.0 Background

1.1 During the current emergency lockdown period, North Lanarkshire Council has ensured that children of key workers and vulnerable children had access to Community Hubs and Family Learning Centres. The definition of key worked was agreed at the start of the outbreak and was developed to fully support the COVID response of all workers involved in response services who reside in North Lanarkshire.

1.2 This community hub model was established on March 24th, as lockdown commenced, as part of the Business Continuity arrangements required for the North Lanarkshire Partnership.

1.3 Given the on-going nature of the pandemic, such business continuity arrangements are likely to continue to be a prominent feature during the recovery phase due to the potential for outbreaks in communities and staff absences due to the ongoing pandemic.

1.4 While the hub model has been a key element of the strategic response to the emergency situation, in the gear changes between lockdown, phased recovery and full re-establishment of services, there will require to be effective management of the recovery phase based on the lessons learned from these hubs.

Local Phasing and Delivery Arrangements for Education and Childcare Settings in North Lanarkshire Executive Summary

Under the current lockdown scenario, which was triggered by the Covid19 emergency in March 2020, all North Lanarkshire schools have been closed for educational purposes. This is with the exception of community hubs and Family Learning Centres, where child care provision is available for the children of key workers and vulnerable children. On the 21st of May 2020, the Scottish Government published the ‘Covid19 Framework for Decision Making: Scotland’s route map through and out of the crisis’ document which outlines when Scottish schools will reopen to staff and pupils. It also published ‘Excellence and Equity: A Strategic Framework for Reopening Schools and Early Learning and Childcare Provision in Scotland.’ These materials were supported by a joint letter from Deputy First Minister, John Swinney, and COSLA Children and Young People Spokesman, Councillor Stephen McCabe. They were also supported by an Education Continuity Direction: Guidance note. The expectation of local authorities is that they will develop Local Phasing and Delivery Plans for the recovery of key services. This report provides an assessment of key issues that will affect planning to re-establish educational and facilities support services for schools. This includes a description of short, medium and longer term activity, including risk issues involved in phasing in post-lockdown arrangements.

The paper is in line with the Council’s Business Objectives and Planning Assumptions, and currently available national guidance, which is due to be further clarified in the forthcoming days and weeks. Therefore, the material in this paper may require to be further refined depending on the substance of additional national guidance.

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1.5 Following the announcement from the Scottish Government on 21st May that Scottish schools will reopen to staff in June 2020, and pupils on August 11 2020, plans for the recovery phase have accelerated.

1.6 Scottish Government has established five key principles to govern planning for the recovery of education and childcare settings, which are described in the Strategic Framework. These are that planning for recovery should be:

Safe

1. Protects the physical, emotional and mental health and wellbeing of children and

young people (this includes indirect harms through societal and economic

effects) as well as all staff.

Fair and Ethical

2. Ensuring every child has the same opportunity to succeed through their blend of

in-school and in-home learning, with a particular focus on closing the poverty

related attainment gap.

3. Ability to prioritise learners at key points and/or with specific needs.

Clear

4. Is easy to interpret and understand, and has the confidence of parents, staff and

young people so that they can plan ahead.

Realistic

5. The options are both viable and effective at the level they’re applied.

1.7 A Recovery Planning Group Board has been established to oversee this activity, which

is described in Section 2.

1.8 Most importantly, it is important to stress that very different conditions apply to the

recovery phase than in the lockdown phase. In recovery it is expected that staff will

attend work, unless they have underlying health conditions, where home working is not

an option for their role.

1.9 Given the risks associated with large numbers of people interacting in schools and

childcare settings, business continuity arrangements may be required at times to

manage situations where there are outbreaks in communities, with the potential for

schools to lockdown for periods.

1.10 The Covid19 Framework for Decision Making: Scotland’s route map through and out

of the crisis makes it clear that specific tests have to meet in public health before

Scotland will move through the four phases to recovery described in the document. In

these four phases, education recovery evolves.

1.11 It is important to manage public perception, expectations and confidence at each

stage, with a requirement to provide transparent information.

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2.0 Report

2.1 Scottish Government Advice and Guidance on Recovery

2.1.1 Scottish Government advice on recovery is set out in detail in the ‘Covid19 Framework for Decision Making: Scotland’s route map through and out of the crisis’ document which outlines when Scottish schools will reopen to staff and pupils and in ‘Excellence and Equity: A Strategic Framework for Reopening Schools and Early Learning and Childcare Provision in Scotland.’

2.1.2 It stresses a strategic approach to the process, ‘Whilst we are clear that we don’t want restrictions to be in place any longer than they need to be, the decision on when and how to re-open schools, and early learning and childcare settings will not be taken lightly. There are many complexities to consider including, but by no means limited to, reducing transmission of the virus, how to keep children, young people and our education and childcare workforce safe, and the practicalities of implementing requisite health measures.’

2.1.3 The focus on health and safety and risk assessment has governed decision making thus far in North Lanarkshire within the emergency phase and this should be extended in the recovery phase, so as to ensure that planning meets national and local requirements.

2.1.4 Local authorities are asked to ‘prepare Local Phasing Delivery Plans, which will outline what the principles and expectations set out in the Strategic Framework will look like in their area.’ This is in recognition that local authority contexts vary.

2.1.5 Importantly, guidance expressed in the letter from the Deputy First Minister and Councillor McCabe states that ‘No staff should return to settings however, until it is advised that it is safe to do so by the Scottish Government.’ This suggests a process by which Scottish Government will define the actual dates of return.

2.1.6 The Scottish Government guidance states clearly that ‘Local Phasing Delivery Plans should make consideration of:

The needs of pupils with additional support needs and vulnerable children

The emotional, physical and mental health and wellbeing of learners

The speed and ease with which phasing could be reversed if the situation

deteriorates and health requirements suggest it is necessary

Increased in-school learning time for all, working towards the resumption of full-

time in school provision when possible

Provision of critical childcare for key workers (including wraparound and out of

school care)

Provision of support in transition, for example from ELC into P1 and P7 into S1

Provision for family groups

2.1.7 As recovery plans are phases, Scottish Government advice emphasises the importance of local authorities planning for ‘How the blend of in-school and in-home learning will work across the local authority and in each establishment. This will include a calculation of how many children can be safely accommodated in school at any one time, based on the physical distancing and enhanced hygiene procedures set out in the strategic framework.’

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2.1.8 Furthermore it stresses that ‘Local authorities should look to maximise their capacity

for pupils to benefit from in-school learning while ensuring a high quality nurturing and learning environment for children through innovative approaches which may include expanding the ‘learning estate’ as well as the learning workforce. This may include, for example, making use of available community buildings and additional supply staff or deploying probationer teachers where they can have the greatest impact on maximising children’s time in school.’

2.1.9 Therefore, short medium and longer term plans should emphasise the blended learning approach, which will govern the digital/remote learning model and the use of buildings to spread the school estate so as to maximise the direct learning and teaching offering to pupils, as it is understood social distancing will diminish the capacity in schools.

2.1.10 Lastly, it states that ‘Critical childcare will need to continue throughout May, June and the summer break to ensure ongoing provision for key worker and vulnerable children. As recovery progresses, the use of dedicated childcare hubs for all provision may reduce, where possible reopening more settings so that children can access ELC and childcare in their usual environment.’

2.1.11 Therefore, the short term plan should be to continue this provision and only in the medium to longer term, should this provision for key workers be amended, depending on how the situation evolves.

2.2 North Lanarkshire Approach to Recovery

2.2.1 The COVID19 Recovery Planning Group has published a set of business objectives which have been agreed by the Corporate Management Team and circulated to the leadership of the political groups. These business objectives are designed to ensure that the principles of good governance shape our activity throughout the recovery planning process, including a commitment to health and safety, transparency and openness, consultation with stakeholders and economic recovery.

2.2.2 In addition the group established a number of key planning assumptions for recovery. These planning assumptions relate to the COVID19 situation locally and nationally, the effect on our available workforce of the restrictions placed on staff with underlying conditions and the requirement to design new operating models to accommodate social distancing in public buildings, where services are delivered or supported.

2.2.3 Thirdly, a number of critical work streams were established to progress activity, one of which is Education. To progress the work required, within Education, a number of key areas of activity have been established, some of which have been constituted as specific projects. These include the Digital School initiative, Child Protection, Community Hubs, and revised arrangements for curriculum and timetabling to enable these for August.

2.3 Short Term Arrangements

2.3.1 In the Scottish Government’s Covid19 Framework for Recovery, a route map is

described, which expresses activity in phases. It states that ‘assuming no regression in our process so far, we … will allows a move to Phase 1 from 28 May.’

2.3.2 This action assumes that the national Test and Trace system is in place to commence in June, with guidance produced so that ‘staff can return to schools and for an

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increased number of children to access critical childcare provision, including the reopening of child minding services and fully outdoor nursery provision.’ There is also planning being brought forward to ‘make support available to pupils at key transition points, e.g. those due to start P1 or S1.’

2.3.3 Critical Childcare Provision The intention is to continue to operate the community hubs in existing facilities for the short period that remains in the school session until June 24 th and, thereafter, through the summer. This is to ensure simplicity of arrangements and continuity for parents of key workers. The locations of these hubs will be decided once demand has been established to ensure capacity can support the returning teachers.

2.3.4 Expanded Nursery Provision It is anticipated that there will be an additional load of key worker children to be

catered for in the short term and that our funded providers and some North

Lanarkshire school nursery establishments will be required to achieve this. Mapping

is to be carried out of potential requirements through an existing on-line form that is

coordinated centrally.

2.3.5 Support for Pupils at Key Transition Points While the national documentation only mentions P1 and S1, there are important transitions to be planned for vulnerable children, such as children with ASN whose progress is monitored through periodic review processes. In addition, it is anticipated that there will require to be some engagement with senior pupils in June by schools. However, the approach being developed is for a programme of support visits for children, planning meetings for them and their families and orientation activities in classroom settings prior to the end of session. Importantly, all of this activity is subject to a baseline standard for health and safety being met, so as to enable pupils to return on this basis. It is expected that some classroom activity will be possible before the end of session.

2.3.6 Timeline for Orientation

The timeline below describes the most likely scenario. It is a risk informed plan, which is subject to change and acceleration depending on progress in enabling our facilities to fully compliant with the COVID19 baseline standards. It references the specific advice of the Education Continuity Direction: Guidance Note on the Coronavirus Act 2020, which ‘requires all education authorities to plan for and prepare for children to resume attendance at school… at the earliest time to do so… For the avoidance of doubt no such reopening should take may take place unless and until this is permitted by a further Educational Continuity Direction.’ The guidance note

furthermore makes clear the current ‘Direction is in place… until 10 June 2020.’ It is important that the timeline expressed below is adhered to, so as to enable equity across the system and to ensure that the risks of increased rates of viral transmission are reduced. Depending on government advice and local Health and Safety advice, it may be possible to accelerate this timeline.

Date Expected Activity Requirements to be Met

1 June Management teams are in schools and family learning centres (FLCs) to plan the return of staff, including risk assessment processes. Community Hubs provide childcare for children of key workers and vulnerable groups.

Schools and FLCs management teams to return subject to sign off from Heads of Service, based on health and safety advice.

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2.3.7 The arrangements described in this section also apply to Phase 2 of government

guidance.

2.4 Medium Term Arrangements

2.4.1 The Phase 3 guidance from Scottish Government is based on feeling ‘closer to normal.’ It assumes the ‘virus will have been suppressed and Test and Protect [is] working across Scotland.’ In this period, Scottish Government is ‘planning for children to return to school under a blended model of part-time in-school teaching and learning and part time home learning. Public health measures including physical distancing will be in place.’ It the current intention that this model begins on August 11.

2.4.2 In addition the expectation is that ‘all childcare providers reopen subject to public health measures, with available capacity prioritised to support key worker childcare, early learning and childcare for children in need.’

2.4.3 Key Planning Assumptions A number of planning assumptions have been developed for this period, which are described in the figure below. These have been developed based on data available on current staff absence information for Education and Families, as well as for Facilities Management Services.

8 June Teaching, early learning and childcare (ELC) and support staff to have returned by this date to plan for the return of pupils. This will include preparing classroom and environments and the blended curriculum offering.

Classrooms/play spaces to be assessed prior to teachers, ELC and support staff returning, so as to comply with minimum expectations and clear guidance and training packages to be adhered to.

15 June By this date, new P1 and S1 pupils will be undertaking orientation in schools. This is likely to be in smaller groups, so as to build confidence of pupils, staff and parents.

Pupil induction will accommodate key health and safety lessons, and establish key protocols for behaviours within establishments. Some hubs may move premises from this date.

22 June In this week a taster curriculum will be delivered for key transition groups, as determined by schools, with the approval of Heads of Service.

Schools will have established curricular plans for August and will inform parents as to specific requirements & arrangements. These are approved by Heads of Service.

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These planning assumptions underpin the operating model we will require for this period. Planning considerations by Scottish Government will affect the duration of this model, but it may be required for a considerable length of time.

2.4.4 Staffing Context Like many authorities, North Lanarkshire is experiencing a potential lack of teachers, ELC and school support staff for next session due to COVID19. The most recent assessment of staff availability showed that around 536 staff are likely to not be available, in ELC (158), in primary (274) and secondary (104) sectors. This is all before any normal absence patterns are factored in, and notwithstanding any future spikes in viral transmission that may occur in specific localities.

2.4.5 Accommodating Physical Distancing There is wide variety of classroom and playroom sizes in North Lanarkshire establishments and also in the current occupation of buildings. All schools and FLCs classrooms and environments are currently being evaluated as part of an exercise to establish how they may be made COVID19 Compliant, effectively accommodating a 2 metre squared space for each child’s desk. This exercise is being done in parallel to another exercise which maps out the wider estate around the school which can be deployed to spread the school’s footprint and allow greater numbers of young people to access learning at any given time. The aim is to ensure a minimum of 40% pupil attendance in each school and FLC on a given day during this phase.

2.4.6 Operating Model ELC, Primary and Secondary The Operating Model for ELC, Primary and Secondary is a timetabling arrangement that reflects available staff capacity and the building capacity to admit pupils in a safe way, as part of a baseline standard. In June consultation with a wide range of stakeholders, including Trade Unions, Head Teachers, Heads of Centres and other partners will consider options for how we will

We may have between 70% -

90% of staff available to work

in schools and FLCs – across Education

and Facilities Management

Services.

Social distancing (reduced TPR)

means that only 35% - 50% of

children will be in school and FLCs at

the same time –depending on

national model.

The opening capacity of schools

and FLCs is proportionate to our available staff and suitability of

buildings –assessment on-

going.

A reduced curricular model

may mean teachers and ELC staff delivering a core curriculum,

supported by wider digital

offering.

A structured approach may be

required to manage statutory

requirements: 22.5 hrs of teacher class

contact

Prioritise family centred planning

and delivery –explore bubbles; explore nurture

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operate. However, the principles below describe the basis on which arrangements will be put in place:

Respecting health and safety

Maximising the universal learning offering in school to children and young people

Providing a targeted offering to young people who are deemed to be vulnerable

Referencing teacher maximum class contact arrangements.

Consideration is being given to a number of proposals, such as:

Providing a family centred approach, with links to Early Learning and Childcare

Maximising the use of outdoor space and learning

Creating larger timetabling blocks for S1 – S3 to facilitate a greater capacity for project based learning and more integrated learning experiences, supported by lessons from the curriculum review

Introducing dedicated time for pastoral support for wellbeing and more integrated family based interventions (especially to support mental health)

Other measures which may create more resilience in staff groups, which are likely to be reduced substantially through absence

Facilitating the blended model, in which digital learning is as effective as possible, especially for those preparing for qualifications.

Primary / Secondary BGE

There is a wealth of well-developed Interdisciplinary resources on offer, covering

aspects of the BGE, particularly in Social Subjects, Literacy, Numeracy and practical

subjects. Progression and home learning tasks are built into these and they can be

delivered by any subject teacher to S1/2, taking advice from subject specialists where

available. This would fit with any of the proposed rota models – one or two days

(sessions) in school setting up the task(s) and the rest at home, working on tasks set.

One advantage with Interdisciplinary learning (or Rich Tasks) is that the work can be

provided on paper, thus addressing the issue that there may not be enough ICT or Wifi

access in households. Self-isolating teachers could check the work, provide feedback

and mark finished assignments.

The priority in S3 would be ensuring that pupils engage fully in the blended model, by

providing ongoing work that will allow them to access the appropriate courses in the

Senior Phase.

Senior Phase

If pupils are not going to be in school for part of the week, they could be undertaking

other awards and experiences. SQA may reintroduce course units and revert to shorter

exams, with coursework forming the core elements of assessment. All of these

resources still exist in schools for pupils doing units only courses, and there are a

number of appropriate SCQF L5/6 Awards that could be delivered. If pupils are

accessing schools less often, the focus should be on intensive teaching when they are

in school.

For young people in danger of disengaging there is an NLC Winter Leavers programme

already developed to engage them. This could continue to be delivered in the same

hubs as last year, albeit with smaller numbers and with social distancing in place. Also,

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the resources and materials could be used in schools with small groups of potential

leavers in S4/5 led by Pupil Support staff/ HSPO and others.

Using partners such as colleges and work placements to deliver Foundation

Apprenticeships for full day sessions would minimise footfall in schools, and deliver

meaningful experiences for learners in the Senior Phase who may potentially

disengage.

2.4.7 Operating Model -Transition from home Early Years to Primary School Transition begins with children transferring from either an early year’s establishment

into primary or from home to primary. Planned events support our young children

prepare for transition however due to COVID 19, this will take a different approach.

From week beginning June 15th 2020 and in order to prepare children for entering

Primary 1, they should be afforded the opportunity to view their school, classroom and

become familiar with who their teacher is and support staff responsible for them are.

Children’s progress and achievement of information will be obtained from early years

or gathered from the “All About Me,” booklet or online progress report, completed prior

to entry to Primary 1. This will support the teachers’ initial planning around interest and

achievements and allow them to further extend the Early Level teaching and learning,

appropriate to the needs and interests of the child. Children will be taught through a

blended approach which will consist of both school and home learning.

In the final term of Primary 7, children make the transition to secondary school and in

preparation for that, they will experience a virtual tour through the use of Teams

meetings with their new Head Teacher and relevant staff. Throughout transitions there

will be opportunities for parents/carers to seek answers to questions on health and

safety, social distancing, school meals, toileting and many other aspects. This could

be managed through the use of a drop box as head teachers are aware many parents

will be anxious about their child starting school for the first time or at any points of

transition.

2.4.9 Operating Model Additional Support Needs Schools

All ASN schools and LCSCs will develop individual pathway programmes and learning packages using a ‘Families First’ approach. Head Teachers, school staff and as appropriate, multi-agency teams, will engage in meaningful planning with families to transition children and young people into school on a gradual basis. Initially this will be on an appointments basis, in small groups, for short periods of time based on the development of individual part time timetables. There will be a particular focus on support for children and young people who are transitioning to another stage, for example from ELC into P1 and P7 into S1. It is recognised that within the sector every child will be transitioning and environments will look and feel different.

Teaching and support staff ratios and numbers of children will be based on individual risk assessments and will be in line as far as practicable with social distancing guidance. To ensure a safe provision, risk assessments of the school environment and of specialist areas such as sensory rooms and individual risk assessments will be in place for children and young people. Risk assessments are particularly important as children and young people with complex support needs may not be able to understand or adhere to social distancing rules. Additionally, they may be unable to self-regulate and thereby pose particular risks with regards to spreading of COVID-19 due to the exposure of bodily fluids. PPE will be provided to ASN School settings and LCSCs to

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support the protection of children, young people and staff in line with individual risk assessment recommendations.

Head Teachers, in collaboration with partner agencies, will continue to plan together with the family bespoke programmes of support and work towards transitioning all children and young people into school.

2.4.10 Digital School Operating Model The Digital School will provide a facility from which staff can be supported with both technological and curricular expertise. It will have a Digital School Lead Officer, and will galvanise key central staff and those teachers who are required due to shielding to work from home. The Digital School will address the digital divide and develop and share content and approaches which reflect the lessons learned from the wider curriculum review recently conducted in Education and Families. It will enable the digital offering which will provide continuity of learning for those not in schools, as part of the support for the bended learning model. This will involve on-line tutoring, for example. The Digital Senior Phase Classroom is being piloted in Airdrie Academy in June (V-scene system).

2.4.11 Digital Learning and Childcare Hubs The Service is currently exploring a wider offering for children and families to enable a range of functions to be delivered through an integrated hub model, which builds on that which was developed in the lockdown period and which will provide important supports for a blended curriculum. This will include:

continued support for vulnerable young people and their families, especially in relation to enhancing the digital offering and maximising the overall offer to young people who experience disadvantage

continued support for the children of key workers, especially to enable the delivery of wrap around care

Early Learning and Childcare provision

Linked outdoor education and support provision

Links to existing cluster arrangements Locations are currently being examined to enable this model to be evolved, however, where possible we aim to build on existing structures that have proved successful in the lockdown context. These hubs will be staffed by a range of professionals from all services, based on a clear leadership and management operating model, built upon arrangements which have been tried and tested in the lockdown period. They will be established to align with the timeframe for 11 August and will be designed to facilitate seasonal variation through autumn and winter if required. These hubs are an important contingency for the Service in preparing contingencies, should individual schools or centres require to be locked down for a given period due to a localised Coronavirus outbreak.

2.4.12 Booking systems will be used to assess any additional pressures placed on hubs due to the return of large numbers of school based staff.

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2.5 Longer Term Arrangements

2.5.1 The planning for Phase Four of the Scottish Government route map to recovery assumes the on-going ‘suppression of the virus to very low levels’ to the extent that it is ‘no longer a public health risk.’ It assumes that schools and childcare settings are ‘operating with any necessary precautions.’

2.5.2 Importantly, government guidance does not say ‘operating fully’, nor does it say ‘as before lockdown.’ Therefore the working assumption of this phase is that the system has been fundamentally changed and that a new operating model for the longer term is required. Clearly, this will be built on lessons learned and gains made during lockdown.

2.5.3 The key groups referenced in the strategic framework will be key to planning for this phase, including vulnerable groups for whom there will be outreach support planned for through future hub models (Section 2.4.11). These may be required for the longer period as schools may take time to recover to anywhere near the full working models operated prior to lockdown.

2.6 Facility Support Services

2.6.1 Facility Support Services (FSS) will play a key role in ensuring schools and establishments can open safely in line with social distancing guidelines. Their plans for facilitation of the recovery phase are outlined below.

2.6.2 Janitors will return to normal working operations on Monday 25 th May 2020.

2.6.3 Their first priority will be to fit out all classrooms to 2m distancing and record:

The capacity provision in each teaching area

Any excess furniture (where it can’t be stored on site)

Hand washing facilities in classrooms and wall/ stand hand sanitising units

Data will be reviewed to support future risk assessments.

2.6.4 Cleaning staff will return to normal duties on Wednesday 27 th May 2020 and will also return one week prior to schools returning in August. They will carry out stock checks and order additional cleaning materials/ equipment where necessary. PPE should be sourced for education staff providing intimate care duties.

2.6.5 There will be a phased return of catering staff in June, dependant on pupil numbers. Catering staff will return two weeks prior to schools returning in August. Catering staff may be redeployed to assist cleaning staff where there are shortfalls in staff availability.

2.6.6 A FSS staff resource plan is being undertaken to identify gaps due to staff shielding or self-isolating.

2.6.7 A review of school crossing patrol staffing levels is underway, as is work on the progression of planned savings.

2.7 Asset Management

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2.7.1 Asset Management (AM) have identified work that requires to be undertaken prior to schools reopening to pupils, as outlined below. AM will use visual barriers (as opposed to physical) where possible.

2.7.2 AM will install uniformed zoning signage across all sites; this will be user friendly and appropriate.

2.7.3 Directional control measures will be put in place by means of arrows and signage.

2.7.4 Access and egress management will be agreed for each site in line with zones.

2.7.5 A formalised risk assessment of all sites will be completed by the HT, supported by APS and Safety & Wellbeing.

2.7.6 Pupil gathering zones will be identified internally and externally for each site.

2.7.7 All pupils will complete an online Covid19-safe awareness assessment prior to occupancy, via Education and Families, if this can be facilitated.

2.8 Education Estate Specific Issues

2.8.1 As outlined above, FSS staff will be working from week beginning 25 th May to allow teachers to return on Monday 1st June.

2.8.2 Facility officers will be working to understand the capacities of each classroom, by setting out seats at 2m distancing, as outlined in SG guidance.

2.8.3 Capacities of each classroom will inform the overall capacity of each school; this in turn will determine if additional spaces are required to allow the appropriate number of pupils to be ‘in school’ rather than distance learning on any given day.

2.8.4 Any furniture not required for ‘COVID Classroom’ set up – i.e. non-essential furniture will be removed following the return of teachers. This is to ensure that the professionals have a say on what resources are essential to remain on the school campus.

2.8.5 All furniture on site must serve a specific purpose. All surfaces must be easily cleanable to reduce the spread of the virus on site.

2.8.6 All non-essential furniture should be off site by the end of June.

2.8.7 Class bases will be set up, and visual indicators of distance separation (i.e. floor and stair vinyl; playground stencils; etc.) over the summer break with guidance and input from the site senior manager (Head Teacher) who has overall responsibility for site management. All sites will be consistent both at school level and across the wider estate to ensure familiarity for any visitors to multiple sites.

2.8.8 All additional assets, across the estate (such as community rooms; leisure centres; etc.) are being mapped. This information will be complete by the end of May and will be passed to the GIS team for digitising. This will enable off site curriculum planning, and also identification of potential alternative locations for community hubs through the summer break and when schools return to operation.

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2.8.9 This information will include walking distances from each school site to each additional site and this will inform which additional site is best placed to serve which school. This will provide additional learning and teaching facilities should it be possible to provide staffing resource to occupy and use these buildings.

2.8.10 School transport, and the logistics of social distancing when using school transport, must be considered and any necessary changes implemented prior to August.

2.8.11 There will be a move to a blended learning model in August, (streamlined curriculum delivery in school with wider digital support when not in school building) therefore digital capacity within school buildings should be considered and upgraded/enhanced where necessary.

2.9 Graphics Signage

2.9.1 Work is being undertaken for Wayfinding and Signage within ALL school facilities; from outside school grounds to within school building. Signage includes:

Arrival at drop-off areas

Approach to the school

Entering through school gates

Gathering in playgrounds

Entering the school

Journey to classroom

Flow of traffic within school/traffic management

Hygiene stations within foyers and corridor walls

Safe distancing messaging throughout the building

Zoned areas identified by colour: playgrounds/assembly halls/open areas

Guidance posters

2.10 Corporate Communications

2.10.1 It will be essential that a communications plan is in place via Corporate Communications to alert parents re the pertinent points above. This plan will be about establishing clear expectations for the public regarding planning. It will focus on ensuring that there are regular feeds of information and that the concerns of people about recovery feed into planning.

2.11 Leadership and Management

2.11.1 A situational leadership programme for head teachers will focus on leading and managing in a challenging context, providing them with bespoke programmes of professional learning which will help them address issues such as: Health and Safety; Managing Change; Child Protection in a Blended Learning Context; Developing a Blended Curriculum.

2.12 Tackling Poverty

2.12.1 As part of the planning to tackle poverty Financial Inclusion and Housing Support Officers are being allocated to the Integrated Cluster Wellbeing Teams and will be collocated with staff from other agencies.

2.12.2 In addition, planning has been advanced to consider the use of available budgets to fund cash payments in lieu of free school meals to targeted families during the summer

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period. This is based on our experience of addressing issues related to the implementation of the voucher scheme.

2.13 Developing Cluster Based Approaches

2.13.1 It is important that cluster based activity is built upon during the pandemic period, with the expectation being that the organisation of schools by clusters will aid planning for a more effective curriculum and support systems. By August 2020 23 Integrated Cluster Health and Wellbeing teams will have been

formed (Review of Additional Support Needs) which will include specialist staff and

partners from across services working in close alignment:

Cluster Improvement and Integration Leads

Network Support Staff

Additional Support Needs Assistants

Social Work staff

Police Community Liaison Officers

CLD Home School Partnership Officers

Educational Psychologists

NHS staff

School based Councillors

These colleagues will operate from Integrated Cluster Wellbeing bases.

2.14 Health and Wellbeing of Staff and Pupils

2.14.1 It is recognised that schools may appear more regimented and less human than previously in the recovery period, with pupils encouraged to keep their distance from one another and greater deployment of health and safety protocols to manage the movement of children and young people around facilities. It is understood that children and young people will find it difficult to cope with such expectations of them. Programmes and supports will be evolved for this period with a greater emphasis on training for staff on strengthening existing nurturing approaches.

2.15 SQA Courses and Examinations

2.15.1 There is national planning taking place relating to SQA examinations which will potentially affect delivery of education in North Lanarkshire. Ensuring that courses can be delivered is critical to the success of pupils and the reputation of the Council as a statutory body overseeing education.

3. Equality and Diversity

3.1 Fairer Scotland Duty

Work carried out during the recovery phase will follow any relevant national policy relating to the Fairer Scotland agenda.

3.2 Equality Impact Assessment

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Equality impact assessments will be undertaken in line with Council policy. This is particularly the case in relation to establishing compliance with equalities policy in relation to specific curricular models.

4. Implications

4.1 Financial Impact

There are potential costs associated with increasing the numbers of available teachers to staff these models. There is also a full cost model to be developed for Digital Learning and the Digital School. CMT already approved a September refresh point for the Scottish Attainment Challenge Plan. The funding for the planned payments of Free School Meals vouchers in the summer period is to be discussed and agreed before the end of this term.

4.2 HR/Policy/Legislative Impact

A COVID19 compliant Health and Safety risk assessment process for all buildings and classrooms is being carried out as part of this process.

Updated guidance for head teachers regarding how to deal with shielded staff is being prepared by the Human Resources teams. This will involve specific advice on what to do in June and in August.

Most importantly, as national guidance for the emergency period moves, there is potential for various pieces of statutory guidance to change. As and when these happen, by exception, these will come through CMT for approval.

4.3 Environmental Impact

Reduced numbers of children at school at any given time, and increased use of digital technologies for learning and teaching will have a positive environmental impact.

4.4 Risk Impact

The risk associated with the implementation of the recovery phase will be regularly

reviewed in line with North Lanarkshire Council arrangements.

A consistent, measured and standardised approach during the recovery phase,

communicated clearly to all, will enable us to manage reputational risk.

A range of planned stakeholder consultations with Trade Unions, Parents’ Groups

and Partner Providers, as well as Skills Development Scotland and New College

Lanarkshire are planned.

5. Measures of success

5.1 Measures of success will include:

Schools and establishments that are ready to safely open to staff and pupils

Staff, pupil and parental confidence that schools are safe environments

Increased integrated working between and across services to facilitate the recovery phase

Equity of access to digital learning for all children and young people

Improved digital skills of education staff

A consistent and progressive blended model of learning and teaching across all schools

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6. Supporting documents

6.1 Appendix 1 – Signage within ALL school facilities Janie O’Neill, Head of Education (Central)

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Appendix 1

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