Termly Newsletter from Director Education & Learning - Autumn 2020

Welcome back. We all really hope that you have manage to get some well-deserved rest over the past few weeks although we do appreciate that secondary colleagues have had a particularly turbulent time with A’ levels and GCSE results.

I know you will have been planning for full reopening this term. Please pass on my thanks and appreciation to all your staff. Without leaders, teachers and support staff pulling together, we would not be able to complete this amazing task.

Reassurance is going to be key to moving forward as many staff and families are going to be nervous about a full return. Consulting widely and keeping people informed is something I know you will continue to do.

The guidance within the termly letter is divided into three sections;

1. Ofsted Updates
2. Local Updates
3. National Updates

There are a range of things for us all to consider and not all of them relate to COVID!

In the Appendices you will find a letter from Monica Sherry, Head of Nursing & Universal Children Services about the school nursing team and their continued support for your school, a live copy of our summary guidance re reopening schools along with 2 flowcharts developed by Public Health to help you respond to incidents of Covid 19 occurring in your school.

Wishing you a happy and successful start to the term.

Cathy Twist

Director, Education & Learning

Direct Line: 020 7926 9541
Email: CTwist@lambeth.gov.uk

Welcome to our new headteachers who join us this term. We wish you every happiness in your new roles and look forward to welcoming you properly at our first Working Together.

City Heights: Errol Comrie
Clapham Manor: James Broad
Harris Academy Clapham: Sam Hainey - Executive Principal
Harris Academy Clapham: Gizlé Landman - Head of Academy 
Lambeth Academy: Amy Welch
Loughborough Primary School: Laura McPhee
St Saviour’s: Declan Dunford-Crozier

New Headteacher / New to Lambeth Introductory Meeting

• 11^th September 10-11:30am - Microsoft Teams meeting

LSP Headteacher Working Together Events 2020/21

As agreed with the Lambeth Schools Partnership Board - the Termly Headteacher Working Together event dates for the 2020/21 academic year:

• 18^th September 2020 - Virtual via Microsoft Teams
• 22^nd January 2021 - Virtual via Microsoft Teams
• 7^th May 2021 - Virtual via Microsoft Teams

The events are always on a Friday, the events begin at 8.30am and end around 11.30am. If there are any changes to these dates and times then I will keep you informed as soon as I know.

Note: The Working Together events are part of your LSP annual subscription. If you have not yet subscribed to the partnership for 2020-21 then please do here: http://www.lambethschoolspartnership.uk/Services/3543

LSP Headteachers' Conference Brighton

• 4^th & 5^th March 2021, Jury’s Waterfront Hotel, Brighton

Full inspections are suspended until the spring term but Ofsted will be conducting visits to look at how well the school is planning to support pupils going forward.

Pilot visits begin September 14th – there are expected to be 12-13 schools visits in London. Full visits start on the 28th.

There will be 1400 visits nationally with around 150 in London. They will be a one day visit 10am-3pm. No lessons will be visited; this will be a leadership conversation.

In London this is likely to mean:

All inadequate schools and a sample of inadequate schools that have converted: 

1. 5% of RI
2. About 80 Good schools
3. 40 Outstanding

These will be considered visits rather than inspections. They will have no grade judgements but will be on the Ofsted website and it is likely that schools will be expected to share with parents. There will be no conversions to Section 8 or Section 5 inspections.

The visit will focus on what the school is doing now and its plans for the future, not judging what happened during Covid. The outcome of the visit won’t be picked up in the next inspection.

There will be no deep dive focus. The LA and governors are not necessarily involved.

The visit will have three key foci:

1. Curriculum -  Where the schools plans are. How is the school managing blended learning both on or offline. How the school in managing equality of access?
2. Safeguarding -  How are individuals and groups supported around Covid? How are schools working with partners? How are you supporting bereavement? Trauma? Mental Health etc
3. Behaviour – Are students struggling with routines? Attendance (will not be comparing with national benchmarks), offrolling & exclusions

School Census

School census dates for the autumn have been released and there are further details as to when school profiles will be released.

We have been notified that the census collection and data releases will be on the following dates:

• School census date is on 8th October 2020
• School workforce census is on 5th November 2020

Primary school profiles and contextual draft reports are available on 15th September, with the final versions published in early November 2020.

Secondary school profiles and contextual reports are available late October, with the final versions published in early November 2020.

The team will also continue collecting Phonics, GCSE, A level results for 2020 in Autumn term as required.

For further information, contact Feyisa Demie.

School Admissions

School Access Module (SAM)

We are aware that some schools have had a change of administration staff over recent months, so the School Admissions Team will hold a training session later this term to ensure that those involved in school admissions work are familiar with all the necessary functions. All known new starters in this field have been given a SAM guide, so they can start to undertake more immediate tasks (mentioned below). If you have a new member of staff that requires access for SAM and/or Adept (formally known as Atomwide - a Pan-London secure data sharing and admissions portal) please email Ruth Wright, Service Manager - School Admissions & Child Employment Team who will state what details are required and ensure accounts are set up swiftly.

Collaborative Working

The School Admissions Team would like to thank schools for their support regarding in-year moves, reception, junior and secondary transfer, especially during lockdown. In order to continue this, we would appreciate your support in ensuring each of the following tasks are undertaken:

• Each child’s attendance is noted on SAM when they start (this includes new starters from reception, junior and secondary transfer) to ensure that children are not lost in the system. This is a safeguarding issue, and one that we especially wish to improve. As such contact will be made with schools to investigate further where it appears that a child/children has not started.  
• Connected with the point above, school staff must contact families where children have not started and were expected - in all year groups.  After five school days of unsuccessful attempts the School Admissions Team must be notified. This to try and ensure that the child is not missing education, or at another risk. Feedback will be provided if the offer is still required or not.
• Off roll forms are completed and returned to the School Admissions and Inclusion Teams within five school days of a child leaving.
• SAM is updated when there is a change to attendance numbers, as accurate vacancy figures need to be recorded. This is not just for School Admissions Team use in placing children, but this is also to fulfil a statutory requirement to provide other enquirers (parents/carers and other professionals) with this information.
• That school staff (school admissions or senior school staff) respond within five days to any intended offers lists from Lambeth School Admissions Team, whether these relate to preferences for community schools or allocations for any schools.
• Non-community schools send a copy of an in-year admissions application form (via Adept) to the School Admissions Team as soon as received for a child stated as being out of school, and/or LAC. This is irrespective of whether an offer can be made and whether the child is a Lambeth resident or not. This request is to assist us to identify and support children missing education and help with safeguarding. 
• Non-community schools send an on roll form to the School Admissions Team and Inclusion Team within five school days of a child starting at the school.

As mentioned last term, the In-Year Common Application Form for Lambeth community schools is now online. So parents/carers need to be informed of this if they wish to apply for such schools. The portal link is on our webpage. The Lambeth In-Year Transfer Form (pages A-D of the usual paper form) is still required, but is a separate form. This form is to be completed by the child’s parent/carer and senior staff at their child’s current school to explore the reasons why a transfer is requested, especially if it is not in relation to a home move.  

Census Day

As in previous years, it is strongly advised that schools follow the local agreement to avoid pupil movement just before any census data is submitted.  Where a child is moving from another school in the borough or neighbouring borough, the child should not be given a start date less than ten days before the census return i.e. not starting on roll between Wednesday 23rd September and 7th October. 

Every effort will be made to make offers for our community schools in time for census but the collaborative working regarding all schools (including making allocated offers where appropriate), to assist with the swift placement of children within all Lambeth schools by the deadline. 

Admissions Arrangements

As you know, the new School Admissions Code is currently being consulted. Any significant changes will be relayed on in due course and how this impacts upon a school’s admissions criteria or application processing. One element that is not due to change is how changes to admissions arrangements are handled.

If you are the head of a non-community school please remember the requirement is that schools/academies must consult on their admissions arrangements each time there are changes, or at least every seven years if there is no change. The consultation window is from 1st October and 31st January for a minimum of 6 weeks. 

Arrangements are to be determined each year, whether a consultation took place or not at a formal governors meeting or similar, and a copy of the arrangements must be sent to us by 15th March, whether it went through consultation or not.

Reception, Junior & Secondary Transfers Information Sharing

The primary and secondary 2021 booklets will be delivered to schools at the end of w/c 31st August. For primary schools, it is vital that the secondary booklets are distributed to each Year 6 as a matter of priority. As you know, usually these booklets are provided at the end of the summer term, but for various reasons this was not possible. The primary booklets are for distribution to nursery children (if there is a nursery) and siblings of those already in the school, as well as a handful for any other enquirers.

Further communications about these rounds will be provided to school admissions colleagues in your school. Nearer to the deadlines, the School Admissions Team will be in contact with them to remind them how to check which children have an online application submitted.  We know that a lot of work is already undertaken in schools to inform parents/carers of the process and would value your feedback in other ways we can support you.

Child Employment

Details relating to child employment, child work permits, Body of Person’s Exemptions and chaperones are available via www.lambeth.gov.uk/childemployment.

SENCO Network & New SENCOs Support

We have a thriving SENCO Network in Lambeth attended by Early Years, Primary and Secondary SENCOs and Inclusion Leads. The network meetings are held six times across the academic year and our evaluations for over the year illustrate how helpful SENCOs find these for peer support and professional development. If you have a new SENCO this academic year please encourage them to sign up to SENCO network via Lambeth Schools Partnership website. Sue Franklin also remains the link person in the local authority to support any SENCO, but especially new SENCOs in understanding the SEND Processes.

Loss & Bereavement Awareness Webinars

Cruse Bereavement Care is the leading national charity providing bereavement support services in England, Wales and Northern Ireland with a sister organisation in Scotland. Cruse offers support, advice and information to children, young people and adults when someone dies and works to enhance society’s care of bereaved people.

Lambeth Cruse deliver a CYP service with have bereavement volunteers specifically trained to support children and young people. Lambeth Cruse can work in partnership with your school to ensure your staff have a greater awareness of the impact of bereavement and grief, and are offering 2 – 2½ hr webinar sessions which can be tailored to meet the training needs of your organisation. These sessions are suitable for teachers, teaching assistants and pastoral care staff in groups of up to 10 participants, and are typically 1 ½ hours delivered via Zoom.

If this is something you would be interested in or for more information – please contact Tanita Pennycook in Lambeth’s Children’s Commissioning team.

Parenting Support - Lambeth Families

Being a parent is never easy, but the pandemic has put unprecedented stress on family relationships. Lambeth’s Parenting Support Service helps families to access the right support for them, whether this be taking part in a parenting course, completing a virtual programme online or accessing a one to one service. Visit www.lambeth.gov.uk/parenting and help parents from your school community to sign up for the support they need.

If your school is interested in hosting a parenting programme, please contact Lambeth’s Parenting Lead, Helen McAree who can coordinate this at no cost to the school.

Unlock

Unlock, a series of informal learning projects designed to engage young people who are NEET or at risk of becoming NEET, has been running very successfully over the summer.

Notable successes include:

• 12 young people studying on the youth work training course are now working on youth summer programmes, earning and giving back to their community while working towards their accredited qualification
• 5 Young people are planning to go viral with their music videos, a striking feature will be one of the productions exploring the notion of ‘Black is Beautiful’
• 8 participants are working with entertainment professionals to plan and deliver an eclectic online music festival for October and have already received business sponsorship.
• 12 young people are working on their online business ideas through the course – ‘Making money from your side hustle’ – most have already set up their websites selling everything fashion products to ‘personalised beats’.
• 8 Young people have learnt about themselves through our modern take on philosophy exploring Plato and Aristotle through the lens of Drill music. ‘Toxic masculinity’ is just one example the many themes considered in ‘Drillosophy’

What’s next?

One more course has a planned delayed start and will begin in September.

The planning team are looking at how to celebrate and reward the young people for their commitment and achievements at the end of the courses.

All courses are being evaluated to see, depending on available funding, whether they should be considered for running again as an appropriate response to the ongoing situation with COVID-19 and the particular needs of this group of vulnerable young people.

Trauma Informed Schools

Just a reminder that all schools and setting have access to the trauma informed webinars until the end of September.

Confidential Support - 10-25 Year Olds

Ahead of your pupils returning to school, we just to remind you of our well-established mental health and emotional wellbeing service Kooth. Kooth is an online counselling service for 10-25 year olds living in Lambeth and across south-east London offering access to self-help materials, support from qualified counsellors in one-to-one sessions, and peer-to-peer support through moderated online forums. The forums address issues that range from exam stress and depression to self-harm and relationship problems.

Young people can also log on to the service anonymously on Kooth to access free help and support. There are no referrals or waiting lists to use this service and it is open 7 days a week. If you would like further information on Kooth, please contact Morwenna James, Lead Integration and Participation Worker for Kooth on who will be happy to arrange a presentation on Kooth for your school if desired.

Recovery Curriculum

We shared with you last term our recovery principles and have been sent some interesting resources from our colleagues in AEP and Notts County Council which you might find useful.

The ‘Recovery and Renewal’ handbook: https://www.sendgateway.org.uk/whole-school-send/find-wss-resources/.

Safeguarding

Based on what we have seen so far, as more pupils have returned to school, the number of referrals and significantly increased. Please consider allowing your DSLs additional release if required.

You should now have received a copy of the updated Lambeth safeguarding policy for use within your school.

The Section 11 safeguarding audit will be with you this week, for completion by mid-November. This is a statutory return, the summary of which is reported to the Lambeth Safeguarding Children Partnership.

SACRE – Lambeth Agree Syllabus for R.E.

Lambeth has instituted a review of its Agreed Syllabus for religious Education. This is now almost complete for sign off and a formal  launch  will take place in September. The new syllabus will:

• Develop religious literacy
• Acquire and develop knowledge and understanding of Christianity and the other principal religions and world views represented in the UK
• Develop an understanding of the influence of the beliefs, values and traditions on individuals, communities, societies and cultures.
• Develop attitudes of respect towards other people who hold views and beliefs different from their own.
• Develop the ability to make reasoned and informed judgements about religious issues, with reference to the principal religions and world views represented locally and across the UK promotes the spiritual, moral, cultural, mental and physical development of pupils.

Introducing ELEVATE Education – Lambeth’s NEW Cultural Education Partnership

• ELEVATE Education is a growing network of teachers and cultural partners who collaborate to improve Lambeth’s creative learning and cultural education offer for young people – to enrich their lives and give them tools to succeed.
• By investing in this partnership, Lambeth has committed to building an innovative, relevant, and universal cultural education offer with targeted provision for young people who face cross cutting barriers to engagement.
• We have a solid foundation…
• 58 Lambeth primary schools took part in Steve McQueen’s Year 3 photography project in 2019.  We were one of the highest engaging boroughs.
• We have 26 Artsmark schools – including a primary and secondary awarded platinum.
• LSP has initiated Raising The Game to improve the attainment and ambitions of Black Caribbean pupils– paving the way for our cultural partnership to focus on developing a more relevant and representative cultural offer. 
• Imagine what more we can achieve together!

The Impact of COVID

• Many of you have strong, longstanding relationships with your local creative organisations and cultural venues.  However, COVID closures and loss of income has left many Lambeth cultural organisations and venues in dire circumstances, some facing the possibility of permanent closure.  We encourage you to connect with, and commission, local cultural partners where possible.  Our cultural sector is highly experienced in delivering workshops, projects, CPD and performances for schools.  They’re also working hard to bring their offers online so they’re primed to support in class and at home learning through this coming year of recovery curriculum.
• Is there a curriculum area you would like to support creatively?
• Are you looking for CPD to help your teachers feel confident in approaching the recovery curriculum in creative (and COVID safe) ways? Dance, drama, music, poetry, music technology?  
• Do you have a group of pupils you feel would particularly benefit from a creative intervention to develop their confidence, wellbeing, writing, oracy? 
• If so, get in touch as Lambeth is home to an incredible wealth of cultural partners with an array of inspiring learning offers.  Here’s just a taste…
• Meet Florence Nightingale or Mary Seacole (in person or online) via the Florence Nightingale Museum
• Inspire your teachers with CPD from the London CLC – supporting schools to use digital technologies creatively and critically
• Delve into the Black Cultural Archives collection – the only national heritage centre dedicated to collecting, preserving and celebrating the histories of African and Caribbean people in Britain.

I will update you regularly on cultural opportunities, and the ELEVATE website is an excellent starting point to discover free creative resources and innovative projects.  If you would like to know more, or join the network, contact Alice Edwards, Cultural Education Partnership Manager via AEdwards@lambeth.gov.uk or 02079260389.

COVID-19: DFE Advice & Information

There have been several updates to the DFE’s COVID-19 Advice & Information since our last meeting. The details below are the latest as of 2nd September 2020.

The full guidance on the opening of schools was updated on Friday 28th August 2020. There are several points of clarification in the guidance which are updated in Appendix B of this document.

The DFE has sent additional guidance on Tiers.

Tier 1 involves remaining fully open

Tier 2  secondary schools to adopt a rota system and further education (FE) colleges to limit on-site attendance, whilst all other settings, including alternative provision (AP) and special schools, remain fully open.

Tier 3 requires secondary schools and FE colleges to limit on-site attendance to just vulnerable children and young people, the children of critical workers and selected year groups, other settings remain fully open. In the event of tier 3 local restrictions being implemented the Department for Education will issue operational guidance for the affected area that will confirm which year groups should be prioritised. Implemented by the DFE.

Tier 4 goes further to limit attendance to just vulnerable children and young people and the children of critical workers at all settings, excluding AP and special schools.

Rotas – with particular reference to Tier 2

The DFE would prefer a 2 weeks rota followed by 2 weeks at home. This would allow sufficient time to self isolate. Rotas should not be shorter than 1 week as this would not give time for symptoms to develop.

Different rota groups can use the same classrooms as long as they are thoroughly cleaned.

In circumstances where full attendance is possible, schools should not operate a rota system. It is stressed that this should only be done for secondary year groups in areas required to move to Tier 2.

Vulnerable children and those of critical workers should be integrated into the rotas.

At Tier 2 upwards, students and teachers should wear face coverings outside the classroom.

Parents should still notify schools as soon as possible if a pupil tests positive if not on rota to be at school.

Some pupils should continue to get full time provision if the rest of the school moves to rotas:

Children of critical workers and vulnerable children and young people will be expected to be able to access full-time on-site provision at all tiers of restriction. Critical workers who can access schools or education settings.

• Vulnerable children and young people include those who: are CIN/CP/LAC
• Have an EHC plan
• Have been identified as otherwise vulnerable by educational providers or local authorities (including children’s social care services), and who could therefore benefit from continued full-time attendance. This might include children and young people on the edge of receiving support from children’s social care services, adopted children, those at risk of becoming NEET (‘not in employment, education or training’), those living in temporary accommodation, those who are young carers, those who may have difficulty engaging with remote education at home (for example due to a lack of devices or quiet space to study) and others at the school’s and local authority’s discretion.
• If a critical worker notifies they need their child to attend on a non-rotaed week, they should be given a place. If they notify their child won’t be attending the school should grant leave of absence.

Attendance

Pupils should be recorded using the usual school attendance codes, set out in School Attendance Guidance.

Remote Education in Tier 2

• Set assignments so that pupils have meaningful and ambitious work each day in a number of different subjects, including new material - planning a programme that is of equivalent length to the core teaching pupils would receive in school
• Teach a planned and well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject
• Gauge how well pupils are progressing through the curriculum using questions and other suitable tasks, and set a clear expectation on how regularly teachers will check work
• Enable teachers to adjust the pace or difficulty of what is being taught in response to questions or assessments including, where necessary, revising material or simplifying explanations to ensure pupils’ understanding

These expectations only apply to secondary year groups operating a rota system at Tier 2. The full opening guidance sets out expectations for remote education in all other scenarios, including where pupils are self-isolating and other tiers of restrictions.

Free School Meals

Schools should work with suppliers to prepare meals and food parcels to be collected or delivered to eligible children at home. Further guidance is expected.

Teachers and staff can work across rota groups.

PPE Guidance

At the time of writing, the latest update on PPE (Monday 24th August 2020) from the DFE can be found here.

COVID-19: Home Test Kits

From Wednesday 26 August 2020, all schools and FE providers will receive an initial supply of 10 home test kits. Home test kits should only be offered to individuals in the exceptional circumstance that you believe an individual may have barriers to accessing testing elsewhere. The best and fastest way for students or staff to access a test is to visit a testing site. Full details can be found here.

EHCP Temporary Modification - Ending Soon

From 1 May to 25 September 2020 (inclusive) the Regulations[1] which provided most of the statutory timescales for the EHC needs assessments and plan processes were modified. The effect of this modification was that where there was not reasonably practicable or impractical to conclude an action within the statutory timescale because of the incidence or transmission of coronavirus (COVID-19), the local authority or other body to whom that deadline applies would instead have to complete the process either as soon as reasonably practicable or in line with any other timing requirement in the regulations being amended.

Catch Up Funding

Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in years reception through to 11.

Special, AP and hospital schools will be provided with £240 for each place for the 2020 to 2021 academic year.

We have applied additional weighting to specialist settings, recognising the significantly higher per pupil costs they face.This means a typical primary school of 200 pupils will receive £16,000 while a typical secondary school of 1,000 pupils will receive £80,000.

Payments

This funding will be provided in 3 tranches. The DFE will provide schools with an initial part payment in autumn 2020, based on the latest available data on pupils in mainstream schools and high needs place numbers in special, AP, hospital schools and special schools not maintained by a local authority.

They will then distribute a second grant payment in early 2021, based on updated pupil and place data. For mainstream schools, we will use the 4 to 15 pupil headcount from the October 2020 census.

https://www.gov.uk/guidance/coronavirus-covid-19-catch-up-premium

Schools may find the Education endowment fund helpful in deciding which interventions to use: 

https://educationendowmentfoundation.org.uk/covid-19-resources/covid-19-support-guide-for-schools/

Early Years

Reception baseline assessment (RBA) - information about the development of an assessment for pupils in reception to measure their progress primary schools.

In response to the 2017 primary assessment consultation, the government announced plans to introduce a statutory reception baseline assessment (RBA) in autumn 2020. Due to the challenging circumstances faced by schools in the context of the covid-19 pandemic, statutory introduction of the RBA has been postponed to Autumn 2021. Instead, schools had the opportunity in July to sign up to  become an early adopter year to familiarise themselves with assessment materials before the RBA becomes statutory. Those schools that have chosen to participate will receive assessment materials shortly before the October 2020 half term, with the optional assessment window opening for six-weeks after the October half term. Participation is optional, even after signing up. Data gathered from the Early Adopter year will not be used for the purpose of the progress measure.

EYFS Changes

The DfE is to change the Early Years Foundation Stage (EYFS) in 2021.The changes will improve outcomes for all children, but particularly the language and literacy outcomes for disadvantaged children and reduce teacher workload. In July 2020 the government published its response to the EYFS Reforms consultation. To summarise, the key changes are:

• Revisions to the educational programmes strengthening language and vocabulary development to ensure all children have a good grasp of these areas of learning in preparation for year 1.
• Revisions to the Early Learning Goals – making them clearer, more specific and easier for teachers to make accurate judgements.
• Changes to the assessment and moderation process for the Early Years Foundation Stage Profile (EYFSP.) The statutory duty for local authorities to moderate the EYFSP in 25% of schools each year will be removed. Schools will still be required to submit EYFSP data to their local authority and this will still be collected nationally.
• Change to the safeguarding and welfare requirements to promote good oral health.
• Exceeding judgement criteria - this will be  removed from  the EYFSP. Teachers will be expected to continue to identify and stretch more able children.

The reforms will be implemented nationally from September 2021 onwards as planned.

Winter Flu Programme – Schools Guidance

The Department for Health and Social Care (DHSC) announced details of its expanded winter flu programme. This includes: 

• An expanded flu vaccination programme to protect vulnerable people and support the NHS
• Free vaccine to be made available for people aged 50 - 64 later in the year
• Households of those on the Shielded Patient List eligible for free flu vaccination
• All school year groups up to and including year 7

Public Health England has published guidance on the expansion of the school programme and what this means in practice. This guidance has been produced to assist all school staff and leaders with any questions about the nasal spray flu vaccination being offered to children in primary schools during the autumn term 2020 and includes frequently asked questions. It is not intended for children, parents or carers, who will receive their own dedicated information. Schools should make arrangements for practitioners to deliver the immunisation programme.

Faith School Admission Arrangements Changes – Action Needed

DfE has published guidance on changes to faith oversubscription criteria in faith school admission arrangements which have been affected by the COVID-19 outbreak. Due to COVID-19, there have been restrictions on the opening of places of worship and parents and their children may have been unable to attend their place of worship as normal. This has meant that faith schools with admissions arrangements that prioritise applicants based on membership or practice of the faith, evidenced through regular attendance at a place of worship and/or at communal worship, may find their admission arrangements have been affected for the September 2021 intake. As a result, some admission authorities may need to seek a variation to their admission arrangements to ensure parents are clear on what they need to do to meet the relevant criteria.  

EYFS: Paediatric First Aid Certificates – Guidance

The DfE has updated guidance to reflect the extension of the validity of current Paediatric first aid (PFA) certificates. Providers must use their ‘best endeavours’ to ensure one person with a full PFA certificate is on-site when children are present. If after using best endeavours they are still unable to secure a member of staff with full PFA to be on site then they must carry out a written risk assessment and ensure that someone with a current first aid at work or emergency PFA certification is on site at all times children are on premises.

New entrants (levels 2 and 3) will not need to hold a PFA certificate within their first 3 months in order to be counted in staff: child ratios, during COVID-19.

Additionally, if PFA certificate requalification training is prevented for reasons associated directly with COVID-19, or by complying with related government advice, the validity of current certificates can be extended to 25 November 2020 at the latest. This applies to certificates expiring on or after 16 March 2020.

 If asked to do so providers should be able to explain why the first aider has not been able to requalify and demonstrate what steps have taken to access the training. Employers or certificate holders must do their best to arrange requalification training at the earliest opportunity. The practical elements of PFA courses should be delivered face to face, so that competency can be properly assessed.

School Nursing

Please see the letter in the appendix from the school nursing team detailing how they will work with you to deliver their service.

Finance

New update guidance has been provided on financial transparency in Local Authority schools and academy trusts. Several of the measures bring LA schools into line with the expectations of academies. As a result of recent consultation key measures are being taken to ensure appropriate rigour. These can be found in the executive summary. Financial transparency of local authority schools and academy trusts.

Further Information

Please see links to:

• Letter from Monica Sherry, Head of Nursing & Universal Children Services School Nursing team in relation to their continued input into your school.
• School opening guidance and table of actions for schools
• Public Health flowcharts to help you to respond to incidents of Covid 19 occurring in your school/setting

Click here to view the Appendix