It is interesting to look back at what I wrote on this blog on the 29th February, using my experiences of other school closures, especially that of Haringey’s schools in 1979, during the Winter of Discontent.
All this is ‘obiter’ by way of approaching the main question as to what schools should do now, and is there anything we can learn from 1979? Two things standout; some schools, usually those subject to most parental pressure, were better organised than others, especially in respect of examination groups, and we live in a vastly changed world in relation to technology.
Schools that don’t already do so can explore the use of uploaded video lesson segments for revision classes, where limited new material remains to be introduced. Skype or video conferencing software might even allow virtual lessons in some subjects where teachers are available. Indeed, a pandemic, as it would likely affect teachers as well as other school staff, should be the final nail in the coffin of schools competing with each other, rather than collaborating for the good of all learners.
Specific thought will also need to be given to pupils, especially those in special schools that are transported to schools. Will there be sufficient taxis and other vehicles to bring them to school?
These thoughts chime with the report from the Institute of Fiscal Studies about who has lost out from the lockdown, in terms of learning. I haven’t had time to read their research in full yet, but I wonder whether they also computed the attendance rates in normal times for the different groups they identified? There is also differential rates of private tutoring even in normal times
None of this invalidates the IFS’s verdict, with which I agree, and was supported by the Chair of the Social Mobility Commission on the radio yesterday. Social Class and access to both funds for technology and space to learn can make a big difference.
Should we be looking to press new spaces into use as schools? Church and community halls as extra classroom; theatres; cinemas and even places of worship? Because, if we cut class sizes we won’t have enough space to bring everyone back in the present buildings.
We certainly need cooperation and not conflict between those responsible for the education of the nation’s children and young people.
Whatever the strategies finally deployed, we do need to see how we can work with parents to ensure children falling behind can make-up the essentials of learning without being stigmatised as either failures or willful for not having the resources and space at home that makes such a difference to learning. This will not be an easy task, but one we must aspire to achieve as a Society.
John Howson 
Jon Cole, CEO of United Learning, said we would need twice as many classrooms and twice as many teachers to cope with re-opening of schools. It’s true that schools will have to open eventually but the way it’s being done is piecemeal and hasn’t got the confidence of either teachers or parents. Better to concentrate on opening in September. This would need planning by individual schools. It would also require support from government. If it’s possible to build Nightingale hospitals in just a few days, it’s surely possible to provide temporary classrooms, as was done at the raising of the school leaving age (RoSLA), by September. These could be supplemented by requisitioning other spaces as you’ve suggested.
Providing additional teachers is more difficult given recent recruitment and retention difficulties. But young people leaving uni may be persuaded to take up teaching as we’re told there will be fewer other jobs for them. Trained teachers in other professions could be persuaded to return. Supply and agency teachers could be offered long-term contracts.
The aim should be ‘Open in September’ not ‘Open in chaos in June’.
PS Hope you are well. Keep safe.
Janet,
I broadly agree, but want to try and see if Reception and Year 1 can return as those building block years are so key to laying the foundations for learning. However, we need to know how important social distancing is with this group and to remove high risk adults from the workplace. I think some national learning programmes for A level students on a pick and mix modular basis should have been introduced by now. Where is the 21st century General Hobart and his team when you need them? He identified the issues facing a landing in Normandy and designed the mechanised kit to make it work on the day.
I usually teach uks2 but as we don’t have year 6 in have been teaching in year 1. Parents are not sending in their children. A total lack of confidence in what the government is saying. People need clarity, parents are saying that their child will not be the experiment. Until we have confidence in the system, I suspect this will remain the case. The focus needs to be on how to close the gap, which if we wait until September will be massive between the haves and have nots. If we can furlough millions, build nightingale hospitals, stop billions in loans could we not get laptops and mobile internet out to ALL children. Even my students who could get online, had to share with siblings reducing contact time significantly especially if sharing with multiple siblings.
Camron,
Agree. Needed leadership. Yesterday, I asked Oxfordshire to take the lead in planning across all schools for al children. It was why I backed R+Yr ! returning as these are the key building block period for most children. We need a national technology strategy led by the profession.
John